LITERACY PLACE TRAINING MANUAL
|
|
- Jonathan Bennett
- 6 years ago
- Views:
Transcription
1 LITERACY PLACE TRAINING MANUAL TABLEOF CONTENTS THELITERACYPLACE ADMINISTRATOR What Is a Balanced Literacy Program? What to Look for in a Literacy Place Classroom Chart Concept Theme The Big Idea Observation Guide: Integrated Reading/Language Arts Instruction Chart Administrator s Classroom Observation Checklist A Summary of Teaching K-2 Children to Read at Literacy Place Chart Literacy Place Flexible Grouping Literacy Place Checklist Kindergarten Literacy Place Checklist First-Second Grade Chart Flexible Grouping Literacy Place Literacy Place Checklist Third-Sixth Grade Classroom Observation Comments
2 WHAT IS A BALANCED LITERACY PROGRAM? The following list includes the components of a balanced literacy program and explains how each component helps students with the reading and writing process: Modeled Reading: Teacher reads aloud selections to students provides an adult model of fluent reading develops a sense of story enriches concept and vocabulary development encourages prediction fosters a love and enthusiasm for reading Shared Reading: Teacher and students read text together develops a sense of story or content promotes reading strategies increases comprehension develops fluency expands students vocabulary Guided Reading: Teacher works with a group of students similar in strengths and needs and provides instruction through mini-lessons promotes reading strategies increases comprehension encourages independent reading strengthens students thinking skills allows the teacher to work with individual groups of students on specific reading skills Independent Reading: Students read independently supports writing development extends experiences with a variety of written texts promotes reading for enjoyment and information develops fluency fosters self-confidence as students read familiar and new text THE LITERACY PLACE ADMINISTRATOR 1
3 Modeled and Shared Writing: Teacher and students collaborate to write text; teacher acts as scribe develops concepts about print develops writing strategies supports reading development provides a model for a variety of writing styles produces text that students can read independently Interactive Writing: Teacher and students compose text together using a shared pen technique in which students do some of the writing provides opportunities to plan and construct text increases spelling knowledge produces written language resources in the classroom Guided Writing: Teacher works with a group of students similar in strengths and needs and provides instruction through mini-lessons models brainstorming of ideas provides students with guidance while learning the writing process provides an audience for the written word Independent Writing: Students write independently strengthens text sequence develops an understanding of multiple uses of writing supports reading development develops writing strategies 2 THE LITERACY PLACE ADMINISTRATOR
4 WHAT TO LOOK FOR IN A LITERACY PLACE CLASSROOM The following are some questions that may be helpful to keep in mind during a classroom observation. In just ten to fifteen minutes, an administrator should be able to read the literature-based climate of the room and identify some evidences that all students are actively engaged in literacy learning. Is there evidence that DoDEA ELA Standards are being addressed? Who s doing the talking? Is the teacher s voice the main voice, or are students doing most of the talking? Does every student have an opportunity to be heard? Is the teacher directing with authority or guiding and leading from behind? Do the students know the routines and procedures? Do the students go to the teacher every time they have a question or, is there evidence of routines and procedures that develop responsibilities for problem solving and self-management? Are the bulletin boards by and for the students? Is student work displayed everywhere? Are bulletin boards done by the students, with samples of writing, illustrations, and projects rather than commercially generated? Does the seating arrangement and teacher management style allow for collaboration? Are students isolated in rows, or are they grouped so they can conference and assist each other? Is the teacher with the students? Is the teacher always front and center or sitting at a desk, or is he/she mostly among the students, demonstrating and guiding as needed? Is there a hum of activity? Is the classroom silent, or are students quietly talking with each other and actively engaged in various enterprises? Is reading time focused on comprehension and understanding? Are students spending most of reading time oral reading, working on skills, and responding to literal level questions, or do they have frequent opportunities for responding to open-ended questions and participating in high-level discussion? THE LITERACY PLACE ADMINISTRATOR 3
5 Is the independent work the students are doing meaningful? Are worksheets and workbooks being used with fill-in-the-blank formats, or are there purposeful activities that encourage open-ended responses that require thinking and application of experience and knowledge? Do students have choices? Is everyone doing the same activity, or are there opportunities for students to make decisions about their work for the day? Are there self-selected reading and writing activities? Are there opportunities for students to work together? Are all activities completed individually, or are pairs and groups of students reading, writing, and problem-solving together? Is there time for sharing? Is there a library and a cozy reading area? Are there all types of literature attractively displayed and easily accessible? Are there reference books, dictionaries, and thesauruses available? Is there a pleasant reading area where students can read in a comfortable position and with a friend? Are there learning stations? Are there opportunities for exploration and experimentation on different topics? Are there areas for different kinds of work to be done by individuals and groups? Does the teacher use anecdotal records and observational data in evaluation? Does the teacher use only checks and grades in a grade book? Is there evidence of informal observational data? Do students seem happy and actively involved? Are the students passively completing assignments, or are they excited about the opportunities for learning in their classroom? 4 THE LITERACY PLACE ADMINISTRATOR
6 The Place real-world context for learning mentor workplace model focus for self-directed and cooperative activities access for all learners provides interest, motivation and choice CONCEPT THEME THE BIG IDEA SOURCEBOOK literature shared by all students as a community of learners grade level, age-appropriate over 150 types of sources, often paired build background knowledge ongoing assessment opportunities MYBOOKS (K 1) PHONICS READERS/ CHAPTER BOOKS (1 2) EMERGENT READER/ FLUENCYLIBRARIES (K 2) Individualize Instruction/ Demonstrate Independence Placecards hands-on, problemsolving activities for grades 3 6 meaningful connections to the theme, mentor, and real world THE LITERACY PLACE ADMINISTRATOR 5 The Mentor real person models use of literacies in the workplace represents philosophy of learning and teaching context/model for: fluent reading comprehension strategies skill/strategy instruction writing/text structure grammar, usage, mechanics, instruction. meaningful connections among wide range of materials encourages reading beyond the sources SHOEBOX LIBRARIES (K 2) TRADEBOOKS (1 6) SPRINTPLUS (3 6) TECHNOLOGY(K 6) Workshops/Projects on-going, open-ended self-directed, cooperative application and demonstration of independence with learned skills in personal, purposeful activities differentiation and access for all abilities and learning styles use multiple texts/resources study skills taught
7 OBSERVATION GUIDE: INTEGRATED READ ING/LANGUAGE ARTS INS TRUCTIO N The following will assist in the observation process when looking for evidence of integrated Reading and Language Arts instruction. The following guides will lead to evidence of multiple literacies being addressed in the classroom. Reading Is the teacher: providing for daily, self-selected silent reading? reading aloud to students daily? incorporating thematic units in language arts instruction? providing enrichment experiences for challenged readers? recommending books of interest for students? incorporating small flexible groupings for instruction? acting as a facilitator to promote discussion and divergent thinking? assigning reading tasks that promote collaboration and cooperation among students? incorporating before, during and after phrases in every literature lesson? activating and utilizing students prior knowledge? encouraging a variety of responses to questions? modeling or sharing his/her love of reading? collecting student work data to document progress and communicate with parents? Comments: 6 THE LITERACY PLACE ADMINISTRATOR
8 Writing: Is the teacher: modeling and teaching the stages of the writing process? including holistic and analytic assessment of student writing? regularly conferencing with students? incorporating phonics, spelling, and strategies for beginning readers/writers? responding to student writing with helpful suggestions, thoughtful comments, and very little red marking? assigning daily writings for a variety of purposes to a variety of audiences? encouraging divergent creative thinking through writing assignments? promoting student self-assessment and peer conferencing for the revision and editing process? publishing and displaying student writing? modeling and sharing own joy of writing? collecting student work data to document progress and communicate with parents? Comments: THE LITERACY PLACE ADMINISTRATOR 7
9 Listening: Is the teacher: promoting listening as a means of learning? providing opportunities for students to hear other students? providing a variety of listening experiences for different purposes? reading aloud to students from narrative and expository text and poetry selections? providing discussion opportunities for students to collaborate, cooperate, and compromise? promoting social skills such as giving eye contact, paraphrasing to demonstrate understanding, and summarizing? Comments: Speaking: Is the teacher: providing daily opportunities for structured oral language? modeling and teaching correct language usage? assigning tasks which focus on the application of fundamentals of the English language? teaching students to facilitate group discussions? modeling and teaching language for a variety of purposes? Comments: 8 THE LITERACY PLACE ADMINISTRATOR
10 ALSO.... Is the teacher: enabling all children to make choices regarding the materials from which they read and write? resisting labeling of students in terms of ability and achievement? communicating with parents encouraging parents to read to their children, to discuss literature with them, and to support and praise their children s reading and writing process? providing a structured reading environment where opinion, creative thought, and sharing ideas is valued? celebrating literacy and learning daily? Comments: THE LITERACY PLACE ADMINISTRATOR 9
11 School Teacher Grade Sourcebook/Lesson Components CRITERIA OBSERVATIONS Evidence of classroom organization Evidence of routines Instructional time planned Teacher demonstrations Student awareness of structure, rules and expectations Active student participation Variety of student groupings Whole-class instruction Small-group instruction based on need or interest Independent activities Variety of teaching methods 10 THE LITERACY PLACE ADMINISTRATOR
12 ADMINISTRATOR S CLASSROOMOBSERVATIONCHECKLIST STUDENTS OBSERVED NOTOBSERVED DISCUSS are aware of theme(s) are actively engaged work in flexible groups have long term projects available read from a variety of sources independent work is meaningful write in response to reading (i.e. journals, written responses to literature, etc.) THE LITERACY PLACE ADMINISTRATOR 11 TEACHER links reading to theme models strategies focuses on strategies, not skills engages in a variety of roles (i.e. facilitator, leader, etc.) meets with students in small groups for a variety of purposes (i.e. instructional needs, interests, task, etc.) utilizes Supported Reading techniques focuses on comprehension & understanding (not simply skills) uses observational data in evaluation ENV IRO NMENT provides a cozy reading area a writing area and/or writing ideas & tools bulletin boards comprised of student work a listening area stations seating arrangements which allow for collaboration
13 ASUMMARYOF TEACHINGK-2 CHILDRENTO READ ATLITERACY PLACE By the end of Kindergarten During the last 6 weeks of Kindergarten Children build on prior knowledge their name and the ABC song to: master the alphabet see themselves as readers develop concepts of print and writers gain a sense of story develop phonetic awareness As a stepping stone to first grade, children may be introduced to four phonograms: -an, -en, -un, -ig. This lays the foundation for children to see how words are built. The First Three Weeks of First Grade During the first half of Grade 1 Teachers use these first three weeks to evaluate and assess each child. The pacing of first grade (Plans I, II, and III) includes the use of three Big Books to reintroduce and/or review consonants, months and seasons, days of the week, colors, sizes, shapes, and directions. Week 1: When This Box Is Full Children hear initial consonants f, g, and j and the high frequency words I and will. This is a predictable story that also increases the first grader s knowledge of months and seasons. Week 2: Today Is Monday A predictable story/song, initial consonants b, m, and t are used in rhyme. Children also hear high frequency words come and and. Of course, it naturally focuses on the days of the week! Week 3: From Acorn to Zoo This special big book reviews the alphabet and concentrates on phonemic awareness from Aa to Zz. Animals tell this predictable, question and riddle book while developing initial consonants d, p, and w. Does and up are the two high frequency words in this ABC book. For immediate word building and to build self confidence: Children learn all short vowels. Children learn all consonants. During the last half of Grade 1 In order to enhance word building and progress to more complex words: Children learn all long vowels. Children learn digraphs: th, ch, sh, wh. Children learn blending of l, r, and s. During the first half of Grade 2 To build on what students learned in grade one, children learn: r-controlled vowels, 3-letter blends, splash ar, or, er, ir, ur Schwa Dipthongs, ou, ow During the last half of Grade 2 In order to complete formal phonics instruction, children learn: variant vowels, Silent letters, kn, wr, rh oo, ou, aw, au Dipthongs, oi, oy double final consonants, three 12 THE LITERACY PLACE ADMINISTRATOR
14 DAY 1 FLEXIBLEGROUPING DAY 2 GRADES 1 2 Creating a Community of Learners w Meet the Mentor Reading the Sources w Build Background w Develop Vocabulary Meet the Author/Illustrator Preview and Predict Launch the Key Strategy Blue Read Stream LITERACYPLACE Daily Language Practice Mini-Lessons Paired Selection Lesson Review, preview, and discussion necessary for all groups to complete core selection Teacher Support FLEXIBLE GROUPING Collaborative LITERACY STATIO NS Teacher Support FLEXIBLE GROUPING Collaborative Extra Support Independent Extra Support Independent Key Strategy Discussion Questions Blue Read Stream Mini-Lessons Grammar/Usage/Mechanics Lesson Spelling Lesson Day 1 Daily Language Practice Access Reading w Reflect and Respond, Check Predictions, Read Critically Across Texts Cultural Connections Writing Lesson Grammar/Usage/Mechanics Lesson Spelling Lesson Day 2 Phonics Lesson Day 2 Skills Lesson DAYS 3, 4, AND 5 Daily Language Practice Introduction to small group, independent, and station activities Guided Reading Groups w My Books w Phonics Readers/Chapter Books w Shoebox Libraries w Fluency Library w Trade Books Workshop/Project Activities Idea File FLEXIBLEGROUPS AND STATIONS Independent Leveled Reading w Trade Books w Leveled Library Selections Phonics and Word Building Kit Integrated Curriculum Activities Literacy Stations Literacy-At-Work-Book Integrated Language Arts Activities Technology Options w Audio Cassettes w Wiggle Works Plus w Scholastic.com Writing Activity Grammar/Usage/Mechanics Lessons w Apply to Writing Spelling Lesson Day 3, 4, 5 Skills Lesson Phonics Lesson Workshop/Project Activities THE LITERACY PLACE ADMINISTRATOR 13
15 Te acher Date LITERACY PLACE CH ECK LIS T KINDERGARTEN Observation Not at all Completely There are massive amounts of reading material in the class big books, charts, poetry posters, pocket charts, little leveled books, collections of interest related trade books, samples of interactive writing, technology, etc. The teacher reads to the class daily from a variety of genre and engages students in shared reading lessons. Children write every day for a variety of authentic purposes independent writing, journals, shared writing, etc. Student writing is displayed and the children read what they write! The Unit Theme engages students as a community of learners. Theme Place, Mentor videos, workshops and projects are used. Children participate in activities that build phonemic awareness. They are learning to identify letters of the alphabet and recognize and use sound/letter relationships. Children work in a variety of group settings with flexible membership. Children work in learning stations, where they display independence in managing themselves, materials, and their learning. The teacher continually assesses student progress and uses this information to guide instruction. Parents/Guardians are informed about the Scholastic program and are provided with Literacy activities they can do with their child at home. 14 THE LITERACY PLACE ADMINISTRATOR
16 Teacher Date LITERACY PLACE CH ECK LIS T FIRST-SECOND GRADE Observation Not at all Completely There are massive amounts of reading material in the class big books, charts, poetry, pocket charts, little leveled books, theme related trade books, etc. Each child reads daily at his/her instructional and independent levels. The teacher reads to the class often from a variety of genre. The Unit Theme engages students as a community of learners. Theme Place, Mentor videos, workshops and projects are used. The teacher builds comprehension strategies: 1. Linking to student s prior knowledge 2. Explicit teaching of the key strategy 3. Modeling/Coaching the use of strategies Children learn new vocabulary and gain automatic recognition of high frequency words. Word Walls, personal word lists, ABC cards with words, Word Banks, etc. serve as references. Children write every day for a variety of authentic purposes independent writing, journals, interactive writing etc. Student writing is displayed for children to read. Children participate in activities that build phonemic awareness. A variety of phonics activities are used: From Part C of Teacher s Guide, Phonics and Word Building Kit, Phonics Readers, My Books and WiggleWorks. Children work in a variety of groups with flexible membership. The teacher continually assesses student progress for instructional decisions and teaches students self-monitoring. Parents/Guardians are informed about the Scholastic program and are provided with literacy activities they can do with their child at home. THE LITERACY PLACE ADMINISTRATOR 15
17 DAY 1 FLEXIBLEGROUPING DAY 2 GRADES 3 6 Creating a Community of Learners w Meet the Mentor Reading the Sources w Building Background w Develop Vocabulary Meet the Author Preview and Predict Launch the Key Strategy Blue Read Stream LITERACYPLACE Daily Language Practice Mini-Lessons Cultural Connections Review, preview, and make predictions for completion of core selection Teacher Support FLEXIBLE GROUPING Collaborative LITERACY STATIO NS Teacher Support FLEXIBLE GROUPING Collaborative Extra Support Independent Extra Support Independent Key Strategy Discussion Questions Blue Read Stream Mini-Lessons Grammar/Usage/Mechanics Lesson Spelling Lesson Daily Language Practice Comprehension Check Reflect and Respond, Read Critically Across Texts Assess Reading Grammar/Usage/Mechanics Lesson Spelling Lesson Writing Activity DAYS 3, 4, AND 5 Daily Language Practice Introduction to small group, independent, and station activities FLEXIBLEGROUPS AND LITERACYSTATIONS Guided Reading/Writing Groups w Shoebox Libraries (Grade 3) w Sprint Plus w Trade Books Place Cards Workshop/Project Activities Idea File Independent Leveled Reading w Trade Books w Leveled Library Selections Integrated Curriculum Activities Technology Options w Audio Cassettes w Smart Place CD-ROM w Scholastic.com Integrated Language Arts Activities WHOLEGROUP ACTIVITIES Grammar/Usage/Mechanics Lesson Spelling Lesson Writing Activity 16 THE LITERACY PLACE ADMINISTRATOR
18 Te acher Date LITERACY PLACE CH ECK LIS T THIRD-SIXTH GRADE Observation Not at all Completely There are massive amounts of reading material in the class anthologies, theme-related trade books, reference materials, classroom library books, science/social studies collections, magazines, newspapers etc. The teacher reads to the class often from a variety of genre. Each child reads daily at his/her instructional level (guided reading with the teacher) and independent level. An intervention is in place (Sprint Plus) for those students who are reading below grade level. The Unit Theme engages students as a community of learners. Theme Place, Mentor videos, workshops and projects are used by students. The teacher builds comprehension strategies: 1. Linking to student s prior knowledge 2. Explicit teaching of the key strategy 3. Modeling/Coaching the use of strategies Students learn strategies for acquiring new vocabulary. Students write every day for different authentic purposes and in a variety of literary styles based on the literature. Students collaborate to revise and evaluate their work, applying grammar, usage and mechanics and spelling lessons to their writing. Each day students work in a variety of groups with flexible membership: whole class settings, small homogeneous or heterogeneous groups, with partners, or individually. The teacher continually assesses student progress for instructional decisions and teaches students selfmonitoring. Parents/Guardians are informed about the Scholastic program and are provided with literacy activities they can do with their child at home. THE LITERACY PLACE ADMINISTRATOR 17
The ABCs of O-G. Materials Catalog. Skills Workbook. Lesson Plans for Teaching The Orton-Gillingham Approach in Reading and Spelling
2008 Intermediate Level Skills Workbook Group 2 Groups 1 & 2 The ABCs of O-G The Flynn System by Emi Flynn Lesson Plans for Teaching The Orton-Gillingham Approach in Reading and Spelling The ABCs of O-G
More informationTears. Measurement - Capacity Make A Rhyme. Draw and Write. Life Science *Sign in. Notebooks OBJ: To introduce capacity, *Pledge of
May 8-12 2017 Crème de la Crème- Haynes Bridge Ms. Jamie Marini Kindergarten Day of the Week Language Arts/ Phonics 10:30am-12pm HWT 9:30-10:00am Math 1:00-1:45pm Science 1:45-2:30pm Unit 8 By the Sea
More informationCLASSIFICATION OF PROGRAM Critical Elements Analysis 1. High Priority Items Phonemic Awareness Instruction
CLASSIFICATION OF PROGRAM Critical Elements Analysis 1 Program Name: Macmillan/McGraw Hill Reading 2003 Date of Publication: 2003 Publisher: Macmillan/McGraw Hill Reviewer Code: 1. X The program meets
More informationPrentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10)
Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Nebraska Reading/Writing Standards (Grade 10) 12.1 Reading The standards for grade 1 presume that basic skills in reading have
More informationELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading
ELA/ELD Correlation Matrix for ELD Materials Grade 1 Reading The English Language Arts (ELA) required for the one hour of English-Language Development (ELD) Materials are listed in Appendix 9-A, Matrix
More informationRichardson, J., The Next Step in Guided Writing, Ohio Literacy Conference, 2010
1 Procedures and Expectations for Guided Writing Procedures Context: Students write a brief response to the story they read during guided reading. At emergent levels, use dictated sentences that include
More informationFlorida Reading Endorsement Alignment Matrix Competency 1
Florida Reading Endorsement Alignment Matrix Competency 1 Reading Endorsement Guiding Principle: Teachers will understand and teach reading as an ongoing strategic process resulting in students comprehending
More informationPrentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9)
Nebraska Reading/Writing Standards, (Grade 9) 12.1 Reading The standards for grade 1 presume that basic skills in reading have been taught before grade 4 and that students are independent readers. For
More informationProgram Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading
Program Requirements Competency 1: Foundations of Instruction 60 In-service Hours Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language,
More informationMARK¹² Reading II (Adaptive Remediation)
MARK¹² Reading II (Adaptive Remediation) Scope & Sequence : Scope & Sequence documents describe what is covered in a course (the scope) and also the order in which topics are covered (the sequence). These
More informationScholastic Leveled Bookroom
Scholastic Leveled Bookroom Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic content
More informationTEKS Comments Louisiana GLE
Side-by-Side Comparison of the Texas Educational Knowledge Skills (TEKS) Louisiana Grade Level Expectations (GLEs) ENGLISH LANGUAGE ARTS: Kindergarten TEKS Comments Louisiana GLE (K.1) Listening/Speaking/Purposes.
More informationMARK 12 Reading II (Adaptive Remediation)
MARK 12 Reading II (Adaptive Remediation) The MARK 12 (Mastery. Acceleration. Remediation. K 12.) courses are for students in the third to fifth grades who are struggling readers. MARK 12 Reading II gives
More informationPublisher Citations. Program Description. Primary Supporting Y N Universal Access: Teacher s Editions Adjust on the Fly all grades:
KEY: Editions (TE), Extra Support (EX), Amazing Words (AW), Think, Talk, and Write (TTW) SECTION 1: PROGRAM DESCRIPTION All instructional material submissions must meet the requirements of this program
More informationBooks Effective Literacy Y5-8 Learning Through Talk Y4-8 Switch onto Spelling Spelling Under Scrutiny
By the End of Year 8 All Essential words lists 1-7 290 words Commonly Misspelt Words-55 working out more complex, irregular, and/or ambiguous words by using strategies such as inferring the unknown from
More informationGrade 2 Unit 2 Working Together
Grade 2 Unit 2 Working Together Content Area: Language Arts Course(s): Time Period: Generic Time Period Length: November 13-January 26 Status: Published Stage 1: Desired Results Students will be able to
More informationFisk Street Primary School
Fisk Street Primary School Literacy at Fisk Street Primary School is made up of the following components: Speaking and Listening Reading Writing Spelling Grammar Handwriting The Australian Curriculum specifies
More informationTest Blueprint. Grade 3 Reading English Standards of Learning
Test Blueprint Grade 3 Reading 2010 English Standards of Learning This revised test blueprint will be effective beginning with the spring 2017 test administration. Notice to Reader In accordance with the
More informationLanguage Acquisition Chart
Language Acquisition Chart This chart was designed to help teachers better understand the process of second language acquisition. Please use this chart as a resource for learning more about the way people
More informationKings Local. School District s. Literacy Framework
Kings Local School District s 2016 Table of Contents Introduction... 1 Vision... 1 TABLE OF CONTENTS Balanced Literacy... 3 Gradual Release of Responsibility... 9 Phonemic Awareness... 10 Phonics...13
More informationDickinson ISD ELAR Year at a Glance 3rd Grade- 1st Nine Weeks
3rd Grade- 1st Nine Weeks R3.8 understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understand R3.8A sequence and
More informationBell Work Integrating ELLs
Bell Work Integrating ELLs With a partner, discuss ways that you are currently integrating ELLs with non-ells beyond the integrated time allocations for the 4 hour ELD block. On a post-it note, list additional
More informationTests For Geometry Houghton Mifflin Company
Tests For Geometry Company Free PDF ebook Download: Tests For Geometry Company Download or Read Online ebook tests for geometry houghton mifflin company in PDF Format From The Best User Guide Database
More informationWiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company
WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company Table of Contents Welcome to WiggleWorks... 3 Program Materials... 3 WiggleWorks Teacher Software... 4 Logging In...
More informationLiteracy THE KEYS TO SUCCESS. Tips for Elementary School Parents (grades K-2)
Literacy THE KEYS TO SUCCESS Tips for Elementary School Parents (grades K-2) Randi Weingarten president Lorretta Johnson secretary-treasurer Mary Cathryn Ricker executive vice president OUR MISSION The
More informationElementary Supplemental (purchase only) Instructional Materials -- Draft
Health 2014-15 Elementary Supplemental (purchase only) Instructional Materials -- Draft Instructional Materials Title NF (Not Funded) ISBN-13 Grade Price Copyright Health and Physical Education, Elementary
More informationPAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))
Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other
More informationCriterion Met? Primary Supporting Y N Reading Street Comprehensive. Publisher Citations
Program 2: / Arts English Development Basic Program, K-8 Grade Level(s): K 3 SECTIO 1: PROGRAM DESCRIPTIO All instructional material submissions must meet the requirements of this program description section,
More informationTaught Throughout the Year Foundational Skills Reading Writing Language RF.1.2 Demonstrate understanding of spoken words,
First Grade Standards These are the standards for what is taught in first grade. It is the expectation that these skills will be reinforced after they have been taught. Taught Throughout the Year Foundational
More informationLiterature and the Language Arts Experiencing Literature
Correlation of Literature and the Language Arts Experiencing Literature Grade 9 2 nd edition to the Nebraska Reading/Writing Standards EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102
More informationFirst Grade Curriculum Highlights: In alignment with the Common Core Standards
First Grade Curriculum Highlights: In alignment with the Common Core Standards ENGLISH LANGUAGE ARTS Foundational Skills Print Concepts Demonstrate understanding of the organization and basic features
More informationMYP Language A Course Outline Year 3
Course Description: The fundamental piece to learning, thinking, communicating, and reflecting is language. Language A seeks to further develop six key skill areas: listening, speaking, reading, writing,
More informationEnglish as a Second Language Unpacked Content
This document is designed to help North Carolina educators teach the Common Core and Essential Standards (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better
More informationMercer County Schools
Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Fourth Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed
More informationTable of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...
Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............
More informationHoughton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade1)
Houghton Mifflin Reading Correlation to the Standards for English Language Arts (Grade1) 8.3 JOHNNY APPLESEED Biography TARGET SKILLS: 8.3 Johnny Appleseed Phonemic Awareness Phonics Comprehension Vocabulary
More informationSouth Carolina English Language Arts
South Carolina English Language Arts A S O F J U N E 2 0, 2 0 1 0, T H I S S TAT E H A D A D O P T E D T H E CO M M O N CO R E S TAT E S TA N DA R D S. DOCUMENTS REVIEWED South Carolina Academic Content
More informationLoveland Schools Literacy Framework K-6
Loveland Schools Literacy Framework K-6 Loveland Literacy Framework INTRODUCTION INTRODUCTION The Loveland Literacy Framework has been designed to improve the reading, writing, and language skills of elementary
More informationUnit Lesson Plan: Native Americans 4th grade (SS and ELA)
Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Angie- comments in red Emily's comments in purple Sue's in orange Kasi Frenton-Comments in green-kas_122@hotmail.com 10/6/09 9:03 PM Unit Lesson
More informationName of Course: French 1 Middle School. Grade Level(s): 7 and 8 (half each) Unit 1
Name of Course: French 1 Middle School Grade Level(s): 7 and 8 (half each) Unit 1 Estimated Instructional Time: 15 classes PA Academic Standards: Communication: Communicate in Languages Other Than English
More informationStudent Name: OSIS#: DOB: / / School: Grade:
Grade 6 ELA CCLS: Reading Standards for Literature Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards
More informationGrade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None
Grade 11 Language Arts (2 Semester Course) CURRICULUM Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Through the integrated study of literature, composition,
More informationPlainfield Public School District Reading/3 rd Grade Curriculum Guide. Modifications/ Extensions (How will I differentiate?)
Grade level: 3 rd Grade Content: Reading NJCCCS: STANDARD 3.1Reading All students will understand and apply the knowledge of sounds, letters,and words in written english to become independent and fluent
More informationReading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-
New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,
More informationGrade 4. Common Core Adoption Process. (Unpacked Standards)
Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
More informationUnit 9. Teacher Guide. k l m n o p q r s t u v w x y z. Kindergarten Core Knowledge Language Arts New York Edition Skills Strand
q r s Kindergarten Core Knowledge Language Arts New York Edition Skills Strand a b c d Unit 9 x y z a b c d e Teacher Guide a b c d e f g h i j k l m n o p q r s t u v w x y z a b c d e f g h i j k l m
More information1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature
1 st Grade Curriculum Map Common Core Standards Language Arts 2013 2014 1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature Key Ideas and Details
More informationAbbey Academies Trust. Every Child Matters
Abbey Academies Trust Every Child Matters Amended POLICY For Modern Foreign Languages (MFL) September 2005 September 2014 September 2008 September 2011 Every Child Matters within a loving and caring Christian
More informationRICHLAND SCHOOL DISTRICT ONE BALANCED LITERACY PLATFORM
RICHLAND SCHOOL DISTRICT ONE BALANCED LITERACY PLATFORM DR. CRAIG WITHERSPOON, SUPERINTENDENT 1616 RICHLAND STREET COLUMBIA, SC 29201 Literacy is the road to human progress and the means through which
More informationENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE
NEW HANOVER TOWNSHIP ENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE Prepared by: Heather Schill, Dena Thomas Initial Board approval: August 23, 2012 Revisions approved : Unit Overview Content
More informationPRESENTED BY EDLY: FOR THE LOVE OF ABILITY
HOW TO BE YOUR CHILD S BEST IEP ADVOCATE PRESENTED BY EDLY: FOR THE LOVE OF ABILITY 888-EDLYOWL (888-335-9695) info@edlyeducation.com Nothing presented either orally or written in this seminar should be
More information1/25/2012. Common Core Georgia Performance Standards Grade 4 English Language Arts. Andria Bunner Sallie Mills ELA Program Specialists
Common Core Georgia Performance Standards Grade 4 English Language Arts Andria Bunner Sallie Mills ELA Program Specialists 1 Welcome Today s Agenda 4 th Grade ELA CCGPS Overview Organizational Comparisons
More informationTABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards
TABE 9&10 Revised 8/2013- with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01- INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary
More informationLarge Kindergarten Centers Icons
Large Kindergarten Centers Icons To view and print each center icon, with CCSD objectives, please click on the corresponding thumbnail icon below. ABC / Word Study Read the Room Big Book Write the Room
More informationLITERACY-6 ESSENTIAL UNIT 1 (E01)
LITERACY-6 ESSENTIAL UNIT 1 (E01) (Foundations of Reading and Writing) Reading: Foundations of Reading Writing: Foundations of Writing (July 2015) Unit Statement: The teacher will use this unit to establish
More informationSafe & Civil Schools Series Overview
Safe & Civil Schools Series Overview The Safe & Civil School series is a collection of practical materials designed to help school staff improve safety and civility across all school settings. By so doing,
More informationUnderstanding and Supporting Dyslexia Godstone Village School. January 2017
Understanding and Supporting Dyslexia Godstone Village School January 2017 By then end of the session I will: Have a greater understanding of Dyslexia and the ways in which children can be affected by
More informationWorkshop 5 Teaching Writing as a Process
Workshop 5 Teaching Writing as a Process In this session, you will investigate and apply research-based principles on writing instruction in early literacy. Learning Goals At the end of this session, you
More informationTreasures Triumphs Practice Grade 4
Triumphs Practice Grade 4 Free PDF ebook Download: Triumphs Practice Grade 4 Download or Read Online ebook treasures triumphs practice grade 4 in PDF Format From The Best User Guide Database WCCUSD. 3rd
More informationImplementing the English Language Arts Common Core State Standards
1st Grade Implementing the English Language Arts Common Core State Standards A Teacher s Guide to the Common Core Standards: An Illinois Content Model Framework English Language Arts/Literacy Adapted from
More information5 Star Writing Persuasive Essay
5 Star Writing Persuasive Essay Grades 5-6 Intro paragraph states position and plan Multiparagraphs Organized At least 3 reasons Explanations, Examples, Elaborations to support reasons Arguments/Counter
More informationCAFE ESSENTIAL ELEMENTS O S E P P C E A. 1 Framework 2 CAFE Menu. 3 Classroom Design 4 Materials 5 Record Keeping
CAFE RE P SU C 3 Classroom Design 4 Materials 5 Record Keeping P H ND 1 Framework 2 CAFE Menu R E P 6 Assessment 7 Choice 8 Whole-Group Instruction 9 Small-Group Instruction 10 One-on-one Instruction 11
More informationGrade 7. Prentice Hall. Literature, The Penguin Edition, Grade Oregon English/Language Arts Grade-Level Standards. Grade 7
Grade 7 Prentice Hall Literature, The Penguin Edition, Grade 7 2007 C O R R E L A T E D T O Grade 7 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate
More informationAnswer Key To Geometry Houghton Mifflin Company
Answer Key To Geometry Company Free PDF ebook Download: Answer Key To Geometry Company Download or Read Online ebook answer key to geometry houghton mifflin company in PDF Format From The Best User Guide
More informationGrade Band: High School Unit 1 Unit Target: Government Unit Topic: The Constitution and Me. What Is the Constitution? The United States Government
The Constitution and Me This unit is based on a Social Studies Government topic. Students are introduced to the basic components of the U.S. Constitution, including the way the U.S. government was started
More informationCheeky Monkey COURSES FOR CHILDREN. Kathryn Harper and Claire Medwell
AUDIO CD FREE MULTI-ROM Cheeky Monkey Kathryn Harper and Claire Medwell Cheeky Monkey is a flexible new two-level course for pre-primary which adapts to different teaching situations and styles. Children
More informationPROGRESS MONITORING FOR STUDENTS WITH DISABILITIES Participant Materials
Instructional Accommodations and Curricular Modifications Bringing Learning Within the Reach of Every Student PROGRESS MONITORING FOR STUDENTS WITH DISABILITIES Participant Materials 2007, Stetson Online
More informationUNIT PLANNING TEMPLATE
UNIT PLANNING TEMPLATE GRADE K/Unit # 1 Duration of Unit: Focus Standards for Unit: LANGUAGE: CC.K.L.1.a Print many upper- and lowercase letters. CC.K.L.1.b Use frequently occurring nouns and verbs. CC.K.L.5.a
More informationLanguage Arts: ( ) Instructional Syllabus. Teachers: T. Beard address
Renaissance Middle School 7155 Hall Road Fairburn, Georgia 30213 Phone: 770-306-4330 Fax: 770-306-4338 Dr. Sandra DeShazier, Principal Benzie Brinson, 7 th grade Administrator Language Arts: (2013-2014)
More informationDIBELS Next BENCHMARK ASSESSMENTS
DIBELS Next BENCHMARK ASSESSMENTS Click to edit Master title style Benchmark Screening Benchmark testing is the systematic process of screening all students on essential skills predictive of later reading
More informationEpping Elementary School Plan for Writing Instruction Fourth Grade
Epping Elementary School Plan for Writing Instruction Fourth Grade Unit of Study Learning Targets Common Core Standards LAUNCH: Becoming 4 th Grade Writers The Craft of the Reader s Response: Test Prep,
More informationMissouri GLE FIRST GRADE. Communication Arts Grade Level Expectations and Glossary
Missouri GLE FIRST GRADE Communication Arts Grade Level Expectations and Glossary 1 Missouri GLE This document contains grade level expectations and glossary terms specific to first grade. It is simply
More informationArizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS
Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together
More informationEnglish for Life. B e g i n n e r. Lessons 1 4 Checklist Getting Started. Student s Book 3 Date. Workbook. MultiROM. Test 1 4
Lessons 1 4 Checklist Getting Started Lesson 1 Lesson 2 Lesson 3 Lesson 4 Introducing yourself Numbers 0 10 Names Indefinite articles: a / an this / that Useful expressions Classroom language Imperatives
More informationGrade 4: Module 2A: Unit 2: Lesson 4 Word Choice: Using Academic Vocabulary to Apply for a Colonial Trade Job
Grade 4: Module 2A: Unit 2: Lesson 4 Using Academic Vocabulary to Apply for a Colonial Trade Job This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
More informationPrimary English Curriculum Framework
Primary English Curriculum Framework Primary English Curriculum Framework This curriculum framework document is based on the primary National Curriculum and the National Literacy Strategy that have been
More informationTHE HEAD START CHILD OUTCOMES FRAMEWORK
THE HEAD START CHILD OUTCOMES FRAMEWORK Released in 2000, the Head Start Child Outcomes Framework is intended to guide Head Start programs in their curriculum planning and ongoing assessment of the progress
More informationAfter being introduced, first grade skills are taught ongoing throughout the year.
FLOYD COUNTY SCHOOLS CURRICULUM RESOURCES Building a Better Future for Every Child - Every Day! Summer 2013 Subject Content: Language Arts Grade: 1 After being introduced, first grade skills are taught
More informationContent Language Objectives (CLOs) August 2012, H. Butts & G. De Anda
Content Language Objectives (CLOs) Outcomes Identify the evolution of the CLO Identify the components of the CLO Understand how the CLO helps provide all students the opportunity to access the rigor of
More informationNational Literacy and Numeracy Framework for years 3/4
1. Oracy National Literacy and Numeracy Framework for years 3/4 Speaking Listening Collaboration and discussion Year 3 - Explain information and ideas using relevant vocabulary - Organise what they say
More informationWhy Misquitoes Buzz in People s Ears (Part 1 of 3)
Name: Melissa DiVincenzo Date: 10/25/01 Content Area: Reading/Writing Unit Topic: Folktales Today s Lesson: Summarizing Grade Level: 2 nd Why Misquitoes Buzz in People s Ears (Part 1 of 3) Duration: 1
More informationEnglish Language Arts Summative Assessment
English Language Arts Summative Assessment 2016 Paper-Pencil Test Audio CDs are not available for the administration of the English Language Arts Session 2. The ELA Test Administration Listening Transcript
More informationRESPONSE TO LITERATURE
RESPONSE TO LITERATURE TEACHER PACKET CENTRAL VALLEY SCHOOL DISTRICT WRITING PROGRAM Teacher Name RESPONSE TO LITERATURE WRITING DEFINITION AND SCORING GUIDE/RUBRIC DE INITION A Response to Literature
More informationPreschool - Pre-Kindergarten (Page 1 of 1)
Preschool - Pre-Kindergarten (Page 1 of 1) Strand I: Religious Focus 1. recite the Sign of the Cross in the target language Strand II: Speaking 1. be able to use common greetings: Hello, how are you? 2.
More informationEQuIP Review Feedback
EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS
More informationFacing our Fears: Reading and Writing about Characters in Literary Text
Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham
More informationLoughton School s curriculum evening. 28 th February 2017
Loughton School s curriculum evening 28 th February 2017 Aims of this session Share our approach to teaching writing, reading, SPaG and maths. Share resources, ideas and strategies to support children's
More information1.2 Interpretive Communication: Students will demonstrate comprehension of content from authentic audio and visual resources.
Course French I Grade 9-12 Unit of Study Unit 1 - Bonjour tout le monde! & les Passe-temps Unit Type(s) x Topical Skills-based Thematic Pacing 20 weeks Overarching Standards: 1.1 Interpersonal Communication:
More informationENGLISH LANGUAGE ARTS SECOND GRADE
NEW HANOVER TOWNSHIP ENGLISH LANGUAGE ARTS SECOND GRADE Prepared by: Heather Schill Initial Board approval: August 23, 2012 Revisions approved : Unit Overview Content Area: English Language Arts Reading
More informationcorrelated to the Nebraska Reading/Writing Standards Grades 9-12
correlated to the Nebraska Reading/Writing Standards Grades 9-12 CONTENTS CORRELATION: Grade 9... 1 Grade 10...21 Grade 11..39 Grade 12..58 McDougal Littell The Language of Literature correlated to the
More informationPrentice Hall Literature Common Core Edition Grade 10, 2012
A Correlation of Prentice Hall Literature Common Core Edition, 2012 To the New Jersey Model Curriculum A Correlation of Prentice Hall Literature Common Core Edition, 2012 Introduction This document demonstrates
More informationThe Bruins I.C.E. School
The Bruins I.C.E. School Lesson 1: Retell and Sequence the Story Lesson 2: Bruins Name Jersey Lesson 3: Building Hockey Words (Letter Sound Relationships-Beginning Sounds) Lesson 4: Building Hockey Words
More informationRED 3313 Language and Literacy Development course syllabus Dr. Nancy Marshall Associate Professor Reading and Elementary Education
RED 3313 Language and Literacy Development course syllabus Dr. Nancy Marshall Associate Professor Reading and Elementary Education Table of Contents Curriculum Background...5 Catalog Description of Course...5
More informationCalifornia Treasures Combination Classrooms. A How-to Guide with Weekly Lesson Planners
California Treasures Combination Classrooms A How-to Guide with Weekly Lesson Planners Combination Classes: The Challenge Teaching combination classes is a formidable challenge. The need to teach two curriculums
More informationGrade 6: Module 2A Unit 2: Overview
Grade 6: Module 2A Unit 2: Overview Analyzing Structure and Communicating Theme in Literature: If by Rudyard Kipling and Bud, Not Buddy In the first half of this second unit, students continue to explore
More informationEnglish Language Arts Missouri Learning Standards Grade-Level Expectations
A Correlation of, 2017 To the Missouri Learning Standards Introduction This document demonstrates how myperspectives meets the objectives of 6-12. Correlation page references are to the Student Edition
More informationPhilosophy of Literacy Education. Becoming literate is a complex step by step process that begins at birth. The National
Philosophy of Literacy Education Becoming literate is a complex step by step process that begins at birth. The National Association for Young Children explains, Even in the first few months of life, children
More informationGrade 3: Module 2B: Unit 3: Lesson 10 Reviewing Conventions and Editing Peers Work
Grade 3: Module 2B: Unit 3: Lesson 10 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
More informationBiome I Can Statements
Biome I Can Statements I can recognize the meanings of abbreviations. I can use dictionaries, thesauruses, glossaries, textual features (footnotes, sidebars, etc.) and technology to define and pronounce
More informationTour. English Discoveries Online
Techno-Ware Tour Of English Discoveries Online Online www.englishdiscoveries.com http://ed242us.engdis.com/technotms Guided Tour of English Discoveries Online Background: English Discoveries Online is
More information