1 Summer 2016 Northwest ISD Please make a nameplate with your name, grade, and campus for the school year.
2 Make Sure You Get Credit! To Get Credit for each session you must do 2 things! 1. Sign-up for the course through Eduphoria. 2. Sign-in on the Sign-in sheet. NO EXCEPTIONS!!
3 Sign-in NOW! In the Sched App, click on the session you are in right now. Click the Eduphoria Link at the bottom of the page (computer or mobile) Once in Eduphoria, you may need to login, but it will take you straight to the course. Click the Register
4 Norms Protect our time together. Stay focused. Develop relationships. Ask questions. Share your knowledge! Respect your colleagues. Take care of yourself.
5 Partner Up! Mix with your colleagues around the room. SMILE and speak HAPPY GREETINGS! When you hear the word MATCH, find the closest partner match up with them.
6 Partner Up! Give your partner a handshake. This is your handshake partner. Introduce yourself and say, You are my Handshake Partner. Mix again. When you hear the word MATCH, find the closest partner match up with them. High Five your partner. Introduce yourself and say, You are my High Five Partner. Mix again. When you hear the word MATCH, find the closest partner match up with them. Touch elbows with your partner. Introduce yourself and say, You are my Elbow Partner.
7 Partner Up! At different points in our training today, we will match up with each of our partners to debrief/share what we are learning!!
8 What is Guided Writing in the Guided Reading group? Guided writing provides the opportunity for students to write about their comprehension of the text they are currently reading in their guided reading group. The teacher scaffolds the support to individual student need. Skills covered include comprehension, sentence structure, spelling, letter formation, and mechanics. Ideally, guided writing should be done in a guided writing journal rather than on a whiteboard so you have a record of their attempts and success. This will also help the teacher, students, and parents to see progress over time.
9 Learning Targets To understand the procedures and structures of guided writing in the guided reading group for each stage of reader. To observe several guided writing lessons and identify skills and strategies targeted by the teacher. To plan a guided writing lesson based on a guided reading text.
10 Purpose of Guided Writing The purpose for guided writing is twofold: It helps students retell what they read. It improves writing skills. It is assisted writing, not assigned writing.
11 Pre-A to Transitional Today s session will cover guided writing all the way from the Pre-A Stage to the Transitional stage so that you can see the progression in comprehension and writing skills. Be thinking about the similarities and differences between stages as you consider instruction in your own classroom.
12 Pre-A Guided Writing Pre-A: Knows less than 40 upper and lower case letters; knows few sounds
13 Pre-A Guided Writing: Interactive Writing Interactive writing allows children to work alongside the teacher as they construct a text by sharing the pen (McCarrier, Pinnell, & Fountas, 2000). Interactive writing with Pre-A readers builds oral language and provides opportunity to teach sound/letter links, print concepts, and letter formation. -p. 70 from The Next Step in Guided Reading by Jan Richardson.
14 Pre-A Guided Writing: Procedures for Interactive Writing (5 minutes in the lesson plan design) Materials needed: sentence strip, dry-erase markers, alphabet charts Step 1: Dictate a simple sentence (four to six words). Say, Today we are going to write.. Do not waste time asking children what sentence they would like to write. With four children, you will most likely receive four different responses. Most often the sentence will relate to the book they just read, but it doesn t have to be an exact sentence from the book. Construct the sentence to include letters and sounds you have been teaching the group. You might say, Let s write, I can play the bells. Say the sentence with me.
15 Pre-A Guided Writing: Procedures for Interactive Writing (5 minutes in the lesson plan design) Materials needed: sentence strip, dry-erase markers, alphabet charts Step 2: As children repeat the sentence, distribute dry-erase markers and alphabet charts. Step 3: Draw a line for each word in the sentence on a sentence strip while students repeat the sentence.
16 Pre-A Guided Writing: Procedures for Interactive Writing (5 minutes in the lesson plan design) Materials needed: sentence strip, dry-erase markers, alphabet charts Step 4: Help students write each word. Teach them to say the word slowly and listen for the first sounds. Once the students isolate the initial consonant sound, use a name chart or alphabet chart to link the sound to a letter. Students take turns writing the dominant consonant sounds in each word. While one student is writing on the sentence strip, the others should practice the letter on their alphabet chart, which has been inserted into a heavy, plastic sheet protector. YOU (the teacher) writes the sounds students are not yet ready to learn. Teach correct letter formation.
17 Pre-A Guided Writing: Procedures for Interactive Writing (5 minutes in the lesson plan design) Materials needed: sentence strip, dry-erase markers, alphabet charts Step 4 (continued): The following example shows the students writing (bold letters) and the teacher s contribution (standard letters). I can play the bells. Student contributions will vary depending on their phonemic awareness skills. Some are able to hear long vowels easily; others are not. Tailor your instruction so that you are constantly teaching what they are ready to learn. Do not allow invented spelling; write the letters for the sounds the children cannot hear.
18 Pre-A Guided Writing: Procedures for Interactive Writing (5 minutes in the lesson plan design) Materials needed: sentence strip, dry-erase markers, alphabet charts Step 5: Cut-Up Sentence When you finish writing the sentence with the students, cut the words apart. Give each student one or more words and have them work together to remake the sentence. At the end of the lesson, put a paper clip around the cut-up sentence and give it to one of the children to take home.
19 Pre-A Video Clip of Guided Writing Observe the video clip of the Interactive Writing/Cut-Up Sentence. Be ready to share any observations or ask questions about the process.
20 Emergent Guided Writing: Emergent: Levels A-C; knows at least 40 UC & LC letters and at least 5 sounds
21 Emergent Guided Writing: (8-10 minutes in the lesson plan design) (Emergent) Guided writing provides the opportunity for students to write a simple sentence that has been carefully crafted to include some known sight words and other words that provide an opportunity for stretching sounds. The sentence is dictated by the teacher to save time and to provide appropriate learning challenges. The new sight word taught in this lesson should be in the dictated sentence. Gradually increase the number of words in the sentence so students can extend their auditory memory. -p. 94 from The Next Step in Guided Reading by Jan Richardson
22 Emergent Guided Writing: (8-10 minutes in the lesson plan design) Level A: A simple sentence with 3-5 words. Ex. I can run. Level B: Sentence should be 5-7 words. Ex. I go to the park to play. Level C: Sentence should be 7-10 words. Ex. My mom is going to take me to the park. *If the sentence is: The pizza is hot. (Students should be able to spell the and is since they are sight words you have taught in the guided reading group. Pizza and hot are unknown words. These are the words you want them to stretch.) -p. 94 from The Next Step in Guided Reading by Jan Richardson
23 Emergent Guided Writing: Materials needed: pencils; writing journal for each student. Fold about 15 sheets of blank paper in half and staple. Students should write in these journals rather than on white boards so you can have a record of their attempts and successes Procedure: Dictate the sentence. Have the students repeat it several times as you draw a line for each word in their journals. The lines will help students put spaces between their words. Once children are able to space without prompting, you do not need to draw the lines. *(At this point, you may shift to using simple lined paper with about 3-4 lines on each page at the bottom and a blank space at the top for a practice page. The blank space at the top can be used to stretch out words, practice sight words, or practice handwriting formation.)
24 TIPS for Emergent Guided Writing: Encourage Risks When students ask you how to spell a word that is not one you have taught them, encourage them to take risks, say the word slowly, and write the sounds they hear. You will accept invented spelling and prompt students to use what they know about sounds. If you spell words for students, you are hindering independence and encouraging them to depend upon you for the next word. Accept Invented Spelling on Unknown Words Use the top part of the journal for practicing a sight word, demonstrating correct letter formation, or writing a word in boxes. If the word the child is trying to write is phonetically regular but the child needs some support for hearing the sounds in the words, you can draw sound boxes and help the student segment the sounds. Note: For Level A, don t expect accuracy on vowel sounds. Consonant sounds only are fine. Vowels are target sounds for Levels B and C. Expect what you have taught.
25 TIPS for Emergent Guided Writing: Expect Correct Spelling for Sight Words You Have Taught the Group Students are expected to spell any sight words that are in the dictated sentence. If they are having trouble, have the student find the sight word on the word wall or sight word chart. The student can then practice writing the sight word several times at the top of the page before writing it in the dictated sentence below. If Students Forget the Dictated Sentence Tell them to reread what they have written to see if they can remember the next word. If a student still cannot remember, dictate the entire sentence and have that student repeat it again (several times if needed). Avoid dictating the sentence word by word for the students.
26 Emergent Video Clip of Guided Writing Observe the Emergent Writing Video Clip. Be ready to share any observations or ask questions about the process.
27 Emergent Guided Writing
28 Emergent Guided Writing
29 Partner Up!!! Find your Handshake Partner. Discuss the specific components of the Pre-A guided writing strategy and the Emergent guided writing strategy. How does Pre-A guided writing transition to the Emergent? What are important considerations for each type of guided writing for both the Pre-A and the Emergent stages of readers?
30 Take a 10 minute break!
31 Early Guided Writing: Early: Levels D-I
32 Early Guided Writing: (8-10 minutes in the lesson plan design) Students write a short response to the book they have read. Writing helps students apply phonetic principles you have taught during your word study. The writing occurs at the guided reading table and is not a seat assignment. Tremendous power is achieved when students write with teacher support. You will prompt individual students during this component, reminding them to apply the skills you have taught them. -p. 130 from The Next Step in Guided Reading by Jan Richardson
33 Early Guided Writing: Materials needed: pencils; writing journal for each student. Make journals using simple lined paper at the bottom (3-4 lines) with a blank space at the top. Students write their stories on the bottom half and use the top half to practice letter formation or to work on an unknown word with your help. Options: Dictated or open-ended response Choose the written response appropriate for their reading level. At first you will dictate a few sentences, but soon students will take responsibility for crafting their own response. If students finish their response before the lesson is over, they can add another sentence to their story or practice a skill needed (letter formation or sight word).
34 Early Guided Writing: Levels D & E: Dictated or open-ended sentences Dictate a few sentences for students to write. Carefully plan the sentences so they include the new sight word that was taught with this book and other familiar sight words the students need to practice. The sentence should also include unfamiliar words students need to stretch. Be sure students repeat each sentence several times before they begin writing. They need to remember the sentence so you don t have to dictate it word by word. Although the goal is not perfect spelling, the sight words should be spelling correctly. Prompt students to apply skills you have taught them during guided reading or word study. For example, if you have taught the er chunk, expect children to use it in words such as water, river, mother, etc. Always expect what you have taught: endings, blends, and vowel combinations. Ex. Jack and Billy are playing with the cars. Billy hides a car in the garage.
35 Early Guided Writing: Levels F - I: Beginning-Middle-End (B-M-E) Students write three to five sentences about the story. The first sentence describes a main event from the beginning, the next sentence or two describes a main event from the middle, and the last describes a main event that happened at the end. This is not dictated. Students must think about the story, sequence the events, and write them down. It may be necessary for some students to orally rehearse the sentences with you before they write. This is especially critical for students who are learning English as a second language. Example: B The lion wanted something to eat. M He saw a rabbit, but let it go. E He saw a deer, but he couldn t catch it.
36 Early Guided Writing: Levels G - I: Somebody-Wanted-But-So (S-W-B-S) Students write a one sentence summary using the S-W-B-S scaffold. At first you will need to help students with this response, but eventually you should be able to say, Write a Somebody-Wanted-But-So for this story. Somebody Who is the story about? Wanted What did this character want? But But what happened? So So how did it end? What happened next? *The response should be written in a complete sentence. As students write independently, you should circulate among the group and scaffold students who need your help. Example: The lion wanted something to eat, but he couldn t catch the deer, so he had to stay hungry.
37 Teaching Points for Early Guided Writing You can diversify your instruction to meet individual needs! As students write, you have the opportunity to teach students the skills they need. It is likely you will use a different teaching point with each student in the group.
38 Teaching Points for Early Guided Writing Reread for Meaning With the dictated sentence, students should always repeat the sentence several times before they begin to write. If they forget, prompt them to reread what the have written and think about what would make sense. Only tell the next word as a last resort. Once students can craft their own response, rereading should be automatic. Spelling Sight Words If students misspell a sight word you have already taught them, erase the wrong letters and say, What s missing? Use a visual scaffold such as where has here in it or they has the in it. If these prompts are not successful, write the word correctly on the top part of the journal and have the students practice it a few times before they write it correctly in their story.
39 Teaching Points for Early Guided Writing Spelling Unknown Words Students should say a word slowly as they write the letters they hear. If students have trouble hearing sounds in words, draw a box for each sound on the top half of the journal. The students then segment the word and write the letters for the sounds in the boxes. Avoid saying the word slowly for them. Incorrect Letter Formation Model the correct letter formation on the top part of the journal. Students practice writing the letter, paying close attention to formation, size, and position. Mechanics Expect a capital letter at the beginning and a period at the end of each sentence. Do not accept capital letters in the middle of the word.
40 Early Guided Writing Video Clip Observe the Early Writing Video Clip. Be ready to share any observations or ask questions about the process.
41 Example of Early Guided Writing Paper
42 Early Guided Writing
43 Early Guided Writing
44 Partner Up!!! Find your High-Five Partner. Discuss the specific components of the Early Reader guided writing strategy. How does Emergent guided writing transition to the Early stage?
46 Transitional Guided Writing: (10-15 minutes in the lesson plan design) Guided writing occurs the day after students finish reading the book. The purpose of using this activity during the transitional guided reading lesson is twofold: It helps students retell what they read, and it improves writing skills. The writing is completed during the guided reading lesson with your support. It is assisted writing, not assigned writing. Students write a one or two-paragraph response to the text. The task should be short enough to be completed during one guided reading lesson. The guided writing response will vary according to the text structure of the guided reading book and the comprehension strategy they used during reading. Although students are not expected to revise or edit these pieces, you should expect a readable, organized response. A perfect, error-free piece is not the goal. -p. 169 from The Next Step in Guided Reading by Jan Richardson
47 TIPS for Transitional Guided Writing: Planning: Spend about two to three minutes helping students plan their response by briefly discussing the story and listing key words on sticky notes or a whiteboard. Listing the key words is essential for these students because it helps them stay focused and jogs their memory for the text. -p. 170 from The Next Step in Guided Reading by Jan Richardson
48 TIPS for Transitional Guided Writing: Writing (with your support): As students write their ideas (not dictates sentences), you circulate among the group and assist individual students as appropriate. View these interactions as Mini-Conferences: As you read what students have written, you will make on the spot decisions based upon the strengths and needs of individual students. The goal is not to fix the writing, but to teach something that will make the student a better writer. Attend to some errors/issues and let others go, depending on the individual needs of the students. -p. 170 from The Next Step in Guided Reading by Jan Richardson
49 Possible Teaching Points for Transitional Guided Writing: Spelling: Word Wall: Encourage and prompt students to use the word wall to spell sight words or to find a word and use it to link to another word. (Ex. When I see look on the word wall, I can replace the /l/ with /br/ to make brook.) Clap a big word and sound out to write each syllable. Use the book as a resource. (As long as the student is not copying sentences from the book word for word. Really monitor this so students understand using the book as an occasional resource to spell a word and don t start depending on it to write all of their response.) -p. 170 from The Next Step in Guided Reading by Jan Richardson
50 Possible Teaching Points for Transitional Guided Writing: Organization: Students learn to use a simple plan with key words listed under the part of the story in which they occurred: Beginning, Middle, End. Prompt students to use transition phrases such as At the beginning of the story., In the middle., Later on, etc. -p. 170 from The Next Step in Guided Reading by Jan Richardson
51 Possible Teaching Points for Transitional Guided Writing: Complete Sentences: Prompt students to orally rehearse each sentence before they write it. This also reminds them to put a period at the end of each sentence. -p. 170 from The Next Step in Guided Reading by Jan Richardson
52 Possible Teaching Points for Transitional Guided Writing: Mechanics: Although perfect grammar, punctuation, and capitalization are not the focus of guided writing, you should expect students to capitalize the first word in a sentence and put a period or another punctuation mark at the end of each sentence. -p. 171 from The Next Step in Guided Reading by Jan Richardson
53 Possible Teaching Points for Transitional Guided Writing: Sentence Variety: If you notice some students always begin a sentence with I or the, teach them to vary sentence structure by combining two sentences or adding a transition such as then, next, after a while, etc. -p. 171 from The Next Step in Guided Reading by Jan Richardson
54 Possible Guided Writing Responses for Transitional Guided Writing: Retelling using B-M-E: Students write three paragraphs summarizing important events that occurred at the beginning (paragraph 1), middle (paragraph 2), and end (paragraph 3). If students have trouble recalling events from the story, prompt them to use their sticky notes or an illustration from the book. -p. 171 from The Next Step in Guided Reading by Jan Richardson
55 Possible Guided Writing Responses for Transitional Guided Writing: Fiction Summary with Five Finger Retell: Students use five finger retell to write three paragraphs about the story. Paragraph one includes the characters (thumb), setting (index finger), and problem (tall finger). Paragraph two describes the two major events (ring finger) that led to solving the problem. Paragraph three includes the solution to the problem and other events that happened at the end (little finger) of the story. See Five Finger Retell on p. 172 of The Next Step in Guided Reading or similar version of the five finger retell. -p. 171 from The Next Step in Guided Reading by Jan Richardson
56 Possible Guided Writing Responses for Transitional Guided Writing: Nonfiction Summary with Five Finger Retell: Students use the five finger retell for nonfiction texts to retell the topic, main idea, and details of a paragraph or entire text (whichever is appropriate). The topic is the thumb, the main idea is the index finger, and three details to support the main idea are the middle, ring, and little fingers.
57 Possible Guided Writing Responses for Transitional Guided Writing: Retelling using Events and Details: Students identify an event in the story and write a paragraph that includes several details related to that event. One student could write an event-detail paragraph for the beginning of the story, a few others about the middle, and one student for the end. Students could then sequence their paragraphs to create a retelling of a the story. -p. 172 from The Next Step in Guided Reading by Jan Richardson
58 Possible Guided Writing Responses for Transitional Guided Writing: Problem/Feelings and Solutions/Feelings: Students write a short paragraph describing the problem, the character s feelings at that point in the story, the solution to the problem, and the character s feelings at the end of the story. -p. 172 from The Next Step in Guided Reading by Jan Richardson
59 Possible Guided Writing Responses for Transitional Guided Writing: Various skills and strategies from Reading Workshop Weekly Target Skills: Practice the weekly comprehension reading skill/ strategy from the whole group reading lesson in the guided reading text. The guided writing could be based on that particular comprehension skill/strategy. Make it fit the needs of your students!! -p. 172 from The Next Step in Guided Reading by Jan Richardson
60 Video Clip of Guided Writing for the Transitional Reader (Part 1) (Part 2) (Part 3)
61 Example of Transitional Guided Writing Paper
62 Transitional Guided Writing
63 Transitional Guided Writing
64 Partner Up!!! Find your Elbow Partner. Discuss the specific components of the Transitional Reader guided writing strategy. What are one or two very important points to remember about Transitional Guided Writing?
65 Tips and Tools for Guided Writing Personal Word Walls for quick access of sight words Alphabet and Blend Linking Charts Emergent/Early Guided Writing paper Transitional Guided Writing paper Target Skills for Primary Writers, K-2 Target Skills for Struggling Writers, 3-5 Punctuation Rap Procedures and Expectations for Guided Writing: Levels A-I Procedures and Expectations for Guided Writing: Levels J+ On-line videos from JR website Videos on campus, clips from K-2 or 3 & Up Guided Reading lessons DVD s
66 Plan a Guided Writing Lesson Choose a guided reading text and the corresponding Jan Richardson guided reading template that matches that stage of reader. Review the text and think about the strategies for guided writing presented in this session for that particular reading stage. Plan a guided writing lesson to go with that text. Use the A-I or the J+ Procedures and Expectations for Guided Writing handouts to help you plan. Think about how you will help students to plan/scaffold their comprehension of the text so they can write about their understanding after the reading of the text, based on the comprehension focus skill. Share out whole group or with another table if time permits.
67 Wrap-Up On the back of your name tag, please list: 3 WOW s What are two WOW s that you will take away to try in guided writing? 2 WONDERS - What are two things you are still WONDERING about in regards to guided writing?
68 We Want Your Feedback Please take a few minutes to fill out the feedback form. It is just a few clicks! In the Sched App, click on the session you are in. Click the Feedback button. This will take you to a Google Form. Please complete the form.
69 Thank you so much for your participation today! You are so very appreciated for ALL you do!!! Go forth and WRITE!
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
Rubric for Pre A Small Group Lesson This rubric can be used for self- evaluation, observation or coaching. Record comments on reverse side. Other students were working independently in literacy workstations.
Standards Based Report Cards Learning Target Rubrics LITERACY GRADE 2 Standard/Essential Outcome Learning Target 1 2 3 Student is reading 1-2 levels Student is reading 3 or more I can read the words below
Writing Workshop For Grades K-2 New Teachers NISD Summer 2016 Make Sure You Get Credit! To Get Credit for each session you must do 2 things! 1. Sign-up for the course through Eduphoria. 2. Sign-in on the
Foundational Skills Research Basis: Phonological awareness is the ability to hear, identify, and manipulate sounds in words. It is an essential skill for emergent readers: children must be able to distinguish
PLUS Alignment to the Common Core State Standards Initiative College and Career Readiness Anchor Standards and English Language Arts Standards for Reading, Writing, Speaking and Listening, and Language
The revised Elementary Pacing Guide for Grade One English Standards of Learning is the collaborative work of the 2014 First Grade Literacy Curriculum Committee, formed to extend the enhancements made by
LL SIFE FLL: Unit 1 Lesson 11 Alphabet Letters, Sounds, and Keywords This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Exempt third party content
READING In kindergarten, your child will learn the alphabet and the basic features of letters and words. He will break down spoken and written words into syllables and letters and identify the sounds each
A Correlation of Scott Reading Street Virginia Edition to the Virginia English Standards of Learning Grade One Introduction This document demonstrates how Scott Reading Street, Virginia Edition meets the
A PARENT S GUIDE to PROMOTING EARLY LITERACY What Your Child Needs to Know in Kindergarten To Grade 3 The moment your child is born he/she will start on their path to becoming readers. This path will continue
A Virginia English Online Instructional Materials Correlation of Pearson Language Central Grade 1, 2013 To the Virginia and Curriculum Framework and Curriculum Framework Provider Pearson Course Syllabus
TWO-TRACK APPROACH TO READING AND WRITING IN STUDENTS FIRST LANGUAGE (L1) Adapted from the multi-strategy method developed by Mary Stringer, SIL International, described in Stringer, Mary & Nicholas Faraclas.
A Correlation of 2011 to the Common Core State Standards for North Carolina Grade INTRODUCTION This document demonstrates how Scott Foresman meets the objectives of the Common Core State Standards. Correlation
A Correlation of to the 2011 Arkansas English Language Arts Curriculum Framework and the Kindergarten C/R-60_K INTRODUCTION This document demonstrates how Street 2011 meets the objectives of the Arkansas
Kindergarten Third Prompt English/Language Arts Content Standard: 1.0 Writing Strategies Students write words and brief sentences that are legible. 1.1 Use letters and phonetically spelled words to write
MAKE SURE YOU GET CREDIT! To Get Credit for each session you must do 2 things! 1. Sign-up for the course through Eduphoria. 2. Sign-in on the Sign-in sheet. NO EXCEPTIONS!! SIGN-IN NOW! In the Sched App,
A Correlation of 2011 to the Indiana Common Core State Standards for English Language Arts Grade One INTRODUCTION This document demonstrates how meets the objectives of the for English Language Arts. Correlation
Multisensory Teaching Approach Richardson ISD What is MTA? Multisensory Teaching Approach is a program for the remediation of Dyslexia. This program is an Orton- Gillingham multisensory approach to teaching
Welcome to Primary Introduction Reading Street builds student knowledge with literature and informational text that develops vocabulary, understanding, and most importantly, a love of reading. In the primary
Page 6 Assessment We offer two different types of assessments in Reading Series 1: brief progress monitoring assessments to be given at the completion of each book s instruction and more in-depth formative
KINDERGARTEN READING The Diocese of Knoxville has adapted the following Reading Standards to establish for teachers, students and parents the knowledge, understanding and skills students need to acquire
Small Group Lesson Plan- Day 1 Elise Heiting Teacher Signature Grade Level: K-ESL Number of Students: 4 Instructional Location: Back Table Days: 4 Materials: 4 envelopes Letters of students name in their
Kindergarten Planning Guide Phonological Awareness Blend and segment sounds in words. Phonics Use knowledge of letters and sounds to read words. Word Recognition Read 25 most common sight words. DESK Standards
Goals 1.Strands a. Teaching Points UNIT GOALS: 1. Writers identify and use strategies that help them write longer. 2. Writers identify and use strategies that help them writer stronger. URGENT UNIT NOTES:
January 29, 2019 Lisa Thomas & Sasha Žekulin - Teacher Consultants POPEY Provincial Outreach Program for the Early Years www.popey.ca Connected, Comprehensive Reading Instruction We are now the Provincial
Informative/Explanatory Fall Unit Introduction NOTE Common Core State Standards are listed in Table of Contents after each lesson title as well as on actual lesson pages. Sometimes, in the process of revising,
Access Points Kindergarten WHAT DOES IT SAY? HOW DOES IT SAY IT? WHAT DOES IT MEAN? Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas 1.1 Learning Progression with access points
Pre-KINDERGARTEN CURRICULUM CONTENT AREA: English Language Arts GRADE: Pre-K UNIT #: 1 UNIT NAME: Reading: Literature # STUDENT LEARNING OBJECTIVES Preschool Teaching and Learning Standards Key Ideas and
A Parent Guide to Understanding Kindergarten Skills: Helping Your Child Achieve Success For First Grade and Beyond Reading Writing Math Clipart by Scrappin Doodles Kindergarten Reading Skills Comprehension:
Scope and Sequence Complete Reading for Grade 1 Complete Reading for Grade 1 Complete Reading for Grade 1 is a comprehensive (800+ activities) Language Arts program designed to give students all of the
Phonics Instruction Northwest ISD summer 2016 in the Workshop Model (Grades K-2) Make Sure You Get Credit! To Get Credit for each session you must do 2 things! 1. Sign-up for the course through Eduphoria.
Mississippi College and Career Readiness Standards for English Language Arts Scaffolding Document CCR.R.1: Read closely to determine what the text says explicitly and make logical inferences from it; cite
Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman California Reading Street Table of Contents Kindergarten Introduction................................................ 2 College
*demonstrate concepts Recognize upper and lower case of print: letters. upper- and lowercase Identify first and last letters in letters words. first and last letters in words August September Sort magnetic
Sing, Spell, Read & Write correlated to Tennessee State Board of Education Curriculum Standards for English/Language Arts Grade 1 Customer Service 1-800-321-3106 www.pearsonlearning.com Sing, Speak, Read
Kindergarten Individual Development Survey (KIDS) Correspondence to Illinois Learning Standards: Language and Literacy Development (LLD) and the Common Core State Standards for English Language Arts in
RF K.1 Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. B.Recognize that spoken words are represented in written
K-2 Reading Foundations Skills Block Standards: Scope and Sequence: Grade K Standards Coverage The purpose of this document is to provide a high-level overview of the Common Core State Standards, substandards,
Kindergarten Second Prompt Something I Like English/Language Arts Content Standards: 1.0 Writing Strategies Students write words and brief sentences that are legible. 1.1 Use letters and phonetically spelled
Glenpool School District Language Arts Standards Reading R.01 Main Ideas and Details Kindergarten 1.01 With prompting and support, ask and answer questions about key details in a text. 1.01.a. Make predictions
Lesson Plan About the Book Text Type: Nonfiction/Informational Page Count: 12 Word Count: 207 Book Summary is about some of the fascinating animals in our world. Each page describes interesting facts and
ENGLISH Key stage 1 year 1 During year 1, teachers should build on work from the Early Years Foundation Stage, making sure that pupils can sound and blend unfamiliar printed words quickly and accurately
Reading Standards for Literature 1. With prompting and support, ask and answer questions about key details in a text. Reading Standards for Literature 2. With prompting and support, retell familiar stories,
Standard: Letter Identification (Uppercase & Lowercase) RF.K..d Identify all 5 uppercase and lowercase letters by name with accuracy and fluency (within seconds, without hesitation) regardless of order
LESSON 7 Letter Introduction Letters Mm and Jj Learning Objectives n Children will be presented with the printed forms of the letters Mm and Jj and will be introduced to the sounds /m/ and /j/. n Children
Reading Benchmarks: Literature (L) and Informational Text (I) Key Ideas and Details 0.1.1.1: L- With prompting and support, ask and answer questions about key details in a text. Student answers question(s)
1 Desired Results Developmental Profile- (DRDP-K) Correspondence to California Learning Standards: Language and Literacy Development (LLD) and the for English Language Arts in There are many commonalities
I can use correct English grammar when speaking. Skill 1.L.1 I can correctly use a complete simple sentence in my writing. Reasoning 1.L.1 I can recognize nouns. 1.L.1 I can write and add to simple sentences.
SPELD SA Phonic Books Set 8 Materials Date Teacher: SPELD SA Phonic Books Set 8 Guidelines, phonic book Student: worksheet, pencil and rubber, laminated sheet / mini whiteboard and dry wipe pen with eraser,
Sing, Spell, Read & Write correlated to Tennessee State Board of Education Curriculum Standards for English/Language Arts Kindergarten Customer Service 1-800-321-3106 www.pearsonlearning.com Sing, Speak,
Grade 6: Module 1: Unit 2: Lesson 19 Revising Draft Literary Analysis This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content
Common Core State Standards Kindergarten English Language Arts Mathematics Curriculum Maps DRAFT Kindergarten - August/September Literature & Informational Writing & Language Foundational & Speaking and
A K-3 CIM intervention About me-reading Recovery 1994-95 Master s degree in reading from ISU 1997 Started learning about Linda Dorn 2006-went to Arkansas for summer institute Trained CIM intervention specialist
Kindergarten Reading We are learning to read closely to find out what the text says. We are learning to make conclusions from the text. We can support conclusions drawn from the text with specific textual
FIRST QUARTER READING FOR LITERATURE Key Ideas and Details Aligned Benchmarks and Indicators, 2002 1 2 With prompting and support, ask and answer questions about key details in a text. With prompting and
Language Development & Communication for Preschoolers 1. Enjoy listening to and discussing storybooks, simple information books, and poetry read aloud. 1. Use books that communicate information to learn
Reading Mini-Lesson Plans Week: January 14-18 Standards: RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently,
The Power of Partners: Excelling Children in Their Learning! Sheri Sutterley Walnut Elementary Education Center Turlock Unified School District California Kindergarten Conference 2012 Power of Learning
SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE LEVEL: Kindergarten UNIT ONE SUGGESTED TIME FRAME: 6 Weeks POWER STANDARDS (mastery by end of the year):
Grade K - Fundations - Word Work Content Area: English Language Arts Course(s): English Language Arts Time Period: Full Year Length: Full Year Status: Published Overview As part of the district's balanced
WHO S DOING THE WORK? Lesson Sets Correlation to Virginia English Standards of Learning: English Language Arts and Reading Grades K, 1, and 2 800.988.9812 stenhouse.com Communication and Multimodal Literacies
Curriculum Map Kindergarten Language Arts Map Reading Course Understandings Essential Questions Assessments Course Knowledge/Skills Students will understand: Comprehension requires and enhances critical
ML Expectation: Pacing Assessment Resources Reading Standards for Literature Key Ideas and Details 1 1. With prompting and support, ask and answer questions about key details in a text. 1 2. With prompting
RICU: The Reading Intensive Care Unit Angela Kheradmand Providence Elementary School Fairfax County Public Schools, Virginia It s the end of the second quarter, and a first grade team is meeting to reflect
Description Kindergarten English Language Arts integrates reading, writing, speaking and listening, and language. The major focus is learning concepts of print, phonemic awareness, beginning sounds, blending
Homework Tips for Parents By Patti Daigle-Brown Education should, at its best, develop life-long learners. Help your child get ready for the new school year by preparing at home. Have an agreed upon quiet
Standard 1: Students will use multiple strategies to read a variety of texts. A. Identify the characteristics of a variety of literary forms of genres. 1.A.K.1: Use a variety of skills to distinguish nonfiction
Literacy Medium Term Planning Class 7; Year 2 (EXC 2) Spring A 2017/2018 Talk for Writing Text Genre Focus Narrative The Magic Brush Tale of lost and found No fiction this term Non-Fiction Persuasion Immersion