Suggested Pilot Schedules Kindergarten Collaborative Literacy
|
|
- Joel Job Ray
- 5 years ago
- Views:
Transcription
1 Suggested Pilot Schedules Kindergarten Collaborative Literacy During the Collaborative Literacy pilot, students in Kindergarten will be engaging with comprehensive reading and writing lessons. Reading intruction includes differentiated small-group reading instruction and whole-class comprehension and vocabulary lessons, independent reading practice which we call Individualized Daily Reading (IDR), shared reading, and handwriting lessons. Writing instruction includes whole-class lessons that focus on writing craft, elements of genre, language skills and conventions, and independent writing practice. Review this document to find information about: Suggested Pilot Instruction and Considerations (pages 1 7) Scope and Sequences (page 8) Prerequisite Instruction (pages 8 10) Scheduling Collaborative Literacy (pages 11 13) Suggested Pilot Instruction and Considerations The early weeks of Collaborative Literacy instruction focus on building community, establishing classroom routines, introducing students to instructional procedures, and building stamina and motivation for independent reading and writing. Research shows that increasing students sense of community increases academic performance, so we feel strongly about the importance of these early weeks. However, we know that not all pilots can start at the beginning of the school year, so we have identified the lessons that introduce students to cooperative structures and other procedures (see Prerequisite Instruction on pages 8 10). Pre-teaching these lessons, if possible, will help students participate fully in the lessons during the pilot. In addition, we have developed several different recommendations for instruction based on the most common pilot scenarios we ve encountered. These recommendations depend on several factors including: Pilot start date Duration of the pilot Students instructional needs while the pilot is taking place Students knowledge of cooperative structures and procedures The pages that follow provide general guidance for which lessons to teach from each component: Making Meaning (MM), Vocabulary Teaching Guide (VTG), Being a Reader (BR), and Being a Writer (BW). Center for the Collaborative Classroom Page 1 of 13 DRAFT 12/4/17
2 Making Meaning Pilots Lasting 8+ Weeks Start Date 1 4 weeks into the school year 5 12 weeks into the school year 13+ weeks into the school year Recommendations Begin Making Meaning instruction with Unit 1, Week 1, Day 1 Begin Vocabulary instruction with Week 1 Continue teaching the units/weeks sequentially until the end of the pilot Review the prerequisite instruction for Units 1 and 2 (see pages 8 9) and determine which lessons you might teach prior to beginning the pilot Begin Making Meaning instruction with Unit 3, Retelling: Fiction Begin Vocabulary instruction with Week 10 and skip the Ongoing Review activities Continue teaching the units/weeks sequentially until the end of the pilot Review the prerequisite instruction for Units 1 3 (see pages 8 9) and determine which lessons you might teach prior to beginning the pilot Begin Making Meaning instruction with Unit 4, Visualizing: Poetry and Fiction Begin Vocabulary instruction with Week 13 and skip the Ongoing Review activities Continue teaching the units/weeks sequentially until the end of the pilot Pilots Lasting 4 7 Weeks (Regardless of Start Date) Review the prerequisite instruction for Making Meaning (see pages 8 9) and consider whether your students would benefit from engaging in any of the lessons prior to starting the suggested pilot instruction. Teacher s Manual Unit 5 (3 weeks) Wondering: Fiction and Narrative Nonfiction Vocabulary Teaching Guide Week 16 Week 17 Week 18 Brave Bear A Letter to Amy Cats * Cookie s Week Umbrellas * Read-aloud Texts Unit 6 (4 weeks) Making Connections: Expository Nonfiction Week 19 Week 20 Week 21 Week 22 *Text is located in the Teacher s Manual. Doctors Help A Day in the Life of a Zookeeper Tools On the Go Trains Center for the Collaborative Classroom Page 2 of 13 12/4/17
3 Considerations for teaching comprehension lessons. Review the units you are not teaching to familiarize yourself with the instruction students would normally have prior to beginning the later units. Making Meaning lessons are taught two days per week. Throughout the pilot, consider days on which you can teach Extension, Technology Extension, and Writing About Reading activities (found after the IDR step of the lessons). Considerations for teaching IDR. We recommend scheduling IDR every day of the week (even if there is no scheduled Making Meaning lesson). Check the Do Ahead in each week to see if there are recommendations for the genre of books students should read during IDR. In some instances, in order to practice the strategy taught in the unit/week, the students need to be reading from a particular genre. Throughout the pilot, consider whether any of your students would benefit from targeted support using the IDR Mini-lessons (found in Appendix A of the Teacher s Manual). Considerations for teaching vocabulary lessons. There are three days of Vocabulary lessons and an Ongoing Review activity each week. If you are not teaching the vocabulary lessons beginning with Week 1, we recommend that you skip the Ongoing Review activities. Those activities review words that students will not have been introduced to. The same texts are used for the vocabulary lessons as are used for the comprehension lessons. To ensure that students have understood the book before it is used in vocabulary lessons, the book is introduced during the Making Meaning lesson first and used in the vocabulary lessons the next week. If you prefer to use the same text to teach both comprehension and vocabulary during the week, just make sure the read-aloud lesson(s) have been completed prior to doing the vocabulary instruction. Center for the Collaborative Classroom Page 3 of 13 12/4/17
4 Being a Reader Pilots Lasting 8+ Weeks Start Date Instructional Strand Recommendation 1 4 weeks into the school year Shared Reading Teach the weeks sequentially beginning with Week 1. Independent Work Teach the weeks sequentially beginning with Week 1 Handwriting Small-group Reading Learning Letter Names Begin instruction with Week 1 and continue teaching the weeks sequentially until the end of the pilot Teachers will need to give the Small-group Reading Placement Assessment to their students when indicated in the Week 4 Overview of the Teacher s Manual. Because Small-group Reading instruction is differentiated, instruction will vary for each group. Begin instruction with Lesson 1 and continue teaching the lessons sequentially until the end of the pilot 5+ weeks into the school year Shared Reading Independent Work Handwriting Small-group Reading Learning Letter Names Teach Weeks 3, 6, 7, and 9 and then continue teaching the weeks sequentially until the end of the pilot If your students need support with working independently in small groups, we recommend doing the following lessons: o Independent Work, Week 1, Day 1 o Independent Work, Week 2, Day 1 o Independent Work, Week 3, Day 1 o Independent Work, Week 5, Day 1 If your students are already working independently, you will not pilot any of the Being a Reader Independent Work lessons Review the Kindergarten Scope and Sequence and consider the skills your students need to learn in order to determine which week of Handwriting instruction to begin with. Capital letter formation instruction begins in Week 7. Administer the Small-group Reading Placement Assessment to students prior to beginning the pilot. Small-group Reading instruction can start in the first week of the pilot if independent work rotations are already established, or in the second week if doing the recommended prerequisite lessons If based on Placement Assessment data, you identify that you have students who do not know at least 21 letter names, you might consider creating a small group that focuses on letter names. You can download the Learning Letter Names Teacher s Manual from the General Resources section of the Learning Hub. Center for the Collaborative Classroom Page 4 of 13 12/4/17
5 Pilots Lasting 4 7 Weeks (Regardless of Start Date) Instructional Strand Recommendation Shared Reading Independent Work Handwriting Small-group Reading Learning Letter Names Teach: Weeks 3, 6, 7, and 9 12 If your students need support with working independently in small groups, we recommend doing the following lessons: o Independent Work, Week 1, Day 1 o Independent Work, Week 2, Day 1 o Independent Work, Week 3, Day 1 o Independent Work, Week 5, Day 1 If your students are already working independently, you will not pilot any of the Being a Reader Independent Work lessons Review the Kindergarten Scope and Sequence and consider the skills your students need to learn in order to determine which week of Handwriting instruction to begin with. Capital letter formation instruction begins in Week 7 Administer the Small-group Reading Placement Assessment to students prior to beginning the pilot. Small-group Reading instruction can start in the first week of the pilot if independent work rotations are already established, or in the second week if doing the recommended prerequisite lessons. If based on Placement Assessment data, you identify that you have students who do not know at least 21 letter names, you might consider creating a small group that focuses on letter name instruction. You can download the Learning Letter Names Teacher s Manual from the General Resources section of the Learning Hub. Considerations for teaching Shared Reading lessons. There are three Shared Reading lessons per week. Review the weeks you are not teaching to familiarize yourself with the instruction students would normally have prior to beginning the later weeks. Three-pronged folders are needed for poetry readers in Week 10. Considerations for starting Independent Work rotations. If you have already established Independent Work rotations in your classroom we recommend maintaining those rotations rather than introducing new procedures using the Being a Reader Independent Work lessons. Review the Independent Work Foundation Setting lessons (Weeks 1 6) to familiarize yourself with the way in which Being a Reader supports teachers with establishing independent work rotations. Considerations for teaching Handwriting lessons. There is one teacher-led Handwriting lesson per week. Weeks 1 6 prepare students for letter formation by doing hand-strengthening finger games, stretches, posture activies, and gross-motor movements. Center for the Collaborative Classroom Page 5 of 13 12/4/17
6 In Week 6, students receive their Handwriting Notebooks. Teachers who received a Reduced Pilot Kit will need to use the copy of the Handwriting Notebook included in the kit to make copies of the notebook pages referred to in the lessons. Considerations for Small-group Reading instruction. We recommend that you meet with each small group three times a week. Based on assessment data, you will be placing your students into small groups for differentiated reading instruction. For shorter pilots (those lasting 4 7 weeks) or for pilots starting later in the school year, we recommend trying out the Small-group Reading lessons with only 1 or 2 groups and that you continue your regular small-group instruction with the rest of the class. Students who place in Small-group Reading Sets 1 5 will receive differentiated phonics instruction during the small-group lessons. If you have whole-class phonics instruction established in your class, continue that instruction with those students who are not receiving Being a Reader Small-group Reading instruction. Students in the pilot can go to independent work rotations during this time. Center for the Collaborative Classroom Page 6 of 13 12/4/17
7 Being a Writer Pilots Lasting 8+ Weeks Start Date Recommendations 1 4 weeks into Begin instruction with Unit 1, Week 1, Day 1 and teach the units sequentially the school year 5 12 weeks into the school year Review the prerequisite instruction for Units 1 and 2 (see pages 8 and 10) and consider whether your students would benefit from engaging in any of the lessons prior to starting the pilot instruction Teach Unit 2: Weeks 1, 4, 5, 6, and 10 and then begin Unit 3 After completing Unit 3, continue teaching the units sequentially until the end of the pilot 13+ weeks into the school year Review the prerequisite instruction for Units 1 and 2 (see pages 8 and 10) and consider whether your students would benefit from engaging in any of the lessons prior to starting the pilot instruction Teach Unit 2, Week 10 and then begin Unit 3 After completing Unit 3, continue teaching the units sequentially until the end of the pilot Pilots Lasting 4 7 Weeks (Regardless of Start Date) Review the prerequisite instruction for Units 1 and 2 (see pages 8 and 10) and consider whether your students would benefit from engaging in any of the lessons prior to starting the suggested pilot instruction. Teacher s Manual Abbreviated Unit 2: Getting Ideas Week 10* Unit 3: Telling More Week 1 Week 2 Week 3 Week 4 Unit 4: Just the Facts Week 1 Week 2 Week 3 I Have Feelings Read-aloud Texts Cookie s Week When Sophie Gets Angry Really, Really, Angry What Happens at an Airport? I Want to Be a Chef Vegetables *If only piloting for 7 weeks, you might skip Unit 2, Week 10. Considerations for Writing Lessons There are three writing lessons per week. Review the units/weeks you are not teaching to familiarize yourself with the instruction students would normally have prior to beginning the later units. Throughout the pilot, consider days on which you can teach Extension, Technology Extension, and Writing About Reading activities (found after the Sharing and Reflecting step of lessons). Center for the Collaborative Classroom Page 7 of 13 12/4/17
8 Scope and Sequences There are several resources you can use to learn about the content covered in each instructional strand. You can: Download and review the Kindergarten Scope and Sequence (collaborativeclassroom.org/pilot_resources). This comprehensive scope and sequence outlines the instruction for all instructional strands of Collaborative Literacy over the course of the school year. Review the Kindergarten Skills and Conventions table in the Introduction of the Teacher s Manual to identify the skills that are directly taught in the Being a Writer lessons. Prerequisite Instruction Many procedures and processes are set up in the early weeks and units of Collaborative Literacy. When it is not possible to start instruction with Unit 1 or Week 1 (or if you are teaching abbreviated versions) review the lessons listed on pages 8 10 and consider whether your students might benefit from experiencing any of the lessons that are not a part of your pilot instruction prior to starting the pilot. Cooperative Structures, Procedures, and Discussion Prompts If you need to establish routines or introduce your students to cooperative structures (e.g., Turn to Your Partner and/or Think, Pair, Share) or other procedures taught in the early units or weeks of Collaborative Literacy, you might teach the lessons listed in the table below. You only need to introduce each routine once. Procedure Making Meaning Being a Reader Being a Writer Gathering for a Read-aloud Unit 1, Week 1, Day 1 Mini-lesson 1, Teaching a Procedure for Gathering* Unit 1, Week 1, Day 1 Turn to Your Partner Unit 1, Week 3, Day 1 Shared Reading, Week 1, Day 2 (or Mini-lesson 2, Teaching a Procedure for Turn to Your Partner *) Unit 1, Week 3, Day 1 Think, Pair, Share Unit 4, Week 1, Day 1 Shared Reading, Week 16, Day 1 (or Mini-lesson 3, Teaching a Procedure for Think, Pair, Share *) * Mini-lessons are found in Appendix A in the Being a Reader Teacher s Manual Vol. 2 Unit 2, Week 2, Day 1 Center for the Collaborative Classroom Page 8 of 13 12/4/17
9 Making Meaning Whole-class Instruction and IDR During IDR students read self-selected texts independently while you confer with individual students. If you need to establish routines for conferring, choosing texts, or book handling skills you might teach the lessons or IDR Mini-lessons (found in Appendix A of your Teacher s Manual) listed in the table below. Procedure Unit, Week, Day Introducing IDR Unit 1, Week 5, Day 1 Conferring During IDR Unit 2, Week 2, Day 2 or IDR Mini-Lesson 2 Choosing and Handling Books Unit 2, Week 3, Day 1 or IDR Mini-lesson 1 Selecting Just-right Books Unit 5, Week 1, Day 1 or IDR Mini-lesson 3 Being a Reader Shared Reading The following lessons introduce processes and procedures students use during Shared Reading lessons. Procedure Strand, Week, Day Introduce Choral Reading Shared Reading, Week 3, Day 1 Introduce High-frequency Words Shared Reading, Week 3, Day 3 Independent Work Rotations To allow teachers to conduct uninterrupted small-group reading lessons, we begin the school year with at least 6 weeks of Independent Work Foundation Setting lessons. The lessons establish independent work habits that allow the teacher to conduct small-group reading instruction. Once rotations are established, the students are able to engage independently in meaningful literacy tasks that support the work done during whole-class and small-group instruction. If you already have independent work rotations established, we recommend that you insert the Being a Reader Small-group Reading lessons into your existing rotations. Procedure Strand, Week, Day Introduce Independent Reading Independent Work, Week 1, Day 1 Introduce Independent Word Work Independent Work, Week 2, Day 1 Introduce Independent Writing Independent Work, Week 3, Day 1 Rotations to Independent Work Areas Independent Work, Week 5, Day 1 Small-group Reading Prior to beginning the pilot, administer the Small-group Placement Assessment for Sets 1 5 and/or Sets 7 12 to your students. Assessments can be found in the General Resources section of the Learning Hub or in the Being a Reader Assessment Resource Book. Center for the Collaborative Classroom Page 9 of 13 12/4/17
10 Being a Writer Whole-class Instruction During Being a Writer lessons students engage in whole-class mini-lessons focusing on writing craft and elements of genre. They learn pre-writing techniques that can be used to help them generate ideas and how to confer with the teacher, and they are informally introduced to tools they can use to help them revise and edit their writing. If you need to establish these routines or review expectations, you might teach the lessons listed in the table below. Procedure Unit, Week, Day Introduce Writing Time Unit 1, Week 1, Day 1 Introduce Guided Writing Practice Unit 2, Week 2, Day 2 Introduce the Word Wall Unit 2, Week 5, Day 1 Introduce Approximating Spelling Unit 2, Week 7, Day 2 Introduce the Author s Chair Unit 3, Week 3, Day 3 Introduce Discussion Prompts (I found out, I want to know ) Unit 4, Week 1, Day 3 Center for the Collaborative Classroom Page 10 of 13 12/4/17
11 Scheduling Collaborative Literacy The schedules on the next page are an example of a way you might schedule your Collaborative Literacy instruction throughout the week. Collectively, the strands provide all of the elements needed for balanced literacy instruction, so it is important to schedule sufficient time for each strand throughout the week (as indicated in the table below).the instructional strands can be taught across the day; they do not need to be scheduled one after the other in one block of time. You can teach the strands on any days of the week and in any order, however we recommend that you avoid teaching the read-aloud lessons from Making Meaning and Being a Writer on the same day. Keeping in mind the instructional strands, the number of days of instruction per week for each strand, and the approximate length of each lesson, you can plan your schedule for Collaborative Literacy instruction across the week. Kindergarten Collaborative Literacy Pilot Instruction The table below outlines the amount of time and the number of days each week that are recommended for each instructional strand. A sample pilot schedule is also shown. Instructional Strand Mon. Tues. Wed. Thurs. Fri. Making Meaning Comprehension Lessons (20 30 min., 2 days per week) Making Meaning Teacher s Manual Individualized Daily Reading (up to 15 min., up to 5 days per week) Making Meaning Teacher s Manual Vocabulary Lesson (15 20 min., 3 days per week) Vocabulary Teaching Guide Day 1 Day 2 IDR IDR IDR IDR IDR Day 1 Day 2 Day 3 Being a Reader Shared Reading Lessons (20 min., 3 days per week) Being a Reader Teacher s Manual Handwriting Lessons (20 min., 1 day per week) Being a Reader Teacher s Manual Small-group Reading (15 min. per group, 3 days per week) Being a Reader Small-group Reading Teacher s Manual Day 1 Group 1 Group 2 Day 1 Day 2 Day 3 Group 1 Group 2 Group1 Group 2 Being a Writer Whole-class Writing Lesson (35 40 min., 3 days per week) Being a Writer Teacher s Manual Day 1 Day 2 Day 3 Total Time 85 min. 85 min. 85 min. 100 min. 80 min. Center for the Collaborative Classroom Page 11 of 13 12/4/17
12 Sample Weekly Schedule The table below shows how a week of the instructional strands of Collaborative Literacy might be scheduled in a kindergarten classroom when all of the strands are fully implemented. TIME Monday Tuesday Wednesday Thursday Friday 8:20 8:40 Making Meaning Making Meaning Shared Reading Shared Reading Shared Reading 8:40 9:00 IDR (up to 15 min.) IDR (up to 15 min.) IDR (up to 15 min.) IDR (up to 15 min.) 9:00-10:00 Math Math Math Math Math IDR (up to 15 min.) 10:00-10:15 Recess Recess Recess Recess Recess 10:20-11:20 Small-group Reading/ Independent Work Rotations (60 min.) Small-group Reading/ Independent Work Rotations (60 min.) Small-group Reading/ Independent Work Rotations (60 min.) Small-group Reading/ Independent Work Rotations (60 min.) Handwriting Independent Work Check-in Lesson (35 min.) 11:20-12:05 Lunch Lunch Lunch Lunch Lunch 12:05-12:50 Special Special Special Special Special 12:55-1:20 Flex Time Vocabulary 1:25-2:00 Flex Time Being a Writer (35 min.) Vocabulary Flex Time Vocabulary Being a Writer (35 min.) Flex Time Being a Writer (35 min.) 2:00-2:15 Recess Recess Early Dismissal Recess Recess Center for the Collaborative Classroom Page 12 of 13 12/4/17
13 Pilot Scheduling Template Time Monday Tuesday Wednesday Thursday Friday Center for the Collaborative Classroom Page 13 of 13 12/4/17
LITERACY-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 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 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 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 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 informationGeneric Project Rubrics 4th Grade
Generic Project 4th Grade Free PDF ebook Download: Generic Project 4th Grade Download or Read Online ebook generic project rubrics 4th grade in PDF Format From The Best User Guide Database Oral Presentation.
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 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 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 informationNumber of Items and Test Administration Times IDEA English Language Proficiency Tests/ North Carolina Testing Program.
IDEA English Language Proficiency Tests/ North Carolina Testing Program IPT Kindergarten Subtest Tasks Number of Items Testing Time Answer Questions about Yourself & Follow Directions Give Directions Understand
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 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 informationLanguage Arts Methods
Language Arts Methods EDEE 424 Block 2 Fall 2015 Wednesdays, 2:00-3:20 pm On Campus, Laboratory Building E-132 & Online at Laulima.com Dr. Mary F. Heller Professor & Chair UHWO Division of Education mfheller@hawaii.edu
More informationBergen Community College Division of English Department Of Composition and Literature. Course Syllabus. WRT 206: Memoir and Creative Nonfiction
Bergen Community College Division of English Department Of Composition and Literature Course Syllabus WRT 206: Memoir and Creative Nonfiction Instructor: Office: Phone: Office Hours: WRT-206: Memoir and
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 informationInternational School of Kigali, Rwanda
International School of Kigali, Rwanda Engaging Individuals Encouraging Success Enriching Global Citizens Parent Guide to the Grade 3 Curriculum International School of Kigali, Rwanda Guiding Statements
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 informationSecond Grade Saigling Elementary Back to School Night August 22nd, 2017
Second Grade 2017-2018 Saigling Elementary Back to School Night August 22nd, 2017 Kathy Thompson Team Leader 469-752-3025 Kathryn.thompson@pisd.edu Jessica Williams 469-752-3041 Jessica.williams2@pisd.edu
More informationFINANCE 3320 Financial Management Syllabus May-Term 2016 *
FINANCE 3320 Financial Management Syllabus May-Term 2016 * Instructor details: Professor Mukunthan Santhanakrishnan Office: Fincher 335 Office phone: 214-768-2260 Email: muku@smu.edu Class details: Days:
More informationWonderworks Tier 2 Resources Third Grade 12/03/13
Wonderworks Tier 2 Resources Third Grade Wonderworks Tier II Intervention Program (K 5) Guidance for using K 1st, Grade 2 & Grade 3 5 Flowcharts This document provides guidelines to school site personnel
More informationSchoolwide Enrichment Model Reading Framework. Student SEM-R Reading Log
Schoolwide Enrichment Model Reading Framework Student SEM-R Reading Log Name: Teacher: Grade: School: The University of Connecticut Student Reading Logs The reading logs are used to record which books
More informationKENTUCKY COGNIT IVE LIT ERACY MODEL UNIT PLANNING TEMPLATE
GRADE 5/Unit # 4 Focus Standards for Unit: KENTUCKY COGNIT IVE LIT ERACY MODEL UNIT PLANNING TEMPLATE Duration of Unit: LANGUAGE CC.5.L.3.a Expand, combine, and reduce sentences for meaning, reader/listener
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 informationJ j W w. Write. Name. Max Takes the Train. Handwriting Letters Jj, Ww: Words with j, w 321
Write J j W w Jen Will Directions Have children write a row of each letter and then write the words. Home Activity Ask your child to write each letter and tell you how to make the letter. Handwriting Letters
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 informationManaging the Classroom for Differentiating Instruction and Collaborative Practice. Objectives for today
Managing the Classroom for Differentiating Instruction and Collaborative Practice Time to teach differently Gibson Hasbrouck & Associates Objectives for today Participants will learn more about: Standards-based
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 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 information5th Grade English Language Arts Learning Goals for the 2nd 9 weeks
5th Grade English Language Arts Learning Goals for the 2nd 9 weeks Skills students should demonstrate at the end of the 2nd 9 weeks of school: Unit 2A Power of Persuasion * Learning Goal: The student will,
More informationWelcome Prep
Welcome Prep 2017 2016 THE YEAR AHEAD Welcome to Prep at Cornish College. This is where the chaos and MAGIC happens! Thanks so much for coming tonight I will explain the routines of our class and chat
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 informationCourse Description. Student Learning Outcomes
Instructor Nancy Lay, Office #2796 Instructor s Campus Phone (760) 355-5707; email = nancy.lay@imperial.edu Office Hours = Mondays and Wednesdays = 10:00-11:00 Tuesdays and Thursdays = 9:45-10:45 N. Lay
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 informationFilms for ESOL training. Section 2 - Language Experience
Films for ESOL training Section 2 - Language Experience Introduction Foreword These resources were compiled with ESOL teachers in the UK in mind. They introduce a number of approaches and focus on giving
More informationA Pumpkin Grows. Written by Linda D. Bullock and illustrated by Debby Fisher
GUIDED READING REPORT A Pumpkin Grows Written by Linda D. Bullock and illustrated by Debby Fisher KEY IDEA This nonfiction text traces the stages a pumpkin goes through as it grows from a seed to become
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 informationNewburgh Enlarged City School District Academic. Academic Intervention Services Plan
Newburgh Enlarged City School District Academic Academic Intervention Services Plan Revised September 2016 October 2015 Newburgh Enlarged City School District Elementary Academic Intervention Services
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 informationCourse Syllabus Chem 482: Chemistry Seminar
Course Syllabus Chem 482: Chemistry Seminar Course Name: Chem 482 Chemistry Seminar 2 credits, Communication Intensive (see course description below) Prerequisites: Chem 482. Location: Reichardt Building
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 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 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 informationExamination Timetables Series to Series
Examination Timetables Series 4 2009 to Series 4 2010 Important Information 1 Submission of Examination Entries to Examination Centres Candidates must check with their Examination Centres for the registration
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 informationKindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney
Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney Aligned with the Common Core State Standards in Reading, Speaking & Listening, and Language Written & Prepared for: Baltimore
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 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 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 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 informationSAT & ACT PREP. Evening classes at GBS - open to all Juniors!
SAT & ACT PREP Evening classes at GBS - open to all Juniors! Both tests are accepted by all colleges. You may sign up for SAT Prep, ACT Prep, or both. SAT PREP Begins Mon. Jan. 22, 2018 Classes taught
More information*In Ancient Greek: *In English: micro = small macro = large economia = management of the household or family
ECON 3 * *In Ancient Greek: micro = small macro = large economia = management of the household or family *In English: Microeconomics = the study of how individuals or small groups of people manage limited
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 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 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 informationChallenging Texts: Foundational Skills: Comprehension: Vocabulary: Writing: Disciplinary Literacy:
These shift kits have been designed by the Illinois State Board of Education English Language Arts Content Area Specialists. The role of these kits is to provide administrators and teachers some background
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 informationED487: Methods for Teaching EC-6 Social Studies, Language Arts and Fine Arts
ED487: Methods for Teaching EC-6 Social Studies, Language Arts and Fine Arts Fall 2010 Thursdays 4:00-6:45 Texas A&M University-Texarkana Room Mrs. Sara Langford, Instructor Email: sara.langford@tamut.edu
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 informationPile Driving Contractors Association and Pile Dynamics, Inc.
Pile Driving Contractors Association and Pile Dynamics, Inc. Present Seminar on Deep Foundation Integrity Testing and Wave Equation Analysis April 11 (Wed), 2018 High Strain Dynamic Foundation Testing
More informationBSP !!! Trainer s Manual. Sheldon Loman, Ph.D. Portland State University. M. Kathleen Strickland-Cohen, Ph.D. University of Oregon
Basic FBA to BSP Trainer s Manual Sheldon Loman, Ph.D. Portland State University M. Kathleen Strickland-Cohen, Ph.D. University of Oregon Chris Borgmeier, Ph.D. Portland State University Robert Horner,
More informationWriting that Tantalizes Taste Buds. Presented by Tracy Wassmer Roanoke County Schools
Writing that Tantalizes Taste Buds Presented by Tracy Wassmer twassmer@rcs.k12.va.us Roanoke County Schools Composing The composing domain includes the focusing, structuring, and elaborating that a writer
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 informationCorrespondence between the DRDP (2015) and the California Preschool Learning Foundations. Foundations (PLF) in Language and Literacy
1 Desired Results Developmental Profile (2015) [DRDP (2015)] Correspondence to California Foundations: Language and Development (LLD) and the Foundations (PLF) The Language and Development (LLD) domain
More informationCall for International Experts for. The 2018 BFSU International Summer School BEIJING FOREIGN STUDIES UNIVERSITY
Call for International Experts for The 2018 BFSU International Summer School BEIJING FOREIGN STUDIES UNIVERSITY OCTOBER 31, 2017 Beijing Foreign Studies University (BFSU) is a prestigious university in
More informationMedium Term Plan English Year
Medium Term Plan English Year 12016 17 Comprehension Work through Comprehension Book and guided reading Grammar and punctuation Nelson Grammar International Pupil Book 1. Nelson International Comprehension
More informationGeneral Information. Duration of teaching unit. Company holidays Additional summer fee 25/week from to
Program Prices Dates 2018 General Information One-time enrollment fee Participants per class One-time fee 50 Access to Study islands, computers, wifi, etc. Maximum 11 participants Duration of teaching
More informationPGCE Trainees' Handbook (With Post-16 Enhancement)
PGCE Trainees' Handbook 2017-2018 11-16 (With Post-16 Enhancement) Contents Induction Week Timetable 2017-18... 1 First Week Check List... 3 Data Sharing... 3 DBS Certificates... 3 University Tutors...
More informationGrowing Gifted Readers. with Lisa Pagano & Marie Deegan Charlotte-Mecklenburg Schools
Growing Gifted Readers with Lisa Pagano & Marie Deegan Charlotte-Mecklenburg Schools Who Are We Learning with Today? Marie Deegan Lisa Pagano Our Time Together Key Components of Reading Instruction Gifted
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 informationFourth Grade. Reporting Student Progress. Libertyville School District 70. Fourth Grade
Fourth Grade Libertyville School District 70 Reporting Student Progress Fourth Grade A Message to Parents/Guardians: Libertyville Elementary District 70 teachers of students in kindergarten-5 utilize a
More informationSTANDARDIZED COURSE SYLLABUS
STANDARDIZED COURSE SYLLABUS COURSE TITLE ENG 2223 VAA--American Literature I Instructor: Glenda Silverii Copiah-Lincoln Community College Office Phone: 601.643.8440 Email: Glenda.silverii@colin.edu Office
More informationBenchmark Testing In Language Arts
Testing In Arts Free PDF ebook Download: Testing In Arts Download or Read Online ebook benchmark testing in language arts in PDF Format From The Best User Guide Database MStM Reading/ Arts Curriculum Lesson
More information1. READING ENGAGEMENT 2. ORAL READING FLUENCY
Teacher Observation Guide Animals Can Help Level 28, Page 1 Name/Date Teacher/Grade Scores: Reading Engagement /8 Oral Reading Fluency /16 Comprehension /28 Independent Range: 6 7 11 14 19 25 Book Selection
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 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 informationOVERVIEW OF CURRICULUM-BASED MEASUREMENT AS A GENERAL OUTCOME MEASURE
OVERVIEW OF CURRICULUM-BASED MEASUREMENT AS A GENERAL OUTCOME MEASURE Mark R. Shinn, Ph.D. Michelle M. Shinn, Ph.D. Formative Evaluation to Inform Teaching Summative Assessment: Culmination measure. Mastery
More informationConsiderations for Aligning Early Grades Curriculum with the Common Core
Considerations for Aligning Early Grades Curriculum with the Common Core Diane Schilder, EdD and Melissa Dahlin, MA May 2013 INFORMATION REQUEST This state s department of education requested assistance
More information1st Grade Rubrics About Produce Quality Work
1st Grade About Produce Quality Work Free PDF ebook Download: 1st Grade About Produce Quality Work Download or Read Online ebook 1st grade rubrics about produce quality work in PDF Format From The Best
More information4 th Grade Number and Operations in Base Ten. Set 3. Daily Practice Items And Answer Keys
4 th Grade Number and Operations in Base Ten Set 3 Daily Practice Items And Answer Keys NUMBER AND OPERATIONS IN BASE TEN: OVERVIEW Resources: PRACTICE ITEMS Attached you will find practice items for Number
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 informationReynolds School District Literacy Framework
Reynolds School District Literacy Framework Developed through 2012-2014 by Reynolds School District Teachers representing General Education, English Language Learners, Special Education, and Title I from
More informationCOURSE DESCRIPTION PREREQUISITE COURSE PURPOSE
EDF 515 Spring 2013 On-Line Course Theories of Learning and Motivation Instructor: Dr. Alan W. Garrett Office: ED 147 Telephone: 575-562-2890 E-mail: alan.garrett@enmu.edu Office Hours: Monday: 8:00-10:00
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 informationMini Lesson Ideas for Expository Writing
Mini LessonIdeasforExpositoryWriting Expository WheredoIbegin? (From3 5Writing:FocusingonOrganizationandProgressiontoMoveWriters, ContinuousImprovementConference2016) ManylessonideastakenfromB oxesandbullets,personalandpersuasiveessaysbylucycalkins
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 informationYear 11 Banana Schedule 2017
Name: Year 11 Banana Schedule 2017 Remember 1. You should check your banana schedule every day to see where you should be. 2. When you are in school you should either be in an examination, a revision session,
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 informationExemplar Grade 9 Reading Test Questions
Exemplar Grade 9 Reading Test Questions discoveractaspire.org 2017 by ACT, Inc. All rights reserved. ACT Aspire is a registered trademark of ACT, Inc. AS1006 Introduction Introduction This booklet explains
More informationWriting Workshop Grade 4 Launching with Personal Narrative
Writing Workshop Grade 4 Launching with Personal Narrative Written by Filomena Hengst Readington Township Board of Education August 2013 Readington Township Public Schools 52 Readington Road, Whitehouse
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 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 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 informationSample from: 'State Studies' Product code: STP550 The entire product is available for purchase at STORYPATH.
Sample from: '' Product code: STP550 STORYPATH The Visitors Center by Margit E. McGuire, Ph.D. Professor of Teacher Education, Seattle University About Storypath 2 Episode 1 The Visitors Center 14 Episode
More informationParent Information Welcome to the San Diego State University Community Reading Clinic
Parent Information Welcome to the San Diego State University Community Reading Clinic Who Are We? The San Diego State University Community Reading Clinic (CRC) is part of the SDSU Literacy Center in the
More information"Be who you are and say what you feel, because those who mind don't matter and
Halloween 2012 Me as Lenny from Of Mice and Men Denver Football Game December 2012 Me with Matthew Whitwell Teaching respect is not enough, you need to embody it. Gabriella Avallone "Be who you are and
More informationSummarize The Main Ideas In Nonfiction Text
Summarize The Main Ideas In Free PDF ebook Download: Summarize The Main Ideas In Download or Read Online ebook summarize the main ideas in nonfiction text in PDF Format From The Best User Guide Database
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 informationcontent First Introductory book to cover CAPM First to differentiate expected and required returns First to discuss the intrinsic value of stocks
content First Introductory book to cover CAPM First to differentiate expected and required returns First to discuss the intrinsic value of stocks presentation First timelines to explain TVM First financial
More informationMcKendree University School of Education Methods of Teaching Elementary Language Arts EDU 445/545-(W) (3 Credit Hours) Fall 2011
McKendree University School of Education Methods of Teaching Elementary Language Arts EDU 445/545-(W) (3 Credit Hours) Fall 2011 Instructor: Dr. Darryn Diuguid Phone: 537-6559 E-mail: drdiuguid@mckendree.edu
More informationGifted/Challenge Program Descriptions Summer 2016
Gifted/Challenge Program Descriptions Summer 2016 (Please note: Select courses that have your child s current grade for the 2015/2016 school year, please do NOT select courses for any other grade level.)
More information