Open House 2013 - Language Arts
•Download as PPTX, PDF•
1 like•433 views
Sixth grade language arts focuses on several common core strands including informational text, literary text, writing, language, speaking and listening skills. A typical class period includes independent reading with written responses, work in small groups, a lesson focusing on an essential question, text analysis or other work applying objectives, and a quick formative assessment. Students are expected to bring their reading book daily, keep their reader's notebook and binder organized, and use online resources like Blackboard and the school library website. Grading is based on major assessments, minor assessments, writing assessments, and language assessments. Students are encouraged to read every night as part of a 40 book challenge with quarterly celebrations and monthly reading response strategies posted online.
Report
Share
Report
Share
Recommended
Week 7 lesson planning and writing - no photos
This document provides an overview of lesson planning content covered in Week 7, including gradual release of responsibility models, instructional reading formats, comprehension strategies, and the writing process. It describes a sample language arts lesson on empathy that uses a minds-on activity, viewing a video as an action, and student video projects for consolidation. It also includes a Brock lesson plan template and discusses writing tasks, decisions, and brainstorming ideas for Remembrance Day writing projects.
Class 5 assessment ii
This document outlines various methods for assessing student progress and achievement in language arts, including reading, writing, and oral communication. It provides examples of assessment tools and strategies for each area, such as reader responses, portfolios, checklists, tests, and observations. It also discusses using exemplars, developmental continua, and teacher moderation to evaluate student work. The focus is on measuring students' achievement of curriculum expectations in relation to content and performance standards.
Class 7 di 2
This document provides resources and instructions for differentiated instruction activities. It includes:
1. A list of key features of differentiated instruction such as flexible learning groups, choice, and shared responsibility.
2. Information about using a workshop model and inquiry-based, project-based learning to support reading, writing, oral communication, and targeted small group instruction.
3. Suggestions for using graphic organizers and graphic novels to support character development and differentiated instruction.
4. Links to online tools for picking students randomly to participate.
5. Prompts for addressing the needs of diverse learners and using analogies to deepen understanding of language arts concepts.
Reading Strategies CA#1
This document provides strategies for using reading comprehension techniques before, during, and after reading nonfiction texts for 6th grade students. Some strategies outlined include using KWL charts and making predictions before reading, marking texts and asking questions during reading, and creating graphic organizers and summarizing after reading. The goal of these techniques is to help students better understand, recall, and engage with what they are reading.
Class 6 diiferentiated instruction i
This document contains information about differentiated instruction for a language arts course. It includes:
1) A request for students to provide feedback on digital learning resources and criteria for effective resources.
2) An assignment for students to create a learning object to address an inquiry focus and accompanying teacher guide.
3) Descriptions of differentiated instruction as adapting to student needs, interests and abilities through various instructional strategies and assessment accommodations.
Class 4 assessment i
This document provides information and resources for teachers regarding assessment and evaluation. It includes links to tutorials on digital tools for assessment, as well as guidelines from the Ontario ministry of education on fundamental principles of assessment, learning skills, performance standards, and policies for students with special needs. The document discusses putting on different "hats" to consider assessment from the perspectives of a student, teacher, and education professional. It also includes articles on a school pilot project where students can negotiate grades, and prompts critical analysis of these articles. Teachers are advised to ensure clear expectations and communication around assessment.
Cognitive strategies
The document outlines various cognitive strategies that language learners can use to help them learn more successfully, including: planning tasks and checking comprehension, using background knowledge and making predictions, personalizing information, applying knowledge of other languages, substituting or paraphrasing unknown words, using images or kinesthetic senses, finding and applying patterns, taking notes, using graphic organizers, accessing information sources, cooperating with others, and self-talk. The strategies involve deliberately manipulating language through various techniques like repetition, organization, summarization, and guessing meaning from context.
IRLA for Super Heroes
This document provides guidance and answers frequently asked questions about implementing IRLA (Independent Reading Level Assessment). It discusses using small reading groups and anecdotal notes to identify student growth. It also answers questions about power words, conferencing schedules, aligning interventions with IRLA goals, academic vocabulary levels, and ensuring independent reading time is effective. The document stresses using research-backed routines and conferencing students briefly but regularly to support mastery of IRLA goals.
Recommended
Week 7 lesson planning and writing - no photos
This document provides an overview of lesson planning content covered in Week 7, including gradual release of responsibility models, instructional reading formats, comprehension strategies, and the writing process. It describes a sample language arts lesson on empathy that uses a minds-on activity, viewing a video as an action, and student video projects for consolidation. It also includes a Brock lesson plan template and discusses writing tasks, decisions, and brainstorming ideas for Remembrance Day writing projects.
Class 5 assessment ii
This document outlines various methods for assessing student progress and achievement in language arts, including reading, writing, and oral communication. It provides examples of assessment tools and strategies for each area, such as reader responses, portfolios, checklists, tests, and observations. It also discusses using exemplars, developmental continua, and teacher moderation to evaluate student work. The focus is on measuring students' achievement of curriculum expectations in relation to content and performance standards.
Class 7 di 2
This document provides resources and instructions for differentiated instruction activities. It includes:
1. A list of key features of differentiated instruction such as flexible learning groups, choice, and shared responsibility.
2. Information about using a workshop model and inquiry-based, project-based learning to support reading, writing, oral communication, and targeted small group instruction.
3. Suggestions for using graphic organizers and graphic novels to support character development and differentiated instruction.
4. Links to online tools for picking students randomly to participate.
5. Prompts for addressing the needs of diverse learners and using analogies to deepen understanding of language arts concepts.
Reading Strategies CA#1
This document provides strategies for using reading comprehension techniques before, during, and after reading nonfiction texts for 6th grade students. Some strategies outlined include using KWL charts and making predictions before reading, marking texts and asking questions during reading, and creating graphic organizers and summarizing after reading. The goal of these techniques is to help students better understand, recall, and engage with what they are reading.
Class 6 diiferentiated instruction i
This document contains information about differentiated instruction for a language arts course. It includes:
1) A request for students to provide feedback on digital learning resources and criteria for effective resources.
2) An assignment for students to create a learning object to address an inquiry focus and accompanying teacher guide.
3) Descriptions of differentiated instruction as adapting to student needs, interests and abilities through various instructional strategies and assessment accommodations.
Class 4 assessment i
This document provides information and resources for teachers regarding assessment and evaluation. It includes links to tutorials on digital tools for assessment, as well as guidelines from the Ontario ministry of education on fundamental principles of assessment, learning skills, performance standards, and policies for students with special needs. The document discusses putting on different "hats" to consider assessment from the perspectives of a student, teacher, and education professional. It also includes articles on a school pilot project where students can negotiate grades, and prompts critical analysis of these articles. Teachers are advised to ensure clear expectations and communication around assessment.
Cognitive strategies
The document outlines various cognitive strategies that language learners can use to help them learn more successfully, including: planning tasks and checking comprehension, using background knowledge and making predictions, personalizing information, applying knowledge of other languages, substituting or paraphrasing unknown words, using images or kinesthetic senses, finding and applying patterns, taking notes, using graphic organizers, accessing information sources, cooperating with others, and self-talk. The strategies involve deliberately manipulating language through various techniques like repetition, organization, summarization, and guessing meaning from context.
IRLA for Super Heroes
This document provides guidance and answers frequently asked questions about implementing IRLA (Independent Reading Level Assessment). It discusses using small reading groups and anecdotal notes to identify student growth. It also answers questions about power words, conferencing schedules, aligning interventions with IRLA goals, academic vocabulary levels, and ensuring independent reading time is effective. The document stresses using research-backed routines and conferencing students briefly but regularly to support mastery of IRLA goals.
Rollins, desgin presentation
This document outlines goals and theoretical influences for a writing curriculum. The goal is for students to learn the 6+ Writing Traits and become better writers. Objectives include explaining the traits, analyzing writing samples, and applying traits in their own writing. The curriculum is influenced by ADDIE (analysis, design, development, implementation, evaluation) and Bloom's Taxonomy (remember, understand, apply, analyze, evaluate, create). It also incorporates differentiated instruction and Universal Design for Learning to meet diverse student needs.
Rollins, desgin presentation
This document outlines goals and theoretical influences for a writing curriculum. The goal is for students to learn the 6+ Writing Traits and become better writers. Objectives include explaining the traits, analyzing writing samples, and applying traits in their own writing. The curriculum is influenced by ADDIE (analysis, design, development, implementation, evaluation) and Bloom's Taxonomy (remember, understand, apply, analyze, evaluate, create). It also incorporates differentiated instruction and Universal Design for Learning principles to meet diverse student needs.
Week 8 writing 2 and lp no photos
This document provides an overview of a lesson plan on empathy and totem animals. It includes discussions on professional learning, modeling empathy through videos, and having students create poems about their totem animal. The lesson involves whole class learning, small groups, and sharing. Students research the meaning of their assigned totem animal and create a four line poem in the style of examples provided using similes to describe feelings like their totem.
Boudreau casart what does their writing say1
Teachers create literacy profiles of students by analyzing their writing and reading skills to guide literacy instruction. Teachers examine how students attend to print conventions, encode/decode words, convey ideas, organize thoughts, and use reading/writing strategies. The document provides examples of how reading and writing are connected, including having students write about what they read, teaching writing skills/processes, and increasing written output. It offers classroom ideas like journal writing, note-taking, modeling writing, and using mentor texts to strengthen the reading-writing connection.
Book culturally and linguistically responsive teaching and learni
This document outlines a book report assignment on the book "Culturally and Linguistically Responsive Teaching and Learning: Classroom Practices for Student Success" by Sharroky Hollie. Students are asked to analyze the book based on their course learning and experiences, discuss what they agree and disagree with citing passages as evidence. They also need to identify challenges to implementing culturally responsive instruction, solutions to overcome challenges, and create an implementation plan for their grade/content area using the book as a resource while reflecting on personal biases.
Essay writing 23
This document outlines an academic essay writing course. It covers topics such as brainstorming ideas, creating an essay outline with an introduction, body and conclusion, summarizing and paraphrasing academic resources, proper writing style for academic essays, and assessment criteria for essays. The assessment criteria includes evaluating the content, language, structure, and references used in an essay. Key points are made about generating ideas, determining the best solution, writing a clear outline, the goals and processes of summarizing and paraphrasing, using formal academic writing style and assessing various components of an essay.
Week 6 reading 2 - ruth
This document discusses strategies and resources for teaching reading. It covers four roles of literate learners, the Ontario curriculum expectations for reading at different grade levels, components that must be included in a reading program, models of reading instruction, comprehension strategies, and apps to support reading. Teachers are asked to analyze curriculum expectations, list requirements for an effective reading program, and design questions for a guided reading group based on a sample text card.
Week 5 reading 1 - ruth
This document provides an agenda for a teacher professional development meeting focused on reading comprehension strategies. It includes links to online resources about comprehension strategies, a guide to effective reading instruction focusing on these strategies, an upcoming online quiz about the strategies, and tasks for teacher groups to complete during literacy centers focusing on comprehension. It also lists the topic and source for next week's professional learning conversation.
Glad
Project GLAD (Guided Language Acquisition Design) is a professional development program that promotes English language acquisition, academic achievement, and cross-cultural skills. A GLAD unit has four main components: focus/motivation, input, guided oral practice, and reading/writing. This presentation aims to highlight these four components and some of the key strategies within each, such as inquiry charts, graphic organizers, chants/raps/poems, and cooperative writing activities. The goal is to provide access to core curriculum through the use of high-level academic language, literacy development, and positive student interactions.
Teaching process writing
This document outlines various pre-writing, writing, and editing strategies for students. It discusses brainstorming techniques like cubing to generate ideas from different perspectives. It also recommends activities for focusing ideas like fast writing, group compositions, and exploring different viewpoints or text types. Finally, it describes evaluating and structuring the writing through ordering ideas, self-editing, and peer editing to improve as writers.
Elementary institute 2010
The document discusses building background knowledge and academic vocabulary for science units. It recommends creating a "Science Working Word Wall" at the beginning of each unit to introduce new vocabulary words that are important for students to know and understand. The word wall should include tools, unit-specific words, and properties. Introductory activities for the word wall include having students make predictions about what vocabulary words are used for and classifying related words. These activities aim to develop students' vocabulary, oral language, and connections between words and concepts.
Rubrics to the rescue
Rubrics are useful assessment tools that can evaluate students' work efficiently, consistently, objectively and quickly. They provide clear expectations for students and benefit teachers, students, and parents. There are different types of rubrics such as analytical rubrics, holistic rubrics, and weighted rubrics. Analytical rubrics evaluate individual components independently, holistic rubrics provide a global assessment with fewer details, and weighted rubrics judge certain concepts more heavily than others. Examples of rubrics provided assess writing, speaking, listening, and reading skills using criteria, descriptors, performance levels, and rating scales.
Global lesson
- Students will develop observational drawing skills through creating a self-portrait focused on analyzing facial features and proportions.
- The teacher will model drawing techniques step-by-step using a tablet and students will practice drawing their own portraits, applying what they learned about proportions.
- Students' self-portraits will be assessed using a rubric to evaluate their understanding of proportions and observational drawing skills. Accommodations will be provided for students with IEPs, 504 plans, or who are English learners.
Questioning
Identify questions to ask your students for today’s topic: interpersonal communication. Have a framework for analysing / understanding the quality of your questioning.
Your scores were
Diana Guzman took a VARK learning styles assessment test which assessed her preferences for Visual, Aural, Read/Write, and Kinesthetic styles of learning. Her results showed a preference for Aural, Read/Write, and Kinesthetic styles (ARK multimodal). The document provided study strategies for each style based on her results. It emphasized using the VARK website to find more tailored study tips based on her assessed learning preferences to help her learn and process information more effectively.
Assessment toolkit guidelines
This document provides guidelines for creating an Assessment Toolkit as a course requirement. It lists the six areas of reading that must be included: oral language development, phonemic awareness, phonics, word recognition, oral reading fluency, vocabulary, reading comprehension, and reading motivation. For each area, it provides examples of assessments that could be used. It requires students to identify a minimum of two assessments for each category to include in their toolkit. The toolkit must be organized to hold all materials needed to administer the assessments to students.
Vocab
The document discusses strategies for bridging the vocabulary gap for students by introducing, reinforcing, and providing opportunities for independent production of new vocabulary words. It explains that to truly know a word requires knowledge of its spoken and written form, meaning, related words, and appropriate uses. A variety of engaging activities are recommended at each stage, from pre-reading exercises to introduce words to games and tasks to reinforce and produce the vocabulary in context.
Writing Across the Curriculum: Exploring the 6 Traits
A workshop designed to look at the basics of the 6 traits and how they can apply to the teaching of writing across the curriculum
Open house Track 4 Gators Language Arts
A typical 6th grade language arts class focuses on reading, writing, speaking, and language skills aligned to the Common Core standards. Students spend 55 minutes each day engaged in independent reading, working in small groups, learning essential questions through mini lessons, analyzing texts, and completing quick formative assessments. It is important that 6th graders come to class prepared with their reading materials, keep an organized binder of class notes and materials, and use online resources to find books. Grades are determined by performance on major assessments, minor assignments and projects, writing assessments, and language exams. The class also encourages students to read 40 books over the year through a reading challenge program.
Literacy program
The document discusses the components of a balanced literacy program for 5th grade students. It explains that a balanced literacy program incorporates various reading and writing activities including whole group instruction, small group work, guided reading, literature circles, and independent work. It emphasizes teaching skills like word recognition, fluency, comprehension, and motivation. A variety of assessments are used to monitor students' progress, including standardized tests, portfolios, observations, and student work samples. The goal is to help students become independent, well-rounded readers.
Daily Lesson 2
This daily lesson plan is for a 10th grade English Language Arts class. The lesson focuses on analyzing characters from the novel "In Cold Blood" by Truman Capote. Students will work in groups to create character profiles of major characters from the first 50 pages of the novel. They will then present their profiles to the class. For homework, students will continue journaling about their reading and will begin working on a body biography mini-project about one of the characters. Formative and summative assessments include the character profiles, journals, and body biography project. The lesson aims to help students understand the characters and vocabulary through class discussion, group work, and independent assignments.
Successful Reading Practice
This presentation was designed to instruct teachers on the fundamentals of the Accelerated Reader program.
More Related Content
What's hot
Rollins, desgin presentation
This document outlines goals and theoretical influences for a writing curriculum. The goal is for students to learn the 6+ Writing Traits and become better writers. Objectives include explaining the traits, analyzing writing samples, and applying traits in their own writing. The curriculum is influenced by ADDIE (analysis, design, development, implementation, evaluation) and Bloom's Taxonomy (remember, understand, apply, analyze, evaluate, create). It also incorporates differentiated instruction and Universal Design for Learning to meet diverse student needs.
Rollins, desgin presentation
This document outlines goals and theoretical influences for a writing curriculum. The goal is for students to learn the 6+ Writing Traits and become better writers. Objectives include explaining the traits, analyzing writing samples, and applying traits in their own writing. The curriculum is influenced by ADDIE (analysis, design, development, implementation, evaluation) and Bloom's Taxonomy (remember, understand, apply, analyze, evaluate, create). It also incorporates differentiated instruction and Universal Design for Learning principles to meet diverse student needs.
Week 8 writing 2 and lp no photos
This document provides an overview of a lesson plan on empathy and totem animals. It includes discussions on professional learning, modeling empathy through videos, and having students create poems about their totem animal. The lesson involves whole class learning, small groups, and sharing. Students research the meaning of their assigned totem animal and create a four line poem in the style of examples provided using similes to describe feelings like their totem.
Boudreau casart what does their writing say1
Teachers create literacy profiles of students by analyzing their writing and reading skills to guide literacy instruction. Teachers examine how students attend to print conventions, encode/decode words, convey ideas, organize thoughts, and use reading/writing strategies. The document provides examples of how reading and writing are connected, including having students write about what they read, teaching writing skills/processes, and increasing written output. It offers classroom ideas like journal writing, note-taking, modeling writing, and using mentor texts to strengthen the reading-writing connection.
Book culturally and linguistically responsive teaching and learni
This document outlines a book report assignment on the book "Culturally and Linguistically Responsive Teaching and Learning: Classroom Practices for Student Success" by Sharroky Hollie. Students are asked to analyze the book based on their course learning and experiences, discuss what they agree and disagree with citing passages as evidence. They also need to identify challenges to implementing culturally responsive instruction, solutions to overcome challenges, and create an implementation plan for their grade/content area using the book as a resource while reflecting on personal biases.
Essay writing 23
This document outlines an academic essay writing course. It covers topics such as brainstorming ideas, creating an essay outline with an introduction, body and conclusion, summarizing and paraphrasing academic resources, proper writing style for academic essays, and assessment criteria for essays. The assessment criteria includes evaluating the content, language, structure, and references used in an essay. Key points are made about generating ideas, determining the best solution, writing a clear outline, the goals and processes of summarizing and paraphrasing, using formal academic writing style and assessing various components of an essay.
Week 6 reading 2 - ruth
This document discusses strategies and resources for teaching reading. It covers four roles of literate learners, the Ontario curriculum expectations for reading at different grade levels, components that must be included in a reading program, models of reading instruction, comprehension strategies, and apps to support reading. Teachers are asked to analyze curriculum expectations, list requirements for an effective reading program, and design questions for a guided reading group based on a sample text card.
Week 5 reading 1 - ruth
This document provides an agenda for a teacher professional development meeting focused on reading comprehension strategies. It includes links to online resources about comprehension strategies, a guide to effective reading instruction focusing on these strategies, an upcoming online quiz about the strategies, and tasks for teacher groups to complete during literacy centers focusing on comprehension. It also lists the topic and source for next week's professional learning conversation.
Glad
Project GLAD (Guided Language Acquisition Design) is a professional development program that promotes English language acquisition, academic achievement, and cross-cultural skills. A GLAD unit has four main components: focus/motivation, input, guided oral practice, and reading/writing. This presentation aims to highlight these four components and some of the key strategies within each, such as inquiry charts, graphic organizers, chants/raps/poems, and cooperative writing activities. The goal is to provide access to core curriculum through the use of high-level academic language, literacy development, and positive student interactions.
Teaching process writing
This document outlines various pre-writing, writing, and editing strategies for students. It discusses brainstorming techniques like cubing to generate ideas from different perspectives. It also recommends activities for focusing ideas like fast writing, group compositions, and exploring different viewpoints or text types. Finally, it describes evaluating and structuring the writing through ordering ideas, self-editing, and peer editing to improve as writers.
Elementary institute 2010
The document discusses building background knowledge and academic vocabulary for science units. It recommends creating a "Science Working Word Wall" at the beginning of each unit to introduce new vocabulary words that are important for students to know and understand. The word wall should include tools, unit-specific words, and properties. Introductory activities for the word wall include having students make predictions about what vocabulary words are used for and classifying related words. These activities aim to develop students' vocabulary, oral language, and connections between words and concepts.
Rubrics to the rescue
Rubrics are useful assessment tools that can evaluate students' work efficiently, consistently, objectively and quickly. They provide clear expectations for students and benefit teachers, students, and parents. There are different types of rubrics such as analytical rubrics, holistic rubrics, and weighted rubrics. Analytical rubrics evaluate individual components independently, holistic rubrics provide a global assessment with fewer details, and weighted rubrics judge certain concepts more heavily than others. Examples of rubrics provided assess writing, speaking, listening, and reading skills using criteria, descriptors, performance levels, and rating scales.
Global lesson
- Students will develop observational drawing skills through creating a self-portrait focused on analyzing facial features and proportions.
- The teacher will model drawing techniques step-by-step using a tablet and students will practice drawing their own portraits, applying what they learned about proportions.
- Students' self-portraits will be assessed using a rubric to evaluate their understanding of proportions and observational drawing skills. Accommodations will be provided for students with IEPs, 504 plans, or who are English learners.
Questioning
Identify questions to ask your students for today’s topic: interpersonal communication. Have a framework for analysing / understanding the quality of your questioning.
Your scores were
Diana Guzman took a VARK learning styles assessment test which assessed her preferences for Visual, Aural, Read/Write, and Kinesthetic styles of learning. Her results showed a preference for Aural, Read/Write, and Kinesthetic styles (ARK multimodal). The document provided study strategies for each style based on her results. It emphasized using the VARK website to find more tailored study tips based on her assessed learning preferences to help her learn and process information more effectively.
Assessment toolkit guidelines
This document provides guidelines for creating an Assessment Toolkit as a course requirement. It lists the six areas of reading that must be included: oral language development, phonemic awareness, phonics, word recognition, oral reading fluency, vocabulary, reading comprehension, and reading motivation. For each area, it provides examples of assessments that could be used. It requires students to identify a minimum of two assessments for each category to include in their toolkit. The toolkit must be organized to hold all materials needed to administer the assessments to students.
Vocab
The document discusses strategies for bridging the vocabulary gap for students by introducing, reinforcing, and providing opportunities for independent production of new vocabulary words. It explains that to truly know a word requires knowledge of its spoken and written form, meaning, related words, and appropriate uses. A variety of engaging activities are recommended at each stage, from pre-reading exercises to introduce words to games and tasks to reinforce and produce the vocabulary in context.
Writing Across the Curriculum: Exploring the 6 Traits
A workshop designed to look at the basics of the 6 traits and how they can apply to the teaching of writing across the curriculum
What's hot (18)
Book culturally and linguistically responsive teaching and learni
Book culturally and linguistically responsive teaching and learni
Writing Across the Curriculum: Exploring the 6 Traits
Writing Across the Curriculum: Exploring the 6 Traits
Similar to Open House 2013 - Language Arts
Open house Track 4 Gators Language Arts
A typical 6th grade language arts class focuses on reading, writing, speaking, and language skills aligned to the Common Core standards. Students spend 55 minutes each day engaged in independent reading, working in small groups, learning essential questions through mini lessons, analyzing texts, and completing quick formative assessments. It is important that 6th graders come to class prepared with their reading materials, keep an organized binder of class notes and materials, and use online resources to find books. Grades are determined by performance on major assessments, minor assignments and projects, writing assessments, and language exams. The class also encourages students to read 40 books over the year through a reading challenge program.
Literacy program
The document discusses the components of a balanced literacy program for 5th grade students. It explains that a balanced literacy program incorporates various reading and writing activities including whole group instruction, small group work, guided reading, literature circles, and independent work. It emphasizes teaching skills like word recognition, fluency, comprehension, and motivation. A variety of assessments are used to monitor students' progress, including standardized tests, portfolios, observations, and student work samples. The goal is to help students become independent, well-rounded readers.
Daily Lesson 2
This daily lesson plan is for a 10th grade English Language Arts class. The lesson focuses on analyzing characters from the novel "In Cold Blood" by Truman Capote. Students will work in groups to create character profiles of major characters from the first 50 pages of the novel. They will then present their profiles to the class. For homework, students will continue journaling about their reading and will begin working on a body biography mini-project about one of the characters. Formative and summative assessments include the character profiles, journals, and body biography project. The lesson aims to help students understand the characters and vocabulary through class discussion, group work, and independent assignments.
Successful Reading Practice
This presentation was designed to instruct teachers on the fundamentals of the Accelerated Reader program.
Smwp day three_erwc.lps
This three-day professional development workshop for middle school teachers focused on implementing the Expository Reading and Writing Course (ERWC) curriculum. The workshop covered: an overview of ERWC and how it aligns with Common Core standards; integrating reading and writing to develop academic literacy; differentiating instruction for English learners, special education students, and advanced learners; close reading strategies; and adapting ERWC assignment templates for different curricula. Teachers analyzed text complexity, practiced close reading and developing text-dependent questions, and discussed developing students' academic habits of mind. The workshop provided strategies for making ERWC modules accessible to all students and time to plan curriculum revisions.
Writing activity
The document discusses the challenges university students face with writing. It notes that students typically work long hours, support families, and have little time to tackle new material, practice writing, or learn different assessment formats. The document then lists the wide variety of writing assignments students must complete and provides student quotes about feeling humiliated by writing demands and not understanding academic language. It suggests the problem may not be that students cannot write, but that they have insufficient time to learn subjects, practice writing, and write to learn before being assessed through various methods and assignments. The document concludes with an activity where participants freely write for ten minutes and note any reasons for stopping to help improve
Guided reading overview fayette principals correct
This document discusses strategies for building reading stamina and strength in small group guided reading sessions using complex texts. It describes assessing students and grouping them for guided reading instruction focused on strategic reading actions. Teachers are encouraged to select texts at students' instructional levels and teach comprehension and foundational reading skills through prompting and close reading exercises tailored to students' needs. The goal is to increase students' processing abilities across increasingly challenging texts.
Writing
The document provides an overview of the writer's workshop model for teaching writing and its key elements. It discusses establishing minilessons focused on specific writing techniques or skills, providing time for independent writing and teacher-student conferences, and concluding with opportunities for students to share their work. It encourages teachers to consider what genres are essential and appropriate for their grade level standards.
Differentiation in guided reading pdf
The document provides information about differentiation during guided reading instruction. It discusses using assessments to determine reading levels and group students. It also outlines how to structure guided reading groups with different frequencies and durations based on reading level. Suggestions are provided for emergent, early, transitional, and fluent readers, including components for before, during, and after reading. The goal is to meet students' varied needs through flexible grouping and targeting specific skills.
Differentiating the writing process for ell writers
The document provides tips and strategies for teaching writing. It discusses using mentor texts to expose students to good writing examples, annotating texts to increase comprehension, and stretching out the writing process by taking smaller steps and slowing down. The document also addresses including language instruction, guiding students through drafting, teaching the difference between right and wrong, and giving specific feedback on writing.
Help! They are all on Different Levels: Using Guided Reading to Meet the need...
The document provides guidance on differentiated instruction through guided reading. It discusses assessing students and grouping them according to their needs. It emphasizes using small group instruction to teach reading strategies tailored to each group's level. The document also provides examples of focusing instruction for different reading levels, selecting appropriate texts, and teaching strategies before, during and after reading.
Why English ppt.pptx
This document outlines the English curriculum for years 7-9. It discusses the key skills and content areas that need to be practiced each year, including reading, listening, writing, speaking, research, and realia (cultural awareness). For each skill and year, it lists the specific elements that require practice, such as strategies, vocabulary, grammar, pronunciation, and text types. It then provides examples of units and assessments that could be used to teach and evaluate those areas. The overall approach is to provide repetition, focused skill lessons, and evaluation of goals, using a variety of everyday activities and material.
Lli red day 1 long
This document outlines an agenda for a training on the Fountas and Pinnell Leveled Literacy Intervention (LLI) Red system. The training will cover key characteristics of intervention systems, materials and resources in the LLI system, how to structure LLI lessons, strategies for comprehension, vocabulary, fluency and word work, and using assessment to inform teaching. It concludes with reflection and evaluation of how to effectively implement a novel study approach and test preparation lessons in LLI to support students' reading.
Williamstown 2009 Kurzweil 3000 Supports Writing
An Introduction to Kurzweil 3000 software to support reading, writing, study skills and test-taking. Focus on how Kurzweil 3000's highlighters, graphic organizer, column notes, outliner, customizable writing rubric and ability to seemlessly move from reading content to writing can support students in the classroom.
Differentiationinguidedreadingpdf 131108205816-phpapp01
The document provides guidance for implementing a balanced literacy approach in the classroom, including how to structure reading and writing workshops with differentiated work stations, guided reading groups, and assessments to meet individual student needs. Sample schedules and examples of work station ideas are presented for kindergarten through 5th grade, with a focus on using leveled texts, choice boards, and other strategies to differentiate instruction during literacy rotations.
NTLT 2012 - Text types and writing frames for assignments
The document outlines an agenda for a meeting that will discuss improving assignment instructions for students. It includes introducing a trial assignment using a writing frame to provide more structured guidance. Feedback from student discussion groups is gathered on what is helpful or not about current vs trial instructions. Results from last semester are presented showing improved assessment scores. Theoretical perspectives on schema theory and the importance of clear textual schema in comprehension are discussed. References are provided on related research in assignment genres and supporting student report writing.
Parent information night
This document provides information for parents about 4th grade expectations at Forest Creek Elementary. It includes the agenda for the parent information night which covers classroom behavior plans, writing, math, reading, science, and homework expectations. It discusses the HOWL values of honoring yourself and others, owning your actions, working toward your best, and listening and being heard. Classroom management strategies of CHAMPS are also outlined. Expectations for writing, reading, math, science, and homework are summarized. Parents are invited to visit their student's classroom to ask specific questions.
CKEC Summer2014 guided readingbreckenridge
The document provides an overview of guided reading groups and instruction. It discusses:
1) Characteristics of guided reading groups including differentiating instruction based on student needs, engaging students with whole texts, and focusing on strategic reading actions and comprehension.
2) Assessing students and forming flexible reading groups based on assessment data and instructional needs.
3) Strategic teaching points to focus on during guided reading including reading skills, vocabulary, and comprehension strategies.
Content and sequence
This brief slideshow summarizes different points of view on how to select and sequence the contents
Similar to Open House 2013 - Language Arts (20)
Guided reading overview fayette principals correct
Guided reading overview fayette principals correct
Differentiating the writing process for ell writers
Differentiating the writing process for ell writers
Help! They are all on Different Levels: Using Guided Reading to Meet the need...
Help! They are all on Different Levels: Using Guided Reading to Meet the need...
Differentiationinguidedreadingpdf 131108205816-phpapp01
Differentiationinguidedreadingpdf 131108205816-phpapp01
NTLT 2012 - Text types and writing frames for assignments
NTLT 2012 - Text types and writing frames for assignments
Recently uploaded
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Assessment and Planning in Educational technology.pptx
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Recently uploaded (20)
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Assessment and Planning in Educational technology.pptx
Assessment and Planning in Educational technology.pptx
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Open House 2013 - Language Arts
- 1. Sixth Grade
- 2. Language Arts Common Core Strands Informational Text Literary Text Writing Language Speaking and Listening Skills Technology integration More information at www.corestandards.org
- 3. Typical Day in Language Arts (55 min class period) Begin each day with independent reading (write reading responses during this time) Work with small groups Essential Question/Mini lesson Text analysis, written responses, group work, or application of objectives Wrap up and answer questions Quick formative assessment(non graded)
- 4. Important Habits for 6th Graders Remember their book for class; Look out for: reading a different book every night Keep Reader’s Notebook in the classroom (take home as needed) Keep binder organized- Table of Contents and notes Check Blackboard (BB) for notes Use the Destiny search webpage to find books
- 5. Grading Policy 40%-Major Assessments –(test corrections and remediation is available if the score is lower than 85%) 25% -Minor Assessments (projects and graded assignments) 25% -Writing Assessments 10% -Language (Grammar) Assessments
- 6. 40 Book Challenge Encourage students to read EVERY night— Across the Genres Student centered goals Books over 300 pages count as 2 books Quarterly celebrations Monthly reader’s response strategies (on BB) writing about your reading significantly increases your understanding!
- 7. GATOR Information Use Blackboard to ignite conversations Trust what your child has said, but VERIFY it Lockers will be emptied at the end of every Track out- missing locks cost $5.50 Report any concerns to us immediately Volunteers Needed! Stop by the Media Center Therapy Doll Service Learning project – 2nd-3rd Quarters Greek Day -2nd Quarter Field Trip -3rd Quarter Sign up for a Homebase account to check grades online
Editor's Notes
- We teach units that cover all genres – notes and information on BB will be organized by Units
- RMS website – Departments-Tracks –Track 4 Blackboard page
- More information on the Lang arts tab on BB