The document provides a collection description for several children's books, listing information like author, illustrator, publisher, copyright date, subject matter, book dimensions, number of pages, reading level, and brief summaries. Some of the books described include "Harold and the Purple Crayon: Dinosaur Days" about a boy who uses his crayon to draw a jungle hoping to find dinosaurs, "Jurassic Poop" which explains what coprolites are and their importance to paleontologists, and "When Dinosaurs Came With Small" about a boy whose mother worries but he is delighted to discover dinosaurs.
This photo depicts the beach landscape of Riviera Maya in Mexico, where the author had an extremely happy vacation two years prior. The blue sky and sea are visible, along with many beach umbrellas and chairs where people sunbathe. Riviera Maya is known as a popular destination for students to celebrate graduating, with all-inclusive resorts that provide food, drinks, and activities over a 10-day stay.
The painting depicts a girl with her father eating an ice pop outside a church where people are entering and exiting, as well as buying things. An old man sits on stairs wearing a cowboy hat deep in thought. Another girl stands in a red dress in front of her mother while a man next to a column appears to read an announcement.
This document discusses asking questions about a picture to gain more information. It suggests asking what, why, where, when and who questions and having students make a class list of questions. Some answers to the questions may be found under the photo.
The document appears to be a student worksheet that includes blanks for a student to fill in their name, class, and date. It provides descriptions of four people - Mike, Bruce, Steve, and Roddy - and asks the student to write their names under the corresponding descriptions. It also includes pictures of three individuals - Lisa, Tom, and Sally - and asks the student to provide descriptions for each picture in the blanks.
This document provides summaries for 50 movies in 3 sentences or less each. The movies cover a variety of genres including comedies, dramas, animated films, action movies, and thrillers. They range from blockbuster films to smaller independent productions and include titles like Adventureland, Astroboy, A Christmas Carol, All About Steve, and Crank 2 among many others.
This document provides a list of strategies for organizing patterns or processes including graphic organizers, flow charts, manipulatives, and drawing or coloring pictures. Visual tools like graphic organizers and flow charts can help illustrate relationships, while manipulatives and drawings allow for hands-on or creative demonstration of concepts.
The document provides a collection description for several children's books, listing information like author, illustrator, publisher, copyright date, subject matter, book dimensions, number of pages, reading level, and brief summaries. Some of the books described include "Harold and the Purple Crayon: Dinosaur Days" about a boy who uses his crayon to draw a jungle hoping to find dinosaurs, "Jurassic Poop" which explains what coprolites are and their importance to paleontologists, and "When Dinosaurs Came With Small" about a boy whose mother worries but he is delighted to discover dinosaurs.
This photo depicts the beach landscape of Riviera Maya in Mexico, where the author had an extremely happy vacation two years prior. The blue sky and sea are visible, along with many beach umbrellas and chairs where people sunbathe. Riviera Maya is known as a popular destination for students to celebrate graduating, with all-inclusive resorts that provide food, drinks, and activities over a 10-day stay.
The painting depicts a girl with her father eating an ice pop outside a church where people are entering and exiting, as well as buying things. An old man sits on stairs wearing a cowboy hat deep in thought. Another girl stands in a red dress in front of her mother while a man next to a column appears to read an announcement.
This document discusses asking questions about a picture to gain more information. It suggests asking what, why, where, when and who questions and having students make a class list of questions. Some answers to the questions may be found under the photo.
The document appears to be a student worksheet that includes blanks for a student to fill in their name, class, and date. It provides descriptions of four people - Mike, Bruce, Steve, and Roddy - and asks the student to write their names under the corresponding descriptions. It also includes pictures of three individuals - Lisa, Tom, and Sally - and asks the student to provide descriptions for each picture in the blanks.
This document provides summaries for 50 movies in 3 sentences or less each. The movies cover a variety of genres including comedies, dramas, animated films, action movies, and thrillers. They range from blockbuster films to smaller independent productions and include titles like Adventureland, Astroboy, A Christmas Carol, All About Steve, and Crank 2 among many others.
This document provides a list of strategies for organizing patterns or processes including graphic organizers, flow charts, manipulatives, and drawing or coloring pictures. Visual tools like graphic organizers and flow charts can help illustrate relationships, while manipulatives and drawings allow for hands-on or creative demonstration of concepts.
This document provides information about writing workshops, conferring with students, and using checklists to guide writing instruction and monitor student progress. It discusses the key components of writing workshops, including mini-lesssons, independent writing time with teacher conferencing, and sharing. The purpose and goals of writing conferences are outlined. Checklists for different grade levels are provided as tools to track student learning. Strategies for effective conferring, such as asking questions, giving feedback, and setting goals, are also presented.
This document contains a writing conference form used to provide feedback to students on their writing. The form includes sections to discuss the student's writing focus, what they have done so far, and what they want feedback on. It also has criteria to assess the structure, development, and conventions of the writing. The teacher can provide compliments, note strengths, and identify a teaching point to help the student improve an area. They select an instructional approach and model a writing strategy to share with the student. Goals are set for the next steps in the student's writing.
1. The document discusses strategies for incorporating cooperative learning in middle school classrooms, including forming heterogeneous groups and using structured activities.
2. Key elements of cooperative learning are positive interdependence, individual accountability, equal participation, and simultaneous interaction.
3. Specific cooperative learning strategies presented include Think-Pair-Share, RallyRobin, Showdown, Value Lines, Talking Chips, and Inside-Outside Circle.
1) The document provides guidance for paraprofessionals on conducting effective guided reading lessons, which involve dividing students into small groups based on reading ability.
2) It describes the key elements of guided reading lessons, which include introducing texts in a way that prepares students to read independently, supporting students during reading, and following up after reading to discuss comprehension.
3) The document provides tips for questioning students before, during, and after reading to check comprehension and make connections to build understanding.
This document outlines data recording for the fall, winter, and spring terms. It lists reading assessments such as DIBELS, AIMS Web, NWEA, school-wide common assessments, and course pre/post assessments. It also lists behavior assessments including SWIS, BOQ-SAS-TIC. The document follows the plan-do-study-act cycle for gathering, studying, planning, and doing with the recorded data.
Evans smart goal essential standard templateJennifer Evans
By June 2015, 100% of students will contribute relevant information 2-4 times in discussions, attaining an average score of 3 on a rubric, as measured by a discussion rubric. To achieve this goal, the action plan will include formative assessments to check student progress and a timeline to accomplish steps such as focusing instruction on key skills, having students participate in discussions, and using a rubric to measure discussion participation.
The document outlines a 5-step process for unpacking and planning instruction around essential standards:
1) Identify key words in standards like verbs and nouns.
2) Map out what students will do, with what knowledge, and in what context based on the standard.
3) Analyze the level of thinking required by the standard.
4) Determine learning targets and exemplars to communicate expectations.
5) Establish guiding questions and plan assessments to check for understanding.
An example standard and target are provided, focusing on participating in discussions and following discussion rules.
This document outlines steps for unpacking essential standards and establishing learning targets. It involves identifying key words in standards, mapping out what students will do, know, and understand. Teachers then analyze the level of thinking required and determine big ideas and exemplars. Guiding questions are established to guide instruction and assessments are selected to determine if students have learned the target. An example learning target is provided for explaining relationships between ideas in informational texts based on evidence from the text. The target involves students identifying concepts and explaining interactions using transition words and specific evidence from the text.
This document outlines steps for unpacking essential standards and creating learning targets:
1. Identify key words in standards like verbs and nouns.
2. Map out what students will do, with what knowledge, and in what context based on Bloom's Taxonomy levels.
3. Create learning targets specifying expectations for student performance, context, complexity, and exemplars.
4. Establish guiding questions for instruction.
5. Determine assessments and timelines to check student understanding.
The example standard is about engaging in discussions, and the learning target has students citing evidence using "According to..."
The document outlines steps for analyzing essential standards and developing learning targets:
Step 1 is to identify key words in standards like verbs and nouns. Step 2 is to map out what students will do, the knowledge/concepts, and context. Step 3 analyzes the level of thinking. Step 4 determines big ideas and exemplars. Step 5 establishes guiding questions. Assessment methods and timelines are also outlined.
An example for RI 3.2 is provided, breaking down determining the main idea, recounting details, and explaining how they support the main idea. Learning targets, vocabulary, and an assessment plan are defined. The SMART goal section provides a template for setting goals based on data, desired outcomes, and action
The document provides a five-step process for unpacking essential standards and establishing learning targets:
1) Identify key words in standards, 2) Map out what students will do, know, and understand, 3) Analyze the level of thinking, 4) Determine big ideas and context for performance, and 5) Establish guiding questions and assessments. It then applies these steps to unpack standard RI 2.1 on asking and answering questions about informational texts. Specific learning targets are defined for this standard around formulating and answering who, what, where, when, why and how questions as well as monitoring comprehension. A SMART goal and action plan are outlined to improve students' ability to ask and answer these questions in
This document outlines steps for unpacking essential standards and creating learning targets. It includes:
1) Identifying key words in standards like verbs and nouns.
2) Mapping out what students will do, with what knowledge, and in what context based on levels of thinking.
3) Creating learning targets and guiding questions for instruction.
4) Establishing assessments and timelines to determine if students have learned the targets.
As an example, it analyzes a reading standard on identifying main topics and retelling key details, and provides learning targets and assessments for teaching that standard.
This document provides an overview of Words Their Way, a developmental approach to word study and spelling instruction. It discusses what Words Their Way is, why it should be used, and how to implement it. Some key points include:
- Words Their Way focuses on hands-on activities where students compare and contrast word features to discover patterns in spelling.
- It is developmentally appropriate, grounded in research, and motivates students by building on their existing knowledge.
- Implementation involves collecting spelling data, analyzing it to group students, providing small group instruction on patterns, and continually assessing student progress.
- Typical lessons involve sorting words by sound or pattern, reflecting on discoveries, and transferring knowledge to reading and writing
This document discusses 10 essential understandings about English orthography that can help teachers support early literacy development. It explains that English spelling is complex due to its morphological nature and history but is also more systematic than commonly believed. Some key points made include that letter names can be confusing for children; consonant and vowel digraphs represent single sounds; the same letter can represent different sounds; and spelling does not always match pronunciation. The document provides examples and suggestions for how teachers can apply this knowledge, such as validating children's invented spellings and focusing on letter-sound patterns rather than rules.
The document provides an agenda and materials for a workshop on implementing reading workshops in the classroom. It includes background information on reading workshops, the essential components which are a teaching portion, independent reading time, and shared learning time. It also discusses selecting appropriate texts for students and assessing reading comprehension. The goal is to help teachers understand how to structure an effective reading workshop to increase student motivation and engagement.
Reading strategies flip book teacher's meetingJennifer Evans
This document provides an agenda and resources for a reading strategies workshop. The agenda outlines that the workshop will cover reading strategies and a reading strategies flipbook to support teachers' instructional decisions. It will involve practicing observing reading behaviors. Several handouts are then presented that further explain the content, including defining characteristics of different reading levels from emergent to advanced. Video examples are linked and prompts provided to have teachers analyze readers' stages of development, behaviors, and instructional next steps. The document aims to help teachers determine students' reading levels and needs through observation in order to make informed instructional decisions.
This document is a rubric for assessing students' abilities to identify and analyze different informational text structures, including problem/solution, cause/effect, compare/contrast, chronological sequence, and description. The rubric rates students from 1 to 4 in each text structure based on whether they can consistently, sometimes, rarely, or never determine the structure; analyze how parts fit into the overall structure and contribute to developing ideas; and locate relevant signal words. The bottom section provides space for notes and observations from student conferences.
This document contains a rubric for assessing students on the strategies of reciprocal teaching: predicting, questioning, clarifying, and summarizing. It provides descriptors for scores of 4, 3, 2, and 1 for each strategy. For a score of 4, the student consistently demonstrates strong use of the strategy, such as using evidence to adjust predictions. A score of 3 indicates the student sometimes demonstrates the strategy well. A score of 2 means the student rarely uses the strategy well. A score of 1 means the student does not use the strategy. The rubric is intended to guide student-teacher conferences on reciprocal teaching goals and performance.
The document is a conferring log and rubric used by a teacher, J. Evans, at St. Clair County RESA. It contains sections to record the student's name, date, goal for the conference, scores on a 4-point scale for skills, notes and observations from the conference, and next steps discussed. The rubric lists skills that can be scored on whether they are demonstrated consistently, sometimes, rarely, or not at all during conferences.
This document appears to be a reading conference form used to assess a student's reading abilities. It contains sections to evaluate why the student chose a book, their opinion of the book, comprehension and retelling skills, reading aloud accuracy and strategies, vocabulary and prediction, and goals for the student's reading development. The teacher uses a scale of 1-4 to rate the student in each area, and notes strengths, focus areas, and instructional plans.
This document provides information about writing workshops, conferring with students, and using checklists to guide writing instruction and monitor student progress. It discusses the key components of writing workshops, including mini-lesssons, independent writing time with teacher conferencing, and sharing. The purpose and goals of writing conferences are outlined. Checklists for different grade levels are provided as tools to track student learning. Strategies for effective conferring, such as asking questions, giving feedback, and setting goals, are also presented.
This document contains a writing conference form used to provide feedback to students on their writing. The form includes sections to discuss the student's writing focus, what they have done so far, and what they want feedback on. It also has criteria to assess the structure, development, and conventions of the writing. The teacher can provide compliments, note strengths, and identify a teaching point to help the student improve an area. They select an instructional approach and model a writing strategy to share with the student. Goals are set for the next steps in the student's writing.
1. The document discusses strategies for incorporating cooperative learning in middle school classrooms, including forming heterogeneous groups and using structured activities.
2. Key elements of cooperative learning are positive interdependence, individual accountability, equal participation, and simultaneous interaction.
3. Specific cooperative learning strategies presented include Think-Pair-Share, RallyRobin, Showdown, Value Lines, Talking Chips, and Inside-Outside Circle.
1) The document provides guidance for paraprofessionals on conducting effective guided reading lessons, which involve dividing students into small groups based on reading ability.
2) It describes the key elements of guided reading lessons, which include introducing texts in a way that prepares students to read independently, supporting students during reading, and following up after reading to discuss comprehension.
3) The document provides tips for questioning students before, during, and after reading to check comprehension and make connections to build understanding.
This document outlines data recording for the fall, winter, and spring terms. It lists reading assessments such as DIBELS, AIMS Web, NWEA, school-wide common assessments, and course pre/post assessments. It also lists behavior assessments including SWIS, BOQ-SAS-TIC. The document follows the plan-do-study-act cycle for gathering, studying, planning, and doing with the recorded data.
Evans smart goal essential standard templateJennifer Evans
By June 2015, 100% of students will contribute relevant information 2-4 times in discussions, attaining an average score of 3 on a rubric, as measured by a discussion rubric. To achieve this goal, the action plan will include formative assessments to check student progress and a timeline to accomplish steps such as focusing instruction on key skills, having students participate in discussions, and using a rubric to measure discussion participation.
The document outlines a 5-step process for unpacking and planning instruction around essential standards:
1) Identify key words in standards like verbs and nouns.
2) Map out what students will do, with what knowledge, and in what context based on the standard.
3) Analyze the level of thinking required by the standard.
4) Determine learning targets and exemplars to communicate expectations.
5) Establish guiding questions and plan assessments to check for understanding.
An example standard and target are provided, focusing on participating in discussions and following discussion rules.
This document outlines steps for unpacking essential standards and establishing learning targets. It involves identifying key words in standards, mapping out what students will do, know, and understand. Teachers then analyze the level of thinking required and determine big ideas and exemplars. Guiding questions are established to guide instruction and assessments are selected to determine if students have learned the target. An example learning target is provided for explaining relationships between ideas in informational texts based on evidence from the text. The target involves students identifying concepts and explaining interactions using transition words and specific evidence from the text.
This document outlines steps for unpacking essential standards and creating learning targets:
1. Identify key words in standards like verbs and nouns.
2. Map out what students will do, with what knowledge, and in what context based on Bloom's Taxonomy levels.
3. Create learning targets specifying expectations for student performance, context, complexity, and exemplars.
4. Establish guiding questions for instruction.
5. Determine assessments and timelines to check student understanding.
The example standard is about engaging in discussions, and the learning target has students citing evidence using "According to..."
The document outlines steps for analyzing essential standards and developing learning targets:
Step 1 is to identify key words in standards like verbs and nouns. Step 2 is to map out what students will do, the knowledge/concepts, and context. Step 3 analyzes the level of thinking. Step 4 determines big ideas and exemplars. Step 5 establishes guiding questions. Assessment methods and timelines are also outlined.
An example for RI 3.2 is provided, breaking down determining the main idea, recounting details, and explaining how they support the main idea. Learning targets, vocabulary, and an assessment plan are defined. The SMART goal section provides a template for setting goals based on data, desired outcomes, and action
The document provides a five-step process for unpacking essential standards and establishing learning targets:
1) Identify key words in standards, 2) Map out what students will do, know, and understand, 3) Analyze the level of thinking, 4) Determine big ideas and context for performance, and 5) Establish guiding questions and assessments. It then applies these steps to unpack standard RI 2.1 on asking and answering questions about informational texts. Specific learning targets are defined for this standard around formulating and answering who, what, where, when, why and how questions as well as monitoring comprehension. A SMART goal and action plan are outlined to improve students' ability to ask and answer these questions in
This document outlines steps for unpacking essential standards and creating learning targets. It includes:
1) Identifying key words in standards like verbs and nouns.
2) Mapping out what students will do, with what knowledge, and in what context based on levels of thinking.
3) Creating learning targets and guiding questions for instruction.
4) Establishing assessments and timelines to determine if students have learned the targets.
As an example, it analyzes a reading standard on identifying main topics and retelling key details, and provides learning targets and assessments for teaching that standard.
This document provides an overview of Words Their Way, a developmental approach to word study and spelling instruction. It discusses what Words Their Way is, why it should be used, and how to implement it. Some key points include:
- Words Their Way focuses on hands-on activities where students compare and contrast word features to discover patterns in spelling.
- It is developmentally appropriate, grounded in research, and motivates students by building on their existing knowledge.
- Implementation involves collecting spelling data, analyzing it to group students, providing small group instruction on patterns, and continually assessing student progress.
- Typical lessons involve sorting words by sound or pattern, reflecting on discoveries, and transferring knowledge to reading and writing
This document discusses 10 essential understandings about English orthography that can help teachers support early literacy development. It explains that English spelling is complex due to its morphological nature and history but is also more systematic than commonly believed. Some key points made include that letter names can be confusing for children; consonant and vowel digraphs represent single sounds; the same letter can represent different sounds; and spelling does not always match pronunciation. The document provides examples and suggestions for how teachers can apply this knowledge, such as validating children's invented spellings and focusing on letter-sound patterns rather than rules.
The document provides an agenda and materials for a workshop on implementing reading workshops in the classroom. It includes background information on reading workshops, the essential components which are a teaching portion, independent reading time, and shared learning time. It also discusses selecting appropriate texts for students and assessing reading comprehension. The goal is to help teachers understand how to structure an effective reading workshop to increase student motivation and engagement.
Reading strategies flip book teacher's meetingJennifer Evans
This document provides an agenda and resources for a reading strategies workshop. The agenda outlines that the workshop will cover reading strategies and a reading strategies flipbook to support teachers' instructional decisions. It will involve practicing observing reading behaviors. Several handouts are then presented that further explain the content, including defining characteristics of different reading levels from emergent to advanced. Video examples are linked and prompts provided to have teachers analyze readers' stages of development, behaviors, and instructional next steps. The document aims to help teachers determine students' reading levels and needs through observation in order to make informed instructional decisions.
This document is a rubric for assessing students' abilities to identify and analyze different informational text structures, including problem/solution, cause/effect, compare/contrast, chronological sequence, and description. The rubric rates students from 1 to 4 in each text structure based on whether they can consistently, sometimes, rarely, or never determine the structure; analyze how parts fit into the overall structure and contribute to developing ideas; and locate relevant signal words. The bottom section provides space for notes and observations from student conferences.
This document contains a rubric for assessing students on the strategies of reciprocal teaching: predicting, questioning, clarifying, and summarizing. It provides descriptors for scores of 4, 3, 2, and 1 for each strategy. For a score of 4, the student consistently demonstrates strong use of the strategy, such as using evidence to adjust predictions. A score of 3 indicates the student sometimes demonstrates the strategy well. A score of 2 means the student rarely uses the strategy well. A score of 1 means the student does not use the strategy. The rubric is intended to guide student-teacher conferences on reciprocal teaching goals and performance.
The document is a conferring log and rubric used by a teacher, J. Evans, at St. Clair County RESA. It contains sections to record the student's name, date, goal for the conference, scores on a 4-point scale for skills, notes and observations from the conference, and next steps discussed. The rubric lists skills that can be scored on whether they are demonstrated consistently, sometimes, rarely, or not at all during conferences.
This document appears to be a reading conference form used to assess a student's reading abilities. It contains sections to evaluate why the student chose a book, their opinion of the book, comprehension and retelling skills, reading aloud accuracy and strategies, vocabulary and prediction, and goals for the student's reading development. The teacher uses a scale of 1-4 to rate the student in each area, and notes strengths, focus areas, and instructional plans.
1. Vocabulary Word Map
What
A vocabulary word map is a visual organizer that helps students engage with and think
about new terms or concepts in several ways.
Why
To fully understand new terms, students need to create their own definition, know what it is
like, what it isn’t like, be able to effectively use the terms in a sentence, and connect terms
with nonlinguistic representations.
How
Students put the new term in the middle of the map. Students fill in the rest of the map with
a definition, synonyms, using the word in a sentence, and a picture to help illustrate the new
concept. There are multiple versions of word maps, all with similar ways to learn new terms
(ex. Frayer Model).