Welcome Back ELA 2010 2011 Preview 4 th

Welcome Back! ELA 2010 -2011 Preview 4 th Grade

Essential Question What changes have been made on PICASSO for 2010 -2011?

Goals for Today • Look at changes to PICASSO • What’s new for 2010 -2011 • Preview the new and improved Language Arts/ Reading Handbook

Course Guide

Unit Instructional Support

Unit Instructional Support Table Of Contents

Unit Outlines

Scroll down to see elements covered for the Nine Weeks

Unit Outlines

Parent Letters

Essential vs Supplemental Lessons

Additions to Lessons

ELL Differentiations

Unit Resources

Quick Links: ELA Blog

ELA Blog

Quick Links: Cobb Virtual Library

Cobb Virtual Library

Quick Links: GHGR Support

Quick Links: GHGR Support

Quick Links: Writing Rubrics

Quick Links: Writing Samples

New: Writing Student Samples with Commentary

Writing Student Sample

Commentary for that Sample

CCSD Rubric

ELA Handbook Preview

Log into PICASSO and click on Handbooks and Guides.

Click on Language Arts/Reading.

Here it is!

Jigsaw • Divide into groups. • Each group will come get one section of the handbook to read and discuss. • Use the chart paper and markers to make a summary of your section. • Your group will have about 2 minutes to share your summary.

Philosophy and Principles • • • Challenge Motivate Research based Richness of language Georgia Performance Standards Balanced Literacy Rigorous instruction Ongoing assessment Differentiated Variety of resources

Components of Balanced Literacy • • • Read Aloud Shared Reading Guided Reading Independent Reading Shared Writing Interactive Writing Guided Writing Independent Writing Word Work

Suggestions for Implementing Good Habits, Great Readers K-3 • Shared Reading – Teach Focus and Mini-Lessons daily. – Teach lessons that support the GPS. – Flexible scheduling of Focus and Mini-Lessons • Guided Reading – Suggested guided reading books, lessons, and centers can be found in the GHGR Shared Reading Teacher Guide. – Use the Assessment Card to determine when students are ready to move to another guided reading level.

Suggestions for Implementing Good Habits, Great Readers K-3 • Independent Reading – GHGR does not include specific information for independent reading. – Students should read independently each day in order to build stamina and practice skills and strategies. – Teachers are encouraged to confer with students during independent reading.

Skills for Super Writers (GUMS) Third-Fifth Grades • The materials are used with the GHGR Writing Teacher’s Guide. • Please don’t follow the lesson order in the GUMS book; instead, follow the sequence in the GHGR Writing Teacher’s Guide. • The GHGR-Gums correlation can be found in the Unit Instructional Support section of the course guide on PICASSO.

Suggestions for Implementing Good Habits, Great Readers 4 -5 • Shared Reading – There are three Focus Lessons and two Mini-Lesson options each week. – See page 13 for suggestions on how to fit in all of the lesson components. – Teach lessons that support the GPS. • Guided Reading – Suggested guided reading books and lessons can be found in the GHGR Shared Reading Teacher Guide. – Use the Assessment Card to determine when students are ready to move to another guided reading level.

Suggestions for Implementing Good Habits, Great Readers 4 -5 • Independent Reading – GHGR does not include specific information for independent reading. – Students should read independently each day in order to build stamina and practice skills and strategies. – Teachers are encouraged to confer with students during independent reading. – See pages 28 and 29 of the GHGR Shared Reading Teacher’s Guide for information on setting up, organizing, and managing a reading journal.

Suggestions for Implementing Good Habits, Great Readers 4 -5 • Writing – Use the Introduce and Teach sections as minilessons. – The Apply section does not always lead to a completed draft. – Students should write daily. – GHGR Conferencing/Questioning card is a great resource.

Reading Instruction Building Background in Reading • Stages of Reading • Reading Terminology • Early Reading Strategies • Concepts of Print

Reading Instruction Strategies for Reading Improvement • Comprehension • Accuracy • Fluency • Vocabulary • Motivation

Guided Reading Groups vs. Strategy Focus Groups

Writing Instruction • Top Ten Ways to Support Writers – Begin with rituals and routines. • Ideas for mini-lessons, work time, conferring, and sharing

Writing • The Writing Assessment for third and fifth grades has been reinstated. • Writing Fair – The requirements for student papers are listed on page 46. – Disqualified examples are given.

Handwriting The program sequence, goals, and objectives are listed by grade level on pages 47 and 48.

Phonics, Spelling, and Vocabulary Instruction Materials list • Supports for carrying out Words Their Way (different types of sorts, sorting language, word study terminology, teaching tips, managing groups)

Phonics, Spelling, and Vocabulary Instruction • Ideas for weekly assessments • QSI • Directions for giving the Primary Spelling Inventory to Kindergarten students • Phonics Support (GHGR Shared Reading Teacher Guide, Sound Spelling Cards, Phonics RAP) • Word Study Notebooks • Look Fors and Ask Abouts

Literacy Centers • • Literacy Centers – definition and rationale Before, during, and after centers Assessment Center ideas

Running Records • Determining on/above/below grade level • Support for conducting, analyzing, and using running records to support instruction • Assessment Handbook – additional running record resources

Please review the Report Card Marking Guide on page 80 for K-3.

Please review the Report Card Marking Guide on page 81 for 4 -5.

Instructional Portfolios • Teachers are encouraged to have a portfolio for each student. • A two-pocket or manila folder is sufficient.

Reading Behaviors to Notice and Support

Special Education 411

Special Education Services: Specialized Instruction • Special Education services are defined as providing “specialized instruction”. • Specialized instruction can consist of strategies that target individual student learning issues… • Or it can consist of specialized researchbased programs that address learning issues within the co-taught classroom or small group special education classroom.

What is required for Students With Disabilities (SWD)? • Many SWD have significant deficits in literacy skills (reading, writing, spelling, language, etc. ). • Data from CCSD indicates a large number of SWD going from elementary to middle to high school with very low reading skills. • When a SWD’s overall reading level is 2 or more grade levels below, the student needs to receive intensive intervention through a specialized instruction reading program – to prevent this consequence.

Essential Question: What are we doing differently to provide intensive interventions for SWD who are 2 or more years below grade level in reading? • K-3 Phonological Awareness and Work: (for both co-taught and small group) Fundations • Small Group K-3 Guided Reading Writing: – Targeted Reading Intervention and Exploring Writing • 4 th-5 th All Literacy Areas: the Language! Comprehensive Literacy Program

Resources and Support • To provide continuity, the Special Education Department has specialized instruction programs for reading in elementary, middle and high schools. • There is an urgency to increase reading skills for SWD before they enter middle school. • Specialized Instruction Consultants are available to provide training and support for every school. • Contact Debbie Lozo for more information

Thank you for coming today! Have a wonderful year!