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Reading Grade Level Meeting

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Fox in a Box and Burns and Roe 3-5. Writing. Assessment. 2 hours. Whole Group. Small Group ... Mom asked Megan and Jacob to rake the leaves. She handed rakes to (15) ... – PowerPoint PPT presentation

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Title: Reading Grade Level Meeting


1
Reading Grade Level Meeting
  • October 2005
  • C. Locke

2
Reading First Model
  • 3/2 is no more
  • All are Reading First Models
  • Daily Anthology
  • Daily Guided Reading
  • 2 to 4 groups
  • Daily Independent Activity
  • Daily Writing Instruction
  • Owl, Bear, etc.
  • Daily Home Learning

3
Reading First Schools
  • 201 Schools 89 in MDCPS
  • Criteria
  • Poverty
  • Achievement
  • Factors from District
  • NCLB Response

4
Reading First Schools Should
  • Whole and Small Groups
  • On Task and time spent
  • Word Walls as Instruction
  • Changing Rosters
  • Updated Print-Rich Environment
  • http//justreadflorida.org
  • "Read like a wolf eats..." - Gary Paulsen

5
Print-rich Environment
  • Environmental Print
  • Word Wall(s) vivid verbs, boring words, science
    words, etc.
  • Charts and posters that support what is being
    taught make them visible
  • Rich and varied classroom libraries ownership
    of the environment raises interest skills
    need representation from EVERY student
  • Student-generated work
  • Literacy centers for listening, speaking,
    reading, and writing

6
How to use Environmental Print
  • Label as students need/want a word.
  • Avoid labeling everything in the room and
    expecting students to see the reason the label
    appears.

7
Word Walls
  • Select words from reading program
  • Limit the words to those encountered
  • Display words in highly visible place
  • Categorize words in a variety of ways
  • Incorporate a variety of activities
  • Encourage students to use during independent
    activities
  • Provide practice opportunities

Word Wall
8
Doesnt Include
  • Coloring Worksheets
  • Unrelated Math Worksheets
  • Unrelated Social Studies Worksheets
  • Computers with unrelated worksheets
  • Puzzles, games, and videos that dont related to
    the curriculum
  • Words on every object in the room
  • Stale word Wall(s)

9
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10
2 Hour Block of Uninterrupted Literacy Instruction
11
Houghton Mifflin
  • One story a week
  • Core strategies
  • Teacher Read Aloud whole
  • Preparing to Read whole
  • Vocabulary/Phonics whole
  • FCAT Responding independent or whole
  • Link small or whole
  • Word Work whole
  • Writing - whole

12
FCAT Ties
  • Practice through reading and writing
  • Practice books are extensions to the stories

13
Advanced Students Gifted or Not
  • Differentiating Curriculum
  • Pre-Testing
  • Challenge Handbook
  • www.eduplace.com
  • Guided Reading
  • Multi-Age Classroom Theme at a Glance

14
ESE and ESOL Students
  • ELL Handbook
  • Extra Support Handbook
  • Reading Options Strategy Modeling
  • Get Set to Read CD ROM
  • Readers Library for Guided Reading 1 to 2
    years below grade level

15
Extra Support
16
Classroom Management
17
English Language Learners
18
Materials
  • Teacher Editions (K-6)
  • Pupil Editions Anthologies (K-6)
  • Practice Books (K-6)
  • Classroom Management Handbook (K-6)
  • Extra Support Handbook (K-6)
  • English Language Learners Handbook (K-6)
  • Assessment Handbook (K-6)
  • Leveled Reading Passages (K-6)
  • Florida Integrated Theme Test (K-6)
  • Daily FCAT Book (1-6)
  • Accelerated Reader Quizzes (1-6)
  • Emerging Literacy Survey (K-2)
  • Get Set for Reading CD-Rom (1, 3-5)
  • Curious George Learns Phonics (K-2)

19
Houghton Mifflin Teachers Ed.
  • October 2005
  • C. Locke

20
Opening Routine
  • Daily Message
  • Daily Phonemic Awareness
  • Daily Independent Reading
  • Daily Prompt for Independent Writing

21
Reading the Big Book
  • Building Background
  • Predict/Infer
  • Teacher Read Aloud
  • Responding

22
Phonics
  • Develop Phonemic Awareness
  • Connect Sounds to Letters
  • Connect Sounds to Spelling and Writing
  • On day 3 Review for Extra Support (T52)

23
Reading
  • Phonics/Decoding Strategy
  • Teacher Modeling
  • Think Aloud
  • Reading the Decodable Book
  • Oral Language

24
Spelling and Phonics
  • Letters and Sounds
  • Word Pattern Board
  • On Day 3 Vocabulary and Grammar

25
Writing/Listening
  • Independent Journal Writing
  • Shared Writing
  • Listening Comprehension

26
Guided Reading
  • Good Hands
  • K-2 CRP Companion
  • Phonics Library
  • Small Group Instruction
  • 20 minutes a group

27
High-Frequency Words
  • Teach
  • Practice
  • Apply

28
Preparing the Read/Strategy and Skill Focus
  • Building Background
  • Using Get Set to Read
  • Strategy Focus

29
Options for Reading
  • Small Group Instruction not guided reading
  • Extra Support for help
  • ESOL follow altered option
  • Struggling readers MUST READ no CD and follow
  • Reading Cards in Blackline
  • Wrapping Up Segment
  • 45 minutes

30
Link
  • Important connection
  • Integration
  • Whole Class Instruction
  • 10 minutes

31
Revisiting the Literature
  • Benchmark
  • Reading Check

32
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33
End of Theme 1 week off
  • Review
  • Challenge
  • Extension
  • Genre
  • Focus on Florida
  • Guided Reading
  • Launching the Theme

34
How?
  • Day one not always on a Monday
  • Short Week? Do not begin new story.
  • Review
  • Challenge
  • Extension
  • Genre Study
  • Focus on Florida
  • Guided Reading
  • Launching the Theme

35
Writing and Writing Plus
  • Fourth Grade Test
  • October 2005
  • C. Locke

36
Writing Test (4th Grade)
  • Focus
  • Planning Focus (LA.B.1.2.1)
  • Draft and Revise (LA.B.1.2.2)
  • Create Narrative (LA.B.2.2.5)
  • Organization
  • Draft and Revise (LA.B.1.2.2)
  • Create Narrative (LA.B.2.2.5)
  • Support
  • Draft and Revise (LA.B.1.2.2)
  • Create Narrative (LA.B.2.2.5)
  • Conventions
  • Produce Final Document (LA.B.1.2.3)

37
FCAT Writing Plus
  • Performance Tasks - prompt
  • Multiple Choice Items
  • Writing Plans (prewriting)
  • Writing Sample (drafting/revising)
  • Cloze Stimulus (editing)
  • Stand-alone items (editing)

38
Stimulus Type Writing Plan
  • Provides a prewriting structure
  • Has form and style that is easy to process
  • Writing plans may Include charts, webs,
    diagrams, outlines, or any other grade-level
    appropriate prewriting structure.

39
Writing Plan
Canaveral National Seashore
Everglades National Park
Geographic Features
Florida Sites
National Parks
Recreational Activities
Park Employees
Swimming
Fishing
40
Plan-Based Items focus and organization
  • Based on the information in the
  • writing plan, what type of essay is
  • Reggie planning to write?
  • An informational essay
  • about selected national parks
  • An expository essay about
  • directions to two national parks
  • A descriptive essay about
  • wildlife in the mountains of a
  • national park
  • A persuasive essay about
  • donating money to national park
  • employees.
  • Under which subtopic
  • should the writer add
  • information about
  • tour guides?
  • Florida Sites
  • Park Employees
  • Geographic Features
  • Recreational Activities

41
Stimulus Type Writing Sample
  • Is written in draft form
  • Contains numbered sentences
  • Contains paragraph markers at Grades 4 and 8
  • Writing samples may include reports, letters,
    stories, or essays

42
Writing Sample
The Beginning of Organized Baseball 1. The
first organized baseball teams and their rules go
back to the 1840s. 2. At that time, a New Yorker
named Alexander J. Cartwright wrote the
first-known written rules of the game. 3.
Baseball had been played for fun in America since
the early 1800s. 4. During these early games,
friends played baseball games using various
rules. 5. In 1845, Cartwright and others formed
the Knickerbockers Baseball Club. 6. This when
baseball history began to change.
43
Focus, organization, and support
  • Which transition should be added to the beginning
    of sentence 8 to show a connection to the
    previous sentence?
  • Therefore
  • As a result
  • In addition
  • Consequently
  • Read the sentence below from the essay
  • 9. Sometimes I helped them carry their things
    when they were leaving the hospital.
  • Which words should replace the word things so
    that the reader knows specifically what was being
    carried?
  • Heavy bags
  • Various junk
  • Personal belongings
  • Assorted items

44
Stimulus Type Cloze
  • Contains high-interest material in a relatively
    short format
  • Is literary or informational
  • Contains three to four numbered blanks per
    stimulus to measure spelling and usage

45
Cloze Stimulus
  • A Hidden Surprise
  • Mom asked Megan and Jacob to rake the
    leaves. She handed rakes to (15) . She gave
    a smaller one to (16) little brother,
    Williams. She said that a surprise was hidden in
    the leaves.
  • Which answer should go in blank (15)?
  • him
  • them
  • they

46
Stand-Alone Item
  • Used to measure knowledge of
  • Capitalization
  • Punctuation
  • Sentence structure
  • In which sentence below is all punctuation
    correct?
  • My favorite fruits are apples, pears, and
    watermelons?
  • My favorite fruits are apples, pears, and
    watermelons?
  • My favorite fruits are apples, pears, and
    watermelons?

47
Suggestions to Improve FCAT Writing Scores
  • Teach writing as a process, stressing the
    revision and editing stages.
  • Multiple revisions of one essay or story may be
    more helpful than writing several essays or
    stories without revision.
  • Score some drafts only on the particular craft
    element being studied, not every aspect of the
    paper.

48
Formulaic Writing
  • Teachers are encouraged to recognize the
    limitations of presenting and accepting as
    correct one organizational plan over all others.
  • Students at every grade should write beyond the
    five-paragraph, three points formula.
  • On FCAT Writing, formulaic writing often falls in
    the 3 range on the rubic.

49
Rote Memorization
  • Rote memorization of an essay (an introduction
    or lead paragraph) is a disturbing practice
    observed during the handscoring of recent FCAT
    Writing essays.
  • Violation of test administration rules.

50
Assessments
  • October 2005
  • C. Locke

51
Assessments
  • Assessment Handbook
  • Theme Skills Test
  • Integrated Theme Skills Test
  • Weekly Grades (6-7 ?)
  • Do not use FCAT Practice
  • Anthology on AR
  • Writing Score concept taught

52
DIBELS
  • Screening and Progress Monitoring
  • Quarterly
  • K 3rd all / 4th and 5th (FCAT Levels 1 and 2)
  • Print out goes in students cumulative folder
  • PMRN Classroom Roster for Guided Reading

53
FCRR is seeing a trend
  • Kids are coming out of Kg prepared for 1st grade
    (75 are at Initial Instruction)
  • By the time they leave the end of 1st grade, only
    52 are at Initial Instruction. This is because
    of the people moving here from out of the state
    (country).
  • 48 of the students are leaving 1st grade not at
    grade level.
  • First grade issues need to be addressed.

54
DIBELS Instructional Decisions
55
DIBELS Scores Analysis
56
DAR
  • Diagnostic Test
  • Once a Year
  • After second admin of DIBELS
  • Teacher gives test
  • Very specific
  • Follow the Road Map

57
DAR Tests
  • Print Awareness
  • Phonological Awareness
  • Letters and Sounds
  • Word Recognition
  • Word Analysis
  • Oral Reading
  • Silent Reading Comprehension
  • Spelling
  • Word Meaning

58
Other Instruction
  • October 2005
  • C. Locke

59
APPROVED Additional Resources for Instruction
  • Phonemic Awareness in Young Children
  • Systemic Sequential Phonics
  • Month by Month Phonics
  • Making Words
  • Locating and Correcting Reading Difficulties
  • Brining Words to Life
  • K-1st Student Centered Activities from FCRR
  • Quick Reads
  • Earobics

60
Intervention
  • Kg Voyager
  • 1st 2nd Early Success
  • Tier 1 3rd Voyager (use DIBELS)
  • Tier 2/3 3rd Voyager
  • 4th 5th Soar to Success

61
  • Planner

62
Handouts
  • 5 Day HM Plan
  • Recommendation for Reading Assessment of LEP
    Students
  • Lesson Plan Suggested Format
  • FCAT Reading Content Focus
  • FCAT Writing Tested Benchmarks
  • DIBELS Risk Levels Chart
  • Proven Instructional Practices Article
  • Text Structures of Informational Texts
  • Compare and Contrast of CRP and CRRP
  • Guidelines for Literacy Block for LEP Students
  • Implementation of HM with SWD
  • Using Word Walls

63
Reading Coach Website
  • http//teachers.dadeschools.net/clocke
  • clocke_at_dadeschoolsnet
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