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Good%20morning

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Good morning . Please sit with others that have done the same reading assignment as yours. Make two tables of equal-sized groups for each chapter (chapters 7, 12 13 ... – PowerPoint PPT presentation

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Title: Good%20morning


1
Good morning.
  • Please sit with others that have done the same
    reading assignment as yours. Make two tables of
    equal-sized groups for each chapter (chapters 7,
    12 13, 14, Grades K-2
  • Chapter 6 and RLA 3-6 Groups (from last class)
    meet with your group members (back/side of the
    room?) to review what you would like to present
    when class begins.
  • Generate an expert list a list of everyday
    activities at which you are an expert. These
    need not be major accomplishments! Choose one
    activity on your list. Create a semantic
    web/cluster/brainstorm chart you may want to
    brainstorm around three categories How I became
    an expert, What I do that makes me an expert, and
    How I feel as an expert.

2
Goals
  • Consider the fundamental aspects of a writing
    program.
  • Discuss and synthesize readings.
  • Read your writing and respond to others writing.
  • Experience a modeled writing and a revision mini
    lesson.

3
Chapter 6 and RLA Framework 3rd-6th
4
Components of a Balanced Language Arts Program
Reading Writing
Read aloud Writing aloud/ Modeled Writing
Shared Reading Shared and Interactive Writing
Guided Reading Guided Writing
Independent Reading Independent Writing
5
Modeled Writing
6
Lesson Plan
  • Goal
  • 1.0 Writing Strategies
  • 1.1 Create a single paragraph with a topic
    sentence and supporting facts and details.
  • Written and Oral Language Conventions
  • 1.6 Use of commas includes commas in a series
  • Objective
  • Given a modeled writing mini lesson, students
    will provide a topic sentence and supporting
    details in their independent writing as measured
    by completed writing samples.
  • Formative assessment
  • Summative assessment
  • Intro
  • Procedure
  • Closure

7
Modeled Writing
  • Examples
  • Ms. Garcia writes a "morning message" about what
    will be happening that day in terms of
    activities. As she writes, she thinks aloud
    while correctly writing in front of the students.
  • Ms. Washington writes on chart paper a personal
    experience "Yesterday I went to visit a zoo. I
    saw two adorable monkeys swing from tree to
    tree." She models for students one form of topic
    choice for writing in their journals.
  • Mr. Brown models using a paragraph frame on an
    overhead or chart, to create his own written
    summary paragraph of a science text selection.
  • Mr. Morgan uses a Newsweek essay, Inside the
    Classroom as a patterned essay. He utilizes a
    think aloud as he develops his own essay using
    key words and the author's structure as a pattern.

8
  • Non-examples
  • 1. The teacher makes mistakes for students to
    find and correct. (i.e., DOL)
  • 2. The teacher posts "daily news" on the
    chalkboard for students to read as they enter the
    classroom.
  • 3. A group of students collaborate with the
    teacher on editing a class story.
  • 4. The teacher presents a writing prompt or
    topic for students to respond.
  • 5. Students develop and write their own
    conclusions to a story.
  • 6. Students are required to look up and copy key
    vocabulary from a text selection.

9
Steps
  • Plan the lesson.
  • Introduction.
  • Write.
  • Reread.
  • 5. Help students connect with presented
    concepts.
  • 6. Review concepts presented.
  • 7. Connect to classroom contexts.

10
What is fundamental?What concepts does Grave
address?
11
Carousel, Part 1POSTED, READY BY 1100
  • For sharing each chapter with your group, decide
  • What is fundamental?
  • How can you teach it?
  • Where does it connect with the standards?
  • How will you know if English learners are making
    progress with respect to these fundamentals?
  • Create a group poster that addresses each of
    these points.

12
Carousel, Part 2
  • One person will stay with the chart to
    explain/answer questions.
  • Each group will start at the next chapter in
    order.
  • At the signal, move to the next chart (3
    rotations). Another person returns to the chart
    to present/answer questions.
  • Written reflection at the end.

13
For next time
  • Language Arts
  • Help Children Read and Write Fiction
  • Read Graves, ch 18 Review ELD/ELA Literary
    Response Analysis standards for your grade
    level
  • Write Actions 18.2, 18.3, 18.4 in order (these
    writings will be shared in class).
  • Look at the RICA website. Become familiar with
    the RICA domains and content areas.
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