Transcript Summer 2014 - Miami-Dade County Public Schools

Summer 2014
Haitian-Creole
Home Language Arts
Lach Nora
Kesyon Esansyèl
Kòman tan kapab afekte nou?
Kòman Wren ak tout fanmi li te rive siviv gwo
tanpèt ak inondasyon 1927 la?
(Performance Task Question)
Vokabilè/Vocabulary:
Definisyon Egzanp Kesyon (DEK)
Definisyon: yon bagay ki kole
Fraz: Depi ete pase, bato Kaptenn Tiroro
a bloke sou sab zile Lagonav.
Kesyon: Kisa w t ap fè si bisiklèt ou ta
bloke nan labou?
Bloke
Context Clues
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Definisyon
Sinonim
Antonim
Konparezon
Egzanp
Lis
Kòz ak Efè
Deskripsyon/Enferans
Fouye jiskaske ou
jwenn definisyon mo
yo!
Lach Nora
Otè: Natalie Kinsey-Warnock
Ilistratè: Emily Arnold McCully
Ann Li Pou n Idanfye:
Tèm, Topik, Ide Prensipal
Tèm
Topik
Ide Prensipal
Ann Fè Diferans
Topik
Ide Prensipal
Tèm
Sijè istwa
De kisa istwa a pale
Ide santral/bi istwa
The subject of a
passage.
The main point that
the author is trying to
get across (not as
detailed as
paraphrasing).
The central meaning
that the author
conveys in a passage.
Lach Nora
Otè: Natalie Kinsey-Warnock
Ilistratè: Emily Arnold McCully
Genre:Historical Fiction (Fiksyon Istorik)
Lach Nora
Lè m te fenk fèt, granmè
m di m te tèlman piti, m te
sanble ak yon ti zwazo; se
sak fè yo rele m Wren.
Granmè m te piti tou, men
li te trè difisil. Sa te bon,
ousinon nou pat ap janm
rive siviv inondasyon 1927
la.
Ann Fè Diferans
Topik
Ide Prensipal Tèm
Itilize “Task Cards” pou n Fòme Kesyon
Topik
Ide Prensipal
Tèm
Bi Otè (Author’s Purpose)
Intent of Passage/Poem
• Pou pataje (to share)
• Pou amize (to entertain)
• Pou anseye (to teach)
• Pou montre w (to show)
• Pou konpare (to compare)
• Pou sikjere (to suggest)
Intent of Articles/Essay
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Pou anseye (to teach)
Pou montre (to show)
Pou bay fè (to give fact)
Pou enfòme (to inform)
Pou eksplike (to explain)
Pou dekri (to describe)
Pou konpare (to compare)
Pou diferansye (to contrast)
Pou sikjere (to suggest)
Pou endike (to indicate)
Pou demontre (to demonstrate)
Pou devlope (to develop)
Pou konvenk (to convince)
Pou pwouve (to prove)
Pou bay yon byografi (give a biography)
Figurative Language
Kontan tankou yon
kalmason.
Scoring with Reciprocal Teaching
Estrikti Tèks (Text Structure)
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Deskripsyon (Description)
Sekans (Sequence)
Konpare/Diferansye (Compare/contrast)
Kòz ak Efè (Cause and effect)
Pwoblèm ak Solisyon (Problem and solution)
Deskripsyon (Description)
• Otè a bay yon lis sou
karakteristik :
topik
ide
moun
kote
bagay
Gwo
kay bati
sou
mòn
Delivrans
Lach
Nora
Sove
anpil
moun
nan yon
vilaj
Sekans (Sequence)
• Otè a bay lis
enfòmasyon yo nan lòd
kronolojik ousnon
nimerik.
• Otè a dekri yon
evenman ousnon
eksplike kòman pou fè
yon bagay nan lòd.
Konpare ak Diferansye
(Compare and Contrast)
• Venn Diagram
T-chart
• Otè a eksplike kòman
de bagay menm jan
oubyen kòman yo
diferan.
Venn
Diagram
Kòz ak Efè (Cause and Effect)
Non:
Kòz
• Otè a bay kèk evenman
ak konsekans yo.
– Efè: sa k pase?
– Koz: Kisa k fè l pase?
Nora ak tout
fanmi li te
siviv delij la
Efè
Yo te antre nan
lach granpè te
bati sou tèt mòn
nan.
Kòz
ak Efè
Si
Si Lach
la pat
bati…
Apre
Pwoblèm ak Solisyon
(Problem and Solution)
Pwoblèm ak Solisyon
Pwoblèm
• Otè a bay yon pwoblèm
epi li mansyone plizyè
repons ki posib.
Solisyon
posib….
Solisyon
posib…
Repons ki pi bon
Solisyon
Posib…
Karkteristik Tèks
(Text Features)
• Karakteristik yon tèks ede elèv yo konprann
istwa ki reyèl (non-fiction texts)
• Karakteristik yon tèks se tout ti detay otè a bay
pou ede lektè a konprann tèks la
Nou ka Jwenn Karakteristik tèks
nan_____________
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Manyèl
Jounal
Atik nan magazin
Rapò
Paj entènèt
Lòt fòm tèks reyèl
Karakteristik yon Tèks
• Tit
• Soutit
• Topik
• Mo fonse
• Mo italik
• Ilistrasyon (drawings/ created by an artist)
• Fotograf (taken by a photographer)
Site kèk lòt karakteristik: __________________
Think of the writing in McGraw-Hill
like a 3 lane highway…
Lane: 1 –
Traits
(Skills)
Lane: 2 – Genre
Writing (Apply
Traits)
Lane: 3 – Analytic Writing
(Apply Traits & Genre to
what you Read)
ADD EXLAIN
AND PLAN
FOR THE 3
LANES OF
WRITING
Lane #1
The way we present our message on paper, the overall
appearance:
• making it inviting
• both visual and textual elements
Balancing white space
• visuals
• text
• graphics
Neatness
• typed text or cursive handwriting
• font selection
• borders
Lane #2
Characteristics of Genres-Grades K & 1
Opinion/Argument
LAFS.K-1.W.1.1
Kindergarten
Draws a picture, dictates or writes
to:
 Tell the topic or title
 States opinion or preference
Informational/Explanatory
Narrative
LAFS.K-1.W.1.3
LAFS.K-1.W.1.2
Kindergarten
 Draws a picture, dictates or
writes to
 Names the topic
 Supplies some information about
the topic
 Facts, details, description
Kindergarten
 Draws a picture, dictates or writes to
 Tells about a single event or several
loosely linked events in the order in
which they occurred
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 Provide a reaction to what happened
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Grade 1
Introduces the topic or title
 Topic sentence
States an opinion
Supplies a reason for the opinion
Provides some sense of closure
Ending sentence
Grade 1
 Names the topic
 Supplies some facts about the
topic
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Includes ideas that explain and
support
 Provides some sense of closure
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Ending sentence
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Beginning-of-sentence capitalization and end- of- sentence
punctuation
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Reflective endings
Grade 1
 Recounts two or more appropriately
sequenced events
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Establishes the situation with the
opening sentence
 Includes details about what happened
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Feelings and reaction
 Uses temporal words to signal event
order
 Provides some sense of closure
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Growing Command of Conventions
Establishes the situation by
naming a place
Ending sentence
Capital letters for proper nouns
Capitalize text title
Characteristics of Genres-Grade 2
Opinion/Argument
 Introduces the topic or
text
Introductory paragraph
Beginnings
 Recounts a well-elaborated
 Introduces the topic
event or short sequence of
 Uses facts and definitions
events
to develop points
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States an opinion
Supplies reasons that
support the opinion
Clump Details
 Includes people who are on
your side
Tells what you will do if you
get it (If…then…)
Tells why you should have it
NOW
 Uses feelings
Narrative
Informational/Explanatory
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Descriptive attributescolor, #, size, age, shape
May include comparing
facts
Includes domain specific
vocabulary
 Provides a concluding
statement or section
Techniques for closure
(Endings)
Uses linking words
Provides a conclusion
 Includes details to describe
actions, thoughts, and
feelings
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Strong verbs
Sensory details
Descriptive attributescolor, #, size, age, shape
Specificity-uses names for
people and pets
 Uses temporal words to
signal event order
 Provides a sense of closure
Techniques for closure
(Endings)
Growing Command of Conventions
Capital letters in title, pronoun I, and the beginning of a sentence
Title of book is underlined
Most words are spelled correctly
Commas and apostrophes used correctly
End punctuation
Opinion/Argument
LAFS.3-5.W.1.1
Informational/Explanatory
LAFS.3-5.W.1.2
 Introduces the topic or text
 Examines a topic and
conveys ideas and
 States an opinion or point of
information clearly according
view
to audience and purpose
 Includes an organizational
structure that lists reasons that  Introduces topic and groups
related ideas together and
support/prove the opinion
presented in order of
 Descriptive details
importance (include illustrations
 Concrete proof
 Includes others who have the
same opinion(quote)
 Tells what will/might
happen if(If…then…)
 Includes comparisons
 a mini-story that supports the
topic
when aiding comprehension)
 Develops the topic with facts,
definitions, details,
examples, quotations and
comparisons
 Includes precise language and
domain specific vocabulary
 Uses linking words and
 Uses linking words and phrases
phrases to connect ideas
that connect opinion and
within categories of
reasons
information
 May include an opposing
 Provides a concluding
viewpoint
statement or section
 Provides a conclusion
statement or section
Narrative
LAFS.3-5.W.1.3
 Tells a real or imagined
experiences or events
 Needs to include the
elements of a story
establishes a situation
and introduce a narrator
and/or characters, setting,
organized event
sequence- that unfolds
naturally
 Moves through time with
temporal words/phrases
for event order
 Dialogue
 Descriptions of actions,
thoughts and feelings to
develop experiences,
events or reactions of
characters
 Uses sensory details
 Provide a sense of closure
Day 1: Shared Writing
Day 2: Interactive Writing
Days 3-5 Independent
Writing
Lane #3
Students will
examine the
author’s ideas,
apply the writing
traits and the
characteristics of
the genre to
perform the
task!!!!!!!!!
Using a Before-During-After Model to Plan
Effective Home Language Arts Lesson
• Hook students into the lesson (Before)
• Engage students in exploration and discovery
(During)
• Focus on reflection and sense-making (After)
The Six Steps of the ASSURE Model
• Analyze learners: know and understand the audience
• State objective: Establish what the learner will get from the
lesson
• Select methods, media and materials: The ones that are
appropriate for the teaching environment
• Utilize media and materials: implement technology in your
lesson
• Require learner participation: Provide the learners
opportunities to participate and reflect during the learning
process
• Evaluate and revise: Reflect upon the lesson and revise where
needed
Jennifer Nelson
Shari DeGroff
Donna Williams
(1997)
Level 1
Level 2
Level 3
Level 4
Recall
Recall of a fact information
or procedure.
Skill/Concept
Use information or
conceptual knowledge, two
or more steps, etc.
Strategic
Thinking
Requires reasoning
developing plan or a
sequence of steps , some
complexity , more than one
possible answer.
Extended
Thinking
Require an investigation,
time to think and process
multiple conditions of the
problem.
Assign Group Activities
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Second Grade: Fanmi
Third Grade: Nadia ak Lou a
Fourth Grade: Timoun nan Biznis
Fifth Grade: Ti Gason ki Envante Televizyon
an
An Overview of Reading Wonders
McGraw-Hill
June 2014
Division of Bilingual Education and
World Languages
Vocabulary Quiz/ Warm-up
• Collaborative Conversations
• Close Reading
• Text Evidence
• Analytical Writing
Unique Features of Reading Wonders
• Meeting the individual needs of students
• Providing scaffolded instructional pathway
• Mastering the Common Core State Standards
Access Complex Text (ACT)
Includes:
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Close Reading
Writing about Reading
Collaborative Conversations
Building Foundational Skills
Using Digital Resources
Unique Feature of the Reading
Wonder Teacher’s Edition
ACT
Boxes
(Provide teachers
specific ways to
scaffold instruction)
• What makes a text
complex?
 Genre
 Purpose
 Sentence
Structure
 Organization
 Connections
 of Ideas
Reading Wonders
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Organization
Reading/Writing Workshop
Literature Anthology
Your Turn Practice Book
Level Readers
Assessment
Work Station Activity Cards
Organization
• Start Smart (Aka Unit 0)
• 6 Units
• 6 Weeks per Unit
• 1 Teacher Edition per Unit
• 36 Weeks of Instruction
Reading/Writing Workshop
(Non-Negotiable)
• Short, but COMPLEX Texts
• Four lessons every week
Comprehension Strategy
Comprehension Skills (Graphic Organizer)
Genre
Vocabulary Strategy (Routine: DEA=Define,
Example, Ask)
I do, you do, we do!
Work Station Activity Cards
Photo Card
Literature Anthology
• Purpose – to practice and to apply what was
learned in the Reading Writing Workshop
• 2 selections every week
a) Long Extended Piece
b) The Long Paired Piece
Photo Card
Your Turn Practice Book
Level Readers
(Color Coded)
• Approaching
• ELL
• On-Level
• Beyond
• Used in Teacher Lead Center (TLC)
Assessment
• Weekly Assessment: Covers two passages that
the kids have never seen but most of them
cover the weekly vocabulary words
• Unit Assessment ( Given at the end of the
unit)
• Benchmark Assessment ( Given twice a year;
after unit 3 and after unit 6
WRITER’S WORKSPACE
Overview on Writer’s Workspace
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Graphic Organizers, Tools, Templates
Scoring Rubrics
Student Resources
Workshop
LESSON INSTRUCTIONS
GUIDED AND INTERACTIVE MODEL
Writer’s Workspace
Grade 4
• Reading Wonders Graphic
organizer (create your own)
• General Resources
• Friendly Letters
• Personal Narrative
• Explanatory Essay
• How-to Writing
• Book Review
• Opinion Essay
• Opinion writing
• Fictional Narrative
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Poetry
Expository Letter
Research Reports
Informative Writing
Computer Literacy: key
boarding, keying texts in a
document, editing
sentences, editing a
paragraph, word processing
review, reviewing word
processing skills
General Resources (sample)
Haitian-Creole Resources
McGraw-Hill
Reading
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Plan
Teach
Manage and assign
Assess
Collaborate
School to home
Resources
Professional development
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