Transcript ELA Handbook Preview – Kindergarten

PICASSO Preview
July 30, 2010
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
Course Guide
Unit Instructional Support
Unit Instructional Support
Unit Outlines
Unit Outlines
Parent Letters
Lessons
ELL Differentiations
Unit Resources
ELA Blog
ELA Blog
Cobb Virtual Library
Cobb Virtual Library
GHGR Adoption Support
Writing Rubric
Writing Rubrics
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Young writers can be described in terms of writing behaviors they
exhibit. Children go through distinct stages of development as they
learn to write. The stages are characterized by common, observable
writing behaviors.
•
The following stages A-D reflect the characteristics of young emerging
writers.
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Cobb County Kindergarten students are assessed in their
development of the writing process every nine weeks.
•
When the student has successfully moved through the four emergent
stages, he/she would then be assessed using the Cobb County
Kindergarten Writing Rubic. The rubric should be used as the student
gains competency in the writing process.
Cobb County Kindergarten Writing Stages
Child’s name_________________________________________
Date _____________________
Stage
A
Pictorial Writer
Writing is drawing or manipulating objects.
The Alphabet awareness/letters may be known but are not applied.
The “story” can be told with the child’s oral-language.
Stage B
The Squiggler/Verbal StoryTeller
Writing is represented in scribbles or patterns
Letters may be written randomly.
Oral stories and pictures may become more elaborate.
A connection is beginning to be understood between written symbols and the idea
of writing a “story”.
There is an attempt to record letters and numbers as familiarity with them is
developed.
Stage C
The Letter Shaker/Copier
Random letters and child’s name are often incorporated into the “story.”
Letters and words posted in the environment are often copied.
The oral/pictorial “story” often incorporates random letters or copied words.
Distinguishing between letters and words may not exist.
Stage
D
The Sound Maker/Labeler
There is evidence of beginning understanding of letter/sound connections.
Parts of the picture “story” may be labeled in writing and referenced in the oral
story.
The concept of story is beginning to be developed.
Simple “stories” are conceived and told.
Writing begins to reflect the separation of words by using spaces.
Cobb County School District Grade K (Writing Rubric)
K Standard: The student begins to understand the principles of writing
3
2
1
Consist and successful progress
towards meeting the standard
Some progress toward
achievement of the standard
Limited or minimum progress
toward achievement of the
standard
Writes or dictates to describe
familiar persons, places,
objects or experiences.
Consistently writes to describe
familiar persons, places, objects, or
experiences.
Some progress when writing
to describe familiar places,
objects, or experiences.
Limited or minimum progress when
writing to describe familiar places,
objects, or experiences.
Using drawings, letters, and
phonetically spelled words to
create meaning.
Consistently uses drawings, letters,
and phonetically spelled words to
create meaning.
Some progress when using
drawings, letters, and
phonetically words to create
meaning.
Limited or minimum progress when
using drawings, letters, and
phonetically words to create
meaning.
Accurately prints name, all
uppercase and lowercase
letters of the alphabet, and
teacher-selected words.
Accurately prints names, all upper
and lowercase letters of the
alphabet and teacher-selected
words.
Some progress when printing
names using upper and lower
case letters of the alphabet and
teacher-selected words.
Limited or minimum progress when
printing names using upper and
lower case letters of the alphabet and
teacher-selected words.
Uses left to right pattern of
writing.
Consistently uses left to right
pattern of writing.
Some progress toward using
left to right pattern of writing.
Limited or minimum progress toward
using left to right pattern of writing.
Begins to use capitalization at the
beginning of sentences and
punctuation (periods and question
marks) at the end of sentences.
Some progress when using
capitalization at the beginning
or sentences and punctuation
(periods and question marks)
at the end of sentences
Limited or minimum progress toward
using capitalization at the beginning
or sentences and punctuation
(periods and question mark) at the
end of sentences.
Components of the
Standard
Begins to use capitalization at
the beginning of sentences and
punctuation (periods and
question marks) at the end of
sentences.
Kindergarten Writing Task
Commentary for
the Student
Commentary for
the Student
Celebrations:
Next Step:
You used capitalization
at the beginning of
your sentences and
punctuation at the end.
You also used the left
to right pattern of
writing.
Can you write more
to describe your
experiences with
watermelon?
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 Word
Work: (for both co-taught and small
group) Fundations
• Small Group K-3 Guided Reading
Writing: – Targeted Reading Intervention
and Exploring Writing
• 4th-5th 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
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
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Challenge
Motivate
Research based
Richness of language
Georgia Performance Standards
Balanced Literacy
Rigorous instruction
Ongoing assessment
Differentiated
Variety of resources
Components of Balanced
Literacy
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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.
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
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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.
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
Reading Behaviors to Notice and
Support
Reading Behaviors to Notice and
Support
If at first you do succeed, try not to look
so astonished!
Thank you for coming today!
Have a wonderful year!