Transcript ELA Handbook Preview 3rd grade

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 Outlines
Unit Outlines
Parent Letters
Lessons
ELL Differentiations
Unit Resources
ELA Blog
ELA Blog
Cobb Virtual Library
Cobb Virtual Library
GHGR Adoption Support
Writing Rubrics
Writing Student Samples
New: Writing Student Samples
with Commentary
Meets - Ideas
Commentary for that Sample
Report Card
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.
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
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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.
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
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!