Transcript Pathways Literacy Unit Picture Resource Guide Power Point

Pathways Literacy Unit
Picture Resource Guide
Power Point Presentation
by Sharlene Curet, MS Ed.
The Story of George Washington Carver
By Eva Moore
What is Pathways?
 It is a whole-part-whole
approach to teaching
language and literacy.
 Newly adopted by the
NAD and will soon
replace the traditional
Life Series Basal
Readers.
The 5 Components of Pathways
 Whole Group Literacy to teach
comprehension strategies
 Guided Reading
 Reader’s Workshop
 Writer’s Workshop
 Phonics
Whole Group Literacy
 This is the part where you teach the entire class
reading comprehension strategies regardless of
reading level.
 The teacher reads the theme book aloud to the class.
The students have their own copies of the book, and
they read along silently.
 You can teach a particular strategy to a multigrade
class and then differentiate the assignment based
upon their grade levels.
 For example, to assess understanding, you may
choose to use a Venn Diagram to compare/contrast
elements of the story. Lower grade students’ Venn
Diagram will be very simple while the upper grade
students will give more details.
Guided Reading
 This is where the actual
process of reading is taught.
 You group your students
according to reading
ability/skill and work with
small groups.
 This is what is traditionally
thought of as “reading
groups.”
 While you are working with a
small reading group, the
other students are engaged
in reading rotation activities,
or “centers.”
Reader’s Workshop
 What is Reader’s Workshop?
 One way to conduct the Reader’s Workshop is to add a twist to
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the what has often been referred to as DEAR time (Drop
Everything And Read). Others call it SSR (Sustained Silent
Reading).
Whatever your name preference, it is basically a time (15-20
minutes) when students can read books of their choice for
pleasure.
The difference between DEAR time and Reader’s Workshop is
that the teacher circulates through the room while everyone is
silently reading and “conferences” with individual students. She,
or he, will ask the student about the book. For example: What
are you reading? What is it about? Can you read me your
favorite part? What do you think will happen next?
The purpose is to see if the student is truly reading with
understanding or just flipping pages.
The teacher will try to conference with 3-4 students each time.
Writer’s Workshop
 This is the time of the day in which students become writers.
 They learn the writing process (brainstorming, drafting, revising,
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editing and publishing).
The teacher begins with a short mini-lesson (e.g., how to use
descriptive words when writing). This should take about 10
minutes.
She/he will model the writing process and then allow students to
use the remaining time (about 20 minutes) to put it into practice.
The lessons build upon each other over time.
Each child will be at a different stage of the writing process at a
given time.
The teacher will conference with individual students daily to
assess their progress.
Phonics
 During this time, you will teach students the
basics of phonics and phonemic awareness.
 You will use the phonics program suggested
by your local conference.
 Depending on your teaching situation (single
grade or multigrade), you may teach these
concepts to the whole class or small groups.
 You can also use this time for remediation in
the upper grades as needed.
Pathways Whole Group Instruction
 A portion of your day will be
spent in whole group
instruction (about 20-30
minutes).
 It is during this time that you
will teach the comprehension
strategies included in the
Pathways Teacher Manual.
 I will now spend some time
describing some of these
strategies.
 Next to each heading, you
will see page numbers.
You may refer to these
pages in the Pathways
Teacher Manual for Grades
3+ for further details.
K-W-L (pages 43-45)
 This stands for “What I
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Know/What I Want to
Know/What I Learned.”
A good tool for assessing prior
knowledge beginning the unit.
It also helps direct your teaching
by finding out what the students
are actually interested in
learning.
The last part, What I Learned,
should be filled in at the end of
the unit to assess how much
they learned.
It also helps you, as the teacher,
assess your teaching. I often
find myself making notes to
improve upon the unit for next
time (what worked, what didn’t).
Concept Maps (pages 29-32)
 This was used to
determine students’
understanding of the
concept of slavery
before the unit began.
 It was also used at the
end of the unit to
summarize some of the
by-products of peanuts
invented by George
Carver.
Sticky Notes (pages 90-93)
 Although this strategy is often used to generate
discussion of the story, I used it with my third graders
to identify challenging words within the text.
 I gave each child a few “Post-It” strips and asked
them to mark any “unknown,” or “challenging” words
they came across while I was reading aloud.
 At the end of each chapter, I stopped and asked them
to share their words.
 I then wrote their words on the Vocabulary Theme
Board and discussed each one.
Vocabulary (pages 118-127)
 This follows on the heels of the last slide about Sticky
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Notes…
Throughout the unit, the students contributed words
for the Theme Board.
After teaching Dictionary Skills, I would allow
students to work in cooperative groups to find the
definitions of some of the words.
It was their responsibility to then teach others the
new words they had discovered.
In this manner, students took ownership of their
vocabulary acquisition.
Vocabulary Theme Board
 Here is a sample of our
Vocabulary Theme
Board…
Story Plan Map (pages 54-58)
 Literary story elements
were introduced in this
unit using a Story Plan
Map.
 This format is just one
of many you will find in
the Pathways Teacher
Manual for Grades 3+.
Question-Answer-Relationships
(pages 94-99)
 One of my favorites!
 Promotes higher-level
thinking
 This should be
introduced early in the
year because it takes a
while to master.
 Another good resource
text is QAR Now by
Scholastic Publishers
 Although probably one of the
most difficult concepts to
master, it is well worth the
effort to teach it.
 For the younger students,
you may want to only
introduce the “In the Book”
QARs until they are
mastered before going on to
the “In My Head” QARs.
 This is what I did with my
third graders.
Number Notes (pages 25-28)
 I consider this to be the
“backbone” of my Writer’s
Workshop.
 This outline strategy helps
students identify main idea
and details.
 It also gives them a
framework and tool to
organize their thoughts
before beginning the writing
process.
 I have given specific ideas
and details on how to teach
this within my Writer’s
Workshop lesson plans.
Opinion-Proof Notes (pages 47-50)
 This tool prepares
students for persuasive
writing.
 Very similar to Number
Notes except that you
are now trying to
persuade your
audience.
 Can be used even in
the lower grades.
Third Grade Samples…
Contact Information
 To learn more about Pathways, go online to
http://www.nadeducation.org/category.html?w
scID=204
 If you have questions, you may email me at
[email protected].