Transcript Good morning…. - University of California, San Diego

Good morning….
1.
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
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.
3.
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.
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.
Chapter 6 and
RLA Framework 3rd-6th
Components of a Balanced
Language Arts Program
Reading
Writing
Read aloud
Guided Reading
Writing aloud/
Modeled Writing
Shared and
Interactive Writing
Guided Writing
Independent Reading
Independent Writing
Shared Reading
Modeled Writing
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
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.
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.
Steps
1.
Plan the lesson.
2.
Introduction.
3.
Write.
4.
Reread.
5. Help students connect with presented concepts.
6. Review concepts presented.
7. Connect to classroom contexts.
What is “fundamental”?
What concepts does Grave address?
Carousel, Part 1
POSTED, READY BY 11:00
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.
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.
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.