Transcript PACE Reading

PACE Reading 2013-2014
• Overview
Overall goals
Components of program
Themes covered each year
Student expectations
Parent communication
Grading Scale
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Overall Goals
To develop and apply effective reading skills
and strategies.
To become lifelong readers
To retain/develop passion for reading
To self-regulate one’s reading abilities and
application of reading skills
To understand the author’s purpose and intentions
To appreciate and experience a variety of quality
children’s literature
….
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Components of Program
 Novels
• Used in whole group, small group, and independent
settings
• Used to apply active reading skills, apply comprehension
skills, communicate ideas with others, and experience
quality literature
 Classroom Discussions/Written Responses
• Used in whole group and small group settings
• Used to assess students’ level of thinking and
comprehension of novels
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Components of Program (cont.)
 Daybooks
• Used periodically in whole group setting and as independent
preview or follow-up
• Used to help students’ learn and practice one concept/skill
through a compact, enriched excerpt from novel
 Vocabulary Building Activities
• Used in whole group, small group, and independent settings
• Used to help build students’ vocabulary (note: primary source
of vocabulary building will be novels read throughout year)
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Components of program (cont.)
 Internet/Computer
• Used as needed in small group and independent settings
• Used as needed to research specific information and present
using technology
 Projects/Presentations
• Note: Developing research and oral presentation skills are
part of the PACE critical content
• Used to develop/apply independent reading skills and critical
thinking skills
• Other advantages: requires student to develop good planning
skills due to long-term nature of assignment and to develop
and practice presentation skills
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Including Higher-Order Thinking Skills
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Student Work
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Student Work
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Student Work
“Oh, the characters
we’ve met!”
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Student Work
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Student Work
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Themes Covered Per Grade
(see handout)
Grade 3:
Community
Grade 4:
Change
Grade 5:
Truth
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Student Expectations
 Come to class with all needed material
 Be willing to read and complete assigned
work during novel units
 Have homework completed on time and
with maximum effort
 Be focused and engaged in classroom
discussions and activities
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Student Expectations
 Show respect for all classmates and
Lincoln teachers (Character Counts!)
 Accept challenge of class
“Every child deserves an opportunity to
struggle.” ~ Dr. Sylvia Rimm
 Ask for help, ask for clarification, ask
questions!
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Parent/Teacher Communication
• Unit Newsletters
• Weekly work (and at end of unit)
• End of unit student evaluations, along with
teacher feedback
• Contact by e-mail OR phone (see handout)
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Grading Scale
 Same reading report cards
Grade 3: number overall and subcategory
academic grades, number effort grades
Grade 4-5: letter overall grades, number
effort and subcategory academic grades
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Grading Scale (cont.)
 Grade 3 overall and subcategory grades:
 92 - 100 = 4* (excels in expectations)
 78 - 91 = 3* (meets expectations)
 66 - 77 = 2* (working towards expectations)
 65 -  = 1* (minimal progress towards
expectations)
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Grading Scale (cont.)
 Grades 4-5 overall grades:
 90 - 100 = A*
 80 - 89 = B*
 70 - 79 = C*
 60 - 69 = D*
 59 -  = F*
 Grades 4-5 subcategory grades:
92 - 100 = 4* (excels in expectations)
78 - 91 = 3* (meets expectations)
66 - 77 = 2* (working towards expectations)
65 -  = 1* (minimal progress)
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Grading Scale (cont.)
 Overall academic percentage grade will be
calculated
3rd Grade Comprised of:
novel grades (written work, tests, and
discussions)
*Note: late and missing work does affect grades
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Grading Scale (cont.)
• Overall academic percentage grade will
be calculated
4th – 5th Comprised of:
novel grades (written work, tests, and discussions)
*Note: late and missing work does affect grades
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Thank you for coming. I look
forward to working with you
this year.
Please stay in the classroom if you
are interested in viewing the reading
components, exploring the classroom,
or have additional questions.
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