3-5 elementary language arts contact meeting
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3-5 Elementary Language Arts Contact Meeting. Lora Darden, Elementary Language Arts Coordinator 464-5974. Agenda. Housekeeping Wiki TAKS Textbook Adoption Feedback on ARRC Small Group Instruction Discussion Groups Tier 2 Vocabulary Writing Camp (see notes) - PowerPoint PPT PresentationTRANSCRIPT
Lora Darden, Elementary Language Arts Coordinator
464-5974
AgendaHousekeeping
WikiTAKSTextbook Adoption
Feedback on ARRCSmall Group InstructionDiscussion GroupsTier 2 VocabularyWriting Camp (see notes)
Nonfiction Text (see notes)
HousekeepingWiki
Updates Page https://literacy-with-lora.wikispaces.com/
ApplicationsWorkshops
TAKSScoringTEA Information
Textbook AdoptionProcess
Share…
ResponsibilitiesTurn around information from today’s meeting
Work with campus administrators to find the right venue to share information
How long will you need?
Who can help?
How can you ensure equitable exposure?
http://www.youtube.com/watch?v=FSIkjNaICsg
ShockHappens even if you’ve planned
Feeling disconnected
Self-doubt
Lasts longer if changes are unwelcome
Disbelief/DenialPeople move on and carry on with every
day life
People “box off” this new area – they are aware of it, but put it aside while processing the implications
People usually pass through this stage after given time
People stuck here are not willing to change at this point
Self-doubtThis part is uncomfortable
People realized old attitudes/ways of being are not relevant
People feel in limbo until they develop new ways of being/teaching
Self-doubtDoubt creeps in as to whether the right
decisions have been made/about whether people are up to the task
People still experience this even when they begin to embrace the change and get excited about it
AcceptancePeople feel like they’re in the process of
scoring a home run and are able to face the future
Letting go of old ways is no longer a challenge
Finding new ways of being is invigorating and no longer feels like a bereavement process
Energy levels go up as confidence builds
ExperimentationPeople feel like they have lots of options
The world feels as if it has opened up a bit
There are times when they will sink back a bit
People need support sticking with a plan before they jump to a new track
Invigorating and disconcerting all at once
Searching for MeaningPeople spend time reflecting backward
People are able to look at the changes that have been made and acknowledge they are in a different place
People reconstruct the way they view themselves at this point
IntegrationPeople feel confident
People feel comfortable
They feel they belong and are capable of making the right decisions
www.melanieallen.co.uk
ARRCWork in partners
Review 1st & 2nd 9 weeks
Provide specific feedback – with a suggestion attached
It’s all about the conversation…
Figure 19
Testing Impact
Small Group Instruction
Discussion Groups
Teaching for Comprehending and Fluency: Thinking, Talking, and Writing about K-8
Fountas & Pinnell2006
Teaching VocabularyTier I – everyday words, typically
learned by living
Tier II – high level words, with easily definable meanings, used in children’s literature a great deal
Tier III – content specific words (nonfiction text)
Teaching Tier II VocabularyChoose words that are…
Easily definable
Can be used a great deal in every day conversation
Are out of the normal realm of a child’s every day language
Have strong examples in the text graphics
Tier IIChoose a book the class has already
heard/discussed
Choose 5 possible words & cull down to 3Vary greatly in meaningStrong examples come to mind quicklyIllustrate strong action/descriptionName a characteristic in a unique way
Storyline Online – Screen Actors Guildhttp://www.storylineonline.net/, Accessed on October 14,
2009
Write a short definition that is easily repeated
Think of concrete examples and non-examples & motions
Think of model sentences (starters)
http://www.wordcentral.com/cgi-bin/student?book=Student&va=panic, Accessed on October 24, 2009
Tier IIListen the 1st time to enjoy the story
The 2nd time we’ll look for words
Interesting, above natural language
Widely useable across a broad range of experiences
Easily definable
Tier IICopy the cover of the book
Write each word in large print on a sentence strip
Put your notes on the back of the card
When finished, hang words under copy of cover and post on wall in room
ProcedureSay the word several times (partner)
Say the definition several times (partner)
Show it in the book to cement the definition
Examples, Non-examples (signal, thumbs up/down, facial expression, hand motion)
Use it in sentences with partner
Choose words with high utilityploppedscorchingstruttingwanderedgapedslurpingfumblingclaspedhobbled
Which words areEasily definable?
High utility?
Vastly different?
Clear examples and non-examples?
Motion?
RoutineSay the word, show the word, students repeatGive the definition, students repeatTake students back into the book to see the word
in context and think about the pictureProvide other examples (contextual)Provide examples/non-examplesStudents turn and talk – word in contextStudents give examples aloud – provide
supportive modeling, if neededStudents define
faded
To lose color
satisfied
To make happy
panicked
To feel scared suddenly
Writing Camps…Developmentally appropriate practices
Too many cooks…
Positivist PsychologyEffort?Innate Giftedness?
Nonfiction TextGraphic Features
It seems so obvious…
Be overt – give students time to talk and problem solve
ResourcesCalkins, L. M. (2001). The art of teaching
reading. New York: Longman.
Fountas, I. C., & Pinnell, G. S. (2006). Teaching for comprehending and fluency. Portsmouth, NH: Heinemann.
November, A. (2008). Web literacy for educators.
Thousand Oaks, CA: Corwin Press.
Stead, T. (2006). Reality checks: Teaching reading comprehension with nonfiction k-5. Portland, ME: Stenhouse.