Summer 2014Haitian-Creole
Home Language Arts
Day One
Lach Nora
Kesyon Esansyèl
Kòman tan kapab afekte nou?
Kòman Wren ak tout fanmi li te rive siviv gwo tanpèt ak inondasyon 1927 la?
(Performance Task Question)
Vokabilè/Vocabulary:Definisyon Egzanp Kesyon (DEK)
Bloke
Definisyon: yon bagay ki kole
Fraz: Depi ete pase, bato Kaptenn Tiroro a bloke sou sab zile Lagonav.
Kesyon: Kisa w t ap fè si bisiklèt ou ta bloke nan labou?
BEGINNING TO END DAYS 1-5
Context Clues
• Definisyon• Sinonim• Antonim • Konparezon• Egzanp• Lis• Kòz ak Efè• Deskripsyon/Enferans
Fouye jiskaske ou jwenn definisyon mo
yo!
Lach NoraOtè: Natalie Kinsey-Warnock
Ilistratè: Emily Arnold McCully
DAY TWO
Ann Li Pou n Idanfye: Tèm, Topik, Ide Prensipal
TèmTopik
Ide Prensipal
Days 2-4
Ann Fè DiferansTopik Ide Prensipal Tèm
Sijè istwa
The subject of a passage.
De kisa istwa a pale
The main point that the author is trying to get across (not as detailed as paraphrasing).
Ide santral/bi istwa
The central meaning that the author conveys in a passage.
Lach NoraOtè: Natalie Kinsey-Warnock
Ilistratè: Emily Arnold McCullyGenre:Historical Fiction (Fiksyon Istorik)
Lach NoraLè m te fenk fèt, granmè m di m te tèlman piti, m te sanble ak yon ti zwazo; se sak fè yo rele m Wren. Granmè m te piti tou, men li te trè difisil. Sa te bon, ousinon nou pat ap janm rive siviv inondasyon 1927 la.
DAY TWO
Ann Fè DiferansTopik Ide Prensipal Tèm
Itilize “Task Cards” pou n Fòme Kesyon
Topik Ide Prensipal Tèm
Bi Otè (Author’s Purpose)
Intent of Passage/Poem• Pou pataje (to share)• Pou amize (to entertain)• Pou anseye (to teach)• Pou montre w (to show)• Pou konpare (to compare)• Pou sikjere (to suggest)
Intent of Articles/Essay• Pou anseye (to teach)• Pou montre (to show)• Pou bay fè (to give fact)• Pou enfòme (to inform)• Pou eksplike (to explain)• Pou dekri (to describe)• Pou konpare (to compare)• Pou diferansye (to contrast)• Pou sikjere (to suggest) • Pou endike (to indicate)• Pou demontre (to demonstrate)• Pou devlope (to develop)• Pou konvenk (to convince)• Pou pwouve (to prove)• Pou bay yon byografi (give a biography)
Figurative Language
Kontan tankou yon kalmason.
Scoring with Reciprocal Teaching
Estrikti Tèks (Text Structure)
• Deskripsyon (Description)• Sekans (Sequence)• Konpare/Diferansye (Compare/contrast) • Kòz ak Efè (Cause and effect) • Pwoblèm ak Solisyon (Problem and solution)
Deskripsyon (Description)
• Otè a bay yon lis sou karakteristik :
topik ide moun kote bagay
Lach Nora
Gwo kay bati
sou mòn
Delivrans
Sove anpil moun
nan yon vilaj
Sekans (Sequence)
• Otè a bay lis enfòmasyon yo nan lòd kronolojik ousnon nimerik.
• Otè a dekri yon evenman ousnon eksplike kòman pou fè yon bagay nan lòd.
Konpare ak Diferansye (Compare and Contrast)
• Otè a eksplike kòman de bagay menm jan oubyen kòman yo diferan.
• Venn DiagramT-chart
Venn Diagram
Kòz ak Efè (Cause and Effect)
• Otè a bay kèk evenman ak konsekans yo.
– Efè: sa k pase?– Koz: Kisa k fè l pase?
Kòz Efè
Non:
Nora ak tout fanmi li te
siviv delij la
Yo te antre nan lach granpè te
bati sou tèt mòn nan.
Kòz ak Efè
Si
Apre
Si Lach la pat bati…
Pwoblèm ak Solisyon (Problem and Solution)
• Otè a bay yon pwoblèm epi li mansyone plizyè repons ki posib.
Solisyon posib….
Solisyon posib…
Solisyon Posib…
Repons ki pi bon
Pwoblèm
Pwoblèm ak Solisyon
Karkteristik Tèks (Text Features)
• Karakteristik yon tèks ede elèv yo konprann istwa ki reyèl (non-fiction texts)
• Karakteristik yon tèks se tout ti detay otè a bay pou ede lektè a konprann tèks la
Nou ka Jwenn Karakteristik tèks nan_____________
• Manyèl• Jounal• Atik nan magazin• Rapò• Paj entènèt• Lòt fòm tèks reyèl
Karakteristik yon Tèks
• Tit• Soutit • Topik • Mo fonse• Mo italik• Ilistrasyon (drawings/ created by an artist)• Fotograf (taken by a photographer)Site kèk lòt karakteristik: __________________
Think of the writing in McGraw-Hill like a 3 lane highway…
Lane: 1 – Traits (Skills)
Lane: 3 – Analytic Writing (Apply Traits & Genre to
what you Read)
Lane: 2 – Genre Writing (Apply
Traits)
ADD EXLAIN AND PLAN FOR THE 3 LANES OF WRITING
Lane #1
The way we present our message on paper, the overall appearance: • making it inviting • both visual and textual elements Balancing white space • visuals • text• graphics Neatness• typed text or cursive handwriting • font selection • borders
PRESENTATION
Opinion/Argument LAFS.K-1.W.1.1
Informational/Explanatory
LAFS.K-1.W.1.2
NarrativeLAFS.K-1.W.1.3
KindergartenDraws a picture, dictates or writes to:
Tell the topic or title States opinion or preference
Kindergarten Draws a picture, dictates or
writes to Names the topic Supplies some information about
the topic Facts, details, description
Kindergarten Draws a picture, dictates or writes to
Tells about a single event or several
loosely linked events in the order in which they occurred• Establishes the situation by
naming a place Provide a reaction to what happened
Reflective endings
Grade 1Introduces the topic or title
Topic sentenceStates an opinionSupplies a reason for the opinionProvides some sense of closure
Ending sentence
Grade 1 Names the topic Supplies some facts about the
topic Includes ideas that explain and
support Provides some sense of closure
Ending sentence
Grade 1 Recounts two or more appropriately
sequenced events Establishes the situation with the
opening sentence Includes details about what happened
Feelings and reaction Uses temporal words to signal event
order Provides some sense of closure
Ending sentence
Growing Command of Conventions Beginning-of-sentence capitalization and end- of- sentence
punctuation
Capital letters for proper nouns Capitalize text title
Characteristics of Genres-Grades K & 1Lane #2
Opinion/Argument Informational/Explanatory
Narrative
Introduces the topic or text Introductory paragraph Beginnings
States an opinionSupplies reasons that support the opinion
Clump Details Includes people who are on
your side Tells what you will do if you
get it (If…then…) Tells why you should have it
NOW Uses feelings
Uses linking words Provides a conclusion
Techniques for closure (Endings)
Introduces the topic Uses facts and definitions
to develop points Descriptive attributes-
color, #, size, age, shape May include comparing
facts Includes domain specific
vocabulary Provides a concluding
statement or sectionTechniques for closure
(Endings)
Recounts a well-elaborated event or short sequence of events
Includes details to describe actions, thoughts, and feelings
Strong verbs Sensory details Descriptive attributes-
color, #, size, age, shape Specificity-uses names for
people and pets Uses temporal words to
signal event order Provides a sense of closure
Growing Command of Conventions Capital letters in title, pronoun I, and the beginning of a sentenceTitle of book is underlinedMost words are spelled correctly
Commas and apostrophes used correctlyEnd punctuation
Characteristics of Genres-Grade 2
Opinion/Argument Informational/Explanatory Narrative
Introduces the topic or textStates an opinion or point of
view Includes an organizational
structure that lists reasons that support/prove the opinion Descriptive details Concrete proof Includes others who have the
same opinion(quote) Tells what will/might happen if(If…then…) Includes comparisons a mini-story that supports the
topicUses linking words and phrases
that connect opinion and reasons
May include an opposing viewpoint
Provides a conclusion statement or section
Examines a topic and conveys ideas and information clearly according to audience and purpose
Introduces topic and groups related ideas together and presented in order of importance (include illustrations when aiding comprehension)
Develops the topic with facts, definitions, details, examples, quotations and comparisons
Includes precise language and domain specific vocabulary
Uses linking words and phrases to connect ideas within categories of information
Provides a concluding statement or section
Tells a real or imagined experiences or events
Needs to include the elements of a story establishes a situation and introduce a narrator and/or characters, setting, organized event sequence- that unfolds naturally
Moves through time with temporal words/phrases for event order
Dialogue
Descriptions of actions, thoughts and feelings to develop experiences, events or reactions of characters
Uses sensory details
Provide a sense of closure
LAFS.3-5.W.1.3LAFS.3-5.W.1.2LAFS.3-5.W.1.1
Day 1: Shared Writing
Day 2: Interactive Writing
Days 3-5 Independent Writing
Lane #3
Students will examine the author’s ideas, apply the writing traits and the characteristics of the genre to perform the task!!!!!!!!!
Using a Before-During-After Model to Plan Effective Home Language Arts Lesson
• Hook students into the lesson (Before)
• Engage students in exploration and discovery (During)
• Focus on reflection and sense-making (After)
The Six Steps of the ASSURE Model• Analyze learners: know and understand the audience• State objective: Establish what the learner will get from the lesson• Select methods, media and materials: The ones that are appropriate for the teaching environment• Utilize media and materials: implement technology in your lesson• Require learner participation: Provide the learners opportunities to participate and reflect during the
learning process• Evaluate and revise: Reflect upon the lesson and revise where needed Jennifer Nelson
Shari DeGroff Donna Williams
•
(1997)
Level 1 Recall Recall of a fact information or procedure.
Level 2 Skill/Concept Use information or conceptual knowledge, two or more steps, etc.
Level 3 Strategic Thinking
Requires reasoning developing plan or a sequence of steps , some complexity , more than one possible answer.
Level 4 Extended Thinking
Require an investigation, time to think and process multiple conditions of the problem.
Assign Group Activities
• Second Grade: Fanmi• Third Grade: Nadia ak Lou a• Fourth Grade: Timoun nan Biznis• Fifth Grade: Ti Gason ki Envante Televizyon
an
An Overview of Reading WondersMcGraw-Hill
June 2014Division of Bilingual Education and World Languages
Vocabulary Quiz/ Warm-up
• Collaborative Conversations
• Close Reading
• Text Evidence
• Analytical Writing
Unique Features of Reading Wonders
• Meeting the individual needs of students
• Providing scaffolded instructional pathway
• Mastering the Common Core State Standards
Access Complex Text (ACT)Includes:
• Close Reading• Writing about Reading• Collaborative Conversations• Building Foundational Skills • Using Digital Resources
Unique Feature of the Reading Wonder Teacher’s Edition
ACT Boxes
(Provide teachers specific ways to
scaffold instruction)
• What makes a text complex?
Genre Purpose Sentence Structure Organization Connections of Ideas
Reading Wonders
• Organization• Reading/Writing Workshop• Literature Anthology • Your Turn Practice Book• Level Readers• Assessment• Work Station Activity Cards
Organization
• Start Smart (Aka Unit 0)
• 6 Units
• 6 Weeks per Unit
• 1 Teacher Edition per Unit
• 36 Weeks of Instruction
Reading/Writing Workshop(Non-Negotiable)
• Short, but COMPLEX Texts• Four lessons every week
Comprehension StrategyComprehension Skills (Graphic Organizer) GenreVocabulary Strategy (Routine: DEA=Define,
Example, Ask) I do, you do, we do!
Work Station Activity Cards
Photo Card
Literature Anthology
• Purpose – to practice and to apply what was learned in the Reading Writing Workshop
• 2 selections every weeka) Long Extended Pieceb) The Long Paired Piece
Photo Card
Your Turn Practice Book
Level Readers(Color Coded)
• Approaching • ELL• On-Level• Beyond • Used in Teacher Lead Center (TLC)
Assessment
• Weekly Assessment: Covers two passages that the kids have never seen but most of them cover the weekly vocabulary words
• Unit Assessment ( Given at the end of the unit)
• Benchmark Assessment ( Given twice a year; after unit 3 and after unit 6
WRITER’S WORKSPACE
Overview on Writer’s Workspace
• Graphic Organizers, Tools, Templates• Scoring Rubrics• Student Resources• Workshop
LESSON INSTRUCTIONS
GUIDED AND INTERACTIVE MODEL
Writer’s WorkspaceGrade 4
• Reading Wonders Graphic organizer (create your own)
• General Resources• Friendly Letters• Personal Narrative• Explanatory Essay• How-to Writing • Book Review • Opinion Essay• Opinion writing• Fictional Narrative
• Poetry • Expository Letter• Research Reports• Informative Writing • Computer Literacy: key
boarding, keying texts in a document, editing sentences, editing a paragraph, word processing review, reviewing word processing skills
General Resources (sample)
Haitian-Creole Resources
McGraw-Hill Reading
• Plan • Teach• Manage and assign• Assess• Collaborate• School to home• Resources• Professional development
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