Introduction to

ReadyGen

PS 68 Parent Workshops 11/8/13

Presented by Jessica LaBella & Mary Ann

Di Liberti

Get ready for ReadyGen

Preparing our students for

college & career

ReadyGen

Priorities

Quality Text

Quality Questions & Tasks

Foundational Reading

Writing to Sources

Whole Group

Small Group

Whole Group

Priorities…

Giving our students a voice

Time to see what your child is learning…

We are going back in time. You are now fifth graders. This is an example of what your child will be doing during their 100 minute ReadyGen Literacy Block…

Enjoy!

Preview the book

“Night of the Spadefoot Toads”by Bill Harley

Lesson 1 created by Lisa Singer, 5th grade teacher.

“Night of the ”

1Look at the book. 2What will the

book be about? 3How do you know?

HOW DO CHARACTERS’ RESPONSES AND REACTIONS AFFECT THE TEXT? HOW DO WRITERS USE DIALOGUE AND DETAILS TO DEVELOP CHARACTERS AND THEIR EXPERIENCES?

Chapter 1

EssentialQuestion:

TurnAnd Talk

WHO ARE THE CHARACTERS AND WHAT IS HAPPENING?

Complete Workbook Page 1

Analysis of Character:-Compare characters using Venn Diagrams with text evidence -What are some of Frankie’s traits, feelings, and actions?-What are some of Ben’s traits, feelings, and actions?-How are Frankie and Ben similar? How are they different?

“Night of the Spadefoot Toad“

Performance Based Assessments

At the end of each module, your child will be completing a Performance Based Assessment. Their teachers are preparing them daily for this culminating task.

Performance Based Assessments: 3rd Grade

Students will observe a busy area (the library, cafeteria, playground, etc.),just as the characters did in “The Case of the Gasping Garbage”, and takenotes on the people, events, and environment.Students will use their observations to write an original narrative storyfeaturing characters and settings from their world. Although students’stories will be based on their observations, some details including specificdialogue and background information may be imagined.a. Establish a situation and introduce a narrator and/ or characters;organize an event sequence that unfolds naturally.b. Use dialogue and descriptions of actions, thoughts, and feelings todevelop experiences and events or show the response of charactersto situations.c. Use temporal words and phrases to signal event order.d. Provide a sense of closure.Students will share their writing with the class as part of an author celebration.

Performance Based Assessments: 4th Grade

Biographical SpotlightStudents will conduct a short investigative project on a scientist/researcher who has made a difference. Students will use effective research techniques, conducting Internet research to find articles about the person’s work.Students will write a biography that clearly introduces the subject and develops a main idea about the subject with facts and concrete details.Students will clearly link ideas and use precise language and domain specific vocabulary to document their subject’s experiences. Students will organize material logically and provide an effective concluding statement.

Performance Based Assessments: 5th Grade

Students will write a narrative short story or drama with a clear beginning, middle, and end about a character who demonstrates a commitment to the environment.Stories will:a. include real or imagined eventsb. create and organize a sequence of eventsc. use narrative techniques such as dialogue to develop experiencesand show the response of the characterd. use transitional words to depict the sequence of eventse. craft an ending that follows the events to a conclusion.

Question Time…

Save the Date…

ReadyGen Workshop 2: Writing

December 2013