Summer 2014

Haitian-Creole

Home Language Arts

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?

Context Clues

• Definisyon

• Sinonim

• Antonim

• Konparezon

• Egzanp

• Lis

• Kòz ak Efè

• Deskripsyon/Enferans

Fouye jiskaske ou jwenn definisyon mo

yo!

Lach Nora

Otè: Natalie Kinsey-Warnock Ilistratè: Emily Arnold McCully

Ann Li Pou n Idanfye: Tèm, Topik, Ide Prensipal

Tèm Topik

Ide Prensipal

Ann Fè Diferans Topik 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 Nora Otè: Natalie Kinsey-Warnock

Ilistratè: Emily Arnold McCully Genre:Historical Fiction (Fiksyon Istorik)

Lach Nora

Lè 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.

Ann Fè Diferans

Topik Ide Prensipal Tèm

Ann Fè Diferans

Topik Ide Prensipal Tèm

Sijè istwa Istwa: Lach Nora Lach delivrans lan

De kisa istwa pale Istwa: Lach Nora Yon lach ki bati sou yon tèt mòn epi ki rive sove preske tout moun nan yon vilaj pandan yon delij.

Ide santral/bi istwa Istwa: Lach Nora Delivrans Sekou sove

Itilize “Task Cards” pou n Fòme Kesyon

Topik Ide Prensipal Tèm

Itilize “Task Cards” pou Fòme Kesyon

Topik Ide Prensipal Tèm Ki topik ki kouvri nan istwa sa a? Ki enfòmasyon otè a itilize pou l sipòte topik prensipal istwa a? Eksplike topik istwa sa a?

Ki ide prensipal istwa a/ pasaj/ atik? Ki leson ki pi enpòtan ou tire/aprann nan istwa a? Poukisa ou panse istwa a gen tit sa a? Ki lòt pi bon tit istwa sa ta kapab genyen? Ki fraz ki pi byen di osijè kisa istwa a ye? Ki mesaj esansyèl ki nan istwa a? Ki fraz nan istwa a ki bay mesaj prensipal otè a?

Ki pi bon leson ou kapab aprann nan istwa sa a? Ki tèm istwa sa a? Ki rezilta pozitif _______ nan istwa sa a?

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 Diagram

T-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

Opinion/Argument LAFS.K-1.W.1.1

Informational/Explanatory LAFS.K-1.W.1.2

Narrative LAFS.K-1.W.1.3

Kindergarten Draws 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 1 Introduces the topic or title

Topic sentence

States an opinion Supplies a reason for the opinion Provides 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 & 1 Lane #2

Opinion/Argument Informational/Explanatory Narrative

Introduces the topic or text Introductory paragraph Beginnings

States an opinion Supplies 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 section Techniques 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 sentence Title of book is underlined Most words are spelled correctly

Commas and apostrophes used correctly End punctuation

Characteristics of Genres-Grade 2

Opinion/Argument Informational/Explanatory Narrative

Introduces the topic or text

States 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 topic

Uses 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.1.3 LAFS.3-5.W.1.2 LAFS.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 Wonders McGraw-Hill

June 2014

Division 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 Strategy

Comprehension Skills (Graphic Organizer)

Genre

Vocabulary 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 week

a) Long Extended Piece

b) 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 Workspace Grade 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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