summer 2014 haitian-creole home language arts. lach nora

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Summer 2014 Haitian-Creole Home Language Arts

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Summer 2014 Haitian-Creole Home Language Arts Slide 2 Slide 3 Lach Nora Slide 4 Kesyon Esansyl Kman tan kapab afekte nou? Kman Wren ak tout fanmi li te rive siviv gwo tanpt ak inondasyon 1927 la? (Performance Task Question) Slide 5 Vokabil/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 f si bisiklt ou ta bloke nan labou? Slide 6 Context Clues Definisyon Sinonim Antonim Konparezon Egzanp Lis Kz ak Ef Deskripsyon/Enferans Fouye jiskaske ou jwenn definisyon mo yo! Slide 7 Lach Nora Ot: Natalie Kinsey-Warnock Ilistrat: Emily Arnold McCully Slide 8 Ann Li Pou n Idanfye: Tm, Topik, Ide Prensipal Tm Topik Ide Prensipal Slide 9 Ann F Diferans TopikIde PrensipalTm Sij 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. Slide 10 Lach Nora Ot: Natalie Kinsey-Warnock Ilistrat: Emily Arnold McCully Genre:Historical Fiction (Fiksyon Istorik) Lach Nora L m te fenk ft, granm m di m te tlman piti, m te sanble ak yon ti zwazo; se sak f yo rele m Wren. Granm m te piti tou, men li te tr difisil. Sa te bon, ousinon nou pat ap janm rive siviv inondasyon 1927 la. Slide 11 Ann F Diferans TopikIde PrensipalTm Slide 12 Itilize Task Cards pou n Fme Kesyon TopikIde PrensipalTm Slide 13 Bi Ot (Authors 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 f (to give fact) Pou enfme (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) Slide 14 Figurative Language Kontan tankou yon kalmason. Slide 15 Scoring with Reciprocal Teaching Slide 16 Estrikti Tks (Text Structure) Deskripsyon (Description) Sekans (Sequence) Konpare/Diferansye (Compare/contrast) Kz ak Ef (Cause and effect) Pwoblm ak Solisyon (Problem and solution) Slide 17 Deskripsyon (Description) Ot a bay yon lis sou karakteristik : topik ide moun kote bagay Lach Nora Gwo kay bati sou mn Delivrans Sove anpil moun nan yon vilaj Slide 18 Sekans (Sequence) Ot a bay lis enfmasyon yo nan ld kronolojik ousnon nimerik. Ot a dekri yon evenman ousnon eksplike kman pou f yon bagay nan ld. Slide 19 Slide 20 Konpare ak Diferansye (Compare and Contrast) Ot a eksplike kman de bagay menm jan oubyen kman yo diferan. Venn Diagram T-chart Venn Diagram Slide 21 Kz ak Ef (Cause and Effect) Ot a bay kk evenman ak konsekans yo. Ef: sa k pase? Koz: Kisa k f l pase? Kz Ef Non: Nora ak tout fanmi li te siviv delij la Yo te antre nan lach granp te bati sou tt mn nan. Slide 22 Slide 23 Kz ak Ef Si Apre Si Lach la pat bati Slide 24 Pwoblm ak Solisyon (Problem and Solution) Ot a bay yon pwoblm epi li mansyone plizy repons ki posib. Solisyon posib. Solisyon posib Solisyon Posib Repons ki pi bon Pwoblm Pwoblm ak Solisyon Slide 25 Slide 26 Slide 27 Karkteristik Tks (Text Features) Karakteristik yon tks ede elv yo konprann istwa ki reyl (non-fiction texts) Karakteristik yon tks se tout ti detay ot a bay pou ede lekt a konprann tks la Slide 28 Nou ka Jwenn Karakteristik tks nan_____________ Manyl Jounal Atik nan magazin Rap Paj entnt Lt fm tks reyl Slide 29 Karakteristik yon Tks Tit Soutit Topik Mo fonse Mo italik Ilistrasyon (drawings/ created by an artist) Fotograf (taken by a photographer) Site kk lt karakteristik: __________________ Slide 30 Slide 31 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) Slide 32 ADD EXLAIN AND PLAN FOR THE 3 LANES OF WRITING Slide 33 Lane #1 Slide 34 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 Slide 35 Slide 36 Characteristics of Genres-Grades K & 1 Lane #2 Slide 37 Opinion/ArgumentInformational/ 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 (Ifthen) 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 Slide 38 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(Ifthen) 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 Slide 39 Day 1: Shared Writing Day 2: Interactive Writing Days 3-5 Independent Writing Slide 40 Slide 41 Lane #3 Students will examine the authors ideas, apply the writing traits and the characteristics of the genre to perform the task!!!!!!!!! Slide 42 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) Slide 43 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 Slide 44 (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. Slide 45 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 Slide 46 An Overview of Reading Wonders McGraw-Hill June 2014 Division of Bilingual Education and World Languages Slide 47 Vocabulary Quiz/ Warm-up Collaborative Conversations Close Reading Text Evidence Analytical Writing Slide 48 Slide 49 Unique Features of Reading Wonders Meeting the individual needs of students Providing scaffolded instructional pathway Mastering the Common Core State Standards Slide 50 Access Complex Text (ACT) Includes: Close Reading Writing about Reading Collaborative Conversations Building Foundational Skills Using Digital Resources Slide 51 Unique Feature of the Reading Wonder Teachers Edition ACT Boxes (Provide teachers specific ways to scaffold instruction) What makes a text complex? Genre Purpose Sentence Structure Organization Connections of Ideas Slide 52 Reading Wonders Organization Reading/Writing Workshop Literature Anthology Your Turn Practice Book Level Readers Assessment Work Station Activity Cards Slide 53 Organization Start Smart (Aka Unit 0) 6 Units 6 Weeks per Unit 1 Teacher Edition per Unit 36 Weeks of Instruction Slide 54 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! Slide 55 Work Station Activity Cards Slide 56 Photo Card Slide 57 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 Slide 58 Photo Card Slide 59 Your Turn Practice Book Slide 60 Level Readers (Color Coded) Approaching ELL On-Level Beyond Used in Teacher Lead Center (TLC) Slide 61 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 Slide 62 WRITERS WORKSPACE Slide 63 Overview on Writers Workspace Graphic Organizers, Tools, Templates Scoring Rubrics Student Resources Workshop Slide 64 Slide 65 LESSON INSTRUCTIONS Slide 66 GUIDED AND INTERACTIVE MODEL Slide 67 Writers 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 Slide 68 General Resources (sample) Slide 69 Haitian-Creole Resources Slide 70 McGraw-Hill Reading Plan Teach Manage and assign Assess Collaborate School to home Resources Professional development Slide 71 + =