Transcript: We've all heard that literacy is to be able to read and write. To paraphrase the NCTE, "Literacy has always been a collection of cultural and communicative practices shared among a community. The 21st century demands that a literate person possess a wide range of abilities and competencies, many literacies." We need today's students to perform a wide range of complex, diverse, real-world tasks. Here are some examples showing how your student's ELA teachers are working to diversify your child's literacy for the 21st Century. Collaborative Learning through Self Paced Centers. Students of today need to work both collaboratively and independently. Through self-paced learning centers, students work with a partner to complete several small lessons while managing their own time over several days. They experience a variety of lesson types including manipulatives, technology, and traditional paper and pencil tasks. Studies have shown, again and again, children are more likely to read when they have choices. Literature circles are small groups of students reading and responding to the same piece of literature. This environment promotes accountability and collaboration while allowing students to read something of interest to them. Another new arrival to the ELA department is the use of mentor texts, particularly picture books to model great writing. Not only are picture books engaging and non-threatening to a striving reader, they are packed with the types of quality literature we need to be reading and emulating. We've researched some of the best mentor texts available, and each of these ELA teachers has written a gourmet lesson to reinforce reading and writing skills in all levels. What Families Can Do... Year after year, we hear "read with your kids". That common sense advice just cannot be understated. But that's not all... Encourage your student to keep a book with them at all times. You never know when they'll be stuck somewhere "unplugged" Encourage your kids to read to each other, even if some of it is "made-up" Turn on the closed caption option on your TV. Reading while hearing creates special connections in your brain. Be open-minded about reading material. Graphic novels, comics, blogs, cookbooks, manuals, magazines all get kids to the ultimate goal of being lifelong learner. Model. Let your kids see you read. By the SJH ELA Department Mentor Texts Literature Circles Picture Books as Mentor Texts w What is 21st Century Literacy? Literacy Night
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Transcript: 1 m 2 p b Y g X F We will be completing a research lesson tonight. What is Research? E Add more content here Next Topic Present all the details Add More Slides D Life is an Open Book.. Ready to Turn the Next Page? C A Perfect Template for Various Topics: A Perfect Template for Various Topics: B "There is no friend as loyal as a book." - Ernest Hemingway "So many books, so little time." - Frank Zappa "Don't read books. Make prezis!" - Author A Thank you! Welcome to First Grade's Literacy Night! Please find a seat Welcome to First Grade's Literacy Night! Please find a seat
Transcript: Writing an opinion about a book he or she has read, using important details from the materials to support that opinion Diagraphs Building words by phonemes Questions? Why should I read with my child at home? Writing stories that include a short sequence of events and include a clear beginning, middle, and end Determining the lesson or moral of stories, fables, and folktales Blends The Path to Being a Successful Reader Paying close attention to details, including illustrations and graphics, in stories and books to answer who, what, where, when, why, and how questions Participating in shared research projects (e.g., read books on a single topic to produce a report) Using text features (e.g., captions, bold print, indexes) to locate key facts or information efficiently Common Core Literacy Some questions to ponder: Which student would you expect to read better? Which students would you expect to know more? Which student would you expect to write better? Which student would you expect to have a better vocabulary? Which student would you expect to be more successful in school and in life? ELA Common Core Thank you for coming! Producing, expanding, and rearranging sentences (e.g., “The boy watched the movie”; “The little boy watched the movie”; “The action movie was watched by the little boy”) What is a phoneme? Exploring with Letterland boards... Taking part in conversations by linking his or her comments to the remarks of others and asking and answering questions to gather additional information or deepen understanding of the topic Student A reads 20 minutes a night, 5 times per week; Student B reads only 4 minutes a night or not at all! Step 1: Multiply minutes a night by 5 times every week. Student A reads 20 minutes x 5=100 minutes per week. Student B reads 4 minutes x 5=20 minutes per week. Step 2: Multiply minutes a week by 4 times every month. Student A reads 100 minutes x 4=400 minutes per month. Student B reads 20 minutes x 4=80 minutes per month. Step 3: Multiply minutes a month by 9 months (a school year). Student A reads 3,600 minutes in a school year. Student B reads 720 minutes in a school year. By the end of 6th grade, if both students continue these same reading habits: Student A will read for a total of 60 school days. Student B will read for a total of 12 school days. One would expect the gap of information retained will have widened considerably and so, undoubtedly, will school performance. How do you think student B will feel about himself/herself as a student? Retelling key information or ideas from media or books read aloud
Transcript: How to help at home Nonsense Word Fluency (NWF) Why did my child's score drop? 2nd Grade Goal: Students should be at or above level M at the end of the year test. Students take mClass at the: Beginning of the year (September) Middle of the year (January) End of the year (April) They take it three times each year to show growth. cause effect explain key ideas summarize cad How will teachers use this data? reasons specific support feature information Students read 3 passages in all and their score is the average from all 3. Text Reading and Comprehension Literal: What did the second pig build his house with? Inference: Why are the pigs scared? Critical: Why is the brick house the strongest? Creative: If you were one of the pigs, what would you make your house with and why? problem solution setting different chart Play around with letter sounds and word families with your child. "What word would I make if I switched the "a" in cat with "u"? "I spy a word that has an "i" sound in the middle and a "t" at the end. "How many real and nonsense words can you make that end in "ap"? What kind of questions should I ask my child after reading? Tips for Home http://bitcast-a.v1.o1.sjc1.bitgravity.com/wgen/TRC_DEMO_2011/player.html Levels PC - E What does it test? It tests the student's ability to accurately read and comprehend "authentic text" = stories/books 1. The student picks a book. 2. The student reads the book out loud while the teacher keeps a running record. 3. The student reads the story again. 4. The student retells the story and gets a score of 1 - 4. 5. The teacher asks 5 oral questions (2 literal, 1 inference, 1 critical, and 1 creative). Why Nonsense Words? sight words and high-frequency words Nonsense words are used to make sure students are truly identifying letter sounds, rather than just remembering words they already know. : mCLASS We can see if a child needs support in fluency, phonics, or comprehension. What does it test? NWF tests how quickly the student can read nonsense words. What does it test? The DORF tests: Accuracy - End of year goal: 97% words read correctly Fluency - End of year goal: 87 words read per minute Retell Students have to read the word within 3 seconds or it is marked incorrect. If the student does not read the word at all, it's marked incomplete. Students read 24 words on list B. If the student gets at least 15 correct, they move onto list C. Only students who did not read at least 15 words on list C are tested again at the middle and end of the year. Written Comprehension Read the same things more than once to build fluency. Practice retelling and sequencing. 1. Student reads aloud from a passage. 2. The teacher stops the student when one minute is up and takes away the passage. 3. Students are asked to retell what they just read. 4. The teacher counts how many words they say about the story and then scores the retell 1-3 based on how many details were given. Read fiction and nonfiction books. Practice asking explicit and implicit questions. Don't dumb down your vocabulary. The questions are harder than you think. Teach strategies: use beginning sounds (get your mouth ready) use pictures to guess chunk words Practice sight words 2nd Grade only takes this test at the beginning of the year. It tests two things: Can they student read the whole word correctly? (WWR = whole words read) Goal: 13 correct words/minute Can the student read the correct sounds? (CLS = Correct Letter Sounds) Goal: 54 correct sounds/minute Level F - U 1. The students picks a book. 2. The student reads the book out loud while the teacher keeps a running record. 3. The teacher asks 5 oral questions (2 literal, 1 inference, 1 critical, and 1 creative). 4. The teacher gives the student to written questions on a worksheet. 5. The student must read the questions and answer them independently. They may use the book. How to help at home End of 2nd Grade Goal = M PC: Print Concepts RB: Reading Behaviors B - K: far below proficient L: below proficent M to N: Green - proficient O and up: above proficient mCLASS®Reading 3D™ is an "observational reading assessment software" A collection of tests One-on-one with teacher Uses iPad Student reads aloud Determines the reading level of each student using different types of tests cat *All cvc or vc words Students answer 2 written comprehension questions. Teachers cannot give any help (no directions, no words). We cannot take the average of the two scores. We must take the lowest of the 2. Some questions may have a graphic organizer. Spelling and handwriting are not scored. 0 = No Understanding: These answers did NOT answer the question at all. (level drop) 1 = Minimal Understanding: Doesn't address the question fully (level drop) 2 = General Understanding: Uses text-relevant information to show understanding. 3 = Complex Understanding: Uses text-relevant information to clarify or extend understanding. TRC: Word List DORF: Levels F - U We'll be able to see what the students
Transcript: podcasting augmented reality videography app design digital portfolios blogging TELLAGAMI Digital Media Tools and Programs storyboarding CONTACT INFORMATION avatars SPOTLIGHT ON VIDEOGRAPHY SPOTLIGHT ON CODING Austell Elementary's iMation Writing Lab code.org CODE.ORG stop-motion animation SPOTLIGHT ON DIGITAL APPS Some of the programs and tools that will be infused into the iMation lab include: E-Mail: email@example.com Website: aesimationlab.weebly.com
Transcript: Literacy Night 9-22-11 Literacy groups are organized according to reading levels. Students reading on same levels are placed in a group together so we can better serve individual needs. EL Groups focus on reading strategies. GR Groups focus on comprehension and fluency. See Before, During and After Reading Strategies handout. Students should study the 100 word list to help with fluency. See the list of Word Work Activities you can do at home. Benchmarks for 1st Grade *Beginning of year - EL 4 *Middle of year - EL 8 *End of year - EL 18 How do students check out books for Reading Logs? 3 Finger Rule Students open to any page in book. If they have trouble with more than 3 words, it isn't "Just Right" and they should put it back. Reading logs should be completed by students every night, after reading for 15-20 minutes. Any questions??? Thank you for coming! We appreciate all your help and support!
Transcript: Reading: Three Types Format: multiple choice open-response (short answer ) Types of Questions: directly stated inference (the act of reasoning and drawing conclusions using factual knowledge or evidence from the text) connections (personal opinion, connections to experience) Informational Text found in a variety of sources including - newspapers, magazines, non-fiction books the purpose is to inform, educate, instruct, and entertain Literary Text found in a variety of sources including – short stories, magazine articles, and poetry the purpose is to instruct, enlighten, entertain, and to stimulate thought for the reader Graphical Text found in a variety of sources including – maps, graphs, charts, schedules, drawings, and instructions Multiple choice questions organization of ideas; sentence and paragraph structure; conventions Two short writing tasks six lines each based on your response to set prompts Two long writing tasks news report (1 page), supported opinion (2 pages) The test consists of two 75 minute sessions. You will complete Booklet 1 during the first session and Booklet 2 during the second session. At the end of each session, the booklet will be sealed and collected. You will have a 15 minute break between sessions. 1. Work carefully and steadily. If you have time at the end of each section, review your work. For the writing pieces, check for spelling and grammar errors. 2. Each section/booklet of the test will include one of the four writing tasks. Be sure to allow enough time for these tasks. 3. In the reading selections, be sure you answer fully enough. Remember - aim to fill the space provided. 4. For the multiple choice questions, make sure your choice is clearly indicated. Choose only one answer. 5. If you do not know an answer, provide your best guess. Do not leave any question blank. 6. For the multi-paragraph opinion piece, write at least three paragraphs. Remember to use transitions. Also, remember that this is the ONLY writing piece which asks for your opinion. 7. For the news story, use the lead paragraph and inverted triangle structure studied in class. The lead paragraph must answer who, what, where, when, how, and, if appropriate, why. Be sure to include comments from people involved or reliable witnesses. Remember that a good reporter stays completely out of the story. "The Star asked Mr. Smith..." 8. Spelling and grammar do count in the writing selections. Write carefully. 9.Read instructions carefully. Underline the key points to remember in the question. Use a highlighter. 10. In the past, students have been unsuccessful on the test because they did not follow instructions or they ran out of time. Reading Questions How Can I Prepare? Our Goals The OSSLT is a provincial test of reading and writing. It is a mandated test for all high school students in Ontario. The OSSLT is administered to all Grade 10 students in the province. The OSSLT is one of the most important tests students will write in their high school career. This is because a pass is required before student can achieve their high school diploma. Writing Questions What Does the Test Look Like Preparing for the OSSLT What Will You Need Read over your Literacy Reference Book (Red) Visit the EQAO home page to access sample questions and actual student responses: www.eqao.com What is the OSSLT? Tips
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