L.A\||

A REVIEW!

PROGRAM OF STUDIES

-organizing idea

Learning n outcome

KUSPS

Prioritize: essential, important to know and do, worth being familiar with

Aplc - good ideas (CPAR)

Unit building

Six strands - reading, writing, listening and speaking, viewing and representing

TEACHER AS MODEL

Explicit instruction: show, tell, think aloud, mentor text, purpose

Provide guided practice time-coaching time

Application on what has been learned

I do it, we do it, you do it- gradual release of responsibility

READING

The reading process *before or prior knowledge, during (think and read at the same time), after (summarize)

Reading strategies (summarize and predict, inferring, visaualizing, discuss, interpret)

Reader workshop (writing workshop) read and write at the same time

Readers theatre (helps kids understand poetry, gives everyone chance to be fluent, constructional approach)

Literature circles (role play the different characters in a reading)

Small group instruction (do what you need to do in terms of choice)

Reader responce (great way to assess and something to show on report card) i know you read it but

-relate (this reminds me of…), retell, reflect (i think that…)

WRITING

Writing process

Brainstorming, organize, write, edit/revise, first draft

Writers workshop

Quickwrites (journal buddies . Com - music, art)

Genre teaching (Ideas/content, organization, voice, sentence structure, word choice)

Trait teaching (Edit-grammar, spelling, punctuation, capitalization)

Instructional strategies (mini lesson, i do i put voice in my writing.. word choice, sentence structure)

Writing assessment (don’t forget reading assessment, readers response)

Modes of Writing ChartVOCABULARY

Prioritize

Life words, right now words, nice to know

Word walls

Word work every day for the whole year (10-12 minutes)

EAL STUDENTS AND DIFFERENTIATION

Strategies specific to the EAL student

Strategies for differentiation for strugglers

Tiered lesson planning (with a common outcome, different journey)

Ease of flow in the classroom

READING AND WRITING TOGETHER

● the connection between reading and writing is that they are essentially similar process of meaning construction. Both readers

and writers:

● are actively engaged in constructing meaning from and with texts

● go back to go forward in a recursive process (back and forth - “I didn’t understand that, I’m going to read it again” or “I don’t

like the way i wrote that, I’m going to go back and try again…”

4 WAYS TO HELP STUDENTS THRIVE (from ATA)

1. BE PROACTIVE

● actively facilitate classroom discussions to ensure you are inclusive and alert to all students needs and backgrounds

● consider whether all students have access to tools

2. DIG DEEPER

● nurture the special talents and skills of all students and create opportunities for everyone to contribute positively

● challenge your unconscious biases

● even as you ensure supports are available, be mindful not to assume what students can and cannot do

3. BUILD SPACES OF SUPPORT

● foster a safe and supportive environment where those in the school community feel comfortable discussing their needs

● where appropriate, help connect students and their families to community recourses

4. TAKE A STEP

● take PD focused on enhanceing awareness and understanding of socioeconomic diversity

● encourage civic engagement