PICASSO Preview July 30, 2010

1. PICASSO Preview July 30, 2010

2. Essential Question What changes have been made on PICASSO for 2010-2011?

3. Goals for Today • Look at changes to PICASSO • What’s new for 2010-2011 • Preview the new and improved Language Arts/ Reading Handbook

4. Course Guide

5. Course Guide

6. Unit Instructional Support

7. Unit Outlines

8. Unit Outlines

9. Parent Letters

10. Lessons

11. ELL Differentiations

12. Unit Resources

13. ELA Blog

14. ELA Blog

15. Cobb Virtual Library

16. Cobb Virtual Library

17. GHGR Adoption Support

22. Writing Rubrics

23. Writing Student Samples

24. New: Writing Student Samples with Commentary

25. Meets - Ideas

26. Commentary for that Sample

27. Report Card

29. Special Education 411

30. Special Education Services: Specialized Instruction Special Education services are defined as providing “specialized instruction”. Specialized instruction can consist of strategies that target individual student learning issues… Or it can consist of specialized research-based programs that address learning issues within the co-taught classroom or small group special education classroom.

31. What is required for Students With Disabilities (SWD)? Many SWD have significant deficits in literacy skills (reading, writing, spelling, language, etc.). Data from CCSD indicates a large number of SWD going from elementary to middle to high school with very low reading skills. When a SWD’s overall reading level is 2 or more grade levels below, the student needs to receive intensive intervention through a specialized instruction reading program – to prevent this consequence.

32. Essential Question: What are we doing differently to provide intensive interventions for SWD who are 2 or more years below grade level in reading? K-3 Phonological Awareness and Word Work: (for both co-taught and small group) Fundations Small Group K-3 Guided Reading Writing: – Targeted Reading Intervention and Exploring Writing 4th-5th All Literacy Areas: the Language! Comprehensive Literacy Program

33. Resources and Support To provide continuity, the Special Education Department has specialized instruction programs for reading in elementary, middle and high schools. There is an urgency to increase reading skills for SWD before they enter middle school. Specialized Instruction Consultants are available to provide training and support for every school. Contact Debbie Lozo for more information

34. ELA Handbook Preview

35. Log into PICASSO and click on Handbooks and Guides.

36. Click on Language Arts/Reading.

37. Here it is!

38. Jigsaw • Divide into groups. • Each group will come get one section of the handbook to read and discuss. • Use the chart paper and markers to make a summary of your section. • Your group will have about 2 minutes to share your summary.

39. Philosophy and Principles • Challenge • Motivate • Research based • Richness of language • Georgia Performance Standards • Balanced Literacy • Rigorous instruction • Ongoing assessment • Differentiated • Variety of resources

40. Components of Balanced Literacy • Read Aloud • Shared Reading • Guided Reading • Independent Reading • Shared Writing • Interactive Writing • Guided Writing • Independent Writing • Word Work

42. Suggestions for Implementing Good Habits, Great Readers K-3 • Shared Reading • Teach Focus and Mini-Lessons daily. • Teach lessons that support the GPS. • Flexible scheduling of Focus and Mini-Lessons • Guided Reading • Suggested guided reading books, lessons, and centers can be found in the GHGR Shared Reading Teacher Guide. • Use the Assessment Card to determine when students are ready to move to another guided reading level.

43. Suggestions for Implementing Good Habits, Great Readers K-3 • Independent Reading • GHGR does not include specific information for independent reading. • Students should read independently each day in order to build stamina and practice skills and strategies. • Teachers are encouraged to confer with students during independent reading.

44. Skills for Super Writers (GUMS)Third-Fifth Grades • The materials are used with the GHGR Writing Teacher’s Guide. • Please don’t follow the lesson order in the GUMS book; instead, follow the sequence in the GHGR Writing Teacher’s Guide. • The GHGR-Gums correlation can be found in the Unit Instructional Support section of the course guide on PICASSO.

45. Suggestions for Implementing Good Habits, Great Readers 4-5 • Shared Reading • There are three Focus Lessons and two Mini-Lesson options each week. • See page 13 for suggestions on how to fit in all of the lesson components. • Teach lessons that support the GPS. • Guided Reading • Suggested guided reading books and lessons can be found in the GHGR Shared Reading Teacher Guide. • Use the Assessment Card to determine when students are ready to move to another guided reading level.

46. Suggestions for Implementing Good Habits, Great Readers 4-5 • Independent Reading • GHGR does not include specific information for independent reading. • Students should read independently each day in order to build stamina and practice skills and strategies. • Teachers are encouraged to confer with students during independent reading. • See pages 28 and 29 of the GHGR Shared Reading Teacher’s Guide for information on setting up, organizing, and managing a reading journal.

47. Suggestions for Implementing Good Habits, Great Readers 4-5 • Writing • Use the Introduce and Teach sections as mini-lessons. • The Apply section does not always lead to a completed draft. • Students should write daily. • GHGR Conferencing/Questioning card is a great resource.

48. Reading Instruction Building Background in Reading • Stages of Reading • Reading Terminology • Early Reading Strategies • Concepts of Print

49. Reading Instruction Strategies for Reading Improvement • Comprehension • Accuracy • Fluency • Vocabulary • Motivation