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Now you’ve got it!

Now you’ve got it!. Educator Enhancement Academy ELA, Grades 2 Day 2. Ashley Gunnoe – Title 1, Wirt County Carrie Cronin – 2 nd Grade Teacher , Ritchie County Charles Thomas – Academic Coach, Calhoun County. Book Pass. One book per student Many genres Book Pass form

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Now you’ve got it!

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  1. Now you’ve got it!

  2. Educator Enhancement AcademyELA, Grades 2Day 2 Ashley Gunnoe– Title 1, Wirt County Carrie Cronin – 2nd Grade Teacher, Ritchie County Charles Thomas – Academic Coach, Calhoun County

  3. Book Pass • One book per student • Many genres • Book Pass form • Timer—1 minute per book • Use for reference • Read at least 10 minutes each day • ../../Downloads/Book%20Pass.doc

  4. We MUST… • Provide opportunity for self-selected reading DAILY • Model self-selected reading • Find reason and purpose to share reading • Protect time by avoiding “activity” while reading (post-its)

  5. Without Fail… • Daily chapter book read-aloud from the 4-5 grade band • Rich language • Appendix B, a resource NOT a reading list • http://link.brightcove.com/services/player/bcpid6716709001?bckey=AQ~~,AAAAAFwNJhQ~,2UA9EcWU7eM5vUWp0h4s2HYedsNAzJnY&bctid=1886174600

  6. Learning requires: Support and More Study: UbD in a Nutshell by Jay McTighe

  7. Rigor and Relevance Framework K N O W L E D G E T A X O N O M Y 6 5 4 3 2 1 Creating C Assimilation D Adaptation Evaluating Analyzing Applying A Acquisition B Application Understanding Remembering 1 2 3 4 5 Apply across disciplines Apply to real world predictable situations Apply to real-world unpredictable situations Knowledge Apply in discipline APPLICATION MODEL

  8. Consider: Are you acquiring, meaning making, or transferring?

  9. Four Claims of SMARTER Balanced Assessment • Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. • Students can produce effective and well-grounded writing for a range of purposes and audiences. • Students can employ effective speaking and listening skills for a range of purposes and audiences. • Students can engage in research/inquiry to investigate topics and to analyze, integrate, and present information.

  10. How does what we did in our “student” sessions align to claims?

  11. Summative Assessment http://www.smarterbalanced.org

  12. Genres of Writing

  13. Writing Rubrics • http://www.doe.k12.de.us/aab/English_Language_Arts/writing_rubrics.shtml

  14. Narrative Writing

  15. Tools to Help You Grow Common Core Learning

  16. http://wvde.state.wv.us

  17. EBSCO/Grolier Log-in: WEST Password: VIRGINIA

  18. Additional Resources • Edmodo • Engage NY

  19. Other Books to Consider

  20. Learning requires: Support and More Study: UbD in a Nutshell by Jay McTighe

  21. Collaboration Time! • Use your basal, along with Edmodo and EBSCO. • Collaborate with your table to find an anchor text and correlating text sets to use in your classroom. • If time allows, begin creating text dependent questions to use with your anchor text.

  22. Contact Information • Ashley- agunnoe@access.k12.wv.us • Charles- chthomas@access.k12.wv.us • Carrie- ccronin@access.k12.wv.us

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