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Reading Street Technology Components Available On-Line Resources October, 2012 Grade Level Meetings Presented by: Amy Pauls , Lead Teacher Bogue Chitto Elementary. Log in to www.perarsonsuccessnet.com . My Teaching Resources (arrow to the right) Other Resources Teacher Resources.
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Reading Street Technology ComponentsAvailable On-Line ResourcesOctober, 2012 Grade Level MeetingsPresented by: Amy Pauls, Lead TeacherBogueChitto Elementary
Log in to www.perarsonsuccessnet.com . • My Teaching Resources (arrow to the right) • Other Resources • Teacher Resources
Four different types of transparencies that are SMARTBoard ready for each story. Digital Whiteboard Transparencies
Daily Fix-It Transparencies and • Grammar Transparencies • used as bell ringers • guides students to complete part of it each day, over a few days, assess at the end of the week • prints the Grammar Transparencies and use for homework, it aligns with the grammar focus in each week • has teacher transparencies to match with the answers--written in
points students to specific parts of passages to answer pointed questions • has teacher transparencies to match with the answers--written in • Skill Lesson Transparencies
gives students opportunities to work on writing skills (revising and editing) • has teacher transparencies to match with the answers--written in • provides more valuable resources (WP) • clarifies the general type of writing (personal narrative, persuasive essay, etc.) the steps are followed in the writing process (plan & prewrite, etc.) • explains a page that gives students the Traits of a Good Personal Narrative, etc. (Students will see those traits again in the rubrics discussed below.) Writing Transparencies
shows examples not specific to any one story or unit (generic) • reviews suggestions are offered in the TE • formatted SMARTBoard instructional materials can replace “googling” for graphic organizers or digging through collected folders Graphic Organizers
For Daily Fix-It Transparencies and Grammar Transparencies and Skill Lesson Transparencies: Teaching Guides (once in Other Resources)
These 4-pt. rubrics are arranged by unit and story. One rubric is given for the type of writing that is taught with each story. The areas assessed align with the Traits of a Good (type of writing) discussed in the Writing Transparencies. This would be good to give to students and teach them how to evaluate their writing for these traits. One teacher shared how she has students evaluate a cold passage or further in the year even each others’ writing using a rubric, as a way of teaching students about rubrics. Hint: If you want to project it, you’ll have to rotate it. Right click on it and choose “Rotate Clockwise.” Scoring Rubrics
This is only found online here – it isn’t included in CD’s or print resources. The Front Matter will give an overview and directions for using the Ten Important Sentences. From each main selection, ten sentences are pulled that give the main ideas of the story. Students use these to practice a different skill each day of the week. The activities are repeated each week for the next story. Each day’s activity should take 5-10 min. Hint: before copying and handing out to students, you may want to white-out the numbers next to each sentence if you don’t want students to have that available when sequencing. Ten Important Sentences
Activity 1 is to locate the sentences in the selection. Some teachers pair students and have them write these down, others just discuss them as students find them and point out how each sentence gives the main idea of that section. Ten Important Sentences Activity 2 is to distinguish Fact and Opinion. Most just have students write F or O to the side of each sentence. Activity 3 is sequencing, but it is suggested that you do this activity on the last day, as you’ll have students cut sentences apart on the lines. One teacher had students work in pairs to rearrange sentences then glue them to a piece of paper in order.
Activity 4 is to identify Cause and Effect. Students must find the two sentences that pair together to show cause and effect. There may only one or two pairs in the set of 10 sentences. Activity 5 is to determine the main idea by answering who, did what, where, when, and why in a single sentence. The last page from “Front Matter” can be made into a poster to remind students of the elements of the main idea sentence.
