1 / 14

Welcome

Welcome. Parent Information Night. 2013-2014. About Mrs. Trudell. Originally from Sharon, PA. Graduated John Carroll University 2000 Masters from Ashland in Curriculum and Instruction (Literacy) 2007 1999: Student taught at Bryden with Mrs. Dottore 2000: 1 year at Bryden in 3 rd

ciara
Download Presentation

Welcome

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Welcome Parent InformationNight 2013-2014

  2. About Mrs. Trudell • Originally from Sharon, PA. • Graduated John Carroll University 2000 • Masters from Ashland in Curriculum and Instruction (Literacy) 2007 • 1999: Student taught at Bryden with Mrs. Dottore • 2000: 1 year at Bryden in 3rd • 12th year at Hilltop ( 7 in 4th, 5 as Reading Specialist) • Literacy Specialist Endorsement (JCU) and National Writing Project Consultant from KSU • Ohio Council Teachers of English/Language Arts Executive Board, ODE Network leaders board, PARCC assessment review committee • Married in 2005 • 2 children (Emma 6 and Jackson almost 4)

  3. Comprehensive Literacy Framework • Students have a 80 minute Literacy block. • Daily framework is flexible allowing for variations in content, groupings, direct instruction, small group and independent activities. • Students participate in read-alouds with mini-lessons followed by 5 daily choices of read to self, read to someone, listen to reading, work on writing, or work on words while teachers conduct reading conferences or small group guided reading groups. • Goal: develop independent readers who question text, think critically, and make informed decisions as they seek meaning from the texts read • Allows for close observation of process and progress toward Common Core State Standards • Meets the needs of ALL learners as we meet students at instructional levels and move them forward in their ability

  4. Comprehensive Literacy Framework 1st month of school: Set culture, assess students and learn about students as readers and writers. HOMEWORK: DAILY READING CARD (YELLOW CARD) 20 minutes each night FLUENCY- repeated or paired reading and sign on back of YELLOW CARD both due MONDAYS Spelling- 1st month weekly tests and after assessments students will be in spelling groups focusing on patterns of words. Blogs, projects, responses, graphic organizers, WEEKLY AUTHOR’S CHAIR

  5. 25 Books Standard • http://www.beachwoodschools.org/25BookStandard.aspx

  6. Comprehensive Literacy Framework WRITING WORKSHOP: Units of Study by Lucy Calkins- focus on Narrative, Argumentative and Informational text Goal: Students will develop writing strategies and skills, learn about writer’s craft, and use writing as a tool for learning and communication. They will write for sustained periods, explore different genres and formats and write for a variety of purposes and audiences. Instruction will include mini-lesson, shared writing, guided and independent practice utilizing the 6+1 traits of writing (IDEAS, ORGANIZATION, VOICE, WORD CHOICE, SENTENCE FLUENCY, CONVENTIONS) and individual conferences.

  7. Comprehensive Literacy Framework LANGUAGE and WORD STUDY: Goal: Students will explore the intricacies of language across multiple genres including literature, informational texts, and poetry. They will investigate the meaning and structure of words and the conventions and forms of written language. WEEKLY Word study according to patterns as identified on the Developmental Spelling Assessment.

  8. Language Arts cont. • Spelling - Counts on tests and final copy of any writing assignment - Integrated into writing rather than a separate subject - Application into everyday writing • Handwriting is reviewed but not explicitly taught in fourth grade • Grammar integrated through reading and writing workshop

  9. Comprehensive Literacy Framework • ASSESSMENTS: • AIMSWEB (fluency and MAZE comprehension tests • Developmental Reading Assessment (DRA) • Developmental Spelling Assessment (DSA) • STAR reading assessment from ACCELERATED Reader (done in library as an added measure) • Short Cycle assessments (1X quarter) • Pre and Post Writing Assessments for each strand in Common Core Writing Standards (Narrative, Persuasive, Informational) • Interest Surveys • Formative Assessments (Entrance and Exit slips)

  10. GRADES • A+ 98-100 • A 94-97 • A- 90-93 • B+ 87-89 • B 83-86 • B- 80-82 • C+ 77-79 • C 73-76 • C- 70-72 • D+ 67-69 • D 63-66 • D- 60-62 • F Below 60

  11. HOMEWORK • Homework is like the Three Bears • Some say there is too little • Some say there is too much • Some say it is just right “If homework serves a good purpose and parents reinforce completion of tasks, students benefit by higher grades, better habits, and more positive attitudes towards school and learning.”- U.S. Dept. of ED

  12. State Mandated Testing • Ohio Achievement Assessment - Reading and Math • Given WEEK of April 28, 2014 Please try NOT to schedule any appointments this week!!

  13. Other Information • Book Club -- Each month fiction/non-fiction emphasis --checks made out to SCHOLASTIC http://www.beachwoodschools.org/AleshaTrudell.aspx BUCKEYE CHILDREN’S BOOK AWARD http://www.bcbookaward.info/

  14. WE’RE OFF TO A GREAT YEAR! Please be sure to visit our Unified Arts Staff

More Related