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Second Chance Reading

Second Chance Reading. Preparing Students to Succeed in High School, College & Beyond. Today’s Agenda. Stanford Testing Dictated Writing Developing Theme Based 3 Week Plans Collaborative Time. Stanford Testing. Testing Window: April 19-May 19

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Second Chance Reading

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  1. Second Chance Reading Preparing Students to Succeed in High School, College & Beyond

  2. Today’s Agenda • Stanford Testing • Dictated Writing • Developing Theme Based 3 Week Plans • Collaborative Time

  3. Stanford Testing • Testing Window: April 19-May 19 • If you are finishing school in June, do NOT test until May. • Use Form K-Spring Norms • Booklets: • Grade 6-Purple • Grade 7-8 Brown • Grade 9-12 Blue

  4. Goal Setting • Motivation • Do not administer tests on Monday or Friday • Time allotments • No Accommodations

  5. End of Year Data Collection • ITBS/ITED and Stanford Data on Spreadsheet • Additional Information: • Number of Books read • Number of Vocabulary words • Number of Absences

  6. End of Year Conversations Set a date today for end of year conversation with your AEA support person and your principal.

  7. Dictated Writing • Goal is to develop independent writers by the end of the year • Begin with partners and sentence strips • End with individuals writing at least one paragraph independently

  8. Steps to Independence Iowa Teacher Development Academy 2006

  9. Gradual Release of Responsibility

  10. Class 3 Paragraph Essay Paragraph One Paragraph Two Paragraph Three 1st Step

  11. Step 2

  12. Step 3

  13. If kids are freezing up, BACK Up and start again!

  14. Nurse Hero

  15. Vocabulary • commuter train: describes a train that carries people who travel back and forth a long distance to get to work every day. • Example from the story: “So did the engineer of the commuter express train.” • chaos: describes a situation in which everything is happening in a confused way and nothing is organized or arranged in order. • Example from the story: “Seeing the chaos, she knew she had to get the rescue effort organized.” • grimly: acting in a very serious manner. • Example from the story: “Grimly she moved on.” • registered nurse: someone who has been trained in and has passed a board certified test allowing them to officially work as a nurse. • Example from the story: “Then Getchell, who had been a registered nurse for only 18 months….” • suction: The process of removing air or liquid from an enclosed space • Example from the story: “Getchell used it to suction out the boy’s mouth.”

  16. Theme -Disasters • 9/11 • Nurse Hero • Coal Mine Disaster • Haiti Earthquake Disaster

  17. Collaboration Problem Solving

  18. Iowa Core Curriculum • Essential Concepts and/or Skills • Characteristics of Effective Instruction

  19. Iowa Core Curriculum How do the Characteristics of Effective Instruction apply to my daily work in Second Chance Reading?

  20. Deep Conceptual & Procedural Knowledge Teaching For Understanding Assessment for Learning Teaching for Learner Differences Student Centered Classrooms Rigor & Relevance

  21. The Big Question • What type of instruction do teachers need to provide so that each and every student develops Deep Conceptual and Procedural Knowledge around the Essential Concepts and Skills Sets identified in the Iowa Core Curriculum?

  22. Teaching for Understanding

  23. Assessment for Learning

  24. Rigor and Relevance

  25. Student-centered Classrooms

  26. Teaching for Learner Differences

  27. Iowa Core Curriculum How do the Characteristics of Effective Instruction apply to my daily work in Second Chance Reading?

  28. Goal Setting What goal based on the Characteristics of Effective Instruction will I focus on in planning for instruction for the rest of this school year?

  29. AEA Course Evaluation • Course Number • Year Long Course

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