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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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slide1

Second Chance Reading

Preparing Students to Succeed in High School, College & Beyond

slide2

Today’s Agenda

  • Stanford Testing
  • Dictated Writing
  • Developing Theme Based 3 Week Plans
  • Collaborative Time
slide3

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
slide4

Goal Setting

  • Motivation
  • Do not administer tests on Monday or Friday
  • Time allotments
  • No Accommodations
slide5

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
end of year conversations
End of Year Conversations

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

dictated writing
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
steps to independence
Steps to Independence

Iowa Teacher Development Academy 2006

slide10

Class

3

Paragraph

Essay

Paragraph One

Paragraph Two

Paragraph Three

1st Step

vocabulary
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.”
slide16

Theme -Disasters

  • 9/11
  • Nurse Hero
  • Coal Mine Disaster
  • Haiti Earthquake Disaster
slide18

Iowa Core Curriculum

  • Essential Concepts and/or Skills
  • Characteristics of Effective Instruction
slide19

Iowa Core Curriculum

How do the Characteristics of Effective Instruction apply to my daily work in Second Chance Reading?

slide20

Deep Conceptual & Procedural Knowledge

Teaching For Understanding

Assessment for Learning

Teaching for Learner Differences

Student Centered Classrooms

Rigor & Relevance

the big question
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?
slide22

Teaching

for

Understanding

slide24

Rigor

and

Relevance

slide27

Iowa Core Curriculum

How do the Characteristics of Effective Instruction apply to my daily work in Second Chance Reading?

goal setting
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?

aea course evaluation
AEA Course Evaluation
  • Course Number
  • Year Long Course