Week 1Jan. 14: Teaching with "Fire" Link to poem
Powerpoint Link
Homework-Due in class Thursday morning-be prepared to discuss!!!!!!
Jan. 16: MUG Shot Bellringer, Round Table Review, Language Development, Vygotsky
Today's PPT
Read pages 7-12, “The Theory of the Integrated Language Perspective”
Be prepared to discuss:
Powerpoint Link
Homework-Due in class Thursday morning-be prepared to discuss!!!!!!
Jan. 16: MUG Shot Bellringer, Round Table Review, Language Development, Vygotsky
Today's PPT
Read pages 7-12, “The Theory of the Integrated Language Perspective”
Be prepared to discuss:
- How do children learn spoken language?
- What is intersubjectivity and what part does ideology play?
- How are conversations organized?
- Please be sure to read Fig. 1 & 2 re: Mark and his mother. Note the growth from the 1st conversation to the second. How and what is mom teaching Mark?
- Where do we see grammar start to develop?
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See assigned Reading file below: Theory of Integrated RDG
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Week 2 - Jan. 21/23
Jan. 21: Listening
Jan. 23: Speaking
Homework: Find an activity to be led as a station that teaches listening skills. We will have a gallery walk of the stations Tuesday if ready. Requirements coming soon. Post in moodle and be prepared to share out or lead us through it next Tues, Jan. 27.
Listening Center Lesson Assignment
Name of activity Materials needed Purpose for listening: Discriminatory, Aesthetic, Critical/Comprehension Description of the activity Any assessment tool needed Take a photo of your station in action on the day of presentation and include in the document. Submit to moodle and livetext Thursday, Jan 30.
Week 3
Jan. 28: Speaking and Listening Powerpoint
Jan. 30: Listening/Speaking Skills Stations/Gallery Walk
Grammar Mini lesson
Homework: Find an activity to be led as a station that teaches listening skills. We will have a gallery walk of the stations Tuesday if ready. Requirements coming soon. Post in moodle and be prepared to share out or lead us through it next Thurs, Jan. 29.
Listening Center Lesson Assignment
Name of activity
Materials needed
Purpose for listening: Discriminatory, Aesthetic, Critical/Comprehension
Description of the activity
Any assessment tool needed
Take a photo of your station in action on the day of presentation and include in the document.
Notes for Next Time Reflection (NFNT)
Do not submit until after the presentation date, Submit to moodle and livetext by Sunday, Feb 2
sixsyllabletypescloverchart.pdf | |
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Week 4
Feb. 4th: Listening/Speaking Skills Stations/Gallery Walk
Grammar Mini lesson
Feb. 6th:
Next Assignment: Grammar Mini Lesson Plans/Micro teach
Week 5
Feb. 11: Groupings/Grammar mini lesson-Prof. Johnson (sentence fragments)
Feb. 13:Daily 5 ch. 2 discussion Ch. 4: What do you need to begin the Daily 5?
Mini Lesson: Alyssa, Grade 6 Types of sentences
Homework: Please read Chapter 2 in The Daily 5 text. Be prepared to discuss/share the key points with classmates on Thursday.
Week 6
Feb. 18th Topic: Mini Lesson: Alyssa
Feb. 20th: mini lesson, Emma
Daily 5 ch. 2 discussion - Choice/Brain Research ppt
Homework: Read Chapter 2 & 3 of Daily 5
Week 7
25th Mini lesson: mini lesson, Daily 5 ch. 2 discussion - Choice/Brain Research ppt
26th: Mini lessons Lit Station Assignment Preview If time, word recognition
Homework: Literacy Station Design Project: Design a literacy station complete with a purposeful bulletin board, interactive skill based activities, seating, storage, and any additional tools and resources to enhance learning. Select a grade level or grade range for the station and ensure all required elements and activities are age appropriate. Remember to think about differentiation (enrichment or accomodations). Each individual will receive a grade for the station as a whole and for their individual interactive resource.
Requirements: ____ Flexible Seating for small group or partner work ____ Table/desk/clipboard/Work station ____ Purposeful interactive bulletin board or Word wall ____ Each person is responsible for creating one interactive resource (either the bulletin board, interactive lapbook, file folder game, or other activity related to the station.) ____ Purposeful station resources or tools (Ex. writing utensils, magnet letters, book baskets, flashcards, word work activities, reading log, etc.) ____ Station Behavior/Academic Expectations Poster/Anchor Chart ____ Take a photo of your station/interactive resource and write a brief summary of the grade level, objective for the station, and how you might adapt the station with other resources, such as technology. Submit into livetext.
10_steps_to_teaching_and_learning_independence.pdf | |
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Week 8
Tues: Word Recognition/Word Ladders, Work on literacy stations
Thurs: Orthographic Processing
Assignment:
Design a literacy station Assignment
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Week 9
I recorded a walk through this weeks assignment/activity but you only need to listen if you need clarification. (OK, after listening to my recording, I realize it was way too long and too repetitive! I'm so sorry-first attempt-I have notes for next time to shorten!) Listen to brief message from Ms. Johnson.
Please visit this article and watch the roller coaster video one teacher used to connect with his students. Video,
Article: How to support at home learning in eled.
Select a grade level-your choice. You are the lead teacher for this class and you have just been told you have 1 week to prepare materials and/or online resources for the next week. You need to find and link online and/or print resources for reading that will support 1 week of reading outside of school. These should be a variety of read to self online books, short printable stories, listen to reading online stories, and any other reading activities/games/practice you would like them to do for the week. You can be creative! Think about what environmental print our students might have in their homes that could lead to a reading experience. Could you assign them to read to a parent or sibling or teddy bear? Cereal box book report? Using any format you prefer, create the communication you would share with the family to "assign" this reading work for their child. This can be a letter, newsletter/class news, or a class website page, video, any format. Submit in Moodle. After you submit in moodle. I want you to look at your classmates submissions as well and share a response to the resources they chose or how they chose to communicate to the families. Positive response and questions only please. What has happened in our classrooms in the past week is completely unprecedented. Every teacher, prepared or not, tech savvy or not, has been required to prepare materials at lightning speed. You do not have to create a theme or hit specific skills like main idea. We are just focusing on how to inspire and encourage our kids to read at home as much as possible when there will be plenty of distractions.
Week
Topic: Early Emergent Writing Although writing progresses in a developmental order, it is not necessarily the case that children master one level before moving to the next. Many children move back and forth between levels of difficulty, particularly across writing tasks (e.g., name writing vs. story writing), sometimes exhibiting different levels on the same day!
I would like you to watch the two short videos on early emergent writing. Then take some time to look through the powerpoint on early writing and spelling. Then use the 3-2-1 strategy which is really just a way to say what did you learn from these resources about writing. Name three things you learned about early writing from this material. Name two ways you might see or use this in the classroom. In other words, could you find or name two activities to do in the classroom that would allow students to develop their early writing skills. Is there anything you don't understand about early writing/invented spelling? Do you still have any questions? Or what do you want to know more about related to these skills?
Please review: Early Emergent Writing Powerpoint
Watch the following two videos: (only about 5 minutes total) Early Spelling Emergent Writing
Assignment: Complete a 3-2-1 Discussion Response Additional resources on early writing (FYI-not mandatory, but I like this article from Reading Rockets if you'd like to know more): How Do I Write, Reading Rockets Article
Alyssa and Emma Only: Much of the info on early writing we have covered in rdg methods. I wanted to share it with the other ladies since they won't have rdg methods with me. You are welcome to review the materials above but I am providing alternate options for you on the topic of writing with special populations. Your choice on which resources you'd like to use to respond with the 3-2-1 strategy.
7 Steps to teaching writing to students with disabilities
Prevention and Intervention of Writing Difficulties for Students with Learning Disabilities
Week ?
The Writing Process
Resources: Ms. Johnson Powerpoint (This is an extensive powerpoint with primary and upper grades info related to the writing process. You may focus on the slides that pertain to your grade of interest). I encourage you to seek outside resources on the topic as well. Please cite them.
Assignment: You have the option to write a paper or create a presentation to demonstrate your knowledge and understanding of the writing process. Your submission must meet the required elements listed below. I am not giving a slide or page # expectation. My expectation is that all elements are included and you will have resources collected that you can use in your future classes and career.
Describe the general phases of the writing process: Prewrite, Draft, Revise, Edit. Publish. Provide definitions and extensive descriptions of each phase.
Provide at least one classroom tool you might use in each phase. For example, using a bubble map in the prewriting phase. Provide a graphic image or copy of the actual tool. If you choose to write a paper- you can create an appendix at the end of your paper with an example of the tool. For example, include a copy of the graphic organizer. DO NOT JUST SAY GRAPHIC ORGANIZER. Please be specific as to what type of organizer you would use. You should be collecting the tools you need for your future classroom.
Build a "Top Five" (or more) list of strategies to encourage writing. (There are slides relating to this as well but you can seek from any other resources.)
Build a list or digital tools or websites that support or strengthen writing and/or provide a place to publish. Provide a brief description of the tool/site. These can include sites that help students generate writing prompts, assist with the editing/revision phase, publish, or sites with resources for teachers specifically related to writing. (Do not include word/google docs, think beyond just typing them up).
Week ?
Working on Writing/Writing Assessment Assigned Reading: Please read in your Daily 5 Textbook-pgs 81-83 and pgs 89-91 "Work on Writing Lessons" Also in Daily Five Text-pgs 107-113 "Launching Work on Writing", pg 161 has the 10 steps to independence for working on writing summary. Additional resources: Writing Assessment: Please read the descriptions of the types of assessments here and check out the PDF checklists. Simple Ways to Assess the Writing Skills of Students with Learning Disabilities (Additional resource for your information) To watch a teacher conduct a writing conference, watch this video:
Go to teachingchannel.com and select log in. Log in as username [email protected]. Password is ProfJohnson. (Or you might be able to create a free account right now?) Use search box to look for video titled "Ms. Noonan Making Students into Better Writers." You can also select Tch Video from the drop down box and then search for title. Watch video. If you have technical difficulties, don't worry about it.
Assignment:
Select a writing sample to conduct a "conference" with that student. Link to rubric and writing samples. Evaluate and list strengths you would share with the student, weaknesses, and at least 1 focus of instruction (what would you recommend/tell the student to work on). Give the writing sample a score out of 5 (5 being the best) for how well they responded to the prompt. A rubric is included in the doc with the writing samples. Also, please tell me which sample you selected. Due midnight April 27th.
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