English Language Arts Social Studies

English Language Arts Social Studies

English Language Arts Social Studies KELLEY ENGBLOM E N G BL O M K @S L C S. U S Elementary Report Card PERFORMANCE STANDARDS 4EXCEEDS THE STANDARD Evidence of student exceeding the learning objective. Students achieving at the Exceeds the Standard level demonstrate insights and understandings that go beyond the grade level expectations for the content standard. 3MEETS THE STANDARDEvidence of student meeting the learning

objective. Students achieving at the Meets the Standard level demonstrate a solid understanding or display of the skills and concepts included in the content standard. This is the expected grade-level performance. 2APPROACHING THE STANDARDEvidence of students partial attainment of the learning objective. Students achieving at the Approaching the Standard level demonstrate a partial understanding or display of the skills and concepts included in the content standard. 1AREA OF CONCERNEvidence of students minimal understanding of the learning objective. Students achieving at the Area of Concern level demonstrate a below the basic understanding or display of the skills and concepts included in the content standard. NENO EVIDENCE EXISTS

Report Card-Quick Tips Remember, the report card reflects a students cumulative understanding of a standard at the time the report card is marked If a student is receiving a score of 1 in an area, the report card SHOULD NOT be the first time the parent is made aware of the struggle District assessments, unit assessments, etc. SHOULD NOT be the ONLY evidence used to mark a score on the report card Not all areas will be marked every time (be sure to collaborate with grade-level colleagues on what

you will and will not be marking) Report Cards- Meaningful for Parents AND Teachers Remember, marking report cards provides an excellent opportunity to reflect upon student progress. You can use these scores to help formulate strategy groups or points of discussion for individual student conferences. If a student receives a score of 1 or 2 (especially in Math) you may want to continue to work with the student on that

topic and continue to mark the report card for that area moving forward. Social Studies Social Studies K-5 Overview (GLCE document) Important to consider what your students learned in the previous year and the progression for next year

Help develop a context for their new learning Instructional foundations laid in K-4 5th builds on concepts of geography, government, economics, and historical inquiry Instructional Map PACE YOURSELF!! Social Studies Helpful Hints Pay attention to how many Social Studies

AND Science units you have Develop a general plan for how you will pace your year with both Remember, you can teach units in Science and Social Studies concurrently Look for places to embed your Social Studies and Science instruction into other parts of your day (informational text during Readers Workshop for example) RI Standard K.10 K Actively engage in group reading activities with purpose and understanding.

RI Standard 1.10 K With prompting and support, read informational texts appropriately complex for grade 1. 1 RI Standard 2.10 K By the end of the year, read and comprehend 1 informational texts, including history/social studies, 2 science, and technical texts, in the grades 23 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RI Standard 3.10 K By the end of the year, read and comprehend 1 2 3 informational texts, including history/social studies, science, and technical texts, at the high end of the grades 23 text complexity band independently and proficiently. RI Standard 4.10 K 1 By the end of the year, read and comprehend

2 3 4 informational texts, including history/social studies, science, and technical texts, in the grades 45 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI Standard 5.10 K 1 By the end of the year, read and comprehend 2 3

4 5 informational texts, including history/social studies, science, and technical texts, at the high end of the grades 45 text complexity band independently and proficiently. Assessment Note the assessments on the instructional map (pay attention to unit assessment due dates on the district assessment calendar) Assessment scores SHOULD NOT be the only evidence used to mark an area on the report card

Be familiar with the standards on the report card and consider assessment opportunities throughout the unit Talk with grade-level colleagues about the resources they use to assess the standards on the report card Professional Library A Balanced Literacy Approach

Why Workshop? Builds stamina Develops fluency Gives students time to use what was taught Provides a scaffold to independence What the Workshop Classroom Looks Like: Meeting Space Students gather for the

mini-lesson Students often sit next to their partners Have an established routine for: Calling students to carpet Informing students of what they will need to bring with them when

they come Who students should sit with/where they should sit What the Workshop Classroom Looks Like: At lower elementary Word Wall often has high frequency words Lower el teachers will often include student

names and pictures At upper elementary, often composed of content area (science, math, social studies) and academic vocabulary (discourse, theory, argument, claim, etc.) Just Right Books Teachers must have a system for determining whether a student is reading a book at their independent reading level.

Students should be able to independently select books at their level using taught strategies. If a teacher does not provide direct instruction for students in how to select just right text, their library must be leveled to ensure appropriate placement of students in text. It is important to have a system where students have just right books easily accessible. Structure of the Workshop

Mini-lesson Connection Teaching Point Model, Demonstrate

Active Engagement YesterdayToday Turn and Talk, Use a short text, continue with minilesson text, Move from modeled to shared reading/writing Link

Send Off Independent Practice Small groups Guided Reading/Writing and/or Strategy Groups Word Work targeted work around specific skills and strategies 1 on 1 Conferencing Share

You MUST make time for and protect the share Here you summarize, assess, reinforce Mini-lessons Specific Clear What I want to teach you today is this Brief (15 min.)

Gather students together Consistent use of vocabulary/terms Scaffolded Gradual release of responsibility Connected within a unit of study Opportunity for students to try the strategy As you watch note: What do you see? Routines, materials, environment, language, instruction What does this make you think?

What does this lead you to wonder? What from this lesson would you like to capture? Instructional moves, environment, routines 2nd Grade Readers Workshop Mini-lesson https://vimeo.com/85966628

Independent Practice Independent Reading/Writing Time to settle in Prepare to Read/Write Make a plan for reading/writing time

Where? How will you stay on task? Which strategy will you intentionally use? How will you repair comprehension? Review what was already read/written Think about what happened in the story/text Conferences Short- only 5-7 min. each Teach only one strategy Keep records

Research conferences Learn what the student is doing Provide a specific compliment Decide what your teaching point will be Explain and model Student tries Affirm attempts

Coaching Conferences The teaching point is pre-determined from other research Determine what one thing the student most needs and how you will support that Provide the level of support you think will be best. Observe the student, adjust your level of support/instruction accordingly As you watch note: What do you see? Routines, materials, environment,

language, instruction What does this make you think? What does this lead you to wonder? What from this lesson would you like to capture? Instructional moves, environment, routines

K-2 Reading Conference https://vimeo.com/55957324 Flexible Grouping What is it? 1. It is a teaching approach which allows for on2. 3. 4. 5. 6. 7. grade level reading and writing instruction.

It allows for grouping AS NEEDED for remediation, extension, and practice It is a group membership which is heterogeneous, flexible, and dynamic. It includes a balanced mix of whole group and small group teaching. It allows students to INTERACT with text, teacher, and peers. It maximizes instruction time for all students. It is determined by ongoing assessment of student needs, both as individuals, and as a whole group. Flexible Grouping Guided Reading

Leveled books Word Work Strategy Groups (Reading and Writing) Table Conferences Using assessment to identify needs and groupings Small Group Instruction Use conference notes and observational notes (i.e. from active engagement) to form groups These groups can be based on: Reading Level

Strategy Reinforcement Strategy Re-teaching Peer coaching/modeling Meet for about 10 min. so students have the opportunity to continue to practice what they have learned Guided Reading vs. Strategy Lessons As you watch note: What do you see? Routines, materials, environment,

language, instruction What does this make you think? What does this lead you to wonder? What from this lesson would you like to capture? Instructional moves, environment, routines

Kindergarten Guided Reading Lesson https://youtu.be/B111bcxnOLo As you watch note: What do you see? Routines, materials, environment, language, instruction What does this make you think? What does this lead

you to wonder? What from this lesson would you like to capture? Instructional moves, environment, routines 5th Grade Guided Reading Lessonhttps ://youtu.be/y9F_AV4Yhbk Share Respond

Share responses Opportunity to teach or briefly re-teach the mini- lesson Use student examples and words to re-reach Process how it went that day Share strategies Share successes Bring the learning full circle Student reflection This is an essential piece in creating a community where students respect, value, and learn from each other

As you watch note: What do you see? Routines, materials, environment, language, instruction What does this make you think? What does this lead you to wonder? What from this lesson would you

like to capture? Instructional moves, environment, routines 2nd Grade Share https://vimeo.com/85966627 Assessment M-STEP 3, 4, 5 Administered in the spring Reading, Writing, Math 3, 4, 5 Social Studies 5 (April/May See assessment calendar) SLRA (beginning spring of 1st Grade)

Reading Comprehension-Item analysis by question Vocabulary (pre-teach) Revising and Editing Assessment (Grades 3-5) District Writing Prompts Common Scoring Rubric Observation Survey/MLPP Letter ID/Sound ID Concepts About Print Hearing Sounds in Words Phonemic Awareness Writing Words Text Leveled Benchmark Books Developmental Reading Assessment (DRA)

Retelling for Comprehension This is a skill that should be explicitly taught. Be clear with students about what this should sound like/look like. Running Records The DRA (Developmental Reading Assessment) is the formal district assessment that includes administration of a running record Informal running records can be administered using any piece of leveled text The running record helps you find:

Appropriate student text level Appropriate teaching points Students strategic reading behaviors Information for grouping students Running record administration SHOULD NOT be limited to only the times of year the DRA is required

Continuum of Literacy Learning Student Assessment Profile Reading Workshop Planning Sheet Additional Information Reading and Writing Units are written in workshop format You will have all writing units of study You will be provided with drafts of reading units 1-4 for pilot

May continue to utilize district purchased resources to supplement instruction when needed (Making Meaning, Calkins Units of Study) Finalized reading units of study will be provided in 2016-17

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