Transcript Summer Academy July 19, 2013 training revised

July 19, 2013
Today’s Agenda
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Logging In to Time Keeper- JR Sigmon
Changes in Teams/Personnel- Clarifications- Leslie Barnette
Curriculum Specialists’ assigned schools & schedules- Regina Propst
Daily Schedule Reminders (handout)-Regina Propst
Instruction Specifics
- Fry’s Fluency Freenzy- Mia Johnson
- Roll- A -Phrase- Lora Drum
- Making Words- Lora Drum
- Reader’s Theater- Lora Drum
- Reading Toolkits- Lora Drum
- Literacy Notebooks- Lora Drum
Materials/Resources
- delivered to school sites – Lora Drum
- “To Do” list- handout- Mia Johnson
- Fountas & Pinnell Lessons – Mia Johnson
- check-out/check-in
- copies
mCLASS training- Mia Johnson
Q&A
Lunch
Schedules
July 22nd
1st Day Activities: Teacher 1(whole group), Teachers 2 &3 (mCLASS –TRC )
July 23rd-August 7th
Daily Schedule
Note: Library Schedule day/time (library procedures)
Breakfast
Lunch
August 8
AM-Last Student Day
Teacher 1 (whole group), Teachers 2 & 3 (mCLASS-reassess TRC)
PM-Teacher Workday
Clean up/pack up any materials that need to be returned to Curriculum Specialistsplastic tub delivered to designated area at school site
Finalize any mCLASS data
1st Day Activities:
Making Student Reading
Toolboxes
Setting Up Student Literacy
Notebooks
Outside of Reading Toolbox
Inside Reading Toolbox
Back of Reading Toolbox
Literacy Notebook
What goes inside?
Author’s Page
Table of Contents Pages
Section 1: Poems of the
Day
Section 2: Word Study
Making Words
Section 3: Writing
Name
Author’s Page
First Page
Students write their
name (large print) in
the middle of the page
and then draw items to
reflect who they are:
their wants, wishes,
likes, family, pets, etc.;
add words, symbols,
etc. to reflect their
personalities
Table of Contents
• Write title across
the top line
• Save about 3-4
pages of the
notebook for the
Table of Contents
• Write each entry
along with the
page number on
which it can be
located
Section 1: Poem of the Day
• Number the first page of the Poem of
the Day section with a number 1
(upper right corner)
( you may want to go ahead and have students number
the remaining pages in their notebooks, using the backside of the page as even numbers)
• Fold a circle dot sticker on edge of
page to serve as a index tab
• Glue the poem of the day in the
center of the page
• Allow students illustrate the poem to
help show their comprehension
• Underline/highlight key words,
phrases, etc., based on identified
needs of your group
Section 2: Word Study
Start Lesson 1 on page ____
• Students will cut out the letters
for the word of the day
• The remaining part of the paper
(portion with the Make Words
heading and Sort heading can
be glued into the notebook or
students can write those
headings into their notebook
• After the “mystery word” has
been identified at the end of the
lesson the students can then
glue the letters onto their page
spelling the mystery word
Section 3: Writing
• Start on page 55
• Add sticker dot to edge of
page for index tab
• Students should date each
entry and put a
heading/title for each
entry
• You have a list of ideas for
writing prompts to go
along with the Read Aloud
for each day
Fry’s Fluency Frenzy
Let’s take a look at how this will work!
• Introduce phrases to small group by reading aloud, choral
reading, and practice partner reading. Model what is
expected of the students with a demo partner.
• Put students in groups of two.
• Set timer for one minute.
• Have students take turns reading one phrase at a time for one
minute.
• At the end of the minute, students will record their stopping
point on their individual graphs.
• Have students begin with the first phrase each time and graph
their results after each read.
• Students should keep the same partner for one week.
*Alternate starting partner each day!
Roll-A-Phrase
Modification to directions on activity sheets:
• Roll 2 dice, if the 2 numbers added together equal one of
the numbers on the sheet (0-9), then the student reads the
phrase beside the sum
example: roll: 3 and 5; 3+5=8, read the phrase beside the 8
• If the sum of the 2 numbers is not on the chart, then the
student must subtract the 2 numbers and then read the
phrase beside the difference
examples: roll: 6 and 4; 6+4=10, so student would need to
subtract 6-4=2
roll: 6 and 5; 6+5=11, so student would need to
subtract 6-5=1
roll: 6 and 6; 6+6=12, so student would need to
subtract 6-6=0
Making Words
1. Set up columns in their literacy notebook page
for the day’s lesson (headings for columns, ex.
2 letters, 3 letters, 4 or more letters, etc.).
2. Students cut out their letters from the lesson
sheet.
3. Using the yellow letter cards and a pocket
chart/ table surface the teacher leads the student
through making words. Start with smaller words, 2
letter words, then 3 letter words, 4 or more letters.
Students use their letter cards as manipulatives
and create the word. Then students write the
words into their literacy notebook.
4. When you have finished making words in each
of the columns, then see if which student can
help create the “mystery word” for the day
using all of the letters.
5. Students glue the letters to spell the “mystery
word” onto the bottom of their literacy
notebook lesson page.
Read Aloud
• Read Aloud books availability- see site administrator for
location
• Some titles will have multiple copies, others may only have
1 copy available
• Sequence does not have to follow the listing you have been
given
• You may want to consider matching up the book title with
the assigned Making Words lesson, meaning if you read the
books out of order, you may want to keep the original
Making Words lesson with the title (meaning Making Words
lessons won’t necessarily be in the original order either)
Readers’ Theater
Every group will not necessarily do the Readers’ Theater
scripts, therefore, you will not have enough copies for
the entire class. These will primarily be utilized for
those students who have demonstrated mastery of
Frye’s Phrases and fluency scores do not indicate
concerns.
mCLASS®
July 22nd
August 8th
Administer: Progress Monitor
DORF (1 Passage)
TRC (Select text from PM kit)
SYNC!
mCLASS®
www.mclasshome.com/assessment
School
Classroom
Username
Password
Balls Creek
Classroom1
Classroom2
Classroom3
Classroom1
Classroom2
bcr11
bcr2
bcr31
bcr1
bcr21
Summerreading2
Summerreading2
Summerreading2
Summerreading2
Blackburn
Maiden
SSE
Oxford
Classroom3
bcr3
Summerreading2
Summerreading2
Classroom1
Classroom2
mcr1
mcr2
Summerreading2
Summerreading2
Classroom3
Classroom1
Classroom2
Classroom3
Classroom1
Classroom2
Classroom3
mcr3
scr1
scr2
scr3
ocr1
ocr2
ocr3
Summerreading2
Summerreading2
Summerreading2
Summerreading2
Summerreading2
Summerreading2
Summerreading2
Select:
Reading 3D
Select: Student
from your
group!
Progress Monitor - DORF
1.
2.
3.
4.
Select student
Select Progress Monitor
DORF (Form 10)
DORF (Form 11)
Progress Monitor- TRC
1. Select Student
2. Select Progress Monitor
3. TRC-Look at Instructional
or Independent Level
to determine what
Level book to use.
Progress Monitor- TRC
1. Read ONE text.
2. Ask oral comprehension questions.
3. NO written comprehension is needed.
mCLASS®
Administer: Progress Monitor
TRC (Text Reading and Comprehension):
• Select text from PM kit.
• If the title is not in your book library, you will
need to use the “add a book” feature or add
the text to your book library.
Click ASSESS
mCLASS Questions
Contact your Site Administrator for immediate
needs.
Site Administrators have our cell phone numbers
and will contact us if they have additional needs.
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TimeKeeper
Breakfast and Lunch
No custodial help on Fridays
Student arrive at 7:55 AM
“To Do” list for this afternoon
Unpacking your box/ files of lessons
Questions
Contact Information
Lora Drum- Balls Creek and Maiden
Mia Johnson- Oxford and St. Stephens
Regina Propst- Blackburn
We will be available via email and phone
throughout the three weeks. Your site
administrators have our cell phone numbers
and can call us anytime.