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NCRA16 Rocks to Blocks for Constructing Meaning Presentation
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Transcript of NCRA16 Rocks to Blocks for Constructing Meaning Presentation
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© daviles
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What reading strategies and skills do students need to comprehend text?
What reading strategies and skills do students need to compose written text?
Evaluate your daily reading instruction…o Is this part of your Balanced
Literacy?o Is this explicitly taught?o Is this modeled frequently?
© Iuliia Sokolovska
TAKE A CLOSER LOOK…Understanding the Formal Language
TAKE A CLOSER LOOK…Understanding the Linguistic Pool
TAKE A CLOSER LOOK…Understanding the Linguistic Pool
TAKE A CLOSER LOOK…Explicit Instruction of Academic Language/Vocab
TAKE A CLOSER LOOK…Explicit Instruction of Academic Language/Vocab
TAKE A CLOSER LOOK…School-Wide Weekly Academic Language
TAKE A CLOSER LOOK…Dissecting Standards
TAKE A CLOSER LOOK…Knowing the language in the TRC assessments
Do you have explicit instruction of the academic language and
vocabulary?
Can students automatically transfer in and out of registers?
Can students independently read and comprehend the complex language?
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TAKE A CLOSER LOOK…Explicit Instruction of the components needed in
written response
TAKE A CLOSER LOOK…Implementation with Students
TAKE A CLOSER LOOK…Implementation with Students
ProvideFeedback
Set Goals
Self Assess
Rubrics or Checklists are a balanced approach! They allow opportunities for students to:
Have a guide
Build Independence
Do you generate rubrics with student input?
Do your students know exactly what they need to include in a written response to be successful?
Have you visually show them by modeling? Do they have a visual checklist? Do you conference with them referring to a rubric?
© Monkey Business
Do you allow students to choose books which they know they will
respond to after reading?Do you allow students to choose
questions to respond to?Things to think about:o Giving reluctant readers
the power of choice.o Giving all students the
power of choice for their work.
© PathomP
© daviles
Shared Writing, Interactive Writing & Modeled Writing…
Shared Writing:
Interactive Writing:
Modeled Writing:
Shared Writing, Interactive Writing & Modeled Writing…
Shared Writing:
Interactive Writing:
ModeledWriting:
Teacher & student compose a text together. The teach is the scribe. Often the teacher works on a chart display or easel. Children contribute each word & re-read it several times.
Is similar to & acts in a similar way as shared writing. The main exception, the teacher will invite students up to the easel & contribute a letter, word or part of a word. Occasionally the teacher will make teaching points to help children attend to various features of letters & words.
The teacher demonstrates the process of writing in a particular genre, using a think-aloud process. The teacher might have prepared the piece of writing prior & talks students through the process.
TAKE A CLOSER LOOK…Shared Writing in Written Response
TAKE A CLOSER LOOK…Interactive Writing in Written Response
Allowing students to be the “teacher” benefits everyone! It serves as a
model, think aloud, conference, builds independence and the desire to
achieve. Think about yourself, do you always want to “sit and get”? Do you learn better through active participation?
© asife
TAKE A CLOSER LOOK…
Look familiar?!?!
TAKE A CLOSER LOOK…
TAKE A CLOSER LOOK…
Do you use progress monitoring opportunities as a practice session
for Written Response?With minimal time to prep a question in the “assessment” format leads to many benefits.o Practice testing strategies.o Written response
conference.o Building comfort for the
student.
© gpointstudio
TAKE A CLOSER LOOK…
TAKE A CLOSER LOOK…
Do you make Written Response Conferences a priority? Where can
this fit in with reading and/or writing conferences?
o Shared or Interactive Writing
o Progress Monitoring
o Small Groupo Independent
Work periods
TAKE A CLOSER LOOK…
TAKE A CLOSER LOOK…
TAKE A CLOSER LOOK…
TAKE A CLOSER LOOK…
TAKE A CLOSER LOOK…
TAKE A CLOSER LOOK…
TAKE A CLOSER LOOK…
TAKE A CLOSER LOOK…
Do you only look at colors? Do you actually sit down to review the
running record, oral comprehension and written comprehension?
If you are not looking close at the reasons why a child is not moving forward, how do you know your instruction is helping them? Time is limited, so we need to have targeted instruction.
TAKE A CLOSER LOOK…
TAKE A CLOSER LOOK…
TAKE A CLOSER LOOK…
TAKE A CLOSER LOOK…
Everyone needs a “crutch” to get started. Written Response is tricky for young
learners and new to most of them. It’s not a secret, give students the support
and gradually remove as they gain independence.
Sentence frames build better writers. The visual helps to cognitively develop better text talkers and text composers.
© Anthony Hall
TAKE A CLOSER LOOK…
TAKE A CLOSER LOOK…
TAKE A CLOSER LOOK…
Are you a visual leaner? Do visual examples help your comprehension?
All types of learners, can benefit from color coding the question and
written response!
Color coding helps learners match the components of a question to the artifacts needed in a response.
© AP
TAKE A CLOSER LOOK…
TAKE A CLOSER LOOK…
TAKE A CLOSER LOOK…
The academic formal language is hard for young learners. It requires
critical thinking skills at a high level. We need to provide a strategy to
help comprehend the question.
o Training students to dissect a question is beneficial for future assessments.
o It allows students to answer using the knowledge they gained from the text.
11 “Rocks”to help improve Written Response!Reading Instruction Immersion of the Formal
Language
Using Rubrics Providing Choices
Shared / Interactive Writing
Written Response with Progress Monitoring
Conferencing Looking closer at Data
Using Sentence Frames Color Coding
Deconstruct / Reconstruct
Scaffolded Implementation using Gradual Release!
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