Inside the ELA Classroom

October 2018

Achievement Level Descriptors (ALDs) show a progression of knowledge and skills for which students must demonstrate competency across the achievement levels. It is important to understand that a student should demonstrate mastery of the knowledge and skills within his/her achievement level as well as all content and skills in any achievement levels that precede his/her own, if any. For example, a Proficient Learner should also possess the knowledge and skills of a Developing Learner and a Beginning Learner.

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The Academic Word Finder produces a list of words. Note, there may be other academic vocabulary words the tool does not highlight (ones that that are either rare or common) that a teacher determines are important to the text. This tool doesn't replace teacher judgment; rather it helps to support the teacher in identifying which academic words to consider first. Teachers also must gauge what words are most effective for their students' current vocabulary levels.

Select and enter into the tool a passage from a complex text along with the grade level being taught. The tool then identifies the academic vocabulary for the selected grades, as well as words that fall into grade levels both above and below, and provides student-friendly definitions, parts of speech and sample sentences.


Achieve the Core, Retrieved on 9/24/18.

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Don’t forget, we have the online support of Renaissance

  • Phone support: Call toll free (800) 338-4204. A representative will be available, Monday through Friday, 6:30 a.m. through 7:00 p.m. Central time.
  • Live Chat: The link for the live chat is in the upper right-hand corner of your Renaissance home page when you are logged in.
  • Email Support: Email us at answers@renaissance.com.
  • Renaissance Refresher: Subscribe to the bi-weekly E-Newsletter and stay informed about key updates. The newsletter includes tips and resources.

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ELA Professional Learning Sessions

ELEMENTARY

Tuesday, October 2, 3:15 - 4:15 p.m., Werz, PLC

Grade 5 ELA Content Meeting

In this professional learning session teachers will discuss the District literacy initiative, the novel review process, and Renaissance STAR. Emphasis will be on several STAR reports to gather evidence about student understanding and support. Encourage teachers to register at https://goo.gl/forms/9OsHv9kqJfHzhKxz2. Participants are asked to bring their Chromebooks.


Wednesday, October 10, 3:00 p.m., Werz, PLC

Kindergarten: ESGI Training

In this introductory session Kindergarten teachers will review the ESGI assessment platform used for conducting one-on-one assessments for students. Discussion topics will include exploration of the ESGI features: 200+ preloaded assessments, steps to create personalized assessments, available reports, and parent resources. Encourage teachers to register at https://goo.gl/forms/7vVdEGWpJMe3N4yL2 for the opportunity. Participants are asked to bring their Chromebooks.


Save the DATES: Thursday, November 1, 8, and 15, 3:00pm, Werz, PLC
Grades 3, 4, and 5

In this professional learning opportunity Renaissance STAR will be the topic will an emphasis on specific reports. Details will be provided in the November update.


MIDDLE

Monday, October 22, 4:00 p.m., Werz, PLC

Secondary ELA Remediation Meeting

This professional learning sessions will provide support for teachers who incorporate remediation in the secondary ELA classroom. Participants will focus on strategies for increasing students’ comprehension, fluency and participation. Encourage teachers to register at https://goo.gl/forms/lI3xCsxRd6yvpt8I2 Participants are asked to bring a lesson and Chromebook.


Wednesday, October 24, 4:00 p.m., Arnall MIddle

Middle Grades ELA Department Meeting

The District and School Connect is a comprehensive educational platform designed to meet instructional and assessment needs of oru schools. In this professional learning sessions participants will discuss how to create assessments and how to utilize the assessment bank. Participants are asked to bring a Chromebook and lesson ideas.


HIGH

Thursday, October 11, 2:00 p.m., Werz, CCR

High School: Assesslet Data Dig

School representatives will participate in this session focused on vertical and horizontal discussions regarding the Assesslet data. The team will consider individual student, small group, and whole class instructional ideas and support. Information will be redelivered to school level departments by team participants. Participants are asked to bring a Chromebook.


Monday, October 22, 4:00 p.m., Werz, PLC

Secondary ELA Remediation Meeting

This professional learning sessions will provide support for teachers who incorporate remediation in the secondary ELA classroom. Participants will focus on strategies for increasing students’ comprehension, fluency and participation. Encourage teachers to register at https://goo.gl/forms/lI3xCsxRd6yvpt8I2 Participants are asked to bring a lesson and Chromebook.

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On October 25, 2018 we will celebrate Read for the Record® and the power of reading! Jumpstart’s Read for the Record brings together millions of people each year in classrooms, libraries, community centers, and homes across the US. Coweta County School System elementary and select middle and high school students will participate in this national reading campaign.


This year’s book selection, Maybe Something Beautiful, by F. Isabel Campoy and‎ Theresa Howell, and illustrated by Rafael López, celebrates the magic that can happen when a community comes together to create something beautiful and bring about change.

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25 Reading Strategies That Work In Every Content Area

Social Studies content can be an interesting mix of itemized information, and traditional paragraphs/imagery.


This all makes reading strategies somewhat content area specific. Stopping (maybe the most undervalued strategy ever) and Rereading might make more sense in science, while Visualization and Text Connections may make more sense reading literary works. Questioning the Text may make equal sense in both.


25 Reading Strategies That Work In Every Content Area

1. Reread

2. Activate Prior Knowledge

3. Use Context Clues

4. Infer

5. Think Aloud

6. Summarize

7. Locate Key Words

8. Make Predictions

9. Use Word Attack Strategies

10. Visualize

11. Use Graphic Organizers

12. Evaluate Understanding

13. Question the Text

14. Stop!

15. Monitor & Repair Understanding (While Reading)

16. Paraphrase

17. Annotate the Text

18. Adjust Reading Rate

19. Prioritize Information

20. Use Graphic Notetaking

21. Predict

22. Set a Reader Purpose

23. Text-connections (text-to-self, text-to-text, text-to-world)

24. Skim

25. SSQ (Stop, Summarize, Question)


25 Reading Strategies That Work In Every Content Area was retrieved on September 21, 2018 from teachthought: We Grow Teachers at

https://www.teachthought.com/literacy/25-reading-strategies-that-work-in-every-content-area/

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Research based instructional strategies positively impact student learning. Each month new strategies will be featured. Remember to share the strategies with your colleagues in other content areas. We are all in this together!


When using any strategy, teachers should (1) ensure students understand why the strategy is useful, and (2) describe explicitly how the strategy should be used. Demonstrate, model, and follow-up with independent practice opportunities.

Reciprocal Teaching

0.74 Effect Size


Developed in 1986 by Palicsar and Brown as a reading comprehension strategy, reciprocal teaching involves student-directed groups working with informational text. Students should read the text in chunks (stopping points) to discuss the text deeply. Teachers may want to create the stopping points for students. The more experienced readers may be capable of deciding how they need to break up the text.


The strategies to be applied at each point:

Questioning - asking text-explicit (literal) and text-implicit (inferential) questions


Clarifying understanding - discussion of concepts, vocabulary, or any confusion (locate context clues, use the glossary, consult another resource, ask the teacher)


Summarizing - determine the main points in the passage


Predicting - discuss what the author will discuss next based on what is known thus far

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U R TOPS - Mental Model for Processing

Mental Model for Responding to Open-Response Questions


Piagetian programs effect size 1.28

Concept mapping effect size 0.64

Visual perception programs effect size 0.55



Charts with the process for Mental models should be posted so that students can refer to them when needed.






Strategy pulled from Research-Based Strategies: Narrowing the Achievement Gap for Under-Resourced Students (Payne & Tucker, 2009). Table Source: K.D. Ellis, 2004).

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The WHOLE and Teeny Tiny Details

Instruct students to pay attention to the WHOLE text and the teeny-tiny details on the individual page. Remind them - when you look at the whole page, you learn what the text is mostly about. When you zoom in on the small parts, you see the specific details.


This strategy works well for:

Genre: nonfiction

Skill: summarizing


This strategy works K - 12 and helps students internalize the important nonfiction structure of main idea and key details OR topic sentence and supporting facts.


This strategy comes from Reading Strategies Book: Your Everything Guide to Developing Skilled Readers (2015).

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SEPTEMBER STRATEGIES

Add up facts to determine the main idea

Read, Cover, Remember, Tell

V.I.P. Comprehension Strategy

Scan & Plan

Sticky Notes


AUGUST STRATEGIES

Plan & Label Non-fiction Strategy

Questioning

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Contact Dr. Paula Baker, ELA/Literacy Content Specialist with any questions, comments, or concerns.


Education is the most powerful weapon which you can use to change the world.

~Nelson Mandela