Presentation on theme: "Summer 2014 Haitian-Creole Home Language Arts. Lach Nora."— Presentation transcript:
Summer 2014 Haitian-Creole Home Language Arts
Kesyon Esansyèl Kòman tan kapab afekte nou? Kòman Wren ak tout fanmi li te rive siviv gwo tanpèt ak inondasyon 1927 la? (Performance Task Question)
Vokabilè/Vocabulary: Definisyon Egzanp Kesyon (DEK) Bloke Definisyon: yon bagay ki kole Fraz: Depi ete pase, bato Kaptenn Tiroro a bloke sou sab zile Lagonav. Kesyon: Kisa w t ap fè si bisiklèt ou ta bloke nan labou?
Context Clues Definisyon Sinonim Antonim Konparezon Egzanp Lis Kòz ak Efè Deskripsyon/Enferans Fouye jiskaske ou jwenn definisyon mo yo!
Lach Nora Otè: Natalie Kinsey-Warnock Ilistratè: Emily Arnold McCully
Ann Li Pou n Idanfye: Tèm, Topik, Ide Prensipal Tèm Topik Ide Prensipal
Ann Fè Diferans TopikIde PrensipalTèm Sijè istwa The subject of a passage. De kisa istwa a pale The main point that the author is trying to get across (not as detailed as paraphrasing). Ide santral/bi istwa The central meaning that the author conveys in a passage.
Lach Nora Otè: Natalie Kinsey-Warnock Ilistratè: Emily Arnold McCully Genre:Historical Fiction (Fiksyon Istorik) Lach Nora Lè m te fenk fèt, granmè m di m te tèlman piti, m te sanble ak yon ti zwazo; se sak fè yo rele m Wren. Granmè m te piti tou, men li te trè difisil. Sa te bon, ousinon nou pat ap janm rive siviv inondasyon 1927 la.
Ann Fè Diferans TopikIde PrensipalTèm
Itilize “Task Cards” pou n Fòme Kesyon TopikIde PrensipalTèm
Bi Otè (Author’s Purpose) Intent of Passage/Poem Pou pataje (to share) Pou amize (to entertain) Pou anseye (to teach) Pou montre w (to show) Pou konpare (to compare) Pou sikjere (to suggest) Intent of Articles/Essay Pou anseye (to teach) Pou montre (to show) Pou bay fè (to give fact) Pou enfòme (to inform) Pou eksplike (to explain) Pou dekri (to describe) Pou konpare (to compare) Pou diferansye (to contrast) Pou sikjere (to suggest) Pou endike (to indicate) Pou demontre (to demonstrate) Pou devlope (to develop) Pou konvenk (to convince) Pou pwouve (to prove) Pou bay yon byografi (give a biography)
Figurative Language Kontan tankou yon kalmason.
Scoring with Reciprocal Teaching
Estrikti Tèks (Text Structure) Deskripsyon (Description) Sekans (Sequence) Konpare/Diferansye (Compare/contrast) Kòz ak Efè (Cause and effect) Pwoblèm ak Solisyon (Problem and solution)
Deskripsyon (Description) Otè a bay yon lis sou karakteristik : topik ide moun kote bagay Lach Nora Gwo kay bati sou mòn Delivrans Sove anpil moun nan yon vilaj
Sekans (Sequence) Otè a bay lis enfòmasyon yo nan lòd kronolojik ousnon nimerik. Otè a dekri yon evenman ousnon eksplike kòman pou fè yon bagay nan lòd.
Konpare ak Diferansye (Compare and Contrast) Otè a eksplike kòman de bagay menm jan oubyen kòman yo diferan. Venn Diagram T-chart Venn Diagram
Kòz ak Efè (Cause and Effect) Otè a bay kèk evenman ak konsekans yo. – Efè: sa k pase? – Koz: Kisa k fè l pase? Kòz Efè Non: Nora ak tout fanmi li te siviv delij la Yo te antre nan lach granpè te bati sou tèt mòn nan.
Kòz ak Efè Si Apre Si Lach la pat bati…
Pwoblèm ak Solisyon (Problem and Solution) Otè a bay yon pwoblèm epi li mansyone plizyè repons ki posib. Solisyon posib…. Solisyon posib… Solisyon Posib… Repons ki pi bon Pwoblèm Pwoblèm ak Solisyon
Karkteristik Tèks (Text Features) Karakteristik yon tèks ede elèv yo konprann istwa ki reyèl (non-fiction texts) Karakteristik yon tèks se tout ti detay otè a bay pou ede lektè a konprann tèks la
Nou ka Jwenn Karakteristik tèks nan_____________ Manyèl Jounal Atik nan magazin Rapò Paj entènèt Lòt fòm tèks reyèl
Karakteristik yon Tèks Tit Soutit Topik Mo fonse Mo italik Ilistrasyon (drawings/ created by an artist) Fotograf (taken by a photographer) Site kèk lòt karakteristik: __________________
Think of the writing in McGraw-Hill like a 3 lane highway… Lane: 1 – Traits (Skills) Lane: 3 – Analytic Writing (Apply Traits & Genre to what you Read) Lane: 2 – Genre Writing (Apply Traits)
ADD EXLAIN AND PLAN FOR THE 3 LANES OF WRITING
The way we present our message on paper, the overall appearance: making it inviting both visual and textual elements Balancing white space visuals text graphics Neatness typed text or cursive handwriting font selection borders
Characteristics of Genres-Grades K & 1 Lane #2
Opinion/ArgumentInformational/ Explanatory Narrative Introduces the topic or text Introductory paragraph Beginnings States an opinion Supplies reasons that support the opinion Clump Details Includes people who are on your side Tells what you will do if you get it (If…then…) Tells why you should have it NOW Uses feelings Uses linking words Provides a conclusion Techniques for closure (Endings) Introduces the topic Uses facts and definitions to develop points Descriptive attributes- color, #, size, age, shape May include comparing facts Includes domain specific vocabulary Provides a concluding statement or section Techniques for closure (Endings ) Recounts a well-elaborated event or short sequence of events Includes details to describe actions, thoughts, and feelings Strong verbs Sensory details Descriptive attributes- color, #, size, age, shape Specificity-uses names for people and pets Uses temporal words to signal event order Provides a sense of closure Growing Command of Conventions Capital letters in title, pronoun I, and the beginning of a sentence Title of book is underlined Most words are spelled correctly Commas and apostrophes used correctly End punctuation Characteristics of Genres-Grade 2
Opinion/Argument Informational/Explanatory Narrative Introduces the topic or text States an opinion or point of view Includes an organizational structure that lists reasons that support/prove the opinion Descriptive details Concrete proof Includes others who have the same opinion(quote) Tells what will/might happen if(If…then…) Includes comparisons a mini-story that supports the topic Uses linking words and phrases that connect opinion and reasons May include an opposing viewpoint Provides a conclusion statement or section Examines a topic and conveys ideas and information clearly according to audience and purpose Introduces topic and groups related ideas together and presented in order of importance (include illustrations when aiding comprehension) Develops the topic with facts, definitions, details, examples, quotations and comparisons Includes precise language and domain specific vocabulary Uses linking words and phrases to connect ideas within categories of information Provides a concluding statement or section Tells a real or imagined experiences or events Needs to include the elements of a story establishes a situation and introduce a narrator and/or characters, setting, organized event sequence- that unfolds naturally Moves through time with temporal words/phrases for event order Dialogue Descriptions of actions, thoughts and feelings to develop experiences, events or reactions of characters Uses sensory details Provide a sense of closure LAFS.3-5.W.1.3 LAFS.3-5.W.1.2 LAFS.3-5.W.1.1
Day 1: Shared Writing Day 2: Interactive Writing Days 3-5 Independent Writing
Lane #3 Students will examine the author’s ideas, apply the writing traits and the characteristics of the genre to perform the task!!!!!!!!!
Using a Before-During-After Model to Plan Effective Home Language Arts Lesson Hook students into the lesson (Before) Engage students in exploration and discovery (During) Focus on reflection and sense-making (After)
The Six Steps of the ASSURE Model Analyze learners: know and understand the audience State objective: Establish what the learner will get from the lesson Select methods, media and materials: The ones that are appropriate for the teaching environment Utilize media and materials: implement technology in your lesson Require learner participation: Provide the learners opportunities to participate and reflect during the learning process Evaluate and revise: Reflect upon the lesson and revise where needed Jennifer Nelson Shari DeGroff Donna Williams
(1997) Level 1 Recall Recall of a fact information or procedure. Level 2 Skill/Concept Use information or conceptual knowledge, two or more steps, etc. Level 3 Strategic Thinking Requires reasoning developing plan or a sequence of steps, some complexity, more than one possible answer. Level 4 Extended Thinking Require an investigation, time to think and process multiple conditions of the problem.
Assign Group Activities Second Grade: Fanmi Third Grade: Nadia ak Lou a Fourth Grade: Timoun nan Biznis Fifth Grade: Ti Gason ki Envante Televizyon an
An Overview of Reading Wonders McGraw-Hill June 2014 Division of Bilingual Education and World Languages
Vocabulary Quiz/ Warm-up Collaborative Conversations Close Reading Text Evidence Analytical Writing
Unique Features of Reading Wonders Meeting the individual needs of students Providing scaffolded instructional pathway Mastering the Common Core State Standards
Access Complex Text (ACT) Includes: Close Reading Writing about Reading Collaborative Conversations Building Foundational Skills Using Digital Resources
Unique Feature of the Reading Wonder Teacher’s Edition ACT Boxes (Provide teachers specific ways to scaffold instruction) What makes a text complex? Genre Purpose Sentence Structure Organization Connections of Ideas
Reading Wonders Organization Reading/Writing Workshop Literature Anthology Your Turn Practice Book Level Readers Assessment Work Station Activity Cards
Organization Start Smart (Aka Unit 0) 6 Units 6 Weeks per Unit 1 Teacher Edition per Unit 36 Weeks of Instruction
Reading/Writing Workshop (Non-Negotiable) Short, but COMPLEX Texts Four lessons every week Comprehension Strategy Comprehension Skills (Graphic Organizer) Genre Vocabulary Strategy (Routine: DEA=Define, Example, Ask) I do, you do, we do!
Work Station Activity Cards
Literature Anthology Purpose – to practice and to apply what was learned in the Reading Writing Workshop 2 selections every week a) Long Extended Piece b) The Long Paired Piece
Your Turn Practice Book
Level Readers (Color Coded) Approaching ELL On-Level Beyond Used in Teacher Lead Center (TLC)
Assessment Weekly Assessment: Covers two passages that the kids have never seen but most of them cover the weekly vocabulary words Unit Assessment ( Given at the end of the unit) Benchmark Assessment ( Given twice a year; after unit 3 and after unit 6