1. Paraprofessional Test Prep

2. Welcome! Who are you? Who are you? Where are you assigned? Where are you assigned? How long have you been with the district? How long have you been with the district?

3. Please… Ask questions Ask questions Take breaks as you need them Take breaks as you need them Share what you know Share what you know

4. Activity 1- Understanding Concepts of Print Create a Circle Map Create a Circle Map Use pages 3 – 4 Use pages 3 – 4 Brainstorm all of the elements of Concepts of Print Brainstorm all of the elements of Concepts of Print Share Share Concepts of Print What age level student needs to understand Concepts of Print?

5. Activity 2- Compare are Contrast Phonemic Awareness and Phonics Create a Group “Double Bubble Map” Create a Group “Double Bubble Map” Phonics Phonemic Awareness What is the main difference?

6. Activity 3- The 3 Cueing Systems Create a group “Tree Map” Create a group “Tree Map” 3 Cueing Systems SemanticSyntacticGraphophonic Define Define Give an Example Give an Example

7. Evaluate the Mistake Passage: The pony was tired and wanted to stay in the barn with the chickens and cows. Passage: The pony was tired and wanted to stay in the barn with the chickens and cows. Student: The president was tired and wanted to stay in the barn with the chickens and cows. Student: The president was tired and wanted to stay in the barn with the chickens and cows. Semantic- Does that make sense? Semantic- Does that make sense?

8. Evaluate the Mistake Passage: The birds flew away. Passage: The birds flew away. Student: Them birdes flyed away. Student: Them birdes flyed away. Syntactic- Does that sound right? Do we say it like that? Syntactic- Does that sound right? Do we say it like that?

9. Evaluate the Mistake Passage: The fireman went to rescue the little kitten. Passage: The fireman went to rescue the little kitten. Student: The policeman went to rescue the little kitten. Student: The policeman went to rescue the little kitten. Graphophonic- Does that look right? Is that the sound that those letters make? Graphophonic- Does that look right? Is that the sound that those letters make?

10. Activity 4- Guided Reading Familiar Reading / Warm Up Familiar Reading / Warm Up Introduction Introduction Introduce new vocabulary Introduce new vocabulary Identify new syntax or language Identify new syntax or language Identify anchor words Identify anchor words Scaffolded Reading Scaffolded Reading EVERY child reads EVERY word EVERY child reads EVERY word Word Work Word Work

11. Activity 4- Guided Reading Create a “Flow Map” that tells the sequence for conducting a guided reading lesson. Create a “Flow Map” that tells the sequence for conducting a guided reading lesson. What old practices are NOT in this process?

12. Activity 5- SDAIE Strategies Think of the most difficult class that you have ever had… Think of the most difficult class that you have ever had… Describe what teaching in that classroom looked like. Describe what teaching in that classroom looked like. Jigsaw #1-5 on page 12 Jigsaw #1-5 on page 12 Read your assigned number Read your assigned number Share out to the entire group the key information presented Share out to the entire group the key information presented

13. Activity 6- Components of Reciprocal Teaching Prediction Prediction Questioning Questioning Summarizing Summarizing Clarifying the misleading or complex sections of the text Clarifying the misleading or complex sections of the text

14. Activity 6- Components of Reciprocal Teaching Create a “Flow Map” that tells the sequence for using Reciprocal Teaching. Create a “Flow Map” that tells the sequence for using Reciprocal Teaching. What are all 4 components of Reciprocal Teaching?

15. Activity 7- Steps of the Writing Process Create a “Flow Map” that tells the sequence of steps in the writing process. Create a “Flow Map” that tells the sequence of steps in the writing process. Below each stage, list examples of appropriate Below each stage, list examples of appropriate activities to do in each stage.

16. Activity 7- Steps of the Writing Process Jigsaw pages 15- 17 Jigsaw pages 15- 17 Describe the stage and share examples of student work in that stage Describe the stage and share examples of student work in that stage

17. Activity 8- Spelling Strategies Jigsaw 1-5 on page 18 “Guidelines for Learning to Spell” Jigsaw 1-5 on page 18 “Guidelines for Learning to Spell” What does research say IS NOT effective? What does research say IS NOT effective? Jigsaw Strategies on pages 18-21 Jigsaw Strategies on pages 18-21 Share and define Share and define Give an example Give an example

18. Activity 9- Process of Mathematics Read each category Read each category Circle the verbs Circle the verbs Underline the nouns Underline the nouns

19. Thoughts on a Mathematical Instructional Program Page 23- Donna Watts Page 23- Donna Watts Create a “Circle Map” Create a “Circle Map” Main Points from the Watts’ Article

20. Activity 10- Attacking a Word Problem. 1 point: Underline the question, circle key words, circle needed numbers and information. 1 point: Underline the question, circle key words, circle needed numbers and information. 1 point: Show your strategy or each strategy 1 point: Show your strategy or each strategy 1point: find the correct solution or correct solutions 1point: find the correct solution or correct solutions 1 point: write your answer in a complete sentence 1 point: write your answer in a complete sentence

21. Testing Schedule DateTimeLocation October 151 to 4District Office October 239 to 3District Office October 291 to 4District Office

22. Questions?

23. Thank you! Best of Luck!