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WELCOME!
Summer Curriculum Work
2013-2014
ELA Grades 3-7
Monday, June 10, 2013
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BASIC INFORMATION Curriculum Team Phone Numbers
Deborah McCoy for printing Kenneth Griswold for technology issues Andrea Harrell for ELA curriculum quest ions 3-7 Susan Duran for time cards at the end of the day
Take breaks as needed, but remember if we finish ahead oftime ...we can have a shorter week!
11:30-12:30 is lunch
Bring your own snacks!
Dont forget to sign in and sign out. We can
leave at 4:00.Monday, June 10, 2013
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DAY 1
VocabularyPacing Guides
The goal is to be finished with these two tasks by the endof the day tomorrow!
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DEVELOPING VOCABULARY LISTS
Must have more frequent and systematic vocabularyinstruction, especially with general academic vocabulary
terms in order to meet the challenges of common core!
The most important words are those that can be usedacross disciplines. These are Tier Two words according tocommon core. Isabel Beck refers to these as traveling
words. This type of vocabulary is the language of power.These are our academic words--words that do not come upin everyday language.
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DEVELOPING VOCABULARY LISTS
Tier 1 Words are used in common, everyday discussions.These words are not our focus in later grades.
Tier 2 Words are the traveling words that are used across
disciplines. These are most likely to appear in writ tentexts. Students do not acquire these instinctively. Wemust teach these as wel l as provide strategies for students
to make meaning out of these words.
Tier 3 Words are specific to a particular subject. These areused mainly in informational text. Tier 3 words are
taught!
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DEVELOPING VOCABULARY LISTS The articles on the Summer Curriculum Haiku page under
ELA vocabulary describe choosing vocabulary in moredetail . Look at these for more information.
Read through the standards and pull important words from
those .
How will we use Reading Street to help us with vocabularylists?
Selection Vocabulary-are the vocabulary words witheach story Instruct ional Vocabulary-the academic words within
each passage in the teachers edit ion.
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VOCABULARY BITES!
Choose one person in your group to make the instructionalvocabulary list. We must make sure to pul l importantwords from the standards!
Look at the articles on the Haiku page to get a clearerpicture about instruct ional vocabulary. The article,Introducing Students to the General AcademicVocabulary gives some of these words that are important
to the writing standards.
Look at the standards. Pull words from the standards thatare important for comprehension ofperformance tasks and/or comprehension.
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VOCABULARY BITES! Use Reading Street manual and find the academic
vocabulary words within each passage. Are theyimportant to comprehending the text or the task?
Others working on the pacing of each passage will put
select ion/instructional vocabulary within the pacing guidedocument.
During the school year, you may find that words need to beadded to the list. Remember Tier 2 words are traveling
words. They appear in a wide variety of texts. Studentsmust know them in order to comprehend all types of texts.You can add other words to selection
vocabulary if you feel they need to
be there now or later.Monday, June 10, 2013
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PACING GUIDE BITES!
Break the task up between people. For example, one personcan work on Unit 1 and another can work on Unit 2.
Make sure to include all the necessary components on the
document. The template is on Haiku.
Please try to format correctly.
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PACING GUIDE BITES!UNIT 6: Inventors and Artists Unit Question: What do people gain from the work of inventors and artists? DATES: ovember 4-December 18
Unit/Week RS selections/Components Common Core State Standards CommentsDate
Taught
UNIT 6.1
[Nov. 4-8]
The Fabulous Perpetual Motion
The Toy Space Shuttle is Here!
(SI) George Ferriss Wheel
CCSS.ELA-Literacy.RL.5.1Quote accurately from a text when
explaining what the text says explicitly and when drawing
inferences from the text.
Selection
Vocabulary:
applauds
(OL) The Search for a Perpetual Motion
Machine
(A)[Philo and His Invention
CCSS.ELA-Literacy.RL.5.2Determine a theme of a story, drama,
or poem from details in the text, including how characters in a
story or drama respond to challenges or how the speaker in a
poem reflects upon a topic; summarize the text.
browsing
fabulous
inspecting
project
Instructional
Vocabulary
persuasive
text
product
review
rising action
Comprehension skill: Sequence
Comprehension strategy: Summarize
Vocabulary Strategy/Skill: [Multiple
Meaning Words/Context Clues
Fluency Skill: Expression
Spelling/Word Work: Words with Schwa
Speaking and Listening: Play Review
Grammar: Verb Tenses
Weekly Writing: Drama
Trait of the Week: Word Choice
CCSS.ELA-Literacy.L.5.4 Determine or clarify the meaning of
unknown and multiple-meaning words and phrases based on
grade 5 reading and content, choosing flexibly from a range of
strategies.!CCSS.ELA-Literacy.L.5.4a Use context (e.g., cause/effect
relationships and comparisons in text) as a clue to the
meaning of a word or phrase.!CCSS.ELA-Literacy.L.5.4b Use common, grade-
appropriate Greek and Latin affixes and roots as clues to the
meaning of a word (e.g., photograph, photosynthesis).!CCSS.ELA-Literacy.L.5.4c Consult reference materials
(e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation and determine or clarify the
precise meaning of key words and phrases.
tone of voice
verb tenses
schwa
CCSS.ELA-Literacy.RF.5.4Read with sufficient accuracy and
fluency to support comprehension.!CCSS.ELA-Literacy.RF.5.4bRead grade-level prose and
poetry orally with accuracy, appropriate rate, and expression
on successive readings.
CCSS.ELA-Literacy.W.5.3dUse concrete words and phrases and
sensory details to convey experiences and events precisely.
CCSS.ELA-Literacy.RL.5.5Explain how a series of chapters,
scenes, or stanzas fits together to provide the overall structure of
a particular story, drama, or poem.
CCSS.ELA-Literacy.W.5.3aOrient the reader by establishing a
situation and introducing a narrator and/or characters; organize
an event sequence that unfolds naturally.
CCSS.ELA-Literacy.W.5.3bUse narrative techniques, such as
dialogue, description, and pacing, to develop experiences and
events or show the responses of characters to situations
CCSS.ELA-Literacy.L.5.1c Use verb tense to convey various
times, sequences, states, and conditionsUNIT 6.2 [Main Selection Title]
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HAIKU PAGE AND FOLDERS Everything you need should be in your folder or on the haiku
page.
Limit copy use if at all possible; however, if you needsomething copied, call Deborah McCoy on her cell phone.
She wil l come set your computer up to a printer.
We will not upload documents until the last day. Make sureyou save your document. I will try to get each team leader aflash drive.
Use the discussion board on Haiku for quest ions. I canaccess those even when I am not in here
with you.
Monday June 10 2013