ela pg project

7/28/2019 ELA PG project

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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

ela pg project

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