Interesting Ways To Deliver Curriculum

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Interesting Ways To Deliver Curriculum

• Hotdogging
• Dictation
• Type and question
• LCD projector
• Word lifting
• Use daily posters
• Read around
• Read aloud
• Oral writing
• Sound Handwriting

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Hotdogging

• Fold paper like a hotdog
• Put your name on top
• Write the words on the monitor
• Lets try it!

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• bake

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• bagel

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dough
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knead
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bake
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bagel
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dough
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knead
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Dictation

• Recite a sentence.
• Students write it, spelling the best they can.
• You can show them how close they came after the
  dictation.
• Stress handwriting techniques.
• Use key vocabulary words in sentences.

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Dictation

• Monday _______________________
• Tuesday_______________________
• Wednesday____________________
• Thursday______________________
• Friday________________________

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Type and Question

• Connect a computer to your classroom monitor.
• Type a question about the story or theme or the
  end of the book.
• Randomly select a student to answer.
• (I use sticks with their names on them.)
  Lets try it!

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Type and Question

• What was the little girls name in the selection,
  Julius?

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LCD Projector

• Use for handwriting practice
• Use for reading and finding details
• Use for reading comprehension
• Now Ill demonstrate a few thingswith your help,
  of course!

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Finding Details
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Handwriting

• ant

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Word Lifting

• For this youll need a ruler and a piece of
  tagboard.
• Project a transparency and lift words you want
  the children to focus on.
• You can lift parts of words.
• Let me demonstrate with a spelling list.

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Word Lifting

• sat
• cat
• bat
• mat
• rat

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Daily Posters

• Take a minute to read a few of the daily posters
  in your packet.
• Read around goes with the poster.
• While students work on a warm up puzzle, I call
  students up to read the daily poster with me.
• Children are grouped in an overlapping
• reading level way. Let me explain.

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• I begin with my top group because they finish the
  warm-up quickly.
• They each read the sentences at the top.
• I ask if they need any words clarified.
• We have a little discussion relating to
  information from the anthology.
• I keep two of them with me and send the others on
  their way to begin independent work on their
  posters.

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• I call another 4 students up.
• I have them follow as the two students read the
  sentences for them.
• The four students read the passages one at a
  time.
• Again, I hold two back and call up another 4.
• Guess I could call thiskeep two and call four.

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• We continue like this until every student has
  read to me.
• So you see, every student reads to me every day.
• This process takes the first 25 minutes of class.
• If you have a student teacher or para
  professional he/she can also call groups.
• My student teacher and I have completed this
  process in 15 minutes.

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Daily Posters

• Daily posters serve as a way to help
• students stay organized and complete
• activities about the selections.
• They are meant to be independent
• work, however, some students may
• need additional instruction. Lets look
• at some.

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• Jalapeno Bagels
• My name is_________________.
• In the story, Pablo helped make pumpkin
  turnovers.
• Pumpkin is very delicious!
• As a matter of fact, I think that pumpkin pie is
  my favorite kind of pie.
• Have you ever noticed the second p in the word
  pumpkin?
• The word pumpkin has two syllables.
• The first syllable is pump and the second one
  is kin.
• I have never had a pumpkin turnover like Pablo
  made.
• Im pretty sure I would love them though.
• Weve had pumpkin pie for Thanksgiving dinner
  many times.
• Maybe next year we should make pumpkin turnovers
  instead.
• Find the pumpkin turnovers in the anthology and
  draw a picture of one. Make it golden brown.
• Copy this sentence but change the contraction to
  the two words it stands for.
• Theyre very happy in the anthology and seem to
  like making Jalapeno bagels.
• __________________________________________________
  __________________________________________________
  __________________________________________________
  _________________________________
• Write a sentence for each of the following
  spelling words

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• Jamaica Louise James
• My name is _______________________.
• 1. Jamaica had a plaque put up in the subway with
  her name on it.
• 2. The tile in the subway is very shiny.
• 3. A booth in a subway is made of glass so the
  man can see you.
• 4. We stopped at station 86 when we were riding
  the subway.
• 5. A token is a coin that you buy to ride on the
  subway train.
• 6. The mayor put up the plaque with Jamaicas
  name on it.
• 7. The mayor is a man or woman in charge of a
  city.
• 8. A subway is an underground train.
• 9. There are a lot of signs in the subway to
  read.
• 10. The signs help you find out which way to
  travel.
• Look up the underlined words in the dictionary
  and write the definitions for them.
• Design your own subway token.
• Write two sentences or more telling
• about your subway token.
• __________________________________________________
  _________________________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
  _________________
• List any compound words you find in the
  sentences.
• 1, __________________ 2. _______________ 3.
  ________________

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• Every bit of the work on the poster comes from
  the reading selection.
• I find that telling stories in the passages about
  the same topic as the selection is very
  beneficial.
• For one thing, I can use the key vocabulary over
  and over again.

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Testimonial

• I used posters every day of the school year
  beginning in October. Our test scores went up
  29! I really think this works!

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Anthology Assessments

• I use the standardized test format for all of the
  selection assessments.
• They are used throughout the school year.
• Check one of them out.

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• Ants
• My name is ___________________________.
• Listen to each passage. Fill in the circle for
  the line that has to be edited.
• 1.
• O Ants are insects that have
• O six legs and three body parts.
• O ants are black sometimes.
• 2.
• O when you see an anthole
• O you know that there are
• O many ants below the ground.
• 3.
• O Colonies are where the ants
• O live. they work as a team
• O to get food for the colony.

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Daily Warm-ups

• I use Puzzlemaker.com to create daily
• word puzzles. This is the first activity
• of the day. All puzzles use words or
• information from the selection we
• are working on currently.
• Here is an example.

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• ANT
• My name is _______
• F B Y L F E S V L A R T L F A W M O A X R B
  C Q R S N J M Q M H S R W V M Y Y N B A T A R K M
  V V Y S P Z W N C S B V U E Q U A I I G L F D F Q
  N S E P E L E C H R G D E O X J W L L N K N B D C
  C E B K T T K O X A I V W L W Z P B H K M F L H C
  F C T U R E C O L N J X W G L I T D L M Z U O S H
  D S S Y H G Q W S Q U Y I L L L A D F A U R K H Q
  G L B B O B C Y N E E U Q B P H J Z I U N C N T E
  A M W O R K T K P A O Y N A V A M F I V S Z R V T
  X G N
• ANT
• COLONY
• EGGS
• LARVAE
• PICNIC
• QUEEN
• TEAMWORK

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Read Aloud

• I love using the LCD projector to read aloud
  to kids. However, you dont need one to do this
  activity each day. My students got really turned
  on to novels this year because we took time and I
  read aloud to them. I chose one book from many
  series to get them fired up to read all kinds of
  books.
• Choose topics that are related to the
  selection.

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Oral Writing

• This is fun but not that easy, especially at
  first.
• For this activity youll need a powerpoint.
• Ill show you how this works. Then youll get
  a turn.

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Oral Writing

• Students sit in large group.
• I loop the key vocabulary or spelling list for
  the week on a powerpoint.
• A student who volunteers picks a topic.
• This is something they are an expert about.
• They speak sentences about their topic using the
  key vocabulary words.
• Let me demonstrate.

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hug
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from
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any
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fun
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Try Oral Writingwith a partner.
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they
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give
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just
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after
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Sound Handwriting

• Whenever I write a word from the reading
  program, I use the opportunity to teach
  handwriting along with it. Remember, when you
  write, you are modeling your expectations. As I
  write the word I make sure to say the sounds the
  letters and blends make.

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Sound Handwriting

• stop
• drop

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I hope this was helpful!Thanks for listening!Ev
Finn