Title: PICASSO Preview
1- PICASSO Preview
- July 30, 2010
2Essential Question
- What changes have been made on PICASSO for
2010-2011?
3Goals for Today
- Look at changes to PICASSO
- Whats new for 2010-2011
- Preview the new and improved Language Arts/
Reading Handbook
4Course Guide
5Course Guide
6Unit Instructional Support
7Unit Outlines
8Unit Outlines
9Parent Letters
10Lessons
11Additions to Lessons
12ELL Differentiations
13Unit Resources
14ELA Blog
15ELA Blog
16Cobb Virtual Library
17Cobb Virtual Library
18GHGR Adoption Support
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23Writing Rubrics
24 Writing Student Samples
25New Writing Student Samples with Commentary
26Meets - Ideas
27Commentary for that Sample
28Report Card
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30 31Special Education Services Specialized
Instruction
- Special Education services are defined as
providing specialized instruction. - Specialized instruction can consist of strategies
that target individual student learning issues - Or it can consist of specialized research-based
programs that address learning issues within the
co-taught classroom or small group special
education classroom.
32What is required for Students With Disabilities
(SWD)?
- Many SWD have significant deficits in literacy
skills (reading, writing, spelling, language,
etc.). - Data from CCSD indicates a large number of SWD
going from elementary to middle to high school
with very low reading skills. - When a SWDs overall reading level is 2 or more
grade levels below, the student needs to receive
intensive intervention through a specialized
instruction reading program to prevent this
consequence.
33Essential Question What are we doing
differently to provide intensive interventions
for SWD who are 2 or more years below grade level
in reading?
- K-3 Phonological Awareness and Word Work (for
both co-taught and small group) Fundations - Small Group K-3 Guided Reading Writing
Targeted Reading Intervention and Exploring
Writing - 4th-5th All Literacy Areas the Language!
Comprehensive Literacy Program
34Resources and Support
- To provide continuity, the Special Education
Department has specialized instruction programs
for reading in elementary, middle and high
schools. - There is an urgency to increase reading skills
for SWD before they enter middle school. - Specialized Instruction Consultants are available
to provide training and support for every school.
- Contact Debbie Lozo for more information
35ELA Handbook Preview
36Log into PICASSO and click on Handbooks and
Guides.
37Click on Language Arts/Reading.
38Here it is!
39Jigsaw
- Divide into groups.
- Each group will come get one section of the
handbook to read and discuss. - Use the chart paper and markers to make a summary
of your section. - Your group will have about 2 minutes to share
your summary.
40Philosophy and Principles
- Challenge
- Motivate
- Research based
- Richness of language
- Georgia Performance Standards
- Balanced Literacy
- Rigorous instruction
- Ongoing assessment
- Differentiated
- Variety of resources
41Components of Balanced Literacy
- Read Aloud
- Shared Reading
- Guided Reading
- Independent Reading
- Shared Writing
- Interactive Writing
- Guided Writing
- Independent Writing
- Word Work
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43Suggestions for Implementing Good Habits, Great
Readers K-3
- Shared Reading
- Teach Focus and Mini-Lessons daily.
- Teach lessons that support the GPS.
- Flexible scheduling of Focus and Mini-Lessons
- Guided Reading
- Suggested guided reading books, lessons, and
centers can be found in the GHGR Shared Reading
Teacher Guide. - Use the Assessment Card to determine when
students are ready to move to another guided
reading level.
44Suggestions for Implementing Good Habits, Great
Readers K-3
- Independent Reading
- GHGR does not include specific information for
independent reading. - Students should read independently each day in
order to build stamina and practice skills and
strategies. - Teachers are encouraged to confer with students
during independent reading.
45Skills for Super Writers (GUMS)Third-Fifth Grades
- The materials are used with the GHGR Writing
Teachers Guide. - Please dont follow the lesson order in the GUMS
book instead, follow the sequence in the GHGR
Writing Teachers Guide. - The GHGR-Gums correlation can be found in the
Unit Instructional Support section of the course
guide on PICASSO.
46Suggestions for Implementing Good Habits, Great
Readers 4-5
- Shared Reading
- There are three Focus Lessons and two Mini-Lesson
options each week. - See page 13 for suggestions on how to fit in all
of the lesson components. - Teach lessons that support the GPS.
- Guided Reading
- Suggested guided reading books and lessons can be
found in the GHGR Shared Reading Teacher Guide. - Use the Assessment Card to determine when
students are ready to move to another guided
reading level.
47Suggestions for Implementing Good Habits, Great
Readers 4-5
- Independent Reading
- GHGR does not include specific information for
independent reading. - Students should read independently each day in
order to build stamina and practice skills and
strategies. - Teachers are encouraged to confer with students
during independent reading. - See pages 28 and 29 of the GHGR Shared Reading
Teachers Guide for information on setting up,
organizing, and managing a reading journal.
48Suggestions for Implementing Good Habits, Great
Readers 4-5
- Writing
- Use the Introduce and Teach sections as
mini-lessons. - The Apply section does not always lead to a
completed draft. - Students should write daily.
- GHGR Conferencing/Questioning card is a great
resource.
49Reading Instruction
- Building Background in Reading
- Stages of Reading
- Reading Terminology
- Early Reading Strategies
- Concepts of Print
50Reading Instruction
- Strategies for Reading Improvement
- Comprehension
- Accuracy
- Fluency
- Vocabulary
- Motivation
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52Guided Reading Groups vs. Strategy Focus Groups
53Writing Instruction
- Top Ten Ways to Support Writers Begin with
rituals and routines. - Ideas for mini-lessons, work time, conferring,
and sharing
54Writing
- The Writing Assessment for third and fifth grades
has been reinstated. ? - Writing Fair
- The requirements for student papers are listed on
page 46. - Disqualified examples are given.
55Handwriting
- The program sequence, goals, and objectives
are listed by grade level on pages 47 and 48.
56Phonics, Spelling, and Vocabulary Instruction
- Materials list
- Supports for carrying out Words Their Way
(different types of sorts, sorting language, word
study terminology, teaching tips, managing
groups)
57Phonics, Spelling, and Vocabulary Instruction
- Ideas for weekly assessments
- QSI
- Directions for giving the Primary Spelling
Inventory to Kindergarten students - Phonics Support (GHGR Shared Reading Teacher
Guide, Sound Spelling Cards, Phonics RAP) - Word Study Notebooks
- Look Fors and Ask Abouts
58Literacy Centers
- Literacy Centers definition and rationale
- Before, during, and after centers
- Assessment
- Center ideas
59Running Records
- Determining on/above/below grade level
- Support for conducting, analyzing, and using
running records to support instruction - Assessment Handbook additional running record
resources
60- Please review the Report Card Marking Guide on
page 80 for K-3.
61- Please review the Report Card Marking Guide on
page 81 for 4-5.
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63Instructional Portfolios
- Teachers are encouraged to have a portfolio for
each student. - A two-pocket or manila folder is sufficient.
64Reading Behaviors to Notice and Support
65Reading Behaviors to Notice and Support
66Reading Behaviors to Notice and Support
67If at first you do succeed, try not to look so
astonished!
68- Thank you for coming today!
- Have a wonderful year!