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PICASSO Preview

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Review the categories adoption ... Skip this for 5th grade ... Targeted Reading Intervention and Exploring Writing 4th-5th All Literacy Areas: the Language! – PowerPoint PPT presentation

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Title: PICASSO Preview


1
  • PICASSO Preview
  • July 30, 2010

2
Essential Question
  • What changes have been made on PICASSO for
    2010-2011?

3
Goals for Today
  • Look at changes to PICASSO
  • Whats new for 2010-2011
  • Preview the new and improved Language Arts/
    Reading Handbook

4
Course Guide
5
Course Guide
6
Unit Instructional Support
7
Unit Outlines
8
Unit Outlines
9
Parent Letters
10
Lessons
11
Additions to Lessons
12
ELL Differentiations
13
Unit Resources
14
ELA Blog
15
ELA Blog
16
Cobb Virtual Library
17
Cobb Virtual Library
18
GHGR Adoption Support
19
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20
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21
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22
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23
Writing Rubrics
24

Writing Student Samples
25
New Writing Student Samples with Commentary
26
Meets - Ideas
27
Commentary for that Sample
28
Report Card
29
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30
  • Special Education
  • 411

31
Special 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.

32
What 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.

33
Essential 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

34
Resources 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

35
ELA Handbook Preview
36
Log into PICASSO and click on Handbooks and
Guides.
37
Click on Language Arts/Reading.
38
Here it is!
39
Jigsaw
  • 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.

40
Philosophy and Principles
  • Challenge
  • Motivate
  • Research based
  • Richness of language
  • Georgia Performance Standards
  • Balanced Literacy
  • Rigorous instruction
  • Ongoing assessment
  • Differentiated
  • Variety of resources

41
Components of Balanced Literacy
  • Read Aloud
  • Shared Reading
  • Guided Reading
  • Independent Reading
  • Shared Writing
  • Interactive Writing
  • Guided Writing
  • Independent Writing
  • Word Work

42
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43
Suggestions 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.

44
Suggestions 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.

45
Skills 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.

46
Suggestions 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.

47
Suggestions 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.

48
Suggestions 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.

49
Reading Instruction
  • Building Background in Reading
  • Stages of Reading
  • Reading Terminology
  • Early Reading Strategies
  • Concepts of Print

50
Reading Instruction
  • Strategies for Reading Improvement
  • Comprehension
  • Accuracy
  • Fluency
  • Vocabulary
  • Motivation

51
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52
Guided Reading Groups vs. Strategy Focus Groups
53
Writing Instruction
  • Top Ten Ways to Support Writers Begin with
    rituals and routines.
  • Ideas for mini-lessons, work time, conferring,
    and sharing

54
Writing
  • 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.

55
Handwriting
  • The program sequence, goals, and objectives
    are listed by grade level on pages 47 and 48.

56
Phonics, 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)

57
Phonics, 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

58
Literacy Centers
  • Literacy Centers definition and rationale
  • Before, during, and after centers
  • Assessment
  • Center ideas

59
Running 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.

62
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63
Instructional Portfolios
  • Teachers are encouraged to have a portfolio for
    each student.
  • A two-pocket or manila folder is sufficient.

64
Reading Behaviors to Notice and Support
65
Reading Behaviors to Notice and Support
66
Reading Behaviors to Notice and Support
67
If at first you do succeed, try not to look so
astonished!
68
  • Thank you for coming today!
  • Have a wonderful year!
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