Proxy Unblocker Journal

System Curriculum/ Program Expectations One writing sample should beplaced in WP OralLanguage MediaLiteracy ReadAloud , 2 –3X, whole class, Writing forms, model think alouds (20 –30 SharedReading , enlarged text(big reread daily), strategy teaching,decoding (15 –20 Minutes) GuidedReading 2–3X/week per group 4 –6 students, flexible groups(15-20 min) IndependentReading room,”just right books”, read and talk program/personal book bags.(15 –20 min) WordStudy ModeledWriting teacher as writer, (10 –15 minutes) SharedWriting interactive –students “holdpen”(10 –15 GuidedWriting to review a IndependentWriting selects topics, responds to text (35 –40 –Running Records –2-3sentences, focus on whatwill happen that day, gradually –students names, ReadAloud –begin to model “thinking SharedReading –decoding prompts, “Does that sound right?” “Does that look right?” knowledge, model orally a response to text e.g., favourite part, relate it to own life experiences, another book, summarize GuidedReadingandLiteracyCentres gatherassessment data to group students IndependentReading –establish purpose, self-selection of”just right” books, Shared/InteractiveWriting celebrations GuidedWriting –work with small group of IndependentWriting –journals, responding ReadAloud SharedReading –continue with decoding, prompts, thinking strategies,picture cues, IndependentReading ModeledWriting Shared/InteractiveWriting –recount, and classification e.g., animal), capitals, -edit own work for above, see Shared SharedReading –decoding prompts, IndependentReading Shared/InteractiveWriting –recounts, ModeledWriting Shared/InteractiveWriting family tradition, celebrations GuidedWriting SharedReading –decoding strategies, KWL, Think Alouds ModeledWriting Shared/InteractiveWriting –recounts, family tradition, celebrations SharedReading –decoding strategies, responses to text ModeledWriting –procedures –how to Shared/InteractiveWriting –narrative beginning, middle, end –Morning Message, –Rev. Sept 2006 Classroom Environment: chart stand,area to gather, Forms of Writing: Narrative (W), Recount (W), : A Guide to Effective Instruction in Readingand Writing, First classroom library, word walls, charts, label room, Procedure (O), Report (O),Explanation (O) Writing, Rev. OntarioCurriculum, Reading and Writing Exemplars, Sails, National Geographic, Take O= Oral W= Written First Steps OralLanguage and Reading, Guided Reading(Fountas/Pinnell), Ginn arge literacy block, literacy centres, Wor –names, word wall, labels, charts, reading strategy poster –books, manipulatives, KPDSB writing folder WordStudy –ABC Activities, word families, chunking, patterns, spelling, vowels, blends, nouns, sentence types, adjectives, punctuation, use of word wall, theme words, e.g., Science, Social Studies, Begin with high frequency word list from Grade 1 ModeledWriting –Diagnostic: look at June PM Benchmarks results, Gates–MacGinite results, KPDSB Writing Portfolio, Reading Exemplar Refer to the KPDSB Assessment Schedule GuidedReading –observe/assess each child’s reading behaviours during lesson, –RR, observe application of modeled/shared reading, lessons in guided and independent reading and writing samples SharedReading –enlarged text (explanatory), GuidedReadingandLiteracyCentres –continue IndependentReading/Conference –Book talks WordStudy– SharedWriting –explanation: use plan to explore GuidedWriting IndependentWriting –draw/label diagrams, –ongoing running records, observe lessons, conferences, writing samples SharedReading –enlarged text, decoding prompts, IndependentReading/Conferences –continue WordStudy– SharedWriting –continue to model procedure, report, SharedReading –enlarged text, decoding prompts, IndependentReading –increase gradually time (fluent readers –1 response per week, Early –1 SharedReading –enlarged text, decoding prompts, IndependentReading –increase gradually time writing samples, observations of application of SharedReading –enlarged text, decoding IndependentReading –increase gradually time Share, describing, guiding questions –Rev. Sept2006 Classroom Environment: chart stand,area to gather, Forms of Writing: Narrative (W), Recount (W), : A Guide to Effective Instruction in Readingand Writing, First classroom library, word walls, charts, label room, Procedure (O), Report (O), Explanation (O) Writing, Rev. OntarioCurriculum, Reading and Writing Exemplars, Sails, National Geographic, Take O= Oral W= Written First Steps OralLanguage and Reading, Guided Reading(Fountas/Pinnell), Ginn ReadAloud –explanations, recounts, diaries, legends/stories from other countries/cultures, integrate with Social Studies/Science expectations/units ABC Centre, Art Centre (to respond to shared text), Writing Centre, Reading the Room, Browsing Boxes, Poems, Drama, Computer, ModeledWriting -recounts, narratives based on personal experiences, topics you care or know about Development of oral language and increasing overall confidence level with personal expression through Sharing Time, News reporter, Calendar, Discussions, Giving/Following instructions, oral Presentations, and Dramatic Performance. Developmentof Decoding Strategies (Phonics, Sight Words, Word families…) and Comprehension Strategies (Predicting, Sequencing, main idea…) through using Read Alouds, Shared Reading, Guided Reading, Independent (w), Narratives (w), Journals, Notes, Procedures Reports (o), Explanations Expositions Understandingof Media texts. Understanding Media Forms/Conventions/techniques, Creation of Media Texts, Reflection on Media Literacy Skills and Strategies –language of –Rev. Sept 2006 Teacher _Ms. Barker_____ Collection ofdata for Term 2 Development of oral languageand increasing overall confidence level with personal expression through Sharing Time, News reporter, Calendar, Discussions, Giving/Following instructions, oral Presentations, and Dramatic Performance. Development of Decoding Strategies (Phonics, Sight Words, Word families…) and Comprehension Strategies (Predicting, Sequencing, main idea…) through using Read Alouds, Shared Reading, Guided Reading, Independent (w), Narratives (w), Journals, Notes, Procedures Reports (o), Explanations Expositions Understanding of Media texts. Understanding Media Forms/Conventions/techniques, Creation of Media Texts, Reflection on Media Literacy Skills and Strategies –language of –Rev. Sept 2006 System Curriculum Program Expectations Reporting to Parents –Dec 2007 strand reported on at least twice a year –Features –Features roperties of –Features Chapter 3 -continued roperties of –Features Colour and Value –Features Chapter 6-Place Value Curriculum/Expectations Collection of data forTerm 2 Reporting to Parents –March _2008 –4 strands in Terms 3 and 4 –Traditions and Chapter 7 –continued Space and Form , Winter Games, –Traditions and Chapter 8 –continued Multiplicationand Division Balance and Emphasis , Winter Games, –Traditions and Measuring Time and Money –Traditions and Chapter 11 –continued , Creative Dance, Physical Growth and Changes in –Traditions and Chapter13 –continued , Creative Dance, Physical Teacher _Ms. Barker_