PICASSO Preview July 30, 2010

PICASSO Preview

July 30, 2010

Essential Question

What changes have been made on PICASSO for

2010-2011?

Goals for Today

• Look at changes to PICASSO

• What’s new for 2010-2011

• Preview the new and improved Language Arts/ Reading Handbook

Course Guide

Course Guide

Unit Instructional Support

Unit Instructional Support

Unit Outlines

Unit Outlines

Parent Letters

Lessons

ELL Differentiations

Unit Resources

ELA Blog

ELA Blog

Cobb Virtual Library

Cobb Virtual Library

GHGR Adoption Support

Writing Rubric

Writing Rubrics• Young writers can be described in terms of writing behaviors they

exhibit. Children go through distinct stages of development as they learn to write. The stages are characterized by common, observable writing behaviors.

• The following stages A-D reflect the characteristics of young emerging writers.

• Cobb County Kindergarten students are assessed in their development of the writing process every nine weeks.

• When the student has successfully moved through the four emergent stages, he/she would then be assessed using the Cobb County Kindergarten Writing Rubic. The rubric should be used as the student gains competency in the writing process.

Cobb County Kindergarten Writing Stages

Child’s name_________________________________________ Date

_____________________Stage A

Pictorial WriterWriting is drawing or manipulating objects.The Alphabet awareness/letters may be known but are not applied.The “story” can be told with the child’s oral-language.

Stage B

The Squiggler/Verbal StoryTellerWriting is represented in scribbles or patternsLetters may be written randomly.Oral stories and pictures may become more elaborate.A connection is beginning to be understood between written symbols and the idea of writing a “story”.There is an attempt to record letters and numbers as familiarity with them is developed.

Stage C

The Letter Shaker/CopierRandom letters and child’s name are often incorporated into the “story.”Letters and words posted in the environment are often copied.The oral/pictorial “story” often incorporates random letters or copied words.Distinguishing between letters and words may not exist.

Stage D

The Sound Maker/LabelerThere is evidence of beginning understanding of letter/sound connections.Parts of the picture “story” may be labeled in writing and referenced in the oral story.The concept of story is beginning to be developed.Simple “stories” are conceived and told.Writing begins to reflect the separation of words by using spaces.

Cobb County School District Grade K (Writing Rubric)K Standard: The student begins to understand the principles of writing

Components of the Standard

3Consist and successful progress towards meeting the standard

2Some progress toward achievement of the standard

1Limited or minimum progress toward achievement of the standard

Writes or dictates to describe familiar persons, places, objects or experiences.

Consistently writes to describe familiar persons, places, objects, or experiences.

Some progress when writing to describe familiar places, objects, or experiences.

Limited or minimum progress when writing to describe familiar places, objects, or experiences.

Using drawings, letters, and phonetically spelled words to

create meaning.

Consistently uses drawings, letters, and phonetically spelled words to create meaning.

Some progress when using drawings, letters, and phonetically words to create meaning.

Limited or minimum progress when using drawings, letters, and phonetically words to create meaning.

Accurately prints name, all uppercase and lowercase letters

of the alphabet, and teacher-selected words.

Accurately prints names, all upper and lowercase letters of the alphabet and teacher-selected words.

Some progress when printing names using upper and lower case letters of the alphabet and teacher-selected words.

Limited or minimum progress when printing names using upper and lower case letters of the alphabet and teacher-selected words.

Uses left to right pattern of writing.

Consistently uses left to right pattern of writing.

Some progress toward using left to right pattern of writing.

Limited or minimum progress toward using left to right pattern of writing.

Begins to use capitalization at the beginning of sentences and punctuation (periods and question marks) at the end of sentences.

Begins to use capitalization at the beginning of sentences and punctuation (periods and question marks) at the end of sentences.

Some progress when using capitalization at the beginning or sentences and punctuation (periods and question marks) at the end of sentences

Limited or minimum progress toward using capitalization at the beginning or sentences and punctuation (periods and question mark) at the end of sentences.

Kindergarten Writing Task

Commentary

for the Student

Celebrations:

You used capitalization at the beginning of your sentences and punctuation at the end. You also used the left to right pattern of writing.

Commentary for the Student

Next Step:

Can you write more to describe your experiences with watermelon?

Special Education

411

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.

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 SWD’s 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.

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

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

ELA Handbook Preview

Log into PICASSO and click on Handbooks and Guides.

Click on Language Arts/Reading.

Here it is!

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.

Philosophy and Principles

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

Components of Balanced Literacy

• Read Aloud• Shared Reading• Guided Reading• Independent Reading• Shared Writing• Interactive Writing• Guided Writing• Independent Writing• Word Work

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.

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.

Reading Instruction

Building Background in Reading

• Stages of Reading

• Reading Terminology

• Early Reading Strategies

• Concepts of Print

Reading Instruction

Strategies for Reading Improvement

• Comprehension

• Accuracy

• Fluency

• Vocabulary

• Motivation

Guided Reading Groups vs. Strategy Focus Groups

Writing Instruction

• Top Ten Ways to Support Writers – Begin with rituals and routines.

• Ideas for mini-lessons, work time, conferring, and sharing

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.

Handwriting

The program sequence, goals, and objectives are listed by grade level on

pages 47 and 48.

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)

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

Literacy Centers

• Literacy Centers – definition and rationale

• Before, during, and after centers

• Assessment

• Center ideas

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

Please review the Report Card Marking Guide on page 80 for K-3.

Instructional Portfolios

• Teachers are encouraged to have a portfolio for each student.

• A two-pocket or manila folder is sufficient.

Reading Behaviors to Notice and Support

Reading Behaviors to Notice and Support

Reading Behaviors to Notice and Support

If at first you do succeed, try not to look so astonished!

Thank you for coming today!

Have a wonderful year!