Language Arts Warm-ups by SlVXhbRp


									 Curriculum Night
        Mrs. Pope’s
Gifted Language Arts Class
Common Core
• Thematic Units
  – Variety of reading genres
  – Writing to respond to text-dependent questions
    and understanding document-based writing
  – Teaching grammar though the reading and
    writing already done in class
• Resources for more information on Common
  – National PTA Parent’s Guide to Student Success
  – 50 Helpful Links to understand the Common Core
• Binder
  – Students’ binders will hold most notes,
    grammar work, weekly DGP warm-ups, and
    graded work.
• Journal (Composition Book)
  – Students’ journals are used to respond to
    writing tasks, usually related to a reading-
    related prompt or particular grammar skill.
  – We may also use our journal to record
    reading- or writing-based notes and then
    practice related skills.
  Language Arts Warm-ups
• DGP (Daily Grammar Practice) – M/Tu/W
  – This warm-up provides students with regular
    practice related to capitalization, punctuation,
    parts of speech, sentence parts, and sentence
• DRP (Daily Reading Practice) – Th/F
  – This warm-up allows students to practice reading
    and its related skills, such as determining
    author’s purpose and genre, selecting the main
    ideas, finding antonyms and synonyms, making
    inferences, comparing and contrasting,
    summarizing, and much more.
 Writing Focus
• Document-based Writing
• Across Curriculum
 –Writing is done in all content areas
  and connections classes. The school is
  committed to helping our students
  become successful writers!
• Depth of Development—Go GREEN!
• Falcon Writing
Document-based Writing
            From “Aaron’s Gift” by Myron Levoy

Aaron thought of the worst, the most horrible thing he could
    shout at the boys. “Cossacks!” he screamed. “You’re all

Question: Out of all names, why does Aaron
 choose the name “Cossacks” to call the
 bullies? What about his current situation
 reminds him of his grandmother’s past?
Reading“If you can’t read it, you can’t learn from it!”
                                           –Laura Robb
• Silent reading time built into the school week.
  – Students read at least 2-3 times a week in class, either
    as they finish work or as a part of reading workshop.
• Homework: reading at home for 20-30 minutes a
  day during the school week, and at least ONCE over
  the weekend!
• If students don’t read, they fall behind; if the
  student is a struggling reader already, then they
  fall even further behind!
• Students need models…if they don’t see others
  reading, they don’t understand why they should
Reading“If you can’t read it, you can’t learn from it!”
                                           –Laura Robb
• Levels of reading:
  Level 1. Instructional (to teach)
  Level 2. Individual (for fun)—This is so important!
• Students should read a minimum of 40-60
  independent reading books a year!
• Reading stamina…
  – Reading stamina must be built, not demanded!
  – If your student is not used to reading, then have
    them start with smaller increments of time and
    increase over time.
E-Readers at school
 Word of the Day
• To enrich students’ word knowledge and
  vocabulary, DMS teachers display a new word
  and its meaning every day.
• The Word of the Day is the same throughout
  every grade level and subject area. Each
  teacher is encouraged to mention this word in
  his/her class to give students multiple
  exposures to the term and its usage.
  – Most words relate to the four content areas to
    preview and review some of the relevant and
    important academic terms.
  – Some key testing terms are also used in the spring
    before CRCT to help students understand and
    answer test questions.
Thank You…
Thank you for coming tonight and
   supporting your student’s


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