Vocabulary Charts Excel - DOC by amo74898

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Explanation and Purpose of this file

This document was created from a review of ALL submitted SIPlan Action Plans for the 2006-07
school year.


Separate documents (computer files) are in the process of being created for each specific
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curricular / focus area and grade level. For example, the document that follows is 6 Grade
READING / LANGUAGE ARTS. 28 documents / computer files have created from last year’s
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Action Plans, e.g., Language Arts - Early Childhood through 8 grade, Mathematics - Early
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Childhood through 8 grade, Algebra I, English II, Attendance, Climate / Behavior and Graduation
Rate.


This document is a “selected / gleaned compilation” of Interventions / Strategies, Instructional
Technology Integrated Strategies, Professional Development Citations, Assessment Summaries
and Parental Participation Suggestions. “Selected / Gleaned Compilation” means that you will
view some of the best written, some of the most detailed, some that take a unique approach,
some that walk down a path taken by only a few other buildings and some that may spark a
“domino” thought for further development. Is the listing all inclusive of the quality Action Plan
components written last year? NO! It is a “starting gate” for all to walk through as the 2007-08
SIPlan process begins.


Its purpose is to provide the individual School Improvement Team with “possible”
alternatives, additions and/or modifications to their current focused approach to a specific
PASS Objective.


It is NOT intended as a replacement for the ideas, directions and decisions that currently
reside within individual SIPlans. If the document has no value then you are under no
obligation to use it.


Buildings should review this document and select those components (via cutting, copying,
pasting, and then inserting in the appropriate Action Plan Template cell) that will enhance the
school’s efforts at sustainable school improvement. All copy provided is presented in 10 point
Arial font. Adjust the font size as needed.


Each document, by grade level and curricular area, is presented in lowest to highest PASS
Objective numeric order.


Abbreviations have been used sparingly. Abbreviations include:

    ELL Link = Strategy that may be used with English Language Users
    IEP Link = Strategy that may be used with Special Needs Students
    Tech Link = Insertion within Instructional Technology Integrated Strategies cell

Note… Although a particular designation may be inserted before the Strategy DO NOT interpret
the designation as a “cast in stone” use with a particular group. If, upon review, the Strategy
would have application / impact on any or all student groups, then place that Strategy into the
appropriate cell(s).
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Vocabulary
1.1 Words in Context

Vocabulary / Words in Context (1.1) Teachers will utilize word walls to engage students in
applying learned vocabulary in sentence development and test readiness. Marzano’s,
Differientiated Learning will be applied. Teachers will provide repeated exposure to Latin word
roots and have students utilize prior knowledge and personal experience to identify words in
context with the aid of graphic organizers and classroom discussion. SPECIAL NEEDS ADD…
Additionally, teachers will require students to demonstrate understanding through language
objectives to include combinations of writing, listening, reading and speaking skills.

Vocabulary/Using Words in Context – 1.1
Sixth grade teachers will use Robert Marzano’s summarizing, homework practice, and
cooperative learning strategies to develop and expand knowledge of word parts and word
relationships, as well as context clues. They will also provide association methods where
students utilize prior knowledge and personal experience to identify words in context.

Vocabulary / Words in Context – 1.1
Sixth grade teachers will provide repeated exposure to using words in context. Teachers will use
modeling, guided practice, and independent practice through the use of a graphic organizer that
requires the student to identify unfamiliar words, guess at their meaning, and identify the
information in the text that helped them define the word. For ELL students, the following
interventions will be employed: oral and written cloze activities, building vocabulary through the
use of word webs and word games, and using pictures.

Vocabulary / Words in Context – 1.1
Sixth grade teachers will provide repeated exposure to Greek and Latin word roots. They will
provide methods where students utilize prior knowledge and personal experience to identify
words in context including graphic organizers and class discussion.

Vocabulary / Words in Context – 1.1
Teachers will use SRA Direct Instruction for qualified students, Marzano’s, Literacy Centers,
Great Books Reading Program, Reading Counts and other strategies/methods to engage
students in utilizing vocabulary words in sentence development. Students will also learn to use
word parts and work relationships as well as context clues to understand the precise meaning of
grade-level-appropriate words in fiction and nonfiction texts.

Tech Link… Vocabulary / Words in Context (1.1) Teachers will provide instruction focusing on
the use of online dictionaries and thesauruses to help students increase their knowledge of
unfamiliar words and phrases.

Professional Development Link… Vocabulary / Words in Context (1.1) Teachers will meet
weekly with team to discuss and examine student work. Instructional facilitator will coach
teachers through lesson presentation. Teachers will attend district professional development
opportunities as needed. Teachers will practice peer coaching for brainstorming ideas. New
teachers will receive Target Teach training in curriculum alignment and instruction. Select staff
will attend specific training in Read 180.


Vocabulary
1.2 Origins

Nothing included as of this compilation.
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Comprehension / Critical Literacy
3.1 Literal Understanding

Comprehension/ Critical Literacy / Literal Understanding (3.1) Students will use pre-reading
strategies to preview and activate prior knowledge. Students will generate questions about their
reading and utilize graphic organizers to show literal understanding. Additionally, teachers will
require students to demonstrate understanding through language objectives to include
combinations of writing, listening, reading and speaking skills.

Comprehension/ Critical Literacy / Literal Understanding (3.1) Sixth Grade teachers will use
Robert Marzano’s summarizing strategy, homework practice strategy, and cooperative learning
strategy to guide/teach students with the following comprehension exercise(s).
    1) Students will construct Level 1, 2, & 3 questions that correlate/connect to your anchor
        story. Prior to the first time the teacher starts this activity, the teacher should model Level
        1, 2, & 3 questions with their students. Students should be allowed to work on their
        questions for homework practice (Robert Marzano strategy).
    2) Students should have their questions completed and ready to share the following day.
    3) The teacher should divide the class into four groups (Robert Marzano cooperative
        learning strategy). Students will organize their questions, and turn in one list to the
        teacher. The groups will also organize their questions on note cards.
    4) Using the questions on the note cards, the class will have a “Lit Quiz Bowl.”
    5) The teacher can determine the points that should be awarded for the questions.
        Suggestion: bonus points should be awarded to level three questions.
    6) Enable the class to choose questions for the upcoming test. Students should be
        encouraged to type their questions.
Anchor story: the “anchor story” is a story/literature selection that you and your students will
analyze work with for the entire school year. “Anchor stories” allow students to analyze literature
in-depth.
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Suggested 6 Grade Anchor Stories:
    1) The Black Stallion            Walter Fraley
    2) Anne of Green Gables L. M. Montgomery
    3) Holes                         Louis Sachar
    4) Artimis Fowl                  Eoin Colfe

Students should be allowed to type their questions on the computer. The teacher can also
engage the students using an interactive Smart Board during the “Lit Bowl.”
Level Questions:
       a. Level One: questions can be answered using facts in the text or easily accessible
           information in other text. They’re fact-based. Example: What stage play will the
           students be performing?
       b. Level Two: questions can be answered after interpreting or analyzing the text that
           they have inference–based. Example: Why does the speaker continue to write her
           name in the dust?
       c. Level Three: questions are open-ended. They ask you to go beyond the text. These
           questions will provoke discussion of an abstract idea or issue. Example: Why is it
           important for some people to “make their mark” on the world?

Tech Link… Comprehension/Critical Literacy / Literal Understanding (3.1) Students will use
various commercial software programs (such as PowerPoint) to demonstrate literal understanding
of given texts.

Professional Development Link… Comprehension/Critical Literacy / Literal Understanding
(3.1) Teachers will meet weekly with team to discuss and examine student work. Instructional
facilitator will coach teachers through lesson presentation. Teachers will attend district
professional development opportunities as needed. Teachers will practice peer coaching for
brainstorming ideas. New teachers will receive training in curriculum alignment and instruction.
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Select staff will attend specific training in Read 180. Select staff will attend “Inclusion and
Differentiated Instruction”. Select staff will attend “Inclusion and Differentiated Instruction”.


Comprehension / Critical Literacy
3.2 Inferences and Interpretation

Comprehension / Inferences and Interpretation - 3.2
Sixth grade teachers will provide direct instruction, guided practice, small group, and individual
silent and oral reading opportunities. Sixth grade teachers will model for students the lesson
objectives followed by discussion and skill application. Students will complete graphic organizers.
The graphic organizers will outline what the students already know, what the students learned
from the reading, and what information they combined to make inferences. Students will continue
to use graphic organizers during guided practice and independent reading. Inferences and
Interpretation skills will be re-taught, reinforced, and revisited throughout the year.

Comprehension/Critical Literacy / Inferences/ Interpretation – 3.2
Teachers will use webbing and other graphic organizers to improve student comprehension.
Additionally, teachers will use various questioning techniques that encourage interpretation or
that challenge critical thinking.

Comprehension/Critical Literacy/ Inferences and Interpretation – 3.2
Students will use pre-reading strategies to preview, activate prior knowledge. Teachers will allow
students to make and generate questions about their reading, demonstrate understanding in the
form of an oral performance, or a three dimensional model, as well as utilize graphic organizers
(like a story map) to show understanding. Hispanic grade students who are below grade level in
reading according to the Gates-MacGinitie or STARS Reading tests will be placed in a reading
enrichment class for an extra 55 minutes of reading instruction daily.

Professional Development Link… Comprehension/Critical Literacy / Inferences/
Interpretation – 3.2 Review Marzano’s Instructional Strategies for providing high level
questioning techniques to help students make inferences, interpretations, analysis, and synthesis.

Tech Link… Comprehension/Critical Literacy/ Inference and Interpretation - 3.2
 Students will listen and create podcasts related to book reviews.
 Students will participate in a moderated blog to respond to literary questions.
 Students will take Reading Counts quizzes to monitor quantity of independent reading and
   reading comprehension.
 Students will use Inspiration as a digital graphic organizer.
 Students will view television commercials to discuss and evaluate information.
 Students will use Word software to write creatively.
 Students will use PowerPoint for critical literacy and comprehension projects.


Comprehension / Critical Literacy
3.3 Summary and Generalization

Comprehension/Critical Literacy / Summary & Generalization (3.3) In cooperative learning
groups, students will summarize given texts omitting what is not useful. Students will defend their
omissions. Students will write a brief summary of their favorite movie and present to the whole
group. The non-presenting students will generate questions about the movie that may have been
unanswered by the summary. Additionally, teachers will require students to demonstrate
understanding through language objectives to include combinations of writing, listening, reading
and speaking skills.
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Tech Link… Comprehension/Critical Literacy / Summary & Generalization (3.3) Students will
use search engines such as Google.com and Yahoo.com to generate summaries of their favorite
movie and describe how their summary differed from the online author’s.

Professional Development Link… Comprehension/Critical Literacy / Summary &
Generalization (3.3) Teachers will meet weekly with team to discuss and examine student work.
Instructional facilitator will coach teachers through lesson presentation. Teachers will attend
district professional development opportunities as needed. Teachers will practice peer coaching
for brainstorming ideas. New teachers will receive training in curriculum alignment and
instruction. Select staff will attend specific training in Read 180. Select staff will attend “Inclusion
and Differentiated Instruction”. Select staff will attend “Inclusion and Differentiated Instruction”.


Comprehension / Critical Literacy
3.4 Analysis and Evaluation

Comprehension/Critical Literacy / Recognize and evaluate structural patterns found in a literary
work (3.4) Students will use pre-reading strategies to activate prior knowledge. Teachers will
provide grade-level examples of structural patterns Students will use cooperative learning groups
to evaluate patterns in given samples.

Tech Link… Comprehension/Critical Literacy / Recognize and evaluate structural patterns
found in a literary work (3.4) Students will access various online databases to read and analyze
the structural patterns of fiction and non-fiction selections.

Professional Development Link… Comprehension/Critical Literacy / Recognize and evaluate
structural patterns found in a literary work (3.4) Teachers will meet weekly with team to discuss
and examine student work. Instructional facilitator will coach teachers through lesson
presentation. Teachers will attend district professional development opportunities as needed.
Teachers will practice peer coaching for brainstorming ideas. New teachers will receive training in
curriculum alignment and instruction. Select staff will attend specific training in Read 180


Literature
4.1 Literary Genre

Literature / Literary Genres (4.1) Teachers will provide direct instruction as well as partner, small
group and individual silent reading opportunities for each genre. Students will chart the
characteristics of the various genres.

Literature/Genre – 4.1
Students will actively participate in recognizing the identifying characteristics of Fiction and Non-
Fiction texts to expand knowledge of literary genre through daily reading activities in class using a
variety of sources including: textbooks, non-fiction books, poetry and drama.

Tech Link… Literature / Literary Genres (4.1) Students will use the computer and various
publishing software programs to create products which display knowledge of literary genres.

Tech Link… Literature / Literary Genres (4.1) Teacher will use technological white boards, LCD
projectors with laptops and the ELMO to create electronic interaction between the students and
literary genre. Students will use computers in the Alpha Lab and/or Media Center to access
information.

Professional Development Link… Literature / Literary Genres (4.1) Teachers will meet weekly
with team to discuss and examine student work. Instructional facilitator will coach teachers
through lesson presentation. Teachers will attend district professional development
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opportunities as needed. Teachers will practice peer coaching for brainstorming ideas. New
teachers will receive training in curriculum alignment and instruction. Select staff will attend
specific training in Read 180.


Literature
4.2 Literary Elements

Literature / Literary Elements (4.2) Students will use drawn or cut-out pictures to display non-
linguistic representations of plot, conflict, character and theme of given texts. Additionally,
teachers will require students to demonstrate understanding through language objectives to
include combinations of writing, listening, reading and speaking skills.

Literature / Literary Elements (4.2) Students will find and print and use clip art as non-linguistic
representations of plot, conflict, character and theme.

Literature / Literary Elements – 4.2 Sixth grade teachers will provide direct instruction, guided
practice, small group, and individual silent and oral reading opportunities. Sixth grade teachers
will teach literary elements utilizing: discussions, story excerpts, and a variety of graphic
organizers that help illustrate the specific element being taught. For example, when teaching the
element of plot, discussions will include the basic situation, conflict, external conflict, internal
conflict, complications, the climax and resolution. Students will then be asked to analyze the story
problem, the attempts to solve the problem, the turning point, the events in the story that led to a
solution, and the resolution of the problem. Student assessment will include evaluating the
graphic organizers. Students will continue to use graphic organizers during guided practice and
independent reading. Once the literary element skill has been introduced, it will be re-taught,
reinforced, and revisited throughout the year. Specifically for ELL students the following
interventions will be employed: oral and written explanations and definitions will be repeated by
teachers and/ or peer-tutor/partner.

Literature / Literary Elements – 4.2 Sixth grade students will demonstrate understanding of
conflict in fiction using classification, similarities, and differences based upon literature read in
class. Using a section, chapter, or entire novel, have students review the material, picking out
any conflicts that occurred in the story. Instruct students to make a list of all the conflicts they
find. Then, using two different colored highlighters, classify each conflict as an internal or
external conflict, assigning one color to each. Once students have a list with color notation of
internal and external conflicts found in the reading, have them select one of each kind.
For the external conflict selected, students can use current, school-wide, local, or global events
and find how that conflict compares and contrasts to the conflict in the book. What do they have
in common? What is different? How is the theme or outcome of the conflict similar and different,
etc.? For the internal conflict selected, students must identify a time they were in a similar
situation and the similarities and differences thereof. Were any of their own thoughts and actions
the same as the character in the book? How did he or she respond differently or alike? Students
can choose a form of displaying their work such as a Venn diagram with pictures or words, a
summary using paragraphs, or a flow chart of pictures.

Tech Link… Literature / Literary Elements – 4.2 - To integrate technology,
http://www.usnews.com/usnews/home.htm may be used to research current events, and students
can expand their visual representations using Power Point or Kidspiration.

Professional Development Link… Literature / Literary Elements (4.2) Teachers will meet
weekly with team to discuss and examine student work. Instructional facilitator will coach
teachers through lesson presentation. Teachers will attend district professional development
opportunities as needed. Teachers will practice peer coaching for brainstorming ideas. New
teachers will receive training in curriculum alignment and instruction. Select staff will attend
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specific training in Read 180. Select staff will attend “Inclusion and Differentiated Instruction”.
Select staff will attend “Inclusion and Differentiated Instruction”.

Professional Development Link… Literature / Literary Elements (4.2)
    Daily team plan
    Examine student work together with grade level teachers
    Study Standard District Curriculum Results for remediation
    Observation of teachers using literature circles
    Standard District Curriculum training
    Professional development offered by the state, district and Edison
    College Board Training sessions (Feb. 23-24, 2007b and summer 2007)
    In-service on Differentiated Instruction, August 2006
    Computer Instruction Professional Development, August 2006
    Great Books Training

Tech Link… Literature / Literary Elements (4.2) Teachers will use a variety of technology in the
daily classroom such as: Aver keys, smart boards, library computers to access information via
the internet, computer labs, CD ROMs that accompany the textbooks, online programs that
accompany the texts, language labs, schoolnotes.com, and traditional technology such as
overheads and educational films.


Literature
4.3 Figurative Language / Sound Devices

Literature / Figurative Language and Sound Devices (4.3) Students will create nonlinguistic
representations of each given form of figurative language. Students will identify, analyze and
evaluate the authors’ use of figurative language, imagery and sound devices in given poetry and
prose.

Literature / Figurative Language and Sound Devices (4.3) Sixth grade teachers will use Robert
Marzano’s cooperative learning, classroom & homework practice, and summarizing strategies to
teach students correct idiom usage. Understanding idioms allows students to connect to
language and understand the meaning of words. The following intervention will enable students to
work with words and additional vocabulary in a nontraditional way. First, the teacher will place an
object on the chalkboard, overhead projector, or smart board with a hidden message (picture or
word) The students will need to figure out what the hidden message behind the picture means.
Next, after the class discussion (reveal the message), the teacher will separate the students into
groups. Then, the students will receive the following supplies: Poster board/blank sheet of
paper; Magazines, newspapers, pictures from the internet; Scissors; and Glue. The teacher will
ask students to create visual idioms using the pictures they find. Students can also draw
(recreate) pictures. The idioms can be well know or already establish idioms, or the students can
make up their own. Students must fill up all of the space on the paper. Finally, students will share
their creations with one another. For an extension of this activity the teacher can invite an artist
to the class; one who can discuss visually portraying idioms.

Tech Link… Literature / Figurative Language and Sound Devices (4.3) For technology
instruction, if available, the teacher can model using a smart board to introduce idioms to
students. The students can also search the web to find idioms.
www.educationworld.com has numerous links to idioms.

Tech Link… Literature / Figurative Language and Sound Devices (4.3) Students will use the
computer and various publishing software programs to create products which display knowledge
of figurative language.
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Professional Development Link… Literature / Figurative Language and Sound Devices (4.3)
Teachers will meet weekly with team to discuss and examine student work. Instructional facilitator
will coach teachers through lesson presentation. Teachers will attend district professional
development opportunities as needed. Teachers will practice peer coaching for brainstorming
ideas. New teachers will receive training in curriculum alignment and instruction. Select staff will
attend specific training in Read 180.


Research and Information
5.1 Accessing Information

Research and Information / Accessing Information (5.1) Teachers will assign students topics
that require accessing information to gain in depth knowledge of classroom instruction. After
gathering information students will organize and create charts, maps, graphic organizers and
outlines to express understanding of classroom instruction and book knowledge.
Research and Information / Accessing Information – 5.1
Sixth grade teachers will provide repeated exposure to accessing information. Teachers will take
the students to the library every two weeks, where the library media specialist will have a lesson
prepared. Students will practice using the online databases to gather information and will practice
finding relevant information about a topic from references such as the electronic encyclopedia or
almanac.

Research/Accessing Information – 5.1
Students will actively participate in accessing information in a variety of avenues: card catalog,
internet, databases and reference materials. Students will organize information through: graphic
organizers, outlines, note cards, note-taking skills and visual presentations.

Tech Link… Research and Information / Accessing Information (5.1) Students will use Internet
search engines to find and report on information on given topics.

Tech Link… Research and Information/Accessing Information – 5.1
 Students will answer an essential question using a teacher selected web site.
 Students will evaluate assigned web pages for quality information.
 Students will use Big6 materials to structure their research.
 Students will be taught to use district subscription databases and Google using effective and
   efficient search strategies.
 Students will use Online Public Access Catalog (OPAC) to find materials in the library
   collection.
 Students will use the Carver web page, including the library page and the A to Z page for
   students, to access information.

Professional Development Link… Research and Information / Accessing Information (5.1)
Teachers will meet weekly with team to discuss and examine student work. Instructional facilitator
will coach teachers through lesson presentation. Teachers will attend district professional
development opportunities as needed. Teachers will practice peer coaching for brainstorming
ideas. New teachers will receive training in curriculum alignment and instruction. Select staff will
attend specific training in Read 180.
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Research and Information
5.2 Interpreting Information

Research and Information /Interpreting Information (5.2) Teachers will assign students topics
that require accessing information to gain in depth knowledge of classroom instruction. After
gathering information students will organize and create charts, maps, graphic organizers and
outlines to express understanding of classroom instruction and book knowledge.
Tech Link… Research and Information /Interpreting Information (5.2) Students will use Internet
search engines to find and report and evaluate information on given topics.

Tech Link… Research and Information/Interpreting Information – 5.2
 Students will use Excel to create graphs and charts to organize information.
 Students will evaluate web pages for relevancy and quality information.
 Students will use Big6 materials to structure their research.
 Students will research and discuss teacher identified images, charts, graphs, and other visual
   material guided by an essential question.

Professional Development Link… Research and Information /Interpreting Information (5.2)
Teachers will meet weekly with team to discuss and examine student work. Instructional facilitator
will coach teachers through lesson presentation. Teachers will attend district professional
development opportunities as needed. Teachers will practice peer coaching for brainstorming
ideas. Select staff will attend specific training in Read 180.
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Assessments

Daily and Weekly

       Teacher observations of daily participation and individual/group work will give an informal
        view of student mastery level.

       Teacher made tests will give an on-going, formal view of the students’ levels of objective
        attainment and students’ need for remediation.

       Journal writing, in response to the current objective, will assess student understanding .

       SRA

Periodic

       The District will provide and the teachers will administer Pre-Tests, Post Tests and Unit
        Tests.

       The district will provide and the teachers will administer the Gates MacGinitie Reading
        Pre-Test and Post Test.

       The district will provide and the teachers will administer the OCCT Test.

Daily and Weekly Assessments:
     Teacher observations of daily participation/work and flexible group work will give an
        informal view of student development.
     Teacher-made tests will be administered as needed.
     Vocabulary and comprehension tests over literature and novels will provide a formal view
        of the child’s understanding related to the desired objectives.
     Portfolios will be kept for the special needs students.

Periodic:
     Standard District Curriculum unit tests will be administered quarterly (at a minimum).
     Individual assessments/anecdotal records will provide informal views of student literacy
       development.
     Gates-MacGinite reading test is administered in the fall and in the spring to monitor
       progress.
     Accelerated Reader testing, three per quarter.

Annually:
    The OCCT test will be administered as directed by the state.


Tech Link… - GENERAL

       Teachers will utilize Kidspiration/ Inspiration
       Students will use technology will to enhance learning, increase productivity and provide
        creativity
       Complete a partially filled graphic organizer provided by the teacher
       Select and apply from a group of graphic organizers (e.g. Venn Diagram, concept maps,
        timelines)
       Apply clip art or images into graphic organizers
       Insert a hyperlink into a graphic organizer
       Save a document in an appropriate format to be used in other applications
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       Students will create slide presentations
       Determine slide layout to use
       Choose background color
       Use a style template
       Insert graphics into a slide
       Present slide show using a projection system
       Create basic animation
       Capture video and enter into slide
       Use resources for solving problems and make informed decisions
       Apply data from spreadsheet to create charts and graphs
       Format cell attributes (e.g. columns, rows, justification, styles and numbers)
       Enter, edit and delete information from spreadsheet


Professional Development - GENERAL

Sixth grade teachers will participate in in-service programs with the Library Media Specialist
where they identify ways to access and utilize on-line databases as a tool to increase student
literacy.

Sixth grade teachers will participate in a school-wide in-service focusing on the implementation of
Accelerated Reader as an instructional tool to assist students in increasing comprehension and
vocabulary.

Sixth grade teachers will meet weekly to discuss instructional strategies that support Best
Practices for comprehension, literacy, and vocabulary development.

Sixth grade teachers will meet monthly with the language arts team to discuss vertical alignment
of classroom activities, discuss instructional strategies and disaggregate current District-provided
test data.


Parental Participation

Communication:
    Teachers will send home student agendas daily.
    Teachers will send home progress reports at a minimum of every five weeks.
    Teachers will send home report cards every nine weeks.
    Teachers will send home a monthly newsletter.

Learning at Home:
    Parents will ensure that students read at least 15 minutes per day at home.
    Parents will ensure that students complete homework four nights weekly.
    Reading materials will be sent home periodically to provide extra practice.
    Use of the student Agenda to monitor assignments and homework.
    PAL Packets (parent assisted learning).

Parental Participation - GENERAL

Sixth grade teachers will provide web pages with all pertinent information and email access.

Sixth grade teachers will utilize back to school night and parent teacher conferences to
disseminate information.
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Sixth grade students have access to the textbook publisher’s web site in order to ask questions
and seek information.

Sixth grade teachers will call parents frequently making them aware of student progress in
language arts.

Sixth grade teachers will include parents in the development of student “Action Plan” for success.

Sixth grade teachers, parents and students will utilize student planners to track and monitor
homework and progress in language arts.

								
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