PLC

= Sheri Barsottelli Lesson Plans = =My targeted goal for the 2008-2009 school year was to increase student use of comprehension strategies across the four core subject areas. I will continue to add to my knowledge of the strategies as well as teaching them to my students. See what strategies and activities I'm using here. = = Other goals for myself: =
 * Create and teach mini-lessons for comprehension strategies and the 6 + 1 Traits of writing
 * Integrate the reading and writing workshop model into my ELA class.
 * Create a library of picture books and lessons and use them to teach literacy skills and 6+1 traits. See book lists and lessons here.
 * Use 4 Square Writing graphic organizer - Students are successfully using the 4 square. One student even used it independently on her planning page for the ELA assessment! Students find it helps them focus on one topic at a time and with their paragraphing when writing a draft.
 * Directly teach more vocabulary and use visuals to help students incorporate new vocabulary into their reading and writing. Students used a wiki here for vocabulary when we read a class novel.
 * Use Achieve3000 focusing on articles, using comprehension strategies before, after and during reading and multiple choice. Also use for journal prompts and writing ideas.



Check out the children's and young adult novels I've read (some with reviews) here [|Mrs. Barsottelli's Shelf]. And here [|Sheri B's Shelf] are the professional and personal books I am reading and reviewing.

See my classroom library here = What I learned at the NFRC Literacy Conference = =Reading Conferences: = Use skill need to arrange small groups instead of reading level
 * Research - the readers process and strategies
 * Decide - what specific compliment to give and what to teach
 * Teach - a strategy, model and have student demonstrate

Six Steps to Teaching Vocabulary:
 * 1) Remind students how word was used in the story.
 * 2) Give a student friendly definition.
 * 3) Students say the word aloud.
 * 4) Give examples of the word used in context, other than from the story, that are familiar to the students.
 * 5) Students interact with the word. Example: Tell me something/someone that is__.__
 * 6) Children say the word again (What is the word we've been talking about?)

Achieve 3000/Teen Biz 3000 November 2008  I'm taking my ELA class into the computer lab everyday for two weeks to help them get used to the Achieve 3000 program. They started by taking the LevelSet. Most of the students worked very hard on that, and their scores were right in line with other assessements. Two students who were absent on Monday did not spend an appropriate amount of time or energy on the LevelSet. I am making them retake it. Even though they are both low readers, they scored at the PRE level, which is very inaccurate. I want them to realize that when they take an assessment they need to try their best. I reminded them that they don't always get a second chance and that the only one they are hurting with their lack of effort is themselves. They did not have enough time to finish the LevelSet today, so we'll see what happens when they do.

 The other students are really enjoying the program and using it appropriately. Of course there is the student who has major attention difficulties, so he didn't even get through the article. I'm going to have to work on ways to get him through the article and activities more quickly. Two students scores were perfectly in the range for learning and I made sure to compliment them on their effort and let them know that I don't want them getting 100's, because that would mean the articles were too easy. I'm interested to read their writing pieces and provide feedback.

 Continuing to use the Achieve 3000, mostly on days when there is a substitute (easy lesson plans). I am lucky to have enough computers in my classroom for my ELA students. For the most part, they are improving on the multiple choice sections. However, they are still struggling with the writing pieces. I see many students who when writing with paper/pencil do not have a problem with punctuation and capitalization, have a problem on this program. I've been reminding them that they are not emailing friends, but writing important pieces for their teacher. I'm also trying to remind them to use the "Include in your answer" button. A window pops up that lists the requirements for the assignment, many students are obviously still not using that tool. I'm trying to use more feedback/rewriting.

 See my student's wikis here.

Literacy Lessons from Atwell's __In the Middle__  (alligns with grade 7 & 8 Power PIs) and how I have incorporated then into my class:  1. Characters/Main Character - using __Cat in the Hat__ and independent reading novels to interpret characters  2. Narrative Voice - using picture books and independent novels  3. Formulaic Fiction - predictable, series, easy to identify plot, moitivation, theme - mentioned in book talks for __How I Survived Middle School__ Series  4. Titles and Leads - have students read from current books and discuss  5. Prologues and Epilogues - mention in book talks ex: __Cornelia and the Audacious Escapades of the Somerset Sisters__  6. Plot - going to use wordless picture books to have students use knowledge of plot to write stories <span style="color: #0e0101; font-family: 'Times New Roman',Times,serif; font-size: 110%;"> 7. Theme - Use when book talking; books do more than tell a story, author wants to teach us about life and living

<span style="color: #0e0101; font-family: 'Times New Roman',Times,serif; font-size: 110%;"> Teaching main idea in science while teaching students about the microscope.

<span style="color: #0e0101; font-family: 'Times New Roman',Times,serif; font-size: 110%;"> I taught and use 4 Square Writing in social studies. Starting with paragraphs, moving up to essays/DBQs. Trying to utilize the fact that I see the same students throughout the day by integrating more reading and writing INSTRUCTION in social studies and science.

<span style="color: #0e0101; font-family: Georgia,serif; font-size: 130%;">I never know where to start when asking my students to write. [|Here] <span style="color: #0a0000; font-family: Georgia,serif; font-size: 130%;"> are 33 pages of writing prompts.

<span style="color: #0a0000; font-family: Georgia,serif; font-size: 130%;"> 11/18/08 10:12 am - My students are all reading quietly books THEY choose without any "level" constraints, although by chance they are all within or close to their STAR reading range. They all did the 5-finger rule (with prompting) and feel the book is appropriate. I'm so proud!

<span style="color: #0a0000; font-family: Georgia,serif; font-size: 130%;"> This is wonderful to read!--Angela

<span style="color: #0a0000; font-family: Georgia,serif; font-size: 130%;"> Looking forward to seminar <span class="wiki_link_ext">"Getting Students to Think: Essential Lessons for Building Literacy Skills" On January 28th in Erie, PA. **I can not wait to post everything I learned. I'm going to have to have an entire separate WikiPage for all this stuff! Can't wait to share! Getting Students to Think Page

<span style="color: #216e38; font-family: Georgia,serif; font-size: 150%;">Favorite Wikis <span style="color: #0a0000; font-family: Georgia,serif; font-size: 130%;">-CurriculumCorner, Fisher1000, LivingVocabulary, WritingFrameworks, Samplewikis,[|Web 2.0 Wiki]