3/4/5 ELA wk 10-9 10-16
3-5 ELA
Created on September 21, 2023
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Transcript
Agenda
ELA Notebook
week 10/9 & week 10/16
start
3/4/5 ELA PLC
stamp or chat message which you pick**October contest: identify which movie made the library in my background famous
how are you feeling?
agenda
norms
writing outlines - 3rd
writing time - 4/5
this or that
Targets by unit (some PLCs)
Pluses/deltas
- take an inquiry stance.
- ground statements in evidence
- assume positive intentions & take responsibility for impact.
- Speak your truth & be open to different perspectives
- stick to protocol & hear all voices
- start and stop on time
- be here now
Norms
- Need.....
- Genially ELA work space - Targets by Unit
- SAAVAS
- ELA legacy scope and sequence
- Edio course
- Goal...
- BO 1 determine the priority standards in comprehension, writing and reading for the unit assigned to your PLC
- BO 2 determine most important vocabulary words for the unit
- 10 or less per story
Prioritize standards - 3/4/5
Prioritize Standards
- writing a complete sentence
- using proper capitalization and punctuation
- stamina
- stretching sentences to include details
- need for spelling (even high-frequency words)
- parts of speech
- avoidance to write/type
- finding time to write/edit with learners
- utilizing keyboards properly
- organizing writing
- do not know what is unknown
- starting/organizing writing/creativity
writing - 3 - Big themes
- 3rd grade PSSA > short answer – basic paragraph = 2pts
- 4th grade PSSA > use evidence from story – 3 paragraphs 4tpts
- 5th grade PSSA > use evidence from story – 3 paragraphs 4pts
- What steps are needed to reach the writing goals?
- think basics to complex to reach the standard
- focus on the writing itself
- example:
- parts of speech
- complete sentence (subject/predicate: I run.)
- stretchy sentence
- what comes next?
- 10-15min create an outline as a group or use BO to outline independently
writing - 3 - Big goals
Use the steps to outline needs for your learners
- Will every learner need each step?
- Who needs which steps?
- write names where each learner currently is
- example:
- parts of speech (Mason C. & Carson B.)
- complete sentence (subject/predicate: I run.) (Sally & Dexter)
- stretchy sentence (Greyson, Jayden & Delia)
- etc.
- 15-20 minutes - independently or use BO room to discuss out loud
writing - 3
bonus article
- your next steps
- finding the time
- observing work samples for data collection
Next steps - 3
- why should we support writers by taking more time help them?
Why - 4/5
- 5 minutes - list places where more writing could take place
- Where can I focus on writing alone? (dates)
- Will my target standards still be focused on elsewhere?
- Do I need it to support a writing project?
- Do I need this to support writing in general?
Write Stuff
- Need....
- Edio Course outline
- writing outline with your roster
- Outlook calendar
- Target standards by unit
Writing time
Write Stuff
- Share.....
- Where can your writing focus happen?
- will working independently or in a group be helpful?
Writing time
What could we do to make it more helpful?
What was helpful about today's meeting?
Check out - Pluses-DeltAs