PICASSO Preview

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• PICASSO Preview
• July 30, 2010

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Essential Question

• What changes have been made on PICASSO for
  2010-2011?

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Goals for Today

• Look at changes to PICASSO
• Whats new for 2010-2011
• Preview the new and improved Language Arts/
  Reading Handbook

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Course Guide
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Course Guide
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Unit Instructional Support
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Unit Outlines
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Unit Outlines
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Parent Letters
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Lessons
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Additions to Lessons
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ELL Differentiations
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Unit Resources
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ELA Blog
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ELA Blog
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Cobb Virtual Library
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Cobb Virtual Library
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GHGR Adoption Support
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Writing Rubrics
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Writing Student Samples
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New Writing Student Samples with Commentary
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Meets - Ideas
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Commentary for that Sample
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Report Card
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• Special Education
• 411

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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.

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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 SWDs 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.

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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

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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

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ELA Handbook Preview
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Log into PICASSO and click on Handbooks and
Guides.
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Click on Language Arts/Reading.
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Here it is!
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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.

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Philosophy and Principles

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

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Components of Balanced Literacy

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

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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.

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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.

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Skills for Super Writers (GUMS)Third-Fifth Grades

• The materials are used with the GHGR Writing
  Teachers Guide.
• Please dont follow the lesson order in the GUMS
  book instead, follow the sequence in the GHGR
  Writing Teachers Guide.
• The GHGR-Gums correlation can be found in the
  Unit Instructional Support section of the course
  guide on PICASSO.

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Suggestions for Implementing Good Habits, Great
Readers 4-5

• Shared Reading
• There are three Focus Lessons and two Mini-Lesson
  options each week.
• See page 13 for suggestions on how to fit in all
  of the lesson components.
• Teach lessons that support the GPS.
• Guided Reading
• Suggested guided reading books and lessons 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.

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Suggestions for Implementing Good Habits, Great
Readers 4-5

• 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.
• See pages 28 and 29 of the GHGR Shared Reading
  Teachers Guide for information on setting up,
  organizing, and managing a reading journal.

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Suggestions for Implementing Good Habits, Great
Readers 4-5

• Writing
• Use the Introduce and Teach sections as
  mini-lessons.
• The Apply section does not always lead to a
  completed draft.
• Students should write daily.
• GHGR Conferencing/Questioning card is a great
  resource.

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Reading Instruction

• Building Background in Reading
• Stages of Reading
• Reading Terminology
• Early Reading Strategies
• Concepts of Print

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Reading Instruction

• Strategies for Reading Improvement
• Comprehension
• Accuracy
• Fluency
• Vocabulary
• Motivation

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Guided Reading Groups vs. Strategy Focus Groups
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Writing Instruction

• Top Ten Ways to Support Writers Begin with
  rituals and routines.
• Ideas for mini-lessons, work time, conferring,
  and sharing

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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.

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Handwriting

• The program sequence, goals, and objectives
  are listed by grade level on pages 47 and 48.

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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)

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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

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Literacy Centers

• Literacy Centers definition and rationale
• Before, during, and after centers
• Assessment
• Center ideas

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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

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

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• Please review the Report Card Marking Guide on
  page 81 for 4-5.

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Instructional Portfolios

• Teachers are encouraged to have a portfolio for
  each student.
• A two-pocket or manila folder is sufficient.

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Reading Behaviors to Notice and Support
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Reading Behaviors to Notice and Support
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Reading Behaviors to Notice and Support
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If at first you do succeed, try not to look so
astonished!
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• Thank you for coming today!
• Have a wonderful year!