W e l c o m e B a c k !

1. WelcomeBack! ELA 2010-2011 Preview

2. Goals for Today • Look at changes to PICASSO • What’s new for 2010-2011 • Preview the first quarter • Preview the new and improved Language Arts/ Reading Handbook

3. Looking at the Big PictureSome Changes for 1st Grade

4. Looking at the Big PictureSome Changes for 1st Grade

5. Looking at the Big Picture

6. Unit Resources

7. ELA Blog

8. ELA Blog

9. Cobb Virtual Library

10. Cobb Virtual Library

11. GHGR Adoption Support

13. tio

15. Writing Rubrics

16. Revised Writing Rubrics

17. Revised Writing Rubrics

18. Writing Student Samples

19. New to PICASSO

20. The Writing Piece

21. The Commentary for the Sample

22. CCSD Rubric

23. Unit Outlines

24. Unit Outline

25. Unit Outlines Resources Parent letters

26. Parent Letter

27. Unit OutlinesEssential Vs. Supplemental Lessons

28. Essential vs. Supplemental LessonsGrade 1 Unit 2 Sample

29. ELL Differentiations

30. Looking at the Big Picture

31. Table of Contents

33. Table of Contents

34. Sound Spelling Cards

35. Sound Spelling Cards

36. ABC RAP

37. A Sneak-Peek into Quarter 1

38. Reading Timeline • GHGR Focus Lessons Unit 1 are Essential for Developing a Classroom of Readers • DON’T SKIP THESE, however you may need to tailor these to your group of students • GHGR suggests Guided Reading should begin Unit 2; we suggest beginning when your procedures and routines are WELL established

39. Writing Timeline • GHGW gives no introductory lessons; just ideas • PICASSO gives Calkins and El Paso lessons • Introductory Lessons (Up to four weeks) • Begin GHGW • Unit 1 (Two weeks) • Unit 2 (Three weeks) Building a Community of Writers is ESSENTIAL!!

41. Report Card and Teacher Rubrics

42. Report Card

44. K-3 Report Card Marking Guide For Reading

45. Special Education 411

46. 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.

47. 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 SWD’s 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.

48. 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

49. 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

50. ELA Handbook Preview