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Summer 2014

Summer 2014. Haitian-Creole Home Language Arts. Day One . Lach Nora. Kesyon Esansyèl. Kòman tan kapab afekte nou ? Kòman Wren ak tout fanmi li te rive siviv gwo tanpèt ak inondasyon 1927 la? (Performance Task Question). Vokabilè /Vocabulary: Definisyon Egzanp Kesyon (DEK).

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Summer 2014

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  1. Summer 2014 Haitian-Creole Home Language Arts

  2. Day One

  3. Lach Nora

  4. KesyonEsansyèl Kòman tan kapabafektenou? Kòman Wren ak tout fanmi li te rive sivivgwotanpètakinondasyon 1927 la? (Performance Task Question)

  5. Vokabilè/Vocabulary:DefinisyonEgzanpKesyon (DEK) Beginning to End Days 1-5

  6. Context Clues • Definisyon • Sinonim • Antonim • Konparezon • Egzanp • Lis • KòzakEfè • Deskripsyon/Enferans Fouyejiskaskeoujwenndefinisyonmoyo!

  7. LachNoraOtè: Natalie Kinsey-WarnockIlistratè: Emily Arnold McCully Day Two

  8. Ann Li Pou n Idanfye: Tèm, Topik, Ide Prensipal Tèm Topik Ide Prensipal Days 2-4

  9. Ann FèDiferans

  10. LachNoraOtè: Natalie Kinsey-WarnockIlistratè: Emily Arnold McCullyGenre:Historical Fiction (FiksyonIstorik) Lach Nora Lè m tefenkfèt, granmè m di m tetèlmanpiti, m tesanbleak yon ti zwazo; se sakfèyorele m Wren. Granmè m tepititou, men li tetrèdifisil. Sa te bon, ousinonnou pat apjanm rive sivivinondasyon1927 la. Day Two

  11. Ann FèDiferans

  12. Itilize “Task Cards” pou n FòmeKesyon

  13. Bi Otè (Author’s Purpose) Intent of Passage/Poem Intent of Articles/Essay Pouanseye (to teach) Poumontre (to show) Pou bay fè (to give fact) Pouenfòme (to inform) Poueksplike (to explain) Poudekri (to describe) Poukonpare (to compare) Poudiferansye (to contrast) Pousikjere (to suggest) Pouendike (to indicate) Poudemontre (to demonstrate) Poudevlope (to develop) Poukonvenk (to convince) Poupwouve (to prove) Pou bay yon byografi (give a biography) • Poupataje (to share) • Pouamize (to entertain) • Pouanseye (to teach) • Poumontre w (to show) • Poukonpare (to compare) • Pousikjere (to suggest)

  14. Figurative Language Kontantankou yon kalmason.

  15. Scoring with Reciprocal Teaching

  16. EstriktiTèks (Text Structure) • Deskripsyon (Description) • Sekans (Sequence) • Konpare/Diferansye (Compare/contrast) • KòzakEfè (Cause and effect) • PwoblèmakSolisyon (Problem and solution)

  17. Deskripsyon (Description) • Otè a bay yon lissoukarakteristik : topik ide moun kote bagay Gwokaybatisoumòn Delivrans Lach Nora Soveanpilmoun nan yon vilaj

  18. Sekans (Sequence) • Otè a bay lisenfòmasyonyo nan lòdkronolojikousnonnimerik. • Otè a dekri yon evenmanousnoneksplikekòmanpoufè yon bagay nan lòd.

  19. KonpareakDiferansye(Compare and Contrast) • Otè a eksplikekòman de bagaymenmjanoubyenkòmanyodiferan. • Venn Diagram T-chart Venn Diagram

  20. KòzakEfè (Cause and Effect) Non: • Otèa bay kèkevenmanakkonsekansyo. • Efè: sa k pase? • Koz: Kisa k fè l pase? Kòz Efè Nora ak tout fanmi li tesivivdelij la Yoteantre nan lachgranpètebatisoutètmòn nan.

  21. KòzakEfè Apre Si Si Lach la pat bati…

  22. PwoblèmakSolisyon(Problem and Solution) PwoblèmakSolisyon • Otè a bay yon pwoblèmepi li mansyoneplizyèreponskiposib. Pwoblèm Solisyonposib…. Solisyonposib… Solisyon Posib… Reponski pi bon

  23. KarkteristikTèks(Text Features) • Karakteristikyon tèksedeelèvyokonprannistwakireyèl (non-fiction texts) • Karakteristik yon tèks se tout ti detayotè a bay pouedelektè a konpranntèks la

  24. NoukaJwennKarakteristiktèks nan_____________ • Manyèl • Jounal • Atik nan magazin • Rapò • Pajentènèt • Lòtfòmtèksreyèl

  25. Karakteristik yon Tèks • Tit • Soutit • Topik • Mo fonse • Mo italik • Ilistrasyon (drawings/ created by an artist) • Fotograf (taken by a photographer) Site kèklòtkarakteristik: __________________

  26. Think of the writing in McGraw-Hill like a 3 lane highway… Lane: 3 – Analytic Writing (Apply Traits & Genre to what you Read) Lane: 1 – Traits (Skills) Lane: 2 – Genre Writing (Apply Traits)

  27. ADD EXLAIN AND PLAN FOR THE 3 LANES OF WRITING

  28. Lane #1

  29. presentation The way we present our message on paper, the overall appearance: • making it inviting • both visual and textual elements Balancing white space • visuals • text • graphics Neatness • typed text or cursive handwriting • font selection • borders

  30. Lane #2 Characteristics of Genres-Grades K & 1

  31. Characteristics of Genres-Grade 2

  32. LAFS.3-5.W.1.2 LAFS.3-5.W.1.3 LAFS.3-5.W.1.1 Opinion/Argument Informational/Explanatory Narrative • Examines a topic and conveys ideas and information clearly according to audience and purpose • Introduces topic and groups related ideas together and presented in order of importance (include illustrations when aiding comprehension) • Develops the topic with facts, definitions, details, examples, quotations and comparisons • Includes precise language and domain specific vocabulary • Uses linking words and phrases to connect ideas within categories of information • Provides a concluding statement or section • Tells a real or imagined experiences or events • Needs to include the elements of a story establishes a situation and introduce a narrator and/or characters,setting,organized event sequence- that unfolds naturally • Moves through time with temporal words/phrases for event order • Dialogue • Descriptions of actions, thoughts and feelings to develop experiences, events or reactions of characters • Uses sensory details • Provide a sense of closure • Introduces the topic or text • States an opinion or point of view • Includes an organizational structure that lists reasons that support/prove the opinion • Descriptive details • Concrete proof • Includes others who have the same opinion(quote) • Tells what will/might happen if(If…then…) • Includes comparisons • a mini-story that supports the topic • Uses linking words and phrases that connect opinion and reasons • May include an opposing viewpoint • Provides a conclusion statement or section

  33. Day 1: Shared Writing Day 2: Interactive Writing Days 3-5 Independent Writing

  34. Lane #3 Students will examine the author’s ideas, apply the writing traits and the characteristics of the genre to perform the task!!!!!!!!!

  35. Using a Before-During-After Model to Plan Effective Home Language Arts Lesson • Hook students into the lesson (Before) • Engage students in exploration and discovery (During) • Focus on reflection and sense-making (After)

  36. The Six Steps of the ASSURE Model • Analyze learners: know and understand the audience • State objective: Establish what the learner will get from the lesson • Select methods, media and materials: The ones that are appropriate for the teaching environment • Utilize media and materials: implement technology in your lesson • Require learner participation: Provide the learners opportunities to participate and reflect during the learning process • Evaluate and revise: Reflect upon the lesson and revise where needed Jennifer Nelson Shari DeGroff Donna Williams

  37. (1997)

  38. Assign Group Activities • Second Grade: Fanmi • Third Grade: Nadia ak Lou a • Fourth Grade: Timoun nan Biznis • Fifth Grade: Ti GasonkiEnvanteTelevizyon an

  39. An Overview of Reading Wonders McGraw-Hill June 2014 Division of Bilingual Education and World Languages

  40. Vocabulary Quiz/ Warm-up • Collaborative Conversations • Close Reading • Text Evidence • Analytical Writing

  41. Unique Features of Reading Wonders • Meeting the individual needs of students • Providing scaffolded instructional pathway • Mastering the Common Core State Standards

  42. Access Complex Text (ACT)Includes: • Close Reading • Writing about Reading • Collaborative Conversations • Building Foundational Skills • Using Digital Resources

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