HCPS Blogs



English Department Coordinators

April 2014

[pic]

Calendar of Events for English

March 31-May 2 NWEA Testing Window

March 31-May 2 SOL Simulation Testing Window/Teacher Evaluation Post-assessment Window

May 8 (8am) AP Literature and Composition Exam

May 9 (8am) AP Language and Composition Exam

May 19-June 6 SOL Testing Window

[pic]

Middle School Bridge Program

▪ How is the new homework process going?

▪ Questions/Concerns

Simulation Data

▪ Questions/Concerns

▪ School Choice over whether to give

▪ School Choice on how to give—in parts or all at once

▪ Please complete the following chart for me if your school took/is taking the simulation:

|School |Grade |% Passing |

| | |6th , 7th, 8th—62% |

| | |11th—56% |

| | | |

Teacher Evaluation

▪ All teachers must conduct growth assessments and collect data 

▪ All students/all core classes have to be part of the data collection

▪ All teacher eval items should be given by May 2

▪ Make sure your data sheets are completed by May 23

▪ Any activities you have done in class to enrich/assess the skills should be added to the document as proof of growth

Student Last |Student First |Class Level (AP, IB, Honors, Reg., IEP) |Pre-Assessment Score |Practice 1 |Practice 2 |Midterm/ Benchmark Item |Practice 3 |Practice 4 |Post-Assessment Score |Did Student Grow? | |  |  |  |  |  |  | |  |  |  |  | |RTI Reading

o Measure 1:  Achieve Lexile Report from Fall to Spring

o Measure 2:  NWEA pre and post RIT scores

▪ Grades 6-7, Reading

o Measure 1:  NWEA pre and post RIT scores

o Meaure 2: NWEA pre and post RIT scores (specific category) 

▪ Grade 8

o Measure 1:  Direct Writing Score from HAT to SOL

o Measure 2:  NWEA pre and post RIT scores

▪ Grade 9

o Measure 1:  Annotation

o Measure 2:  Pre’cis Statement

▪ Grade 10—done! 

o Measure 1:  Direct Writing Score from HAT to SOL

o Measure 2:  SOL Multiple Choice Assessment (from Pre-test to Benchmark to SOL)

▪ Grade 11

o Measure 1:  SOL Multiple Choice Assessment (from Pre-test to Benchmark to Simulation)

o Measure 2:  Annotation

▪ Grades 11AP/IB, 12, 12AP/IB

o Measure 1:  Annotation

o Measure 2:  Pre’cis Statement

▪  Drama

o Measure One: Theatre SOL Tracking Chart

o Measure Two: Student Portfolio

Summer Reading

▪ Middle school items are set!

▪ High schools need to send Assignment Sheets to feeder middle schools

▪ Items will be posted to HCPS Webpage Later this Month

Summer Trainings

▪ Reading Training

o Week long training (tentatively planned for July 28-31 or August 11-14)

o Vocabulary Development

o Fluency

o Comprehension

o New Reading Workbooks/Materials

▪ ? Lesson/Unit Planning?

o We had a state review that suggested common lesson plan template

o If county moves to a common lesson plan template, we will have training for those who like to pre-plan (like me)

Meeting Dates (times and locations TBA)

June 18 (End of Year!)

SOL Reading Prep—Literature Stations

The following are resources and suggestions for literature stations you can easily set up in your rooms or that you can use as part of a Reading Camp over the next few weeks. They were pulled with middle school in mind, but all can be modified for high school.

Station 1: Vocabulary

• play memory game of roots and their meanings

• make posters of high frequency word parts and their meanings

• play Scrabble or Boggle

• give students common words and have them give all the connotations and denotations

• play games with vocabulary:

• create flash cards:

• play a roots game on Scholastic:

• play roots matching game:

• do some online practice with simple sentences and context clues: Using Context Clues

• play some interactive games matching words and synonyms online: Vocab

o Play VocaBuzz

o Moving Memory

o Synonym Slots

Station 2: Reading Comprehension

• summarize text with “word clouds”—you can use

o

o

o

o

• listen to songs that tell a story and then use a graphic organizer to create summaries

• create titles for a group of newspaper articles that have the original title removed

• draw conclusions from a list of picture cards--write inferences on a post-it note on the back of each card (don’t duplicate inferences—only add new inferences to the list).

• create flip book for a text that includes who, what, when, where, why, mood, tone

• create an infographic after reading 2-3 short items on the same topic

o easel.ly

o gr.am

o

• play inference jeopardy--

• think and laugh with this prezi on inference (featuring lots of babies)--

• review inference, prediction and main idea with this lesson--

Station 3: Poetry

• illustrate a poem

• highlight interesting words and create a summary with the words

• fill in a poem with missing words (Poem Cloze)

• substitute words in a poem

• compare two poems using a Venn diagram

• build a poem from sentence strips

• try these short practice items (you’ll need to copy into appropriate format so students get questions and you get answers)--

• complete story charts for poems

• pull poems from

o The Academy of American Poets--

o Library of Congress Poetry page--

o Passage Bank--

o Poetry Foundation--

Station 4: Literary Elements

• play quia game for tone and mood--

• make/decorate posters to illustrate difficult tone words

• choose idioms (or other fig. lang.) that define characters from a book (put into character body shape)

• make paper fortune tellers, but use character names and quotes from the book/text

• create a shield using at least 5 symbols to represent a character in book

• choose a company—create a chart putting symbols they use on one side and symbols that express your opinion of the company on the other side

Station 5: Videos, Interactive Items

• do an interactive from SAS Curriculum Pathways:

• identify text connections with this interactive--

• Map story elements and/or summarize with E-60 ESPN Video Links--

• Map the story—use this animation (that only has music) to create your own story map

Station 6: Test-Taking

• create mnemonic device to remember testing strategies (sample1, sample2 )

• create a testing plan poster with tips for before the test and during the test

• create a test taking checklist (sample)

• classify sample questions/stems into QAR categories

• do a “pass around” with a sheet such as this

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download