|
|
Allison Wooten |
|
FAQFrequently Asked Questions: This page contains answers to common questions of students and parents.
Gateways NC Promotion Standards are referred to as Gateways. Gateway 1 requires third graders to meet local promotion requirements and to show grade-level proficiency by scoring at Level 3 or above on NC End of Grade Assessment in Reading and in Math. Gateway 2 requires fifth graders to meet local promotion requirements, demonstrate grade-level proficiency by scoring at Level 3 or above on NC End of Grade Assessment, and demonstrate adequate progress in writing by scoring at or above proficiency on the NC Fourth Grade Writing Assessment. Procedures for re-testing as well as formal review processes are included in the standards if students do not meet Gateway requirements. Reviews involve teacher documentation of student performance such as test records and work samples. The review committee can include central office staff, teachers and principals. The committee makes suggestions to the principal regarding promotion. However, the principal will have final authority over promotion or retention. Students with disabilities have other special provisions in the policy. Allison Wooten What is Write From the Beginning? Write From the Beginning Write from the Beginning is a developmental writing program. Skills for effective writing, organized writing with Thinking Maps and focused mini lesson are some of the features of the program. Expected outcomes of each grade level are listed below. Kindergarten Goal-2 sentences by the end of the year. Pictures must have character(s) and a setting. Usage of initial and final consonants is demonstrated. Writing and drawing must relate. First Grade Write 3 quality sentences on a single topic. Detail and/or descriptive language should be used. Events must be in sequential order. Transition words should be used. Capitalize proper nouns, I and the first word in a sentence. Punctuate the end of sentences. Correctly spell some high frequency words. Use decipherable inventive spelling. Second Grade Write 5-8 sentences on a single topic. Stories must have a clear beginning, middle and end. Use details and descriptive language. Use appropriate transition words and phrases. Use correct end punctuation and capitalization. Correctly spell high frequency words and use decipherable inventive spelling. Third Grade Write multiple paragraphs on a single topic. Each paragraph will have a topic sentence and a minimum of 2 or 3 supporting details focused on a topic sentence. Stories must have a clear beginning, middle and end with rich descriptive language. Use appropriate and varied transition words and phrases. Use proper indention, capitalization and punctuation. Fourth Grade By November, fourth graders should have the structure of narrative writing. Allison Wooten Accelerated Math Accelerated Math (AM) is a computerized program that individualizes math practice and tests. Students are placed in an AM library according to their skill level which allows them to work in their ZPD-the level that is not too easy or too hard, but challenges them without the frustration. Students practice, record their answers on scan cards, and then they scan their cards. AM scores and records results. The TOPS report shows which objectives students understand and which ones need more work. AM reports help teachers make instructional decisions and monitor progress. Allison Wooten Accelerated Reading AR is a computerized program that monitors reading practice. Students select books within their ZPD (an appropriate level), read them and take quizzes. ZPD (Zone of Proximal Development) is determined by STAR (Standardized Test for Assessment of Reading). This report is a computerized test. ZPD�S can be adjusted based on age, maturity and interest. If you have a question about your child�s ZPD, feel free to contact me. After each quiz, a TOPS report is printed. TOPS reports show quiz results as well as cumulative data, such as points, book level average and percent correct average. Visit this website for more information: www.renlearn.com EXCEL time allows students to be taught in small groups with instruction targeted to individual needs. Each grade level has a specific EXCEL time. Some students may leave their classroom during EXCEl time a few days a week. (Reading, Writing, SAGE, Speech, Exceptional programs) Students leaving their classroom during EXCEL time do not miss any class work or instruction. Thinking Maps are visual teaching tools for thought processes. There are eight Thinking Maps-Circle, Bubble, Flow, Tree, Double Bubble, Brace, Multi- flow and Bridge. To learn more about each map and to see what they look like, visit the following link: http://www.thinkingmaps.com/htthinkmapx.php3 What types of questions are on the EOG Reading assessment? North Carolina End Of Grade Assessment- Reading Comprehension Goals 1, 2 & 3 (NC Standard Course Of Study) are assessed on the NCEOG Reading Assessment. The format of this assessment is approximately 50 multiple choice questions pertaining to 8 selections (the term for passages). A variety of literary selections are included, such as short stories, fairy tales, legends (fiction), biographies & essays (non-fiction), & poetry. Examples of informational selections are science, social studies, art & music (content selections) and recipes, how-to�s, brochures, & instructions (consumer). See the next question for the goals and objectives. Allison Wooten What are Goals 1, 2 & 3 for grades 3-5? *Goals 1, 2 & 3 for Third Grade Goal 1: The learner will apply enabling strategies and skills to read and write. Objective 1-1 Apply phonics and structural analysis to decode words (e.g., roots, suffixes, prefixes, less common vowel patterns, syllable breaks). Objective 1-2 Apply meanings of common prefixes and suffixes to decode words in text to assist comprehension. Objective 1-3 Integrate prior experiences and all sources of information in the text (graphophonic, syntactic, and semantic) when reading orally and silently. Objective 1-4 Increase sight vocabulary, reading vocabulary, and writing vocabulary through: wide reading, word study, listening, discussion, book talks, book clubs, seminars, viewing, role play, studying author's craft. Objective 1-5 Use word reference materials (e.g., dictionary, glossary) to confirm decoding skills, verify spelling, and extend meanings of words. Objective 1-6 Read independently daily from self-selected materials (consistent with the student's independent reading level) to: increase fluency, build background knowledge, extend vocabulary. Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. Objective 2-1 Use metacognitive strategies to comprehend text (e.g., reread, read ahead, ask for help, adjust reading speed, question, paraphrase, retell). Objective 2-2 Interact with the text before, during, and after reading, listening, or viewing by: - setting a purpose - previewing the text - making predictions - asking questions - locating information for specific purposes - making connections - using story structure and text organization to comprehend Objective 2-3 Read a variety of texts, including: - fiction (short stories, novels, fantasies, fairy tales, fables) - nonfiction (biographies, letters, articles, procedures and instructions, charts, maps) - poetry (proverbs, riddles, limericks, simple poems) - drama (skits, plays). Objective 2-4 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the: - author�s purpose. - plot. - conflict. - sequence. - resolution. - lesson and/or message. - main idea and supporting details. - cause and effect. - fact and opinion. - point of view (author and character). - author�s use of figurative language (e.g., simile, metaphor, imagery). Objective 2-5 Draw conclusions, make generalizations, and gather support by referencing the text. Objective 2-6 Summarize main idea(s) from written or spoken texts using succinct language. Objective 2-7 Explain choice of reading materials congruent with purposes (e.g., solving problems, making decisions). Objective 2-8 Listen actively by facing the speaker.( making eye contact, asking questions to clarify the message, asking questions to gain additional information and ideas) Goal 3: The learner will make connections through the use of oral language, written language, and media and technology. Objective 3-1 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: - considering the differences among genres. - relating plot, setting, and characters to own experiences and ideas. - considering main character's point of view. - participating in creative interpretations. - making inferences and drawing conclusions about characters and events. -reflecting on learning, gaining new insights, and identifying areas for further study. Objective 3-2 Identify and discuss similarities and differences in events and characters within and across selections and support them by referencing the text. Objective 3-3 Use text and own experiences to verify facts, concepts, and ideas. Objective 3-4 Make informed judgments about television productions. Objective 3-5 Compare and contrast printed and visual information (e.g., graphs, charts, maps). Objective 3-6 Conduct research for assigned and self-selected projects (with assistance) from a variety of sources (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks). _____________________________________________________________________________ _ **Goals 1, 2 & 3 for Fourth Grade Goal 1: The learner will apply enabling strategies and skills to read and write. Objective 1-1 Use word identification strategies appropriately and automatically when encountering unknown words (graphophonic, syntactic, semantic). Objective 1-2 Infer word meanings from taught roots, prefixes, and suffixes to decode words in text to assist comprehension. Objective 1-3 Identify key words and discover their meanings and relationships through a variety of strategies. Objective 1-4 Increase reading and writing vocabulary through: - wide reading. - word study. - knowledge of homophones, synonyms, - antonyms, homonyms. - knowledge of multiple meanings of words. - writing process elements. - writing as a tool for learning. - seminars. - book clubs. - discussions. - examining the author�s craft. Objective 1-5 Use word reference materials (e.g., glossary, dictionary, thesaurus) to identify and comprehend unknown words. Objective 1-6 Read independently daily from self-selected materials (consistent with the student's independent reading level) to: - increase fluency. - build background knowledge. - expand vocabulary. Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. Objective 2-1 Use metacognitive strategies to comprehend text and to clarify meaning of vocabulary (e.g., reread the text, consult other sources, ask for help, paraphrase, question). Objective 2-2 Interact with the text before, during, and after reading, listening, and viewing by: - setting a purpose using prior knowledge and text information. - making predictions. - formulating questions. - locating relevant information. -making connections with previous experiences, information, and ideas. Objective 2-3 Read a variety of texts, including: - fiction (legends, novels, folklore, science fiction). -nonfiction (autobiographies, informational books, diaries, journals). - poetry (concrete, haiku). - drama (skits, plays). Objective 2-4 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the: - plot. - theme. - main idea and supporting details. - author's choice of words. Objective 2-5 Make inferences, draw conclusions, make generalizations, and support by referencing the text. Objective 2-6 Summarize major points from fiction and nonfiction text(s) to clarify and retain information and ideas. Objective 2-7 Determine usefulness of information and ideas consistent with purpose. Objective 2-8 Verify the meaning or accuracy of the author's statement(s) by referencing the text or other resources. Objective 2-9 Listen actively by: - asking questions. - paraphrasing what was said. - interpreting speaker's verbal and non-verbal messages. - interpreting speaker's purposes and/or intent. Goal 3: The learner will make connections with text through the use of oral language, written language, and media and technology. Objective 3-1 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: - analyzing the impact of authors� word choice and context. - examining the reasons for characters� actions. - identifying and examining characters� motives. -considering a situation or problem from different characters� points of view. Objective 3-2 Analyze characters, events, and plots from different selections and cite supporting evidence Objective 3-3 Consider the ways language and visuals bring characters to life, enhance plot development, and produce a response. Objective 3-4 Make informed judgments about television and film/video productions. Objective 3-5 Integrate information from two or more sources to expand understanding of text. Objective 3-6 Conduct research for assigned projects or self-selected projects (with assistance) from a variety of sources through the use of technological and informal tools (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks). _____________________________________________________________________________ _ ***Goals 1, 2 & 3 for Fifth Grade Goal 1: The learner will apply enabling strategies and skills to read and write. Objective 1-1 Expand and refine vocabulary through knowledge of prefixes, suffixes, roots, derivatives, and etymologies (word origins) to assist comprehension. Objective 1-2 Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension. Objective 1-3 Increase reading and writing vocabulary through: - wide reading. - word study. - word reference materials. - content area study. - writing process elements. - writing as a tool. - debate. - discussions. - seminars. - examining the author�s craft. Objective 1-4 Use word reference materials (e.g., glossary, dictionary, thesaurus, on-line reference tools) to identify and comprehend unknown words. Objective 1-5 Read independently daily from self-selected materials (consistent with the student's independent reading level) to: - increase fluency. -build background knowledge. - expand and refine vocabulary. Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. Objective 2-1 Use metacognitive strategies independently and flexibly to monitor comprehension and extend vocabulary (e.g., skim, scan, question). Objective 2-2 Interact with the text before, during, and after reading, listening, and viewing by: - making predictions. - formulating questions. - supporting answers from textual information, previous experience, and/or other sources. - drawing on personal, literary, and cultural understandings. - seeking additional information. Objective 2-3 Read a variety of texts, such as: -fiction (tall tales, myths). - nonfiction (books of true experience, -newspaper and magazine articles, schedules). -poetry (narrative, lyric, and cinquains). - drama (plays and skits). Objective 2-4 Identify elements of fiction and nonfiction and support by referencing the text to determine the: plot development. author's choice of words. effectiveness of figurative language (e.g.,- personification, flashback). Objective 2-5 Evaluate inferences, conclusions, and generalizations and provide evidence by referencing the text(s). Objective 2-6 Analyze choice of reading materials congruent with purposes (e.g., reading for information, reading to extend content area learning, reading for pleasure, entertainment). Objective 2-7 Evaluate the usefulness and quality of information and ideas based on purpose, experiences, text(s), and graphics. Objective 2-8 Explain and evaluate relationships that are: - causal. - hierarchical. - temporal. - problem-solution. Objective 2-9 Listen actively and critically by: - asking questions. - delving deeper into the topic. - elaborating on the information and ideas presented. - evaluating information and ideas. - making inferences and drawing conclusions. - making judgments Objective 2-10 Identify strategies used by a speaker or writer to inform, entertain, or influence an audience. Goal 3: The learner will make connections through the use of oral language, written language, and media and technology. Objective 3-1 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by: - analyzing word choice and content. - examining reasons for a character�s actions, taking into account the situation and basic motivation of the character. -creating and presenting a product that effectively demonstrates a personal response to a selection or experience. - examining alternative perspectives. Objective 3-2 Make connections between texts by recognizing similarities and differences based on a common lesson, theme, or message. Objective 3-3 Justify evaluation of characters and events from different selections by citing supporting evidence in the text(s). Objective 3-4 Make informed judgments about television, radio, video/film productions, and other electronic mediums and/or formats. Objective 3-5 Integrate main idea and supporting details from multiple sources to expand understanding of texts. Objective 3-6 Conduct research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks). Objective 3-7 Make informed judgments about: - bias. - propaganda. - stereotyping. - media techniques. What types of assessments are administered to children in grades K-2?
|
|
