14 th Annual ESOL Conference Kennesaw, Georgia February 4 th and 5 th, Presenter: Evangeline Anoka Dekalb County Schools Kindergarten Teacher

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1 14 th Annual ESOL Conference Kennesaw, Georgia February 4 th and 5 th, 2015 Creating a Gifted-Like Environment in an ESOL Kindergarten Classroom Presenter: Evangeline Anoka Dekalb County Schools Kindergarten Teacher Evangeline Anoka 2015

2 Components of a Gifted-Like Kindergarten Classroom 1. The Structure and Design of an Academically Challenging Classroom Physical Arrangement of the Classroom Classroom Management Print-Rich Classroom Wall Charts (Teacher-Created, Purchased, Realia) Read Around the Room Portable Word Walls, Word Search Charts Spell Around the Room Pocket Charts, Teacher-Made Poster Charts Count Around the Room Graphic Organizers, Movement, Realia, Objects Write Around the Room Daily Sign-In, Daily Greeting, Trace and/or Copy, 2. Accelerated Fast-Paced Teaching and Learning Strategies, Methods, and Techniques (Instructional Delivery) Puppetry Finger, Hand, Brown Bag, Sock, Stick, Mask, Music Teacher-Created Playlists, Chants, Rhymes Song & Dance YouTube, ScratchGarden, CDs, DVDs Extension Activities Tachistoscope, Reader s Theater, 3. Assessments, Checking for Knowledge, Collaboration to Enhance Learning Games and Simulations Teacher/ Created Game Boards, BINGO Audience Reaction Puppet Show, Elocution, Pretend Play Special Projects--Created School Tools, Independent Study TKES Standards: Standard 3: Instructional Strategies Standard 4: Differentiated Instruction Standard 5: Assessment Strategies Standard 7: Positive Learning Environment Standard 8: Academically Challenging Environment Standard 10: Communication

3 Classroom Management of an Academically Challenging Classroom BOY or GIRL Chart Place a book mark labeled boy or girl in your pocket See example below: BOY GIRL Skills: Letter, and Word Recognition (Begin the above Routine Day 1 of School) Standards: ELACCKRF1b and d I can read my name and upper and lower case letters ELACCKRF3 I can read sight words: boy, girl (Dolch Sight Words-Nouns) Daily Morning Sign-In Sessions See example below: Use lined paper or computer-generated Teacher Writes s will read, copy or trace name daily Please Note: If student is unable to write or trace name, student will make a mark near name. For example, draw a line, circle, or any mark indicating some form of effort. Then draw a finger puppet on pointing finger dots for eyes and a half circle for mouth Communicate daily using finger puppets: Ex. Good Morning Class, I am happy to be here. Daily Morning Work, Sponge Activity, or Calendar Time consistently & continually Evangeline Anoka 2015

4 Date Today is Thursday. Yesterday was Wednesday. Tomorrow will be Friday. Extension and Elaboration Activity to Promote Reading, Writing, and Counting Begin Week 2 or 3 Write the following sentences in between the lines then write numbers on back Look at the. The is. Sight Words: cat, dog, pig, bed, sun, bus, box, cow, boy, girl, ball, fish Sight Words: red, blue, yellow, green, black, brown, white, purple I like the. Counting and Writing numbers 1-10, 1-30, 1-50, Do you? Skip Counting and Number Words 10s, 5s, 2s, one, two, three, four, five, six, seven, eight, nine, ten

5 Days In School

6 Accelerated Fast-Paced Teaching and Learning (Communicate High Expectations Day One of School) Implement an Effective Curriculum Map every School Year For Example: Kindergarten Curriculum ( ) Themes and Subjects at a Glance (GKIDS Pacing) Month: August Connecting Themes in Kindergarten Week of August 11 August 18 August 25 ELA Standards ELACCKRF1,2 ELACCKR1 ELACCKSL1 ELACCKSL6 ELACCKL1 ELACCKRL1 ELACCKSL1a ELACCKL1 ELACCKRF1,2 Phonics Aa-Zz Aa-Zz Basal Words m, s I Sight Words Red, blue, yellow, green, orange, purple Pink, brown, white, black, gray, tan Is, go, my, big, cat Writing Trace/Copy Letters and Numbers selfselected drawing Self-selected Writing/Drawing ELACCKW3 ELACCKW3 Math Standards MCCKCC1 MCCKCC2 MCCKG1,2 MCCKCC1 MCCKCC2 MCCKCC3 MCCKG1,2 MCCKG3,4 MCCKCC1 MCCKCC2 MCCKCC3 MCCKCC4 Math Facts Social Studies 0 s SSKCG1 SSKE1 Rituals & Routines 0 s SSKCG1 SSKE1,2 My Community 0s SSKCG1 SSKE1,2,3 SSKG1,2 SSKH1a Science SKP1 SKP2 Science Lab Rules SKP1,2 Five Senses SKP1,2 Five Senses Instructional Delivery Puppetry, Music, Song & Movement, Arts & Crafts, & Much More Bibliotherapy a process by which literature can influence the learner and promote growth Teacher Read Alouds, Junior Great Books 25 Book Campaign Self Selected Books Thematic Unit Topics Independent Study Projects Puppetry motivation device to enhance learning in all content areas through listening and speaking Modeling step-by step directions while assembling the puppet Questioning about the parts, concepts, or theme Discussing the problem and how to solve it Creating using arts & crafts, elaborating through originality, or fluency Music, Song, & Dance, Body Language Chants, Rhymes, Alliteration (Silly Sentences) Songs, Teacher Created Playlist, YouTube, Scratchgarden 2015

7 ******* ******* TACHISTOSCOPES G B F a i c D J A C E h e b d f H I g j TACHISTOSCOPE Color the uppercase letters pink. Color the lowercase letters yellow. Color the cube tan. The teacher will cut the two slits. Slide the strips to match the uppercase with the lowercase letters. ******* ******* 2015

8 Glue word family right center of ice cream cone. Cut slits left center. Ice Cream Cone is on the next page. -at XXXXXXXXXX -ug XXXXXXXXXX h b at c h ug s m r t TACHISTOSCOPES m d b r f j p Rhyming Words at and -ug XXXXXXXXXX XXXXXXXXXX

9 Evangeline Anoka 2015

10 Tachistoscope Strips Each strip can be used for sight words, letters, numbers, word families, etc. Use with clip art or image. 2015

11 Spelling Sight Words Activity Unscramble the letters and spell the sight word in each row on page two. Color each row of letters and words. Cut out letters. Glue letters together to make sight words. I i s c t a g o y m b g i I is cat go my big Evangeline Anoka 2015

12 SightWordActivity Page Two Date

13 Independent Study Contract Date Grade Teacher(s) Topic of Choice Title Date to begin Date to be completed Final Product Resource(s) Resource(s) Material(s) Revisions & Additions Suggestions & Information: a. Include a paragraph three to five sentences telling who was interviewed to fulfill the contract agreement and why the person was chosen to help with the Independent Study. b. Describe how the Final Product was created in connection with the topic. c. Include a timeline of how work study habits were met. Signatures & date: Teacher Parent/Date Please Note: is to read, write, and produce project using phonetic spelling and own handwriting. Teachers/Parents are to help with reading, guidance and monitoring only. Please read the contract on the back of this page to know and understand what is expected with this project. Evangeline Anoka 2015

14 Choose one Final Product in connection to Research Report/Independent Study Diorama Experiment Class Museum Rap/Poem Invention Big Book Puppets Song/Script Writing Flip Book Elocution Poster Project Collage Brochure Other (Bright Idea) *Teacher and will fill bottom portion together Standard: Objective: Task: Subject(s) Reading/ELA Math Science Social Studies HOTS: Application Analysis Evaluation Synthesis Creativity: Fluency Flexibility Originality Elaboration Progress Checks: at least once per day on with Date Date Date Evaluations of student performance will be done by: (Check all that apply) Teacher Principal Librarian Evangeline Anoka 2015

15 El Contrato del Trabajo Independiente Nombre Fecha Grado Maestro(s) El tema de su elección El Título Fecha de comienzo Fecha de terminación El producto final Los recursos Los recursos Las materiales usadas Revisiones y Adiciones Sugerencias e información: a. Escriba un párrafo de tres a cinco oraciones describiendo a la persona que usted entrevistó para satisfacer el acuerdo del contrato y escriba la razón que usted escogió a esa persona para ayudarle con este trabajo independiente. b. Describa como creó el producto final en relación con el tema. c. Incluya una cronología que muestra como cumplió con los hábitos de estudiar/trabajar. Las firmas requeridas y la fecha: El alumno El maestro El padre/fecha Por favor tomen nota: Cada alumno tiene que leer, escribir y hacer el proyecto usando su propia escritura y letra fonética. Maestras/Los padres pueden ayudar solo con la lectura, guiando y monitorizando a su hijo. Por favor lean el contracto al otro lado para saber y entender las expectativas de este proyecto.

16 Escoja un producto final en relación con el trabajo de investigación Un diorama Un experimento Un museo para la clase Una canción de rap/poema Una invención Un libro grande Marionetas Una canción/guion Un Flip Book Un discurso Un cartel Un collage Un folleto Otra idea brillante *La maestra y el alumno completarán la porción abajo juntos. El estándar: El objetivo: El trabajo: Los Sujeto(s) Lectura/Lenguaje Matemáticas Ciencias Estudios sociales HOTS: Aplicación Análisis Evaluación Síntesis Creatividad: Fluidez Flexibilidad Originalidad Elaboración Los chequeos de progreso: por lo menos un chequeo por día el con Fecha Fecha Fecha Las evaluaciones de los alumnos son hechos por: (Marque cada que aplica) Un alumno el maestro la directora La bibliotecaria

17 Independent Study (This is done with Teacher & Parent help) Two Components: A Research Paper and a Special Project (s) Topic of Study Project(s) ************************************************ Criteria for the Research Paper in Kindergarten Page One An Attractive Title Page with a Border, Title of Topic, Your and the Date. Page Two.This is the Information Page. Write three to five sentences about your topic. Use the planning page and contract to make your own sentences up. Page Three.Drawings, pictures, photographs about your topic. Page Four This is the sources page. Write the title of the book, the author and/or the Illustrator. Use numbers to identify each source. Evangeline Anoka 2015

18 Trabajo Independiente (Esto se hace con la ayuda de la maestra y los padres) Los dos componentes: Un trabajo de investigación y uno o más proyectos especiales El tema de estudio Proyecto(s) ************************************************ El criterio para el trabajo de investigación en kínder: Página uno una página atractiva con el título, un borde, su nombre y la fecha. Página dos.esta página tiene la información. Escriba tres a cinco oraciones sobre su tema. Use la página de planificación y el contrato para hacer sus propias oraciones. Página tres.dibujos y fotos sobre su tema. Página cuatro Esta página tiene las fuentes. Escriba el título del libro, el nombre del autor y/o el ilustrador. Use números para identificar cada fuente.

19 DIRECTIONS: Use a dictionary or list of sight words to answer the following questions on back of this paper daily. Hold paper until Friday. Turn work in Fridays or the following Monday (next week). *Write your name on back and complete exercises on back.-- Escriba su nombre en atrás y complete los ejercicios de atrás. A Week of Dictionary Exercises Una semana de ejercicios con el diccionario Monday/Lunes Write a list of two words that begin with the letter m. (Answer on back) Draw a box around the m in each word.- Escribe una lista de dos palabras que comienzan con la letra m. (Responde atrás) Dibuja un cuadrado alrededor de la m en cada palabra. Tuesday/Martes Write a list of three words that begin with the letter r. (Answer on back) Underline the r in each word.-- Escribe una lista de tres palabras que comienzan con la letra r. (Responde atrás) Subraya la r en cada palabra. Wednesday/Miércoles Write a list of two words that end with the letter m. (Answer on back) Draw a circle around the m in each word.- Escribe una lista de dos palabras que termine con la letra m. (Responde atrás) Circula la m en cada palabra. Thursday/Jueves Write a list of three words that begin with the letter s (Answer on back) Underline the s in each word.- Escribe una lista de tres palabras que comienzan con la letra s (Responde atrás) Subraye la s en cada palabra. Friday/Viernes Write a list of four words that begin with the letter t. (Answer on back) Underline the t in each word.- Escribe una lista de cuatro palabras que comienzan con la letra t. (Responde atrás) Subraya la t en cada palabra. Next Page is the back of Dictionary Exercises

20 /Nombre Date/Fecha Monday/Lunes Tuesday/Martes Wednesday/Miércoles Thursday/Jueves Friday/Viernes

21 Circle one: Guided Practice or Independent Practice Application Date Experiment with a paper bag to see how much air it will hold. What will happen if you put too much air into the bag? Write at least three sentences about your experiment. Experimente con una bolsa de papel para ver la cantidad de aire que entra en la bolsa. Qué pasaría si se pone demasiado aire en la bolsa? Escribe por lo menos tres oraciones sobre su experimento ******************************************************* CIRCLE ONE: HOMEWORK OR CLASSWORK (ANALYSIS) Date Why do you think people keep their ice cream in the freezer? Por qué crees que la gente mantiene su helado en el congelador?

22 Circle one: Guided Practice or Independent Practice (Create) Synthesis Date Imagine you are locked out of your house. Think of a solution or a plan that will help you get back inside the house. Write two sentences telling your solution. Imagínese que usted está bloqueado fuera de su casa. Piense en una solución o un plan que le ayudará a volver a la casa. Escribe dos oraciones antes dar a su solución ******************************************************* CIRCLE ONE: HOMEWORK OR CLASSWORK (EVALUATION) Date Everyone in class made an A+ on this week s Math Test. Write two sentences telling the reasons why everyone did so well. Toda la clase tiene una A + en la prueba de matemáticas de esta semana. Escribe dos oraciones dando las razones por las que todos lo hicieron bien.

23 Assessments Checking for Understanding, Collaboration to Enhance Learning Games & Simulations: BINGO Prepare 4-6 Bingo Cards labeling from easy to hard with card numbers Can be a single card one page or two single cards on one page Can be a double card to play two games in one day-morning or afternoon Procedures: s will cover or circle four of whatever is called at the top, bottom, corner or middle. s will stand when BINGO, tell the position (Top, Bottom, Middle or Corner) of BINGO, call out the letter, word, number, math fact, picture word, or concept being assessed. There will be 4-6 students with the same card possibly all with the same BINGO. Listening to each student call out the BINGO will demonstrate repetition for them; thereby, guiding them with remembering, understanding, applying, analyzing, and evaluating all at once. Jeopardy, Clickers, Buzzers Interactive Board Games, Promethean Planet Computer-Assisted Instruction, Discovery Education

24 Date Directions: Circle the letter, word, or number the teacher calls out. When you circle four in a row on top, bottom, corner, or middle say BINGO then stand and be prepared to tell the position-read each square. BINGO Morning Card Number One #1 is red big a go can I my BINGO Afternoon 10 ten 2 two 4 four 5 five 8 eight 1 one 3 three 6 six

25 Date Directions: Circle the letter, word, or number the teacher calls out. When you circle four in a row on top, bottom, corner, or middle say BINGO then stand and be prepared to tell the position-read each square. BINGO Morning Card Number Two #2 in run see go me up to is BINGO Afternoon 12 twelve 9 nine 7 seven 3 three 2 two 5 five 10 ten 6 six

26 Date Directions: Circle the letter, word, or number the teacher calls out. When you circle four in a row on top, bottom, corner, or middle say BINGO then stand and be prepared to tell the position-read each square. BINGO Morning Card Number Three #3 and red find jump look the play blue BINGO Afternoon 6 six 3 three 9 nine 14 fourteen 11 eleven 13 thirteen 8 eight 16 sixteen

27 Date Directions: Circle the letter, word, or number the teacher calls out. When you circle four in a row on top, bottom, corner, or middle say BINGO then stand and be prepared to tell the position-read each square. BINGO Morning Card Number Four # 4 down make away funny little yellow here said BINGO Afternoon 3 three 20 twenty 12 twelve 13 thirteen 17 seventeen 18 eighteen 19 nineteen 15 fifteen

28 Date Directions: Circle the letter, word, or number the teacher calls out. When you circle four in a row on top, bottom, corner, or middle say BINGO then stand and be prepared to tell the position-read each square. BINGO Morning BINGO Afternoon 2015 Evangeline Anoka

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32 Sample Differentiated Lessons & Activities Lesson Strategy Activity Grouping Design Assessment Place Value Compacting Riddles TAPS Jeopardy Maps/Globe Independent Study Travel Brochure Cooperative Group Rubric Addition, Subtraction Guided Math Learning Center Tiered Assignment Flexible Group Clickers, Buzzers, TMT, Competition Dinosaurs Thematic Unit Diorama Enrichment Cluster Science Journal Poetry Acceleration Activity Menu TAPS Interactive Notebook Realistic Fiction Teacher Read-Aloud Timeline Whole/Small Group Final Product *TAPS= Total Group, Alone, Paired, Small Group More examples of activities that elicit sophisticated products Teach a lesson Create a radio program Write a new rule Write a script Design a puppet Give a Book Talk Draw a diagram Make a fire escape map Create a slogan Make a dictionary Compile a portfolio of drawings Create a video Construct a news report Take a tally mark survey Make a learning center Create a dance Design an experiment Invent a future machine

33 FINAL PRODUCTS, PROJECTS, STRATEGIES, AND ACTIVITIES Tachistoscopes Music Interpretation Pen Pals Dramatic Interpretation Experiment Exhibit Powerpoint Newspaper Project Flipbook Guided Imagery Pantomime Collage Puppetry Collection/Hobby Mural Calligraphy/Cursive Writing Silhouette Debate Scriptwriting Charades I-PAD Games Cooperative Learning Elocution Scrapbook Puzzles/Mazes/Word Search Book Talks Mind Maps Enrichment Clusters Drawing/Painting Dioramas Letter Writing Sculpture Interviews Junior Great Books Book Report Recipes Research Paper Audiotape Essay Academic Placemats Scaffolding Graph Odyssey of the Mind World Market Excursions Classroom Museum Password Genres Digital Storytelling Inventioneering Mastermind Critical-Thinking Activities Scavenger Hunts Quizzles Etymologies Chart Journal Rap Academic plates Thematic Unit Think Lab Oral Presentation Business Cards Mindbenders Stories With Holes Poetry Compactor Independent Study Literature Lab Math Lab Readers Theater Bibliotherapy Metaphors

34 Novel Analysis Postcards Speech Slide Presentation Paper Mache Project Skill Wheels Rough Drafts Calculator Activity Flashcards Jokes/Riddles/Logic Mindbenders/Analogies Videotape Learning Contract Timeline Slide Project Leadership Unit Graphic Organizer Timeline Plays/Role Playing Dictionary Exercises Realia Recorded Book Activity Tic-Tac-Toe Diagram Digital Posters Learning Log Competition Creative Writing Activity Contract Method Map Making Literature-Based Activity Board Game Comic Strip Classroom Store Shopping Mall 3-D Project Crossword Puzzle Bookmark Model Book/Movie Review Class Newspaper Tangrams Personal Dictionary Publishing Big Book Service Learning Project Multi-media Project Chess Long-Range Project Living Laboratory Library Skills Reading/Writing Workshop Sign Language Conference Guest Speaker Field-trips Cartoon Photo Essay Note-taking Cards Visual Art Renzuli Type 1, 2, 3, Activities Craft Stick Project CCBS Experimental Cooking Literature Circles Visual Arts Science/Social Studies Fair Multicultural Fair Creativity

35 Instructional Components of the Thematic Unit Grade(s): Kindergarten through Fifth Grade (Adapted for Kindergarten) Unit or Thematic Title: Dinosaurs (Earth Science) Title of Resource (Book, Poem, Basal, etc.): Dinosaurs by Daniel Cohen Background Information/Focus: How does the theme listed in the unit title relate to the literature/content? This is a non-fiction book that explains how fossils tell about dinosaurs. It also provides specific information about the classification of dinosaurs into groups and subgroups. Objectives: TLW tell what is the same or different about dinosaurs an informational, nonfiction book by using a graphic organizer. (Venn Diagram) TLW analyze two passages from the literature and tell whether an excerpt is a fact or an opinion. Vocabulary: dinosaurs herbivore Brontosaurus Stegosaurus fossil carnivore Tyrannosaurus Triceratops Pteranodon Ichthyosaurus CCGPS: Reading/ELA Standards: ELACCKR19 ELACCKSL2 ELACCKL6

36 Mathematics Standards: MCCKCC4 MCCKOA3 MCCKMD2 Higher Level Questions: If you were a dinosaur what kind of dinosaur would you be? Why? Materials: Tangrams/Puzzle cards Geoboards/Rubberbands paper plates Construction paper File Folders for Centers Shoeboxes for Diorama Plaster of Paris hole puncher fasteners Modeling Clay packet of shells Suggested Activities by Subject areas: Reading/Language Arts: Create a Dino- Party Invitation card to invite mom or dad. Mathematics: Create a dinosaur using seven tangram shapes and puzzle card. Estimate the amount of nails needed to construct a dinosaur image on a Geoboard. Science: Make a fossil using shells, clay, and Plaster of Paris or clay only.

37 Social Studies: Find the dinosaur digs and museums on the map of the United States. Culminating Activity: Build a dinosaur scene with plants and animals for a model diorama. Make a Paper Plate Dinosaur Suggested Evaluation: Peer/Audience Reaction Teacher Observation and Correction Sharing/Closing Checklist/Rubric Other Resources/Related Works of Literature: 1. Where the Sidewalk Ends, If I had a Brontosaurus by Shel Silverstein 2. A Light in the Attic, Prehistoric by Shel Silverstein 3. Something Big Has Been Here, I Saw a Brontosaurus, P by Jack Prelutsky 4. Patrick s Dinosaurs by Carol Carrick (Clarion, 1983) 2015 Evangeline Anoka

38 Instructional Components of the Thematic Unit Grade(s): Unit or Thematic Title: Title of Resource (Book, Poem, Basal, etc.): Background Information/Focus: How does the theme listed in the unit title relate to the literature/content? Objectives: Vocabulary: CCGPS: Reading/ELA Standards: Mathematics Standards: Higher Level Questions:

39 Materials: Suggested Activities by Subject areas: Reading/Language Arts: Mathematics: Science: Social Studies: Culminating Activity: Suggested Evaluation: Other Resources/Related Works of Literature: Evangeline Anoka 2015

40 Place Value Riddles Using Base Ten Blocks Ones Tens Hundreds Cubes or Units Ten Sticks, Longs, Rods Flats, Squares 1. I have two blocks worth 11. I ve made all the exchanges possible. What are they? 2. I have four blocks worth 13. I ve made all the exchanges possible. What are they? 3. I have two blocks worth 20. I ve made all the exchanges possible. What are they? 4. I have three blocks worth 12. I ve made all the exchanges possible. What are they? 5. I have four blocks worth 22. I ve made all the exchanges possible. What are they? 6. I have two blocks worth more than 100 but less than 200. I ve made all the exchanges possible. What are they?

41 Make and Take Brown Bag Puppet What you need: Brown Bag Puppet Parts Pencil Marker Crafts Liquid Glue Procedures: Deliver the Lesson: Questions:

42 New and Inexperienced Teachers Guide to SUCCESSFUL TEACHING AND LEARNING 1. HIGH EXPECTATIONS Establish a Good Rapport with Colleagues, Parents, s, and Community Collaborate with Colleagues frequently Provide Parent Involvement Information at Beginning of School Year Use Teacher Website to Inform Parents & s Send Letters to Parents (translated if needed) Send How To Documents to Parents (translated if needed) Implement Frequent Assessments (Teacher Made, Grade Level, County, State) Send First & Second Semester Mastery Checklist or Standards Provide Daily Communication through agenda planner, folder, or designated source Set Goals (Daily, Weekly, Monthly, or Yearly) Motivation Be consistent and/or continuous Equip s with School Tools to take home(cds, DVDs, CD Players, Charts, Posters, Flashcards Play Fun Games and Simulations to Make Learning Fun! Provide Incentives for High-Quality Performance and/or Good Effort Issue Stickers, Stampers, Smileys, in Folder, School Agenda Planner, etc. 2. PACING Instructional Strategies and Techniques What is Your Teaching Style and Learning Style? Are You a Kinesthetic Teacher, Visual Teacher, Auditory Teacher, Fun Teacher, Clutter Teacher, Neat Teacher, Passive Teacher, All Rolled Into One? Are You Structured Yet Flexible and Spontaneous? How is Your Classroom Management, Room Arrangement, and Organization? Do you ensure a Challenging Curriculum with some Rigor? Do you employ School Tools to use at home for extra practice? Do you Differentiate classwork, homework, assessments at an on-going basis? Do you Teach Up for Exposure and Opportunity to Experience Excellence? How do you implement Prescriptive Teaching & Learning Tactics for all students? Do you use Repetition, Repetition, Repetition, for ESOL students 3. REINFORCEMENT Provide Frequent Feedback Check, Monitor, and Comment on Work Send a Weekly or Monthly Homelearning Calendar or Post Calendar on Teacher Website Provide Homelearning Packets for Extra Practice during weekends & holidays for ESOL or RTI students Help Parents Develop/Maintain a Homelearning Portfolio to use as a Study Guide Check Homework/Classwork send home for review or extra practice keep some for Data Notebook 4. GROWTH Professional Development & Lifelong Learning (On-going) Attend, Participate, or Present at conferences, workshops, inservices, seminars, meetings, etc. Pursue advanced degrees or further education Conduct frequent research about education Teach/Share Knowledge & Experiences with others Be an advocate for s, Teachers, & Education 2015 Evangeline Anoka

43 COUNTING CHART EVEN NUMBERS Skip Counting by 2s ODD NUMBERS Skip counting by 5s Skip counting by 10s Skip counting by 100s ,000

44 Directions: Color in a square when you complete a task. Keep a log of books read using the Read and Respond bookmark. Write down the book title, author, and on the book report form write the illustrator and write about your favorite part. Don t forget to get a parent to sign each bookmark. Read a book Read a book Read a funny Read a book Read a book of about about a dog. book. recommended your own choice! Kindergarten by the librarian. Read a Donald Read a book Read a book Read a book Read The Cat in Crews book. about a boy. about an animal. about a girl. the Hat by Dr. Seuss. Read an ABC Read a Magic Read an ABC Read a Read any book book. School Bus book. newspaper or about numbers. book. magazine. Read a book of Read a Donald Read a book of Read a Nursery Read a book your own choice. Crews book. your choice to a Rhyme book. recommended parent. by a friend. Read any tall- Read an ABC Read a book Read a book of Read a tale book. book. about school. your choice. fairytale. Turn in your book reports for each book as you read them first. Then color the square. When you are done coloring in your ENTIRE chart, please return it to your teacher and start a new one to work on your 50 books (and beyond)!!!!!!!!!!!! *NOTE: You may check a book out from the classroom library as often as you like. In addition, get a Public Library card to check out books from your local library also.

45 Direcciones: Colorea el cuadrado cuando termine el trabajo. Mantenga una lista de los libros leídos usando La Marca de Libro Lee y Responde. Escribe el título del libro, autor, y la forma del reporte del libro escribe el ilustrador, y escribe acerca de su parte favorita. No olvides hacer firmar con tu padre en cada reporte. Lee un libro Lee un libro Lee un libro Lee un libro Lee un libro de acerca de acerca de un divertido. recomendado tu elección! Kindergarten perro. por la bibliotecaria. Lee un libro de Lee un libro Lee un libro Lee un libro Lee The Cat in Donald Crews. acerca de un acerca de un acerca de una the Hat de Dr. niño. animal. niña. Seuss. Lee un libro de Lee el libro de Lee un libro de Lee un periódico Lee un libro ABC. Magic School ABC. o revista. acerca de Bus. números. Lee un libro de Lee un libro de Lee un libro de Lee un libro de Lee un libro tu elección. Donald Crews. la elección de tu poesía infantil. recomendado padre. por tu amigo. Lee un libro de Lee un libro con Lee un libro Lee un libro de Lee un libro de cuentos. ABC. acerca de la tu elección. cuento de escuela. hadas. Entrega el reporte del libro por cada libro que leíste, después colorea el cuadrado. Cuando termines de colorear la hoja entera, por favor devuélvela a la Maestra y comienza a trabajar en la otra hoja de los 50 libros (Adelante)!!!!!!!!!!!!!!!! *Nota: Además puedes prestarte libros de la biblioteca las veces que lo deseas, obtén tu tarjeta de la biblioteca para hacerlo

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