Register Now Overview Drawing from Jen's bestselling resources The Writing Strategies Book and The Reading Strategies Book, this workshop will help you understand how to find goals for your readers and writers and how to support them over time as they work toward those goals. In the morning, you'll dive into reading: You will practice determining goals based on a goal hierarchy, and matching strategies to individual goals by studying student work. As you explore each goal, you will see and have opportunities to discuss video examples of students working on those goals, with Jen teaching strategies and providing feedback and support.
Those of you who receive new calendars every year may glance at this quickly and notice that in many ways it is similar to last year s tc reading and writing assessmentpro.
It is true that we ve tried to maintain most of the same units as last year, but this does not mean there are not important changes woven throughout.
We believe these changes will make all the difference in planning a curriculum that helps your students rise to the many challenges of this important year.
You will see references to both DOK and the Standards throughout the curricular calendars, and to the ways in which your teaching aligns with these important initiatives. We have also taken into account benchmark reading levels for first grade.
This chart has been developed based on data we have collected over the years. To determine these levels, we queried New York City schools, researched what other states were doing, learned the levels 2 2 of passages used in New York State s ELA exams, distributed tentative recommendations, received feedback, and finally settled upon some expectations.
We acknowledge, however, that these are open to debate. Therefore, we do not necessarily advocate that a district adopt levels we propose. You ll notice the reading benchmarks at the top of each unit. These include ones for months when you may be formally assessing your students September, November, January, March, and Juneas well as approximate levels for interim months.
This will give you a sense of how children will ideally progress across the entire year so that you can help pace your students. Please note that this is just a suggested path; it will not hold true for all children.
You may find it helps to refer to these month-by-month benchmarks as you create your own big goals for each unit. The first grade reading curriculum builds upon the spiral curriculum laid out in kindergarten, and is designed to continue moving students up levels of text complexity through independent and guided practice.
Of course the goal is to move all of your students up levels of text complexity with increasing focus on fluency and higher levels of comprehension as is laid out in the Common Core State Standards.
The progress grows out of lots of reading, strong reading behaviors, and of course instruction with texts on and just above students just right levels.
As always, students work with teacher-support to read mentor texts, working closely with selected short passages from those texts, and they learn to transfer reading practices developed through that close study of shared texts to their independent reading We ve written this curricular plan, imagining that your classroom contains a wide array of readers, as first-grade classrooms generally do.
If the majority of your readers enter first grade reading closer to levels A-C, it will be especially important for you to draw upon this curricular calendar, as well as the winter and spring units of the kindergarten reading calendar. On the other hand, if many of your readers enter first grade reading books like Henry and Mudge Jyou can look at the second-grade curricular calendar for the way each of the units described here looks when it supports readers who are working at those levels.
Reading instruction happens moment-to-moment in the classroom as teachers establish the conditions under which children learn to read and to write, assess what children can do, and then teach them to take steps forward as readers.
Starting in kindergarten and 3 3 continuing through higher education, teaching is always responsive; it is always assessment-based. But this doesn t mean that teachers cannot imagine, beforehand, how the classroom work will likely evolve across the year.
As readers grow, their needs change fairly dramatically and kids don t all grow in sync! It is almost as if one teacher needs to simultaneously support a kindergarten, first- and sometimes even a second-grade curriculum. Then too, readers always need to integrate sources of meaning, drawing on learning from across the year as they read.
|Resources for||What makes Time4Writing different than other online writing courses is our team of certified teachers.|
|TC Reading and Writing Project on Vimeo||Proven Tools and Methods It is an understatement to say these units have been piloted many times.|
|The Reading & Writing Project - Running Records, Foundational Assessments and Benchmarks||Grade 4 Units of Study Interpreting Characters: Assessment-Based Instruction, Grades will be used by teachers to differentiate and support small group work and one-to-conferring.|
|Reading Assessment Techniques - The Cognitive Foundations of Learning to Read: A Framework||This material may be printed solely for individual, noncommercial use. Copyright notice and other proprietary notice must be included with any material printed.|
Throughout these calendars, we suggest ways to use the various components of balanced literacy so that children progress in all aspects of reading. This curricular calendar, written with input from teachers, literacy coaches, staff developers, and reading experts, is one informed pathway for the upcoming year.
There are hundreds of ways a teacher could plan. We expect that all of you will work with grade-level colleagues to determine your school s own curricular plans for first grade, taking into account your particular areas of expertise, your children s needs and interests, the Standards, DOK, the assessments to which you and your children are held accountable, the span of reading levels in your classroom, and your school s larger curricular plans.
We hope that you will, in fact, produce a written document that includes some of your own variations of these units or new units altogether.
Above all, we recommend that you and your colleagues agree upon a shared journey, through which you support one another.
New Work for the Coming Year You will see that we have kept to the same timeline as last year but have made some substantial revisions to units we ve carried over.common core reading & writing workshop. GR ADES.
CURRICULAR PLANS FOR K K8 Overviews and Sample Chapters. Provided only as a downloadable e-doc.
Hard copy unavailable. A CURRICULAR PLAN FOR The Reading Workshop Grade 3 Common Core Reading and Writing Workshop Lucy Calkins and Colleagues from The Reading and Writing Workshop HEINEMANN PORTSMOUTH, NH Heinemann Hanover. Formative‐Assessment Embedded within the Writing Workshop The following is a brief explain of how formative‐assessment fits within writing workshop.
For a more in‐depth explanation of formative‐assessment please. Teachers College Reading and Writing Project Teacher Resources and Guidebook for Levels A-K Reading Level Assessments April, TCRWP 2 This assessment was created with the input and dedication of a team of teachers.
Teachers College Reading and Writing Project Benchmarks for Primary Assessments Grades K - 2 TCRWP – Fall September November January March June n Concepts of Print 1 = 1 2 = 3 = 5 4 = 6+ Concepts of Print 1 = 4 or below 2 = 5 3 = 4 = 10+ Concepts of Print.
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