Standard 1: Speaking and Listening

Speaking and Listening

Students will speak and listen effectively in a variety of situations including, but not limited to, responses to reading and writing.

Reading

Students will develop and apply effective communication skills through speaking and active listening.

Writing

Students will develop and apply effective communication skills through speaking and active listening to create individual and group projects and presentations.

BONUS LINKS

KBumReading.com – Kathy is a literacy consultant and comes recommended by Dr. Meiller for strategies, manipulative, and sentence starters to help students grow as listeners and speakers.

Standard 8: Independent Reading and Writing Short

Independent Reading and Writing

Students will read and write for a variety of purposes including, but not limited to, academic and personal, for extended periods of time.

Reading

Students will read independently for a variety of purposes and for extended periods of time. Students will select appropriate texts for specific purposes.

Writing

Students will write independently for extended periods of time. Students will vary their modes of expression to suit audience and task.

BONUS LINKS

Jason’s Blog – DCJason.WordPres.com

Kelly Gallagher – one of Jason’s recommended resources for strategies on fostering independent literacy practices in students.

Penny Kittle – another recommended resource for strategies on fostering independent literacy practices in students.

Donalyn Miller – one more recommended resource for strategies on encouraging independent literacy practices in students.

Standard 7: Multimodal Literacies Short

Mo • dal • i • ty

n. | a particular mode in which something exists or is experienced or expressed

 

Standard 7: Multimodal Literacies

Students will acquire, refine, and share knowledge through a variety of written, oral, visual, digital, non-verbal, and interactive texts.

Reading

Students will evaluate written, oral, visual, and digital texts in order to draw conclusions and analyze arguments.

Writing

Students will create multimodal texts to communicate knowledge and develop arguments.

Dr. Hill’s Favorite Multimodal Literacy Resources

Bundling Standards to Build Curriculum

Chapter 2 intends to provide further guidance for educators to become familiar with the new ELA standards and begin building aligned curriculum and lessons.

LINKS

TMDG Sample Lesson (via Google Drive) – a sample lesson created using the concept of bundling standards.

Bundling Matrix

The following lesson descriptions of bundled standards were developed by participating Oklahoma teachers at the July 2016 EngageOK conference. Links to the dynamic Google Doc are provided for you to add lesson descriptions. For your convenience, interactive static PDFs are also provided for download.

193 KBGrades 6-8 Bundling Matrix

DOWNLOAD

197 kBUnit at a Glance Template 218 kBBundling sample – TMDG – PDF 2 MBReading Foundations 805 kBReading Foundations

What do you do when you’re having difficulty reading something?

Screen Shot 2015-11-09 at 1.57.50 PMDISCLAIMER: I’m still reluctant to pay my web host provider more money to increase the upload limit. Evernote, however, is awesome for sharing larger files and it’s just easier to quickly share, edit, and adjust as necessary from my phone! Besides, you can save a copy of this Evernote note to your own folder and organize or edit as you see fit. If you’re interested, CLICK HERE to start an Evernote account.
  

What to do when you’re having difficulty reading something?

The following resources are developed and shared with the intention to start a conversation with students about the struggle, because it is real. Hip hop may be dead (Nas, 20016), but literacy is still a necessary survival skill. Use the resources below to talk to your students today and develop strategies to overcome the struggle. Some are provided. Never stop researching new strategies.

DOWNLOADS via EVERNOTE

LINKS

REFLECTION

  1. What strategies do your students use when they have difficulty reading?
  2. How do you track a student’s growth as a reader?
  3. How do you give feedback to students on their reading growth?