Welcome Parents, Family Members, Students, Teachers and

WELCOME PARENTS, FAMILY MEMBERS,
STUDENTS, TEACHERS AND MEMBERS OF THE
MARIETTA MIDDLE SCHOOL COMMUNITY
• Let’s Get Ready to Read to Succeed!!!!!!!
WHAT IS READ TO SUCCEED?
• It’s a time for everyone in a school community or
organization to drop everything that they are doing
and engage in reading a piece of literature that
they enjoy reading.
•
http://www.dropeverythingandread.com/NationalDEARday.html 8/17/14
WHEN WILL MMS ENGAGE IN READ TO
SUCCEED
• Every Tuesday from 8:15-9:00 am our ENTIRE School
Community will engage in READ TO SUCCEED!
• Teachers will make an announcement to the class
that READ TO SUCCEED Time has begun
• Teachers may use an on-line stop-watch or device
to note 25 minutes of Sustained, Silent Reading
• Students will have 10 minutes to complete reflection
activities and share information about their piece of
literature if they choose to do so
WHY SHOULD WE ENGAGE IN READ TO
SUCCEED?
• We want to take time to celebrate, value
and enjoy reading in our school community
• We want to build our READING STAMINA
• Stamina is the ability to do something for a designated
period of time without giving in to distractions or giving up
• READING STAMINA is a person’s ability to read
independently for a given amount of time without being a
distraction; causing distractions; giving in to distractions; or
giving up
–
http://www.readingrockets.org/article/51787 8/17/14
HOW CAN YOU BUILD YOUR READING
STAMINA?
• Find something that you enjoy Reading
• Ignore and don’t engage in making noises, sounds,
talking, mumbling, loud laughter, sleeping, snoring,
tapping, singing, or any other behaviors that may
distract others or yourself
• Find a comfortable position to read. Speak with
your teacher about where you can read in class
• Remember MYP Learners: Let’s be Prepared;
Productive and Polite at all times
READING STAMINA AND THE GEORGIA
MILESTONES ASSESSMENTS
• Here’s what we know about the Georgia Milestones
Assessment System
• Assessments are much more RIGOROUS AND the
assessments will require students to maintain a HIGH
LEVEL OF READING STAMINA
• Let’s take a look at this video for more information
about the Georgia Milestones Assessment System:
• http://www.youtube.com/watch?v=vgtvKTbBP8E&f
eature=youtu.be
WHAT WILL WE DO DURING READ TO
SUCCEED?
• READ! READ! READ! READ! READ! READ TO SUCCEED
BEGAN 9/09/14
• What can I read during READ TO SUCCEED? The link
below has a list of different kinds of literature you
can read
• Watch this video for more information on the
Genres of Literature:
•
https://www.youtube.com/watch?v=vDhUmn4IZ78
8/17/14
WHAT CAN I READ DURING READ TO
SUCCEED
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Books from the Media Center
Newspaper Articles
Magazines
Books from the Public Library or from home
Manuals, cookbooks, music books, poetry
Comic Books
You can use your own Technology during READ TO SUCCEED if
you have a completed Bring Your Own Technology Form on file at
school. Please see your teacher for more information.
All Technology Information used During READ TO SUCCEED must
be for appropriate for School. Please read your Student Agenda
for more information.
All Reading Material must be appropriate for school. If you have
any questions, please speak with your teacher. Please read your
Student Agenda for more information.
RULES FOR READ TO SUCCEED
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Everyone reads, including the teachers
Everyone gets to pick what they read
Games, music, TV and other distractions are not allowed
There can be sharing and follow up activities for the
reading, but there doesn't have to be
• Students may use Technology as a tool to use for
reading during READ TO SUCCEED.
• Remember to Ignore and not to engage in Distracting
Behaviors
• Be Prepared, Productive and Polite
•
http://www.classroomtoolkit.com/dear-ssr.html 8/17/14
FIRST MARKING PERIOD – READ TO
SUCCEED FOCUS WAS MAKING
CONNECTIONS
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Text-to-Text Connections
Text-To-Self Connections
Text-to-Media Connections
Text-to-World Connections
TEXT-TO-SELF CONNECTIONS
• Connect what you have read to your own life
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I am making a Text-to-Self Connection. This story reminds me
of the time that I visited my Grandfather in Florida. In the story,
the main character took a trip to Florida to visit relatives and
had amazing adventures. Well, this sounds like my trip to
Florida when I caught a snapping turtle while fishing with my
Granddad. I was scared but I didn’t give up. The character in
book was a risk-taker and so was I.
What do I have in common with this text?
How does it differ from me?
What feelings do I experience when I read this?
From the Florida Online Reading Professional
Development site: http://forpd.ucf.edu/strategies/strattext.html
8/17/14
TEXT-TO-TEXT CONNECTIONS
• Readers make connections to other ideas that they have
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read in other texts (books, magazines, newspaper articles)
Have I read something like this before?
What does it have in common with other texts I know?
How does it differ from other texts?
I am making a Text-to-Text Connection. I am reading a
cookbook, and I want to make arroz con pollo or rice with
chicken. The recipe in the cookbook is just like the recipe in
my Grandmother’s recipe book. I want to gain more
knowledge about cooking because I want to be a chef
someday.
From the Florida Online Reading Professional
Development site: http://forpd.ucf.edu/strategies/strattext.html
8/17/14
TEXT-TO-WORLD CONNECTIONS
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Readers make connections to ideas and topics from the world
• Current events
• Historical events
• Science, Social Studies and other Literature
• What does this text have in common with the real world?
• Does it remind me of anyone/anything/any place in the world?
• I am making a Text-to-World Connection. I am reading an article
about a famous soccer player from Mexico named Giovani dos
Santos. I remember watching the World Cup Games which featured
soccer players from around the world. I really enjoyed watching
Neymar da Silva Santos Jr. from Brazil in the World Cup. Someday I
want to visit Brazil and meet Neymar. I want to be a sports
broadcaster and interview Neymar about his life as a soccer player
(communicator).
From the Florida Online Reading Professional
Development site: http://forpd.ucf.edu/strategies/strattext.html 8/17/14
TEXT-TO-MEDIA CONNECTIONS
• Readers make connections to things that they
have heard or seen in today’s Media:
• Videos, Songs, Music, on-line games, television,
tweets, Social Networking sites, blogs, radio, online programs
• I am making a Text-to-Media Connection. I am
reading a book about birds of prey like the eagle.
I had many questions about eagles (inquirer) so I
watched a video from the internet about eagles.
It was amazing to see this animal hunt its prey with
great speed and accuracy. If I could be any
animal, I want to be an eagle.
•
http://ideasforelearning.com/2013/09/26/making-connections-text-to-self-text-to-text-text-to-world-text-to-media/ 8/17/14
REFLECTION ACTIVITIES FOR MAKING
CONNECTIONS
• Complete a Making Connections Worksheets
• Students could use symbols, pictures and words to
describe the connections that they made while
reading
• Students can engage in book talks to discuss
important elements of their piece of literature
• Students can continue reading
SECOND MARKING PERIOD – READ TO
SUCCEED FOCUS: VOCABULARY WORDS,
CONTEXT CLUES, PREFIXES AND SUFFIXES
• What is Vocabulary?
•
1. Vocabulary is a person’s ability to learn, use and acquire
or gain words to become a part of their every day language
•
2. Vocabulary is a body or list of words associated with a
particular language, concept, theme, business, system, or
subject
•
3. Vocabulary is all of the words that a person uses and
knows
• http://www.merriam-webster.com/dictionary/vocabulary
10/12/14
• http://www.audioenglish.org/dictionary/vocabulary.htm
10/12/14
READ TO SUCCEED
As you read focus on words that bring the story to life. The word or
words helps you to picture the story or scene in your mind
•
As you read notice how words are being used in Context or how
the words are being used in the story (Context Clues). Read the
sentences and words before an unfamiliar or interesting word and
read the words and sentences after an unfamiliar or interesting
word. Look for the Clues to the unfamiliar word or interesting word
before the word and after the word. Use those clues to help you
discover the meaning of the word
•
As you read focus on words that you may not know but you want
to learn more. Use resources such as using Context Clues
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As you read focus on words that make you sad, laugh, wonder,
smile and make you think
TIP NUMBER 1: NOW LET’S SPELL THE WORD READ AND REPEAT THE
WORD READ THREE TIMES WHEN I SAY GO! 1, 2, 3 GO!
R-E-A-D; READ! READ! READ!
• Vocabulary Learning Tip One: Read, Read, Read! Most
vocabulary words are learned from context. The more
words you're exposed to, the better vocabulary you will
have. While you read, pay close attention to words you
don't know. First, try to figure out their meanings from
context. Then look the words up. Read and listen to
challenging material so that you'll be exposed to many
new words.
• http://www.sheppardsoftware.com/vocabulary_tips.ht
m 10/12/14
TIP NUMBER 2: NOW WHEN I SAY GO TURN TO YOUR NEIGHBOR AND
WHISPER THESE WORDS THREE TIMES USE YOUR CONTEXT CLUES:
1, 2, 3 GO!
• Vocabulary Learning Tip Two:
Improve your context skills. Research
shows that the vast majority of words are
learned from context. To improve your
context skills pay close attention to how
words are used.
• http://www.sheppardsoftware.com/vocab
ulary_tips.htm 10/12/14
WHAT ARE CONTEXT CLUES?
TIP NUMBER 3: WHEN I SAY GO SHOUT THESE WORDS AS LOUDLY AS YOU CAN 1, 2, 3 GO!:
PRACTICE, PRACTICE, PRACTICE!!!! DO IT AGAIN: 1, 2, 3 GO! PRACTICE, PRACTICE, PRACTICE
ONE LAST TIME 1, 2, 3 GO! PRACTICE, PRACTICE, PRACTICE
• Vocabulary Learning Tip Three: Practice,
practice, practice. Learning a word won't help
very much if you promptly forget it. Research
shows that it takes from 10 to 20 repetitions to
really make a word part of your vocabulary.
Create your own personal vocabulary list and
use every opportunity to say and use the word
at least three times a day
TIP NUMBER 4: MAKE CONNECTIONS: TEXT-TO-SELF; TEXT-TO-TEXT;
TEXT-TO-WORLD; TEXT-TO-MEDIA NOW CLAP THREE TIMES AFTER
YOU SAY EACH TERM. LET ME MODEL: TEXT-TO-SELF CLAP, CLAP,
CLAP; TEXT-TO-TEXT CLAP, CLAP, CLAP; TEXT-TO-WORLD CLAP,
CLAP, CLAP; TEXT-TO-MEDIA CLAP, CLAP, CLAP OK LET’S TRY IT
AFTER I SAY GO: 1, 2, 3 GO! AND REPEAT ONE MORE TIME
• Vocabulary Learning Tip Four: Make as many connections as
possible. Say the word aloud to activate your auditory memory.
Relate the word to words you already know. For example, the word
GARGANTUAN (very large) has a similar meaning to the words
gigantic, huge, large, etc. You could make a sequence: small,
medium, large, very large, GARGANTUAN. List as many things as
you can that could be considered GARGANTUAN: Godzilla; a
monster truck; an alien spaceship. Create pictures of the word's
meaning that involve strong emotions. Think "the GARGANTUAN
creature was going to rip me apart and then eat me!"
TIP NUMBER 5: USE MEMORY GAMES AND WORD
ASSOCIATION GAMES USING THE VOCABULARY WORDS
• Vocabulary Learning Tip Five: Use mnemonics
• ( memory tricks). For example, consider the word
EGREGIOUS (extremely bad). Think EGG REACH
US - imagine we've made a mistake so bad that they
are throwing eggs at us and a rotten EGG REACHes
US. Such funny little word pictures will help you
remember what words mean, AND they are fun to
make up. Create a song, rap, jingle or poem using
new vocabulary words
TIP NUMBER 6: USE VOCABULARY
RESOURCES
Vocabulary Learning Tip Six: Get in the habit of looking up words you don't
know. Add Dictionary and Thesaurus Apps. to your phone or computer.
Bookmark Vocabulary Resource sites on your computer to help you with the
meaning of the of words; pronunciations of words; parts of speech and examples of
the words used in context.
• Context Clues – Read the sentences and words around the word that you don’t
know to help discover the meaning of the word
• Notice Prefixes and Suffixes used in the word
• Dictionaries
• Thesauruses
• Graphic Organizers
• Make Connections
• Vocabulary Games
• Notice Things about words: Prefixes, Suffixes of words – Prefixes are word parts
that occur at the beginning of a word – Suffixes are word parts that occur at the
end of a word
PERFECT PREFIXES – SAY THIS TERM PERFECT PREFIXES
10 TIMES IN A ROW AS QUICKLY AS YOU CAN. 1, 2, 3 GO!
•
http://grammar.ccc.commnet.edu/grammar/vocabulary.htm
•
Root (source)
Meaning
English words
•
aster, astr (G)
star
astronomy, astrology
•
audi (L)
to hear
audible, auditorium
•
bene (L)
good, well benefit, benevolent
•
bio (G)
life
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dic, dict (L) to speak
dictionary, dictator
•
fer (L)
to carry
transfer, referral
•
fix (L)
to fasten
fix, suffix, affix
•
geo (G)
earth
geography, geology
•
graph (G)
to write
graphic, photography
•
jur, just (L) law
jury, justice
•
log, logue (G)
word, thought, speech, monolog(ue)
•
biology, autobiography
Authority for this chart: The Little, Brown Handbook by H. Ramsay Fowler and Jane E. Aaron, &
Kay Limburg. 6th ed. HarperCollins: New York. 1995. By permission of Addison-Wesley Educational
Publishers Inc.
SUPERSONIC SUFFIXES – NOW WHEN I SAY GO TRY TO SAY
SUPERSONIC SUFFIXES 10 TIMES IN A ROW AS QUICKLY AS
YOU CAN 1, 2, 3 GO!
• Typical noun suffixes are -ence, -ance, -or, -er, ment, -list, -ism, -ship, -ency, -sion, -tion, -ness, hood, -dom
• • Typical verb suffixes are -en, -ify, -ize, -ate
• • Typical adjective suffixes are -able, -ible, -al, tial, -tic, -ly, -ful, -ous, -tive, -less, -ish, -ulent
• • The adverb suffix is -ly (although not all words
that end in -ly are adverbs—like friendly)
BACK TO THE VOCABULARY LIST: TIP NUMBER
7: VOCABULARY GAMES ARE GRRREEAAT!
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Play Vocabulary Word Games to help you Build your Vocabulary: Here is a short list of vocabulary
games and activities. Your Teacher has more resources for you to explore.
http://www.vocabulary.co.il/ One thousand Free Vocabulary Games and Activities
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http://www.vocabulary.com/ Vocabulary Activities
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http://www.univsource.com/vbbeta.php Vocabulary Builder Activity
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http://www.ehow.com/list_6580695_fun-vocabulary-activities-high-school.html Vocabulary Games
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http://www.vocabulary.co.il/word-play/word-search-game/ Vocabulary Games
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http://www.armoredpenguin.com Can create Vocabulary Word Searches and Crossword Puzzles
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http://www.eduplace.com/state/pdf/author/chard_hmm05.pdf Vocabulary Strategies for Math
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http://www.ehow.com/way_5769103_vocabulary-science-activities-high-school.html Vocabulary
Strategies for Science
•
http://www.ehow.com/info_8256335_vocabulary-comprehension-games.html Vocabulary Games and
Activities
STUDENTS CAN ACCESS THE COMPASS
ODYSSEY LEARNING WEBSITE
• Connected to students’ MAP Scores
• Designs individual lessons and activities for each
student based upon their progress on the MAP
Assessments
• Directions to Log-on to Compass Odyssey Learning:
• Log-on to Aspen- Last Name and Lunch Number and
student
• Look for the Odyssey Compass Learning Link
• Log-in using student lunch number; type in student; and
select Marietta
WHAT ARE THE MAP ASSESSMENTS?
• MAP: Measures of Academic Progress in mathematics,
reading and language.
• Aligned to the Common Core State Standards
• Computer adaptive; 39-52 questions per subject area
• Data driven – teachers use this data or information to help
plan instruction, lessons and activities for students
• Administered 3 times each year (August,
December
and May – beginning, middle and end of the
school year)
• Information provided by Mrs. Hardaway MAP Coordinator for Marietta Middle School
WHY DO STUDENTS TAKE THE MAP
ASSESSMENTS?
• The MAP Assessments Help teachers plan instruction,
lessons and activities for students
• The MAP Assessments track students’ growth from fall to
spring
• The MAP Assessments provide insight into college and
career readiness skills for students
• The MAP Assessments provide valid growth data or
information for all students
• The MAP Assessments may be used as one of the data
points for promotion/retention of students to the next
grade level
• The MAP Assessments may help to determine the kinds of
classes students may take at the next grade level
•
Information provided by Mrs. Hardaway MAP Coordinator for Marietta Middle School and MMS administration
WHEN WILL THE NEXT MAP
ASSESSMENTS BE ADMINISTERED AT
MMS?
• Reading and Language MAP will be administered
Wednesday December 3rd and Thursday December
4th, 2014
• Math MAP will be administered Tuesday December
9thand Wednesday December 10th, 2014
• We will have a Testing Schedule on the days that
we are MAP Testing.
• Students will receive more information about the
MAP Testing schedule soon
VOCABULARY TIP NUMBER 8: CREATE YOUR OWN
VOCABULARY LISTS AND WORK WITH THE WORDS!
•
Sort words by topic or theme: For example muscular system words,
coronary system words, geographical terms, words to describe the season
of fall, words associated with the term integers, words associated with
branches of the government
•
Sort or categorize vocabulary words by part of speech: sort by person, place
or thing, verbs and adjectives
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Sort or categorize your vocabulary words by character words, setting words,
plot-line words, solution/summary words
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Alphabetize your vocabulary list. Think of words that are synonyms (similar
in meaning) or antonyms (opposite or nearly opposite in meaning) and
prefixes and suffixes
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Place your vocabulary words on flashcards and play a matching game with
the word and definition or match word to word
VOCABULARY TIP NUMBER 9: USE GRAPHIC
ORGANIZERS WHEN LEARNING NEW VOCABULARY
VOCABULARY GRAPHIC ORGANIZER
VOCABULARY GRAPHIC ORGANIZER
VOCABULARY GRAPHIC ORGANIZER
VOCABULARY TIP NUMBER 10: ENJOY LEARNING NEW
WORDS AND SET A GOAL FOR LEARNING NEW VOCABULARY
WORDS
• A scant or limited vocabulary can limit one’s
opportunities in life.
• A copious or unlimited or vast amount of
vocabulary can help one to achieve success that
can stretch beyond the galaxy.
• Enjoy Learning new words and set a goal for
yourself. For example, I will learn and add one new
vocabulary word a week to my personal vocabulary
list. I will use this word at least three times a day
for a week. Then I will learn a new word the next
week.
MARKING PERIODS 3 AND 4 –
READ TO SUCCEED
• Students will have a new READ TO SUCCEED FOCUS for
the third and fourth marking periods
• ALL of the READ TO SUCCEED ELEMENTS come from
components of an Adolescent Literacy Program for
grades 6-12.
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Vocabulary Instruction
Writing Process
Comprehension Strategy Instruction
Discussion of Text Meaning and Interpretation
Writing for a Variety of Purposes
Community of Writers
Student Motivation and Engagement
Intensive, Individualized Interventions
• Information Shared by Dr. John Waller, Marietta City Schools,
Director, Secondary Curriculum and Instruction
WHAT CAN PARENTS/FAMILY
MEMBERS AND STUDENTS DO FOR
READ TO SUCCEED AT HOME?
• Engage in READ TO SUCCEED AT HOME
• Find as little as 30 minutes to engage in SUSTAINED,
SILENT READING
• Find something that you enjoy reading and read
with your children
• Have students read aloud to you or other family
members
• Ask students to share favorite parts of a book or
piece of literature with you
RESOURCES
•
•
•
www.theenglishclassroom.weebly.com
http://forpd.ucf.edu/strategies/strattext.html
http://www.sheppardsoftware.com/vocabulary_tips.htm 10/12/14
•
http://www.vocabulary.co.il/ One thousand Free Vocabulary Games and Activities
•
http://www.vocabulary.com/ Vocabulary Activities
•
http://www.univsource.com/vbbeta.php Vocabulary Builder Activity
•
http://www.ehow.com/list_6580695_fun-vocabulary-activities-high-school.html Vocabulary Games
•
http://www.vocabulary.co.il/word-play/word-search-game/ Vocabulary Games
•
http://www.armoredpenguin.com Can create Vocabulary Word Searches and Crossword Puzzles
•
http://www.eduplace.com/state/pdf/author/chard_hmm05.pdf Vocabulary Strategies for Math
•
http://www.ehow.com/way_5769103_vocabulary-science-activities-high-school.html Vocabulary Strategies for
Science
•
http://www.ehow.com/info_8256335_vocabulary-comprehension-games.html
vocabulary Games and Activities