📚 Teacher Directions Unit 3 Week 1 (Do Not Publish)

Welcome to the ELA Digital Resources

Priority Standards:

The ELA content created for the Learning First System is based on Priority standards Links to an external site.. These standards were further refined as we adopted our ELA priority standards mid-August. You may see some areas of your ELA curriculum taught differently or missing. These changes reflect the focus on priority standards in the ELA Canvas content. Please reach out to your ELA Coordinator or Admin if you have priority standard questions.

Lesson Scope and Sequence:

SEE TERM 2 CHANGES HIGHLIGHTED IN RED

Each module was developed to focus on priority English Language Arts standards  for 3rd grade, and uses the McGraw Hill resources as a tool to teach each standard. The scope and sequence of these modules was developed  to begin after the first two weeks of school to allow teachers the opportunity to establish routines while utilizing the Smart Start resources or other instructional material. The modules are outlined to follow the sequence of McGraw Hill lessons beginning with Unit 1 and ending with Unit 6. Each unit includes material for week 1 through 6. If followed in sequence for the 2020-21 school year, week 6 will fall on short weeks. Lessons are designed to build on each other from week to week, and teachers should be cognizant that skipping or rearranging lessons may impact students' understanding. 

Getting Started With Digital Content:

1. Pull the Unit and Week module from the commons. It is recommended that you publish one day/week at a time. 

2. Each day, a variety of lessons and tasks have been developed to teach each component of English language arts. Lessons and tasks were developed using a combination of Nearpod lessons and Canvas assignments.

• Nearpod Lessons: Under this assignment type, you will find an embedded preview link that will take you directly to the lesson in the district Nearpod library.  Preview the lesson, and add it to your library.  Follow the below steps to embed it into external tools on your Canvas template. Starting in Unit 3 there will only be 2 Nearpods to import per day. 
• Canvas Assignments: Canvas assignments and assessments will be directly copied to your Canvas page when you copy the module from the commons. 

3. Click here Links to an external site. to watch how to assign Canvas new quizzes (Weekly Assessment) and view scores.
4. If you are experiencing any difficulties with videos that are embedded in Canvas click here. Links to an external site. 

 

Embedding Nearpod Lessons:

1. Use the teacher "preview link" under each assignment or go to the Nearpod district library and add the lesson to your personal library.
2. Once the Nearpod is in your library go to your Canvas assignment and follow the directions to add the Nearpod as an external link (this will allow it to sync with Speed Grader).

• • • • • Open the Canvas assignment and click edit
        • Delete all items above the red text, leaving only the student directions. 
        • Change “submission type” to external tool
        • Click the “find” button and then scroll to choose Nearpod.
        • Select your desired Nearpod lesson from you library.
        • Select student paced lesson. Your lesson is now linked
        • Remember to set a due date and make any other adjustments to submission requirements.
        • Select Save

What to Know About Each Area of Literacy:

Vocabulary: Each week will include lessons focused on vocabulary acquisition. Two new vocabulary words will be introduced each day, and students will be given an opportunity to use these newly acquired words in speaking, writing, or reading.  With the new Priority Standards, vocabulary strategy mini-lessons are no longer include in the modules or the weekly assessments. 

Comprehension: Each week includes explicit instruction and scaffolded student practice that is aligned with McGraw-Hill units and weeks.  Please note that these weeks are focused around priority standards and may not meet all objectives that would normally be taught in a regular setting.  The comprehension lessons are structured around two or more texts for the week that best help support the priority standard.  Students will be asked to read or listen to the text prior to the comprehension lesson. Each week is designed to be completed in order starting with Day 1, which helps students build background knowledge, access the text, and build upon their learning throughout the week.  Formative checks are built into the daily lessons throughout the week.  The week ends on Day 5 with a comprehensive assessment of the weeks' standard.      

Phonics: Each week includes two explicit phonics lessons that follow the McGraw Hill phonics/spelling scope and sequence. 

Fluency: Each week, a component of reading fluency will be focused on.  NEW INFO FOR TERM 2: Students will be given a reminder of the fluency skill to practice, and then engage in a variety of repeated readings (i.e. echo reads, partner reads, etc) across the week to practice and refine. At this point students have had explicit instruction of each skill during Term 1, and should be able to independently apply the skill. If students need reteaching, Teachers can assign the reteach videos below. The week will conclude with an assessment in which students will record their reading.  We encourage teachers to explore other digital tools such as flipgrid for students to collaboratively share their reading.    

Fluency skill Reteaching Videos:

• Expression and Volume - VIDEO Links to an external site.
• Phrasing- VIDEO Links to an external site.
• Pacing (rate)- VIDEO Links to an external site.
• Accuracy- VIDEO Links to an external site.
• Smoothness-VIDEO Links to an external site.

Writing: In the Learning First System ELA content, we will be focusing on writing in response to reading. We will write a variety genre (Informative/Explanatory, Opinion/Argumentative) and reinforce and sometime introduce new writing skills.
On week 6 students may have the opportunity to write prompt-based essays with some instruction.
Additional instruction for writing, including refining writing skills based on your classroom needs will happen during face to face learning.

Other Things to Consider

Writing Paper: Part of your students work in  phonics word work, comprehension and writing will ask them to write on paper and then take a picture and submit in Canvas or Nearpod. How might this best work with your class? Do you need to send home a journal or notebook to make sure students have the materials they need? 

Pacing:  Be aware of your students'/class' stamina and be cognizant of pacing when reviewing lessons.  You may or may not need to allow students to have multiple days to complete a task.  Be sure to review materials before assigning them to your class.  

Materials: Some lessons ask for students to create their own graphic organizers or take notes.  What procedures could you teach at the beginning of the year to prepare your students to keep their materials safe and organized?

Student Needs: We have tried to keep all materials as accessible as possible for all learners.  However, some materials (like the weekly assessment) are meant for students to complete on their own and do their own reading.  Be aware of your students' needs and plan accordingly to have access to immersive reader tools, McGraw-Hill read aloud tools, etc. if needed.   

Technology Tools: Be aware of what technology tools your students may need to learn before beginning these modules.  Consider how you could use Smart Start to help you set up the expectations, procedures, and tools.  We recommend you become familiar with the tools and choosing specific tutorial videos to add to your Student Directions page based on the technology devices your students will be using.