📚 Teacher Directions (Do Not Publish) -3
📚 Teacher Directions (Do Not Publish)-10
Welcome to the ELA Digital Resources Teacher Directions.
Getting Started
The modules are focused on priority standards and McGraw Hill resources were used to accomplish the outcomes of most of these standards. It is expected that the teacher will take the first two school weeks to establish routines while utilizing the Smart Start resources or other similar materials. If the scope and sequence is followed as directed for the year 2020-21, week 6 falls on holiday weeks. The rigor increases throughout the week, so skipping a lesson may affect your students' understanding.
- Pull the Unit and Week module from the shared Davis Learning First System.
- Publish one day at a time or one week at a time and set dates so they open for students on the appropriate day.
- Enable the McGraw Hill app on your navigation bar on the left-hand side. To do so, go to your settings then select navigation. Drag the McGraw-Hill button up so it is not hidden from students.
SEE TERM 2 CHANGES HIGHLIGHTED IN RED
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.
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.)
Smoothness- Video (Links to an external site.)
Pacing- Video (Links to an external site.)
Accuracy- Video (Links to an external site.)
Writing:
Things to Consider
1. Writing Paper
Part of your students' work in phonics, comprehension, and writing will give them the option or ask them to write on paper. They will then need to take a picture and submit their work in canvas. How might this best work with your class? Do you need to send home a journal or notebook?
Make sure students have what they need.
2. Adding a requirement to each week's module so that students must complete assignments in order and cannot move on until each assignment is completed. (This can be done from each module header. Select to edit the header and you will be provided with an opportunity to add a requirement and change whether the student needs to view the page, mark it as complete, or contribute to the page before they can move on).
Fluency:
A new fluency skill is taught every two weeks during first term. This gives students the opportunity to focus on a skill for two weeks before adding on a new skill. Students are asked to pay attention to the amount of errors they make each day/week. There is a rubric for each skill and attached to the Fluency Final Read Assignment (Day 5). An accuracy (errors made) rubric is included in all fluency assignments for student self-evaluation (Days 1-4) but not attached to the final scoring rubric. You can use this to grade accuracy each week on a student's final read (Day 5).
The skills taught include:
- expression and volume
- phrasing
- smoothness
- pace
- accuracy (focused on every week but 1 specific week for a lesson)
- understanding (1 week)
Important: If your students are using an iPad, they will not have the ability to do a voice recording in canvas. They will need to record themselves using their iPad separate from Canvas. Determine if they have another device at home to either do the recording in canvas or view the passage while they are recording on their iPad. If not, they will need to print the passage to read while they are recording. Keep in mind that not all families have printers, so if they need to print out the passage to read, you may need to supply a copy for them.
Utilizing skills throughout the week:
Students should understand that any comprehension skills, fluency skills, writing skills, or phonics skills that are being discussed in the mini-lessons, should be incorporated into any writing and reading that they are doing throughout the week--no matter what lesson they are currently working on.
Immersive Reader:
Any pages within canvas will have a built-in immersive reader. Any other pieces within the modules, such as assignments & discussions, will not have a built-in immersive reader. In order to provide accessibility for all, please have the students open canvas within the new edge browser as it has a built-in read aloud feature.
Adding a NearPod:
- How to find, add and link a Nearpod to the canvas template?
Go to NearPod and search the district library or select the link from the grade level resource page.
Locate the specific NearPod that you are using and add it to your library.
District NearPod Link Library (Links to an external site.). Select the link and then select 'Add to Library'.
Once the NearPod is in your library go to assignment and follow the directions to add the NearPod as an external link (this will allow it to sync with Speed Grader).
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- Open the assignment and click edit
- Change “submission type” to external tool
- Click “find” and choose Nearpod.
- Select your desired lesson.
- Select student paced lesson.
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