Using Literacy Boards as PSSA Preparation August 25, 2008 Shirley Dorus Patti Messett Amy Simpson

NCLB Football Analogy 1. All teams must make the state playoffs, and all will win the championship by the year If a team does not win the championship, they will be on probation until they are the champions, and coaches will be held accountable. 2. All kids will be expected to have the same football skills at the same time and in the same conditions. No exceptions will be made for interest in football, a desire to perform athletically, or genetic abilities or disabilities. ALL KIDS WILL PLAY FOOTBALL AT A PROFICIENT LEVEL.

3. Talented players will be asked to work out on their own without instruction. This is because the coaches will be using all their instructional time with the athletes who aren’t interested in football, have limited athletic ability or whose parents don't like football. 4. Games will be played year round, but statistics will only be kept in the 4th, 8th and 11th games. 5. This will create a New Age of sports where every school is expected to have the same level of talent and all teams will reach the same minimal goals. If no child gets ahead, then no child will be left behind.

0 school assemblies Attendance every day from Grade K to end of Grade 3 Preparing Students is Urgent! 720 Days Assuming that during reading instruction there are: 0 absences 0 field trips 0 interruptions

Starting Early is Important! In a study, Juel found that there was a 88% probability of being a poor reader in fourth grade if you were a poor reader in first grade (Juel, 1988).

The Benefits of Literacy Boards… Exposes children to a wide variety of material in a short period of time Ongoing review Provides repetition minutes Easily fits into a schedule Minimal teacher preparation! All materials provided!!!**** Can be adapted to meet your needs

What Do Literacy Boards Consist of? 5 areas of daily review –Word of the Day, Fact/Opinion, Vocabulary, Literary Device, Literature Corner Although the content on the board differs from grade to grade, the framework is constant throughout the program. The forms used in first and second grade do vary from the rest of the program. An answer sheet for student responses Daily questions for the students to answer that are based on the PA Standards/PSSA

Word of the Day provide a synonym and an antonym for the underlined word Hint: There are many correct answers for this section. This is an area that is differentiated and often reaches students of all levels. use the prefix or suffix to help determine word meaning Hint: Students should be able to look at the prefix, suffix, and root and use these affixes to determine the meaning of the word. For example, the prefix pre means before so the word preview means to view before. define multiple meaning words using context clues

Vocabulary an analogy will be given daily Analogies were chosen because the research shows that students who do analogies on a daily basis have increased vocabulary levels.

Fact and Opinion determine if statements are facts or opinions change facts to opinions change opinions to facts Hint: If a key word is used that indicates it is a fact or an opinion, it is beneficial to point this out to students.

Literary Device identify literary device shown Hint: Students should also tell why the author would use this literary device.

Literature Corner One text will be used for one week. Students will answer one question for the text daily. A list of recommended texts is included. Informational text will be used on the opposite weeks in third through eighth grade. The questions are not text dependent. You don’t need to use the text provided.

What You Need to Get Started… 1.The Student Response Sheet that matches the FORM of the Day.FORM of the Day 2.A TextText You can use the text provided You can use your own 3.The Literacy Board (without answers)Literacy Board You can make overheads You can handwrite You can make a booklet

Some Teaching Points… these are in your packet… Author's Purpose When you answer the question, “What is the main purpose of this poem?” You will choose from the following: - to narrate (share a story) - to explain/inform: provide information; to give instructions - to persuade (to share a viewpoint) - to instruct

Some Teaching Points… Informational Text You will read one piece of informational text and use that piece of informational text for a week. When you are asked to identify the text organization that the text is written in, you will choose from the following options. 1. Cause and Effect The author lists one or more causes and the resulting effect or effects. Key Words: reasons why, if... then, as a result, therefore, because consequently, so, this led to 2. Problem and Solution The author states a problem and lists one or more solutions for the problem. Key words: problem is, dilemma is, puzzle is, solved, so

Some Teaching Points… 3. Sequence The author lists items or events in numerical or chronological order. Key words: first, second, next, then, finally, on (date), not long after, next, after that, at the same time, then, following 4. Compare/Contrast The author explains how two or more things are alike and/or different. Key words: different, in contrast, alike, same as, on the other hand, like, unlike, but, in, contrast, however, both, also, too, as well as 5. Question/Answer The author poses a question and then answers it. This is a variation of the problem/solution text organization. Key words: question, answer, ????

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