1. Connecting ELA Test Standards and Strategies with Core Programs
Unlimited Opportunities

2. “They Never Give Up”
Unlimited Opportunities

3. Editing Paragraph
On your own, find five editing mistakes in the following paragraph:
“All right,” gloria said. “Every wish you want to have come true you write on a long thin piece of paper You don’t tell me your wishes and I don’t tell you mine. if you tell, your wishes don’t come true. Also, if you look at the other person’s wishes, your wishes don’t come true.
(Excerpt from “Gloria Who Might Be My Best Friend” from The Stories Julian Tells, by Ann Cameron)

4. Peer Editing
With a partner look over your editing and make corrections
“All right,” Gloria said. “Every wish you want to have come true you write on a long thin piece of paper. You don’t tell me your wishes, and I don’t tell you mine. If you tell, your wishes don’t come true. Also, if you look at the other person’s wishes, your wishes don’t come true.”

5. Comprehension How does editing effect comprehension in reading?
A woman, without her man, is nothing.
A woman: without her, man is nothing.

6. Starting Off Point

7. Accomplishments

8. Comparison

9. First Steps to Begin Implementation
Analyze data from ELA results to find where the common frustrations were among the majority of their students.
Identify ELA language that students need to know.
Incorporate core instruction K-3. (oral and written)

10. Vocabulary List Peekskill CSD-12/07
according
information
article
which
sentence
true
why
does
bests
belongs
read
means
what
happens
right after
poem
should
able
part
most likely
author
title
decides
below
else
mostly about
item
need
using
details
complete
finally
causes
important

11. “Think, Pair, Share”
How might your coaches and teachers use this vocabulary list during their day?

12. Using Multiple Choice Questions
No need re-inventing the wheel: Many core programs have supplemental programs that incorporate these practices.
Using the internet: People have already done the work for you, if you search, it is there!
Working Together: If all else fails, coaches and teachers may need to create questions, so make good use of common preps and meeting time to work as a group.

13. Internet Resources http://www.emsc.nysed.gov/3-8/e-home.htm (NYSED)
(Open Court)
(Harcourt Trophies)
(Must enter-doesn’t work as a hyperlink)
(Voyager)
(Houghton Miflin)
(ELL)
(Limited Access)

14. You Are What You Read
In this section of the presentation, you will listen to an excerpt from the New York Times Book Review from December 23, 2007.
Listen carefully the first time and do not take notes.
During the second reading, take notes for a discussion.

15. Listening and Short Response
Let’s make our read alouds work for us!
Students need to have a purpose for their reading time.
Students can have a job when listening to a story.
Model, Model, Model!
Short answer time will be done during the workshop time, so the teachers will not need extra time to do this!
Prior to slide, Terry has great listening article that will be read

17. “They Never Give Up”
How can we assist our schools in making the best use of their unlimited opportunities?
Unlimited Opportunities

18. Thank You
We would like to give a big thank you to Maureen Byrne, Reading First Coordinator and Julie Salisbury, RF Building Coach, and the entire staff for all their hard work and dedication in making this possible for the Peekskill Central School District. Their PD presentation for HVRSSC was wonderful and our inspiration for this PD.