Smart Learning Aurora

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D. Schmidt, D. Perry, K. Hall

Aurora Reading Assessment Record Grade 4 Name: ____________________________

Year: ______________

Highlighter colour

Student’s Oral Responses: highl Baseline

Term 1

Term 2

Term 3

Term Term 11

Term 2

Term 3

Levels of Achievement Not Yet: minimal performance Approaching: inconsistent performance Meeting: consistent performance Excelling: in-depth performance

Highlighter colour

Student’s Written Responses: Baseline

*Highlight evidence on rubric

Overall Achievement of Reading and Responding Baseline

Not Yet

Approaching

Meeting

Excelling

Date: ______________

Reading Level: ______________

 Written responses  Oral responses

______________________________ Teacher

Term 2

Not Yet

Approaching

Meeting

Excelling

Date: ______________

Reading Level: ______________

 Written responses  Oral responses

______________________________ Teacher

Term 1

Not Yet

Approaching

Date: _____________

Not Yet

Excelling

Reading Level: ______________

 Written responses  Oral responses

Term 3

Meeting

______________________________ Teacher

Approaching

Date: _____________

 Written responses  Oral responses

Meeting

Excelling

Reading Level: ______________

______________________________ Teacher

Aurora Reading Assessment Record Adapted from Susan Close SMART Learning, B.C. R.A.R (D. Schmidt, D. Perry, K. Hall)

Grade 3 Name: ____________________________

Year: ______________

Highlighter colour

Student’s Oral Responses: highl Baseline

Term 1

Term 2

Term 3

Term Term 11

Term 2

Term 3

Levels of Achievement Not Yet: minimal performance Approaching: inconsistent performance Meeting: consistent performance Excelling: in-depth performance

Highlighter colour

Student’s Written Responses: Baseline

*Highlight evidence on rubric

Overall Achievement of Reading and Responding Baseline

Not Yet

Approaching

Meeting

Excelling

Date: ______________

Reading Level: ______________

 Written responses  Oral responses

______________________________ Teacher

Term 2

Not Yet

Approaching

Meeting

Excelling

Date: ______________

Reading Level: ______________

 Written responses  Oral responses

______________________________ Teacher

Term 1

Not Yet

Approaching

Date: _____________

Not Yet

Excelling

Reading Level: ______________

 Written responses  Oral responses

Term 3

Meeting

______________________________ Teacher

Approaching

Date: _____________

 Written responses  Oral responses

Meeting

Excelling

Reading Level: ______________

______________________________ Teacher

Adapted from Susan Close SMART Learning, B.C. R.A.R (D. Schmidt, D. Perry, K. Hall)

Books Great for SMART Sequences

Title

Author

Suggested Grade Level / Curriculum

Stranger in the Woods Carl R. Sams & Jean Stoick Gr. 2 Mr. Peabody’s Apples Madonna Gr. 3 Dandelions Eve Bunting Gr. 4 / Social Stephanie Innes & Harry Endrulat A Bear in War Gr. 3/4 Scribbleville Peter Holwitz Gr. 2-5 All the Places to Love Patricia MacLachlin Gr. 4 / Social Akiak Robert J. Blake Gr. 2-10 Stellaluna Janell Cannon Gr. 2-5 Laura: A Childhood Tale of Laura Secord Maxine Trottier & Karen Reczuch Gr. 5 / Social One Splendid Tree Marilyn Helmer Gr. 3-5 (Christmas) Great Joy Kate DiCamillo Gr. 3-5 (Christmas) Smokey Night Eve Bunting Gr. 4 & up The Boat Helen Ward Ica Andrew The Voyagers Paddle Gr. 5 / Social Owl Moon Jane Yolen Gr. 1 / Science Sweet Clara & the Freedom Quilt Deborah Hopkinson Gr. 5 / Social Thank you Mr. Falker Patrica Polaccco ANY BOOK BY THIS AUTHOR… Moe Willems Naked Molerat Gets Dressed Moe Willems The Pigeon Books (series) Moe Willems Invention of Hugo Caberet Gr. 3 & up / great for images!!

Brian Selznick Mr. Bear and the Bear Thomas Francis Gr. 2-5 The Little Hummingbird Michael Nic Yahgulanaas Gr. 3-5

Adapted from Susan Close SMART Learning, B.C. R.A.R (D. Schmidt, D. Perry, K. Hall)

Independent Reading -- Thinking Log Name: _________________________ # _____

Date: _________________________

TASK: ________________________________________________________________ Images

Title of Book: _____________________________________________________ Author: _________________________________________________________ Illustrator:________________________________________________________

What I Know

Before Reading Reading Goal:

What would I like to see in my reading? _______________________________________________

What’s Important

______________________________________________ ______________________________________________

Activate What I Know: from stories, experiences, world)

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______________________________________________ 

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What would I like to see in my writing? _______________________________________

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_________________________________

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Writing Goal: Questions

Big Ideas

Infer

Connections

Anticipate / Predict:

Questions:

What do I think will happen? _____________________________________________

I wonder _____________________________

_____________________________________________

______________________________________

_____________________________________________

______________________________________

_____________________________________________

______________________________________

Why? ________________________________________

______________________________________

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Adapted from Susan Close SMART Learning, B.C. R.A.R (D. Schmidt, D. Perry, K. Hall)

What am I wondering?

September 20, 2010

WORD WORK LETTER Dear Parents,

Your child will be bringing home a collection of spelling words weekly that have been introduced in class. Each night of the week your child may to do a different activity to ensure that these words and the spelling principles they represent are mastered. These activities have been modeled and practiced in school, so your child can teach you how to do them.

Monday

Remind your child to sort the words into categories like the

ones we did in school. Your child could read each word aloud during this activity.

Ask your child to sort a second time as fast as possible. You may want to time them. You could ask them the meaning of each word.

Tuesday

Do a blind sort with your child. Lay down a word from each

category as a header and then read the rest of the words aloud. Your child must indicate where the word goes without seeing it. Lay it down and let your child move it if he or she is wrong. Repeat if your child makes more than one error. (They could also write the words.)

Wednesday Assist your child in doing a word hunt, looking for words in a book they have already read that have the same sound, pattern, or both. Try to find two or three for each category. A word hunt is very powerful because this is when the connection between spelling and reading occurs.

Thursday

Do a writing sort to prepare for the “end of the week� test

(sometimes do this on Wednesday). As you call out the words in a random order your child should write them in categories as well as spell them correctly. Call out any words your child misspells a second or even third time.

Thank you for your support. Together we can help your child make valuable progress! If you have any questions, the answers are just a phone call away!

Mrs. Perry

Adapted from Susan Close SMART Learning, B.C. R.A.R (D. Schmidt, D. Perry, K. Hall)

Independent Reading -- Thinking Log Name: _________________________ # _____

Date: _________________________

TASK: ________________________________________________________________ Images

Title of Book: _____________________________________________________ Author: _________________________________________________________ Illustrator:________________________________________________________

What I Know

Before Reading Reading Goal:

What would I like to see in my reading? _______________________________________________

What’s Important

______________________________________________ ______________________________________________

Activate What I Know: from stories, experiences, world)



_________________________________



_________________________________



_________________________________

______________________________________________ 

_________________________________

What would I like to see in my writing? _______________________________________



_________________________________

______________________________________________



_________________________________

______________________________________________



_________________________________

_____________________________________________



_________________________________

_____________________________________________



_________________________________

Writing Goal: Questions

Big Ideas

Infer

Connections

Anticipate / Predict:

Questions:

What do I think will happen? _____________________________________________

I wonder _____________________________

_____________________________________________

______________________________________

_____________________________________________

______________________________________

_____________________________________________

______________________________________

Why? ________________________________________

______________________________________

_____________________________________________

______________________________________

______________________________________________

______________________________________

_____________________________________________

______________________________________

_____________________________________________

______________________________________

Adapted from Susan Close SMART Learning, B.C. R.A.R (D. Schmidt, D. Perry, K. Hall)

What am I wondering?

Independent Reading -- Thinking Log Name: _________________________ # _____

Date: _________________________

TASK: ________________________________________________________________ Images

Title of Book: _____________________________________________________ Author: _________________________________________________________ Illustrator:________________________________________________________

What I Know

Before Reading Reading Goal:

What would I like to see in my reading? _______________________________________________

What’s Important

experiences, world)



_________________________________



_________________________________



_________________________________

Why is this a good goal for me? __________________

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_________________________________

_____________________________________________

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_________________________________

_____________________________________________

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Writing Goal:

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_________________________________

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_________________________________



_________________________________

______________________________________________ ______________________________________________

Questions

Activate What I Know: from stories,

What would I like to see in my writing? _______________________________________ ______________________________________________

Big Ideas

Infer

Connections

______________________________________________

Anticipate / Predict:

Questions:

What do I think will happen? _____________________________________________

I wonder _____________________________

_____________________________________________

______________________________________

_____________________________________________

______________________________________

_____________________________________________

______________________________________

Why? ________________________________________

______________________________________

_____________________________________________

______________________________________

______________________________________________

______________________________________

_____________________________________________

______________________________________

_____________________________________________

______________________________________

Adapted from Susan Close SMART Learning, B.C. R.A.R (D. Schmidt, D. Perry, K. Hall)

What am I wondering?

Focus for Instruction: 



Text: Secret Signs

By Anita Riggio ISBN: 1590780728

Preparation for a three-part sequence 

Development of imagery – sending and receiving images, oral language – listening and speaking, prediction, reading in role – thinking with text, written responses to high inference tasks, capturing the essence, comparison Continuing to establish a learning community through thoughtful interactions (structured-talk and working toward high inference tasks).

Tasks:  

Daily: Write in role as one of the characters to show what life is like at this moment in time.

End Task: Explain an author’s message in the story and how you might take that lesson into your life.

Assessment: Reading Assessment (RAR) for

Please adjust the timing and processes depending on the Grades time of the 3-5year, the learning needs and the level of experience of the learners. The plan is intended to be flexibly implemented

Secret Signs by Anita Riggio  Text divided into 3 chunks and copied onto 3 different colours of paper (1 copy per student)  6 illustrations (1 copy for each A/B team)  3 sets of GAP Analysis phrases chosen to set the image vividly (one for each chunk) SmartThinking tools…  Coaching Cards #2  Partner Picture-talk routine  GAP Analysis  Image•Detail  Setting an Image  Writing in Role  Co-create criteria for speaking and listening An example of student generated criteria: Respectful Listening…

Looks Like: eyes on speaker, open posture, facing speaker, hands and body still, acknowledging you understand or are thinking about what you are hearing by nodding or smiling Sounds Like: quiet, no interruptions Feels Like: thoughtful, respectful, interested Powerful Speaking…

Looks Like: standing facing the majority of the audience, uses wait time to command respect from listeners, facing audience with an open body posture, no fidgeting, and hands quiet Sounds Like: clear voice, can be heard all around class, fluent, no hesitations (UMMMMMS), complete sentences, justifies, speaking loudly and clearly Feels Like: well rehearsed, confident, respected Decide how you are going to establish partners Before beginning session, decide how you are going to pair students (assigned, number-off, pair quieter learners with quieter learners – mixing achievement levels, popsicle sticks pulled from a container (names on each stick, fondly called Sticks of Courage… Some teachers have coloured sticks for groupings, and mix pairs in a seemingly arbitrary way… (For an in-depth discussion about A/B structured-talk, see Going Deeper… The Power of A/B Structured Partner-talk in the resource section at www.smartlearning.ca/resources/articles)

Adapted from Susan Close SMART Learning, B.C. R.A.R (D. Schmidt, D. Perry, K. Hall)

Word Work with Mrs. Perry Terms You Need To Know Headers:

words that you sort other words under because of the pattern you see or the sound you hear

Sound Sort:

sorting words into groups by the vowel sound you hear when saying words out loud

Meaning Sort:

sorting words into groups that have similarities (living vs. non-living, school things vs. home things)

Sight Sort:

(or pattern sort) sorting words into groups that have the same spelling pattern

Oddballs:

words that do not fit into a sort

Open Sort:

sorting words into any categories a student wants to sort into

Closed Sort:

sorting words into categories that have already been decided

Blind Sort:

sort done with a partner where one student says words randomly and another student writes under guidewords

Word Hunt:

a word study activity where students look in books, their own writing, newspapers, magazines or their environment to hunt for words that would fit into the patterns studied that week

Written Sort:

a sort where students write down the words under guide words or headings (test is done this way)

Adapted from Susan Close SMART Learning, B.C. R.A.R (D. Schmidt, D. Perry, K. Hall)

Word Work Games Charades: partners take turns acting out, guessing words, and saying which guide word it goes with.

Go Fish: using two set of words, deal 4-5 for each player.

Take turns asking for words that have the same feature. (e.g. “Do you have a word that goes with CAT?”)

Spell Back: using your finger spell a word on your partners back. Your partner must guess the word and say which guide word it goes with.

Pictionary: one partner draws a picture of a word and the other must guess the word and say which guide word it goes with.

Mix N’ Fix: one partner sets out the word sort in a “mixed up” way. The other partner must then rearrange the sort correctly.

Concentration: lay out two set of words face down.

Partners take turns flipping over two words at a time trying to create a feature match. (e.g. cat-hat)

Adapted from Susan Close SMART Learning, B.C. R.A.R (D. Schmidt, D. Perry, K. Hall)