Student Empowerment Program Virginia 3rd Grade English Language Arts Response to Literature

LICENSED EDUCATORS: Topical Compatibility: Increased parent and community involvement, early intervention to drop-out prevention, increase understanding of ELA assessments, improve motivation and engagement, character education, emotional intelligence, leadership. Please develop portfolios, recorded sessions, art for word images etc. Create portfolios to reflect assignments prepared through the ELA study guide as well as your performance outcomes. Portfolios should exhibit: instructional artifacts; personal reflective practices; acknowledgement of program goals; and personal awareness of core competence of resources.

W. Calvin Anderson, MEd. and SEP provides in-service educational enhancement, drop-out and truancy prevention; parent involvement and school articulation by reinforcing academic and youth development readiness programming.

SEP endorses READ AMERICA http://www.readamerica.net/

Dear Concerned Americans: This program is intended to motivate and to support Children from 5-10 years old (K- 4th grades) in learning critical thinking and grade-level performance standards for school promotion. People of all ages can help because all children who trust their peers, older siblings and friends need to read out loud and think out aloud with poetry, schoolwork, newspapers, magazines, religious studies and everything they view for fun. After all, this is one of the few ways that we get to know them as independent thinkers and formal learners to get ahead in our complex global society.

This SEP home and school study unit helps young learners to engage the work of a young poet named, TyVion Harris and think. When you follow the study guide for the lesson young learner will then “learn how-to respond to an author and his literature” j This kind of English Language Arts practice activity will serve to increase critical thinking skills as well as viewing, listening, response to poetry, and familiarity with grade level expectations at school in English for everyone involved.

The added-value of this SEP educational DVD is successful when you use it over and over again and make certain that loving and caring older siblings, family members and concerned friends also help and even learn to present and “teach” younger learner this program. “Each one, teach one…” was once the primary mode of education in the U.S. schools wherein all ages studied in the same small quarters. We invite any and all of you who are reading this to teach this lesson after you carefully review each section and study it for program goals and your own compatible ideas just like in school. Sincerely, W. Calvin Anderson, MEd

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Let’s Review Sections of the DVD: Parent Involvement Author Studies Responding to Poetry 3rd Grade Learning Standards Reading Aloud and Sharing Ideas Quiz Questions for Practicing Testing

SEP Goals The Student Empowerment Program in this application of the Humanities Review System is devoted to meeting the educational and developmental of children 5 to 10 years old to flourish in critical thinking and reading, viewing, listen and speaking.

The educational DVD is a supplement to a lesson. Students will: 1) listen, view and read for enjoyment; 2) foster an appreciation for reading for pleasure; 3) increase in developing a basic or advanced reading vocabulary; 4) read aloud and think out loud and state the order of TyVion’s ideas and the information; and 5) read the State English Language Arts standards and “predict” that the process of question and answer is the same as in their 2nd to 4th grade English class in school.

Motivation Poet TyVion Harris is an African American male who is 8 years old.

African American males in many major cities and educational communities suffer from poor self esteem, poor grades, illiteracy and high drop out rates.

Early efforts by all ages who can read to increase educational appreciation of young learners could prevent a lack of engagement and student achievement in later years.

Can we learn about life watching, listening to and reading poetry?

READ TYVION’S POEM OUT LOUD AND TALK ABOUT IT NOW

End of Poet TyVion’s Sections

HOW MUCH DO YOU KNOW, QUIZ?

What is the main idea of the poem?

a) Self Awareness b) Changing his name c) Bragging about being a smart kid.

Correct Answer Self-Awareness Yes. This poem by TyVion Harris aka "Young Tveezy" is about self-awareness and how he does life. He believes in his future. He believes in doing for the youth of the USA and the world. He believes in doing for his family and for preparing a financial future. He says, "I am tveezy I am there if you need me".

Wrong Answer Changing his name.

No. This answer is not correct the poem is not about why he changed his name even though Tyvion Harris is also known as "Young Tveezy".

Wrong Answer Bragging about being a smart kid.

No. The main idea of the poem, "I do it for the future" is to share self-awareness and a personal sense of responsibility and accountability.

ANSWER

THESE QUESTIONS ALSO!

Author Studies: Poet TyVion Harris a. Does TyVion Harris capture a reader’s interest? b. Does TyVion Harris develop his own “point of view”? c. Does TyVion Harris demonstrate an understanding of how school helps his swag ? c. Does TyVion say, “he makes connections in his poetry and that everything that he writes about is real?” d. Does TyVion Harris make his poem, I Do It For The Future connect with his own life? e. Does TyVion Harris Make his poetry connect to what he knows about the world? f. Does TyVion Harris Make his poetry make sense with a ending, beginning, middle, and end? e. Does TyVion Harris tell you a lot about his ideas through writing and listening to him?

GET YOUR DICTIONARY

LOOK UP ALL OF THE WORDS!

VOCABULARY & DEFINITIONS Future

Action Verbs

Youth Schoolwork Good Geography Dress

Swagger

Nouns

Math Business

Family

Adjectives

Ohio

Language Arts

Focus

Poet

Spoken Word

Character

Thinker

Poetic License

Rap

Negative Positive Author Idea

Rhyme

Teamwork

Verse

Love

Parent Involvement

CRCT

Independent

LOOK UP UNDERLINED WORDS AND KNOW ALL OF YOUR 3RD GRADE ELA – READING COMPREHENSION STANDARDS OF LEARNING

THE STATE OF VIRGINIA!

ENGLISH STANDARDS OF LEARNING Grade Three a) Reading is a priority in third grade. b) Emphasis is on learning about words, reading age-appropriate text with fluency and expression, and learning comprehension strategies. c) The student will read a variety of fiction and nonfiction literature, which relates to all areas of the curriculum. d) The student will use effective communication skills in group activities and will present brief oral reports. Reading comprehension strategies will be applied in all subjects, with emphasis on materials that reflect the Standards of Learning in mathematics, science, and history and social science. e) The student will plan, draft, revise, and edit stories, simple explanations, and short reports. In addition, the student will gather and use information from print and non-print sources. f) The student also will write legibly in cursive http://www.doe.virginia.gov/testing/sol/standards_docs/english/index.shtml

3rd Grade English Standards of Learning – Part 1 • •

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Oral Language 3.1 The student will use effective communication skills in group activities.

Listen attentively by making eye contact, facing the speaker, asking questions, and summarizing what is said.

Ask and respond to questions from teachers and other group members.

Explain what has been learned.

3.2 The student will present brief oral reports.

Speak clearly.

Use appropriate volume and pitch.

Speak at an understandable rate.

Organize ideas sequentially or around major points of information.

Use grammatically correct language and specific vocabulary to communicate ideas. http://www.pen.k12.va.us/VDOE/Instruction/English/englishCF.html

3rd Grade English Standards of Learning – Part 2 • • • • • • • • • • •

Reading 3.3 The student will apply word-analysis skills when reading.

Use knowledge of all vowel patterns.

Use knowledge of homophones.

Decode regular multisyllabic words.

3.4 The student will use strategies to read a variety of fiction and nonfiction materials.

Preview and use text formats.

Set a purpose for reading.

Apply meaning clues, language structure, and phonetic strategies.

Use context to clarify meaning of unfamiliar words.

Read fiction and nonfiction fluently and accurately.

Reread and self-correct when necessary. http://www.pen.k12.va.us/VDOE/Instruction/English/englishCF.html

3rd Grade English Standards of Learning – Part 3 • The student will read and demonstrate comprehension of fiction.

• Set a purpose for reading.

• Make connections between previous experiences and reading selections.

• Make, confirm, or revise predictions.

• Compare and contrast settings, characters, and events.

• Identify the author’s purpose.

• Ask and answer questions.

• Draw conclusions about character and plot.

• Organize information and events logically.

• Summarize major points found in fiction materials.

• Understand basic plots of fairy tales, myths, folktales, legends, and fables. http://www.pen.k12.va.us/VDOE/Instruction/English/englishCF.html

3rd Grade English Standards of Learning – Part 4 • • • • • • • •

The student will continue to read and demonstrate comprehension of nonfiction.

Identify the author’s purpose.

Make connections between previous experiences and reading selections.

Ask and answer questions about what is read.

Draw conclusions.

Organize information and events logically.

Summarize major points found in nonfiction materials.

Identify the characteristics of biographies and autobiographies.

Compare and contrast the lives of two persons as described in biographies and/or autobiographies. http://www.pen.k12.va.us/VDOE/Instruction/English/englishCF.html

3rd Grade English Standards of Learning – Part 5 • • • • • • • •

The student will continue to read and demonstrate comprehension of nonfiction.

Identify the author’s purpose.

Make connections between previous experiences and reading selections.

Ask and answer questions about what is read.

Draw conclusions.

Organize information and events logically.

Summarize major points found in nonfiction materials.

Identify the characteristics of biographies and autobiographies.

Compare and contrast the lives of two persons as described in biographies and/or autobiographies. http://www.pen.k12.va.us/VDOE/Instruction/English/englishCF.html

3rd Grade English Standards of Learning – Part 6 The student will demonstrate comprehension of information from a variety of print resources.

• Use dictionary, glossary, thesaurus, encyclopedia, and other reference books, including online reference materials.

• Use available technology. . http://www.pen.k12.va.us/VDOE/Instruction/English/englishCF.html

3rd Grade English Standards of Learning – Part 7 • • • • • • •

Writing 3.8 The student will write legibly in cursive.

3.9 The student will write descriptive paragraphs.

Develop a plan for writing.

Focus on a central idea.

Group related ideas.

Include descriptive details that elaborate the central idea.

Revise writing for clarity.

. http://www.pen.k12.va.us/VDOE/Instruction/English/englishCF.html

3rd Grade English Standards of Learning – Part 8 • • • • •

The student will write stories, letters, simple explanations, and short reports across all content areas.

Use a variety of planning strategies.

Organize information according to the type of writing.

Identify the intended audience.

Revise writing for specific vocabulary and information.

Use available technology.

. http://www.pen.k12.va.us/VDOE/Instruction/English/englishCF.html

3rd Grade English Standards of Learning – Part 9 • • • • • • • •

The student will edit writing for correct grammar, capitalization, punctuation, and spelling.

Use complete and varied sentences.

Use the word I in compound subjects.

Use past and present verb tense.

Use singular possessives.

Use commas in a simple series.

Use simple abbreviations.

Use apostrophes in contractions with pronouns.

Use correct spelling for high-frequency sight words, including irregular plurals.

. http://www.pen.k12.va.us/VDOE/Instruction/English/englishCF.html

State Of Virginia Department of Education English Standards of Learning Assessments GO ONLINE TO THIS ADDRESS FOR TESTING INFO: http://www.doe.virginia.gov/testing/sol/bl ueprints/english_blueprints/blueprints_re ading3.pdf

STUDENT EMPOWERMENT PROGRAM INVITES YOU …

TO JOIN OUR SEP STUDENT ASSOCIATION PROGRAM! Email us at studentempowermentprogram@gmail.com

SEP READINESS PROGRAM

TyVion is Ready-to-Learn

STUDENT EMPOWERMENT PROGRAM INVITES YOU …

TO JOIN OUR SEP STUDENT ASSOCIATION PROGRAM ALSO! Email us at studentempowermentprogram@gmail.com

SEP TRACKING PROGRAM

Our SEP “More Luv” Interactive Parent Involvement program • Work with your child to improve student achievement • Track your child’s weekly progress for the school year • Look at the school calendar and know the important test schedules and ways to help • Monitor progress and reduce the stress and “high-pressure” for your young learner by being a “team” to solve problems!

STUDENT EMPOWERMENT PROGRAM INVITES YOU …ANSWER

TO JOIN OUR ONLINE STUDENT PROGRAM ALSO! Email us at studentempowermentprogram@gmail.com

SEP ONLINE LEARNING COURSE

Go online to www.greptechnologies/moodle

RESEARCH & REFERENCES

The Student Empowerment Program c 1992 was founded by W. Calvin Anderson, MEd. (SEP). SEP has served to improve student achievement in colleges, universities, K-12, non-profit, faith based organizations and charter schools and across five states including New York, North Carolina, Georgia, Massachusetts and Connecticut.

For more information please contact: Calvin Anderson at (770)912-8569 or wcalvinanderson@yahoo.com W. Calvin Anderson, MEd. has a BA in Philosophy & Political Science, and MS in Educational Administration & Supervision and is a candidate for and MS in Instructional Design For Online Learning (June 2011).