Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
Hhh Curriculum Renewal Project 2008
1. Half Hollow Hills Elementary Curriculum Renewal English Language Arts Presented by Rochelle DeMuccio , Coordinator, ELA and READING, K-5 Leadership Council - Fall 2008 CHECK IT OUT http: www.hhh.k12.ny.us
2. What is our thinking about cultivating literacy learners?
3. Essential Understandings Best Practices for Literacy Constructivist Approach ELA Content Standards Attitudes and Perceptions High Quality Children’s Literature Ongoing INFORM-ative Assessments DI/ UBD
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5. SOLUTION ! Design a rich literacy curriculum that reflects our beliefs…
6. HHH BALANCED LITERACY FRAMEWORK High Teacher Support Low Teacher Support W R I T I N G R E A D I N G Shared Writing Interactive Writing Guided Writing Independent Writing Read Aloud/ Interactive Reading Shared Reading Guided Reading Independent Reading
7. INDEPENDENT READING AND WRITING WORKSHOP … is a model/ framework that provides a common understanding and language related to learning.
8. READERS’ AND WRITERS’ WORKSHOP • Continuum - Kindergarten - Grade 5 • Essential Questions • Reading and Writing Units • Overvie w • Goals - Knowledge, Understandings, Skills • N.Y.S. Standards, Indicators, Competencies • Time Frames • Materials and Resources
14. WRITERS’ WORKSHOP If you want to be a writer, you must do two things above all others; read a lot and write a lot…reading is the creative center of a writer’s life… You cannot hope to sweep someone else away by the force of your writing until it has been done to you. - Stephen King
21. GRADE ONE - UNIT 2 WRITING OVERVIEW Students will learn to be better writers by studying the work of mentor authors. Students will learn the craft of mentor authors and practice incorporating these elements into their own writing. Craft lessons may include the use of repetition, descriptive language, labeling, metaphors, ellipses, dialogue, use of commas, etc.
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24. SELECTING IDEAS MINILESSON: Writers pick one idea to write more about. WF: Selecting – Decide What to Stick With (pg. 29 - 30) DRAFTING IDEAS REVISING IDEAS
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26. EVALUATION MINILESSON: Writers reflect on their own work. WF: Evaluation I – How Have I Grown? (pg. 48) RUBRIC FOR TEACHER EVALUATION: WF: Evaluation II – (pg. 50)
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29. Active Engagement: Ask the children to think about a topic and imagine what the p i ctures would look like. W i ll each of you think about your topic, and ask your partner if he or she can imagine what the pictures would look like? What details might you include? Allow partners to discuss, while teacher circulates and listens in for good examples to share. During the share, teacher will say, I heard great ideas. Many of you will be including a lot of details in your picture stories. Link: Remind students that when they plan their picture stories, they should think about what information their details would tell the reader. S o today, as you begin your story, remember that whenever you start a new page, you need to think, What details do I need to add to help the reader understand my story?
30. NOTES: You may wish to introduce types of paper. ASSESSMENTS: 1. Listen in on children’s discussions during the minilesson. Assess whether students generated ideas and details to incorporate into their stories. 2. Assess children’s p i cture stories to discover whether or not they actually incorporated details to support their story. Determine if the details support the meaning and help to tell the story.
