Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Adapted
from
BCPS
2008
by
R.
Hurtado
Adapted
from
BCPS
2008
by
R.
Hurtado
Teachers may extend learning of the main text using one or more of the
following learning activities including:
• Novel Study: Students may read silently or with a partner, engage in
reflective writing in learning logs/reflective journals, conference with
peers in small groups, engage in book passes, and/or work on
independent or collaborative projects associated with their novel
study.
• Project Based Learning: Students work on collaborative, technology
enhanced projects using web and print-based research, extending their
understanding of the Essential Question, and presenting solutions to
authentic problems and experiences in real life using
multimedia/presentations.
• Compare and contrast the main reading selection with diverse text(s)
and compare/contrast with the main text. Assessment may be
answering the essential question.
• Web based learning activities such as Web Quests or virtual fieldtrips.
• Teachers will need to build silent/partner reading capacity in
increments and will need to monitor for engagement using
conferencing, reading logs, reaction journals, text talk, book passes,
graphic organizers, or story summaries.
• Classroom libraries should consist of leveled text and a wide variety of
reading genres, including graphic novels.
• Assessments for extension/project based activities will be primarily
holistic, assessed using a rubric.
Technology Integration
Technology Integration will not interfere with reading program allotted
time, nor will it interfere with program implementation.
Adapted
from
BCPS
2008
by
R.
Hurtado
ESE/ESOL Accommodations
Differentiated Instruction
Small teacher directed groups meet for more intensive intervention or
acceleration.
Adapted
from
BCPS
2008
by
R.
Hurtado