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1.  "Living" document
2.  Look through the lens of a family with multiple online students
3.  16 day implementation plan for SBI (visit curriculum maps, pg. 250-251)

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Focus of Instruction & Materials Fifth Grade

Group 1 : Accurate & Benchmark Rate Focus of Instruction: Comprehension * Monitoring for meaning * Identifying, summarizing, and extending main ideas * Self-monitoring and fix-up strategies and awareness of reading for understanding * Teaching important words directly and word-learning strategies * Extended speaking, reading and writing opportunities tied to Core subjects Instructional Materials: * SBI Manual Group 1 Lesson Plan * Literary and Informational Text * Reading Street Small Group: Advanced Level lessons * Word Study (vocabulary, derivations, etc.) * Reading Street: RtI Kit Comprehension and/or Vocabulary * Research and Inquiry Group 3 : Inaccurate & Benchmark Rate Focus of Instruction: Self-Monitoring for Accuracy (Digging Deeper into Needs * Explicit modeling of accurate reading * Self-monitoring-table tap when student makes an error. This will help the student slow down and read more accurately. * Challenge student to read a portion of the text with 2 or fewer errors * Teach student to adjust rate of reading to type of text and purpose for reading Instructional Materials: * SBI Manual Group 3 Lesson Plan * Reading Street: Decodable Readers (Grades 2-3) * Reading Street: Phonics and Word Analysis * Reading Street Small Group: Strategic Intervention lessons (SI) * Reading Street: Fresh Reads * Six-Minute Solution Routine

Group 2 : Accurate & Below Benchmark Rate Focus of Instruction: Fluency * Building automaticity, but do not ignore making meaning * Repeated readings * Word or phrase level automaticity in addition to passages, if necessary * Grouping words to make meaning, pacing punctuation * Read for main idea, summarizing, and/or text elements * Use If-Then Guide for Fluency to identify skill deficits and areas of targeted instruction Instructional Materials: * SBI Manual Group 2 Lesson Plan * Reading Street: Decodable Readers (Grades 2-3) * Reading Street: Fluency passages * Reading Street: Fresh Reads * Reading Street Small Group: On-Level lessons (OL) * Sight Words/Fry Phrases Speed Drills * Reading Street: RtI Kit Fluency * Six-Minute Solution Routine * Rewards: Intermediate Level * Reading Plus Group 4 : Inaccurate & Below Benchmark Rate Focus of Instruction: Phonics and/or Phonological Awareness * Missing phonemic awareness skills * Missing decoding skills * Missing sight words skills * Missing multi-syllabic decoding skills * Applying skills to connected text at instructional level * Building fluency at independent level * Substantial practice applying phonics to new text and writing * Use If-Then Guide for Phonemic Awareness and/or Core Phonics Screener Alignment Guide to identify skill deficits and areas of targeted instruction Instructional Materials: * SBI Manual Group 4 Lesson Plan * Reading Street Decodable Readers (Grades 2-3) * CSD Decodable Database * Reading Street Phonics and Word Analysis * Reading Street Small Group: Strategic Intervention lessons (SI) * Reading Street: RtI Kit Phonemic Awareness and/or Phonics and Decoding * Sight Words/Fry Phrases Speed Drills * 95% Group * Lexia/Imagine Learning * Rewards: Intermediate Level * Phonics for Reading

© Canyons School District

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Focus of Instruction & Materials Fifth Grade Group 1 : Accurate & Benchmark Rate Focus of Instruction: Comprehension * Monitoring for meaning * Identifying, summarizing, and extending main ideas * Self-monitoring and fix-up strategies and awareness of reading for understanding * Teaching important words directly and word-learning strategies * Extended speaking, reading and writing opportunities tied to Core subjects Instructional Materials: * SBI Manual Group 1 Lesson Plan * Literary and Informational Text * Reading Street Small Group: Advanced Level lessons * Word Study (vocabulary, derivations, etc.)

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1.  Students are at the center of all we do and are the owners of their learning.
2.  Rigorous instructional program that provides flexibility in pace and place.
3. Competency based: know and go!

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*Grade 3-5 teacher. What are my skills?   How do I become a grade 3-5 teacher, rather than siloed?

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*True interdisciplinary team.  What project based learning principles could I implement?  How do we "share" students?

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*Flexibility in teaming/collaboration. How do we become "mentors" for our students?

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*Get to know the family
*Rave about your course and teaching
*Ask questions so you can best support the student
*Decide the best way to communicate and set reasonable expectations

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https://drive.google.com/file/d/1oVjd6U5txPmsRhK6z6_0nYUKpAhJ8Px6/view?usp=sharing

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Online Master Schedule - Master list (1).pdf

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*Regularly participate in coaching cycles
*Open to feedback
*Public practice
*Team w/Coach to present professional development - we learn best from each other

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Canyons Teacher Expectations 2021-2022 (Teacher Draft)

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Genuine question: will we have a furniture budget for buying a desk and/or chair for our home? I've never had to purchase my school desk or chair before.

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What curriculum maps will the high school be using? ASU? Canyons? A blend?