PPT-RETELL Overview

Changes in Instruction for ELLs Overview of Changes to Instruction of ELLs Previously RETELL Voluntary Mandatory 4 Category Trainings 1 Sheltered English Instruction SEI Core Course . 574135746257445574585746557376574605744957453574455737657465574555746157376574585744557441574445737657460574555737657465574555746157458573765744357448574495745257444573765746557455574615737657441574585744557376574495745357456574585745557462574495745 Goal: ComprehensionStrategy: Retell the Story Why ChildrenSecret toHow WeTeach ItTroubleshootingn accounting of a story We are working on orally retelling stories that have been read in class. Please use the retell folder that your child brings home (usually Thursdays or Fridays) to have your child practice telling the story to you at home. Encourage your child in using complete sentences when talking about the story. I have included sentence starts and transition weds that we use in class. I hope that this assists you in helping your child at home. . What is retelling? . What information should you convey when you retell a story? . Copyright © 2015 The Teacher Writing Center, a division of SG Consulting, Inc. .  www.grammargallery.org. Warm-Up. Sammy the SUPER Summarizer. , who gives SUPER high-fives has been helping us with parts of the “Five-Finger Retell” to retell the stories we read. . You can find this comprehension strategy on the blue comprehension bookmark sent home at open house night in the . Bob Measel. Assistant Director, OELAAA. District obligations for educating ELLs. 2. The district must:. Implement a uniform system for identifying ELLs in accordance with Department guidance found at . A Quick-Reference Resource for Law Enforcement. 1. Virginia . DCJS: Sovereign Citizens Overview. Sovereign Ideology. Anarchist ideology. Adherents differentiate between a “State Citizen” and a “14. Reading to Learn Across Content Areas. Rebecca Curinga, PD Coordinator. Annie Smith, Co-Director Curriculum and PD. PD Session #3 . January 10, 2014. . . 2. Agenda. 8:45. Review of Components of ‘Learning to Read’ and the . Summer 1 2016. Communication & Language . Literacy. Jack and the Beanstalk. *Retell the story with props and pictures.. *Character descriptions of the giant and Jack. *Writing own versions of the story- beginning, middle and end.. Explanatory/Informative Writing . by . d. efinition. means that the writing conveys . information accurately. The . writer's. purpose is to increase the reader's knowledge, to help the reader better understand a procedure or process, or to increase the reader's comprehension of a concept. Directions: Look at each picture on the slides. Decide which one shows the beginning, middle and end of the story. On your chart, write two sentences to describe the part of the story each picture describes. Then draw your own picture to show what it happening. . Use this at the beginning of the school year to share a story about what the person did over the summer.. Use as many or as few pages as you like. . Use the Chat Editor to add sequences to the book to help tell the story. . Week 2 PLOT AZAC #1 Monday: 8-19-13 Have your DPE out with a #2 pencil. Work on Monday’s paragraph. (The number of errors is in the left margin) If you finish, begin reading an independent reading book. Developed at YeringtonElementary SchoolLynn M JekaDeeDeeKerschFebruary 2020Tell AboutWhen we tell about we explain our thinking to others in the groupI thinkI noticedTELL ABOUTDeveloped at YeringtonEl