FAQ – Frequently Asked Questions Page 1 of 2

FAQ (Frequently Asked Questions)

[LEQ = Lesson Essential Questions; GLE = Grade Level Expectations]

1.  Do I have to use the LEQs as they are written on the matrix?

  1. ANSWER: Yes, you should use the LEQ’s as designed. Recommendations for change should be sent to Jodi Forestieri.

2.  Does each LEQ represent one lesson?

  1. ANSWER: LEQs can be combined into single lessons or treated as individual lessons. One story or piece could be used for multiple LEQs.

3.  How can I handle all the GLEs associated with an LEQ?

  1. ANSWER: Many GLEs are repetitive. By handling one, you actually are covering many. Also some GLEs naturally go together and are not treated as separate exercises or lessons. Select the ones that seem to directly relate to the LEQ. Let Jodi Forestieri know if you feel there are some GLE’s not addressed by the LEQs.

4.  Do I have to use all lessons associated with a story in my teacher’s manual?

  1. ANSWER: No, only teach the skills related to the LEQ and GLEs identified on the Matrix Planner. However, students should still be held accountable for skill learned earlier in the school year, such as, when teaching about plot and student could still be asked about setting since it was taught in the previous story. Consider using one story to teach several skills. Remember we are teaching the skills and GLEs not the story.

5.  Do I have to teach the stories identified in the sample lesson plan and matrix?

  1. ANSWER: No, those are ideas put together by your colleagues this summer and are there for your benefit.

6.  Do I need to teach the same way and with the same materials as my grade level partner(s)?

  1. ANSWER: It is the philosophy of this district that work completed together can be beneficial to all involve and save planning time. It is highly recommended that you work together to lighten your individual responsibilities. With that said, however, you may use whatever materials you wish to accomplish the same goals (LEQs and GLEs).

7.  How are word wall vocabulary/concepts and story vocabulary handled in the course of a lesson?

  1. ANSWER: Vocabulary identified on the Matrix Planner should be explicitly taught and placed on a Word Wall. Vocabulary from the story should be discussed through the teaching of the skills in standard 2.1 and 2.2.

8.  What is the timeline for exams?

  1. Ans. – See Literacy Links – Pacing Guide and Exam Schedule

9.  What is the status of the Research/Computer Literacy Project?

  1. Answer: It is an important part of our students’ education to complete a research project. Our high school counterparts are expecting that students will be able to write a strong thesis statement and be able to avoid plagiarism. In addition to this our society lives by the computer and our students need to be ready for that reality. For these reasons, it is a district expectation (non-negotiable).

10.  Why do I have to teach the students how to use Microsoft WORD to type and format their research papers?

  1. Answer:
  2. It wasn’t getting done when it was expected to be done in the computer classes.
  3. Every student did not have a computer class for an elective.
  4. Students did not take it seriously since it is an elective class and they don’t think those “count”.
  5. It is a cross-curricular skill needs to be seen by students as crossing over into all subjects. The NET standards and other tech literacy standards require it.
  6. As a teacher, you become better at the skills you teach.
  7. It is also part of our standards and GLEs.

11.  How will I find time to use the library and computer lab to complete the computer literacy project?

  1. Answer: Please work with your principal to set up a schedule that will work for your school and the district pacing for units for the ELA Department. Your principal will need to consider the needs of the other subject areas and the access to facilities.

12.  What information can be found on the pacing calendar (see Literacy Links – Pacing Calendar)

  1. ANSWER: Pacing for teaching the units, exam dates, and the allotted time for intervention (flexible grouping, re-teaching, and pre-teaching). It also includes the dates for each teacher to use the library and lab for the Research Computer Literacy Project. If your school’s master schedule does not fit the pacing calendars, then see Jodi to revise the pacing calendar to fit your school’s schedule.

13.  How should I use the Intervention days that are available?

  1. Answer: This is an opportunity that we will explore this year. Some ideas include:
  2. Flexible grouping
  3. Previewing upcoming lessons, concepts, and vocabulary
  4. Extending the time for re-teaching
  5. Extending the lesson for those that got the lesson and need acceleration and compacting
  6. Novel/author study
  7. Writer’s Workshop
  8. Self-selected Reading
  9. IEP Objectives
  10. Giving pre or post tests for units
  11. Unit exam dates generally fall on an intervention day
  12. Oral presentations/discussions
  13. Grammar study
  14. Fluency
  15. Word Identification
  16. Comprehension
  17. Study Skills Development