Literacy+Map

TEACHER NAMES: DOHONEY GRADE: 6, 7 AND 8 || || - ** Sponge activities were effective for introducing and reinforcing concepts. ** - ** Notebook checks and quizzes resulted in a 98% passing rate. ** Each grade level (6-8) is also required to complete a minimum of one writing activity per semester for Home and Careers. - ** All of my 6th grade students wrote a descriptive writing piece that was included as part of an animation film. Students received a 100% passing rate, where able to identify the function of a topic sentence, and include extremely creative and detailed examples. ** - ** All of my 7th grade students where required to interview a parent or guardian in regards to the topic of parenting. Students wrote short answer responses to a series of questions connected to the interview activity. ** - ** All of my 8th grade students researched two careers of interest, and wrote an essay that compared the similarities and differences. Each student will submit the results to the high school career office. ** ||
 * DEPARTMENT: HOME AND CAREERS
 * ** QUESTION ON READING AND WRITING ** || ** RESPONSE TO QUESTION ON READING AND WRITING. ** ||
 * How will your department members have students read, write and discuss a topic or activity related to a lesson each day? || Students begin each class with a sponge (Warm-Up) activity. The activity is then used to open a discussion for the day’s lesson.
 * Identify one of the four guiding principles that your department will focus on for the next ten weeks? || #2 Instruction Embedded in authentic experiences.

The NYS curriculum guide for Home and Career Skills suggests that 90% of class time be hands-on in nature. Students participate in activities that involve the use of technology, life skills, and career skills.
 * - Students have created character cookies as part of a mentoring initiative, sock puppets and back packs (sewing skills), tie-dye and silkscreen shirts (resource management), and variety of food items (measuring, safety, resource management, etc.) ** ||
 * How will your department members demonstrate a literacy rich classroom (Refer to the checklist in your packet)? || #2 Access to Diverse Print Materials/ Instruction

Technology is used as a medium for delivering instruction (Brain Pop, United Streaming videos, etc.) and developing authentic assessments. Students complete web quests, use databases and web sites for research, and complete assignments using many of the Microsoft applications (Excel, Power Point, Movie Maker, Paint, Word, etc.) - **Students have had to utilize typed instructions to guide them through sections of each project.** - ** Our family and parenting unit included short interactive video segments and simulations to provide facts. ** - ** Students used databases to gather and record information for research projects. ** || 2.Popcorn Review - **Often used before a transition or when difficult material is being discussed, and also as part of a closure activity (e.g. Steps for threading a sewing machine).**
 * What three RWAC strategies will your department use on a consistent basis to ensure reading comprehension skills are being taught? || 1.Exit Slips
 * - Periodically students submit exit slips where they are asked to clarify their understanding of a given topic (e.g. Used during Human Development unit to reinforce milestones). **

3.Tossed Terms - **Used to review and clarify terminology used during Banking and Real Game activities.** || - **Students complete a checklist before submitting each major assignment.** Rubrics - **Every major assignment is graded using a rubric to help narrow the focus to specific skills.** Peer Editing - **Students are required to use the designated rubric or checklist as part of a peer editing session prior to submitting the assignment for a final grade.** ||
 * How will you check for writing quality (e.g., spelling, punctuation, and agreement of subject and verb, control of verb tenses)? Proofreading, editing, and revision should be expected. || Checklists