One & it's done toolkit packet instruction booklet (k lucas puckett)[1]
Curriculum and Instruction Toolkit for Reading...
Transcript of Curriculum and Instruction Toolkit for Reading...
Curriculum and Instruction Toolkit
for Reading Coaches
Language Arts/ReadingLanguage Arts/ReadingSeptember 2009September 2009
AgendaAgendaReading Pacing GuidesReading Pacing Guides
Sunshine State Standards: Sunshine State Standards: Old vs. New Old vs. New
Item SpecificationsItem Specifications
Writing Pacing GuidesWriting Pacing GuidesAnalyzing State Trends with Anchor SetsAnalyzing State Trends with Anchor SetsUsing PreUsing Pre--Test DataTest Data
Writing Pacing Guides & Writing Pacing Guides & WriterWriter’’s Workshops Workshop
What exactly is a pacing guide?
A pacing guide provides general direction in the form of a written schedule displaying the alignment of concepts, topics, and skills related to a particular curriculum to be addressed over a defined period of time.
In other words, a pacing guide will help us be in about the same place at about the same time.
While it is NOT a lesson plan, it does provide guidance for teachers to focus on the critical concepts that require instructional density and rigor.
Pacing
Traditional 4 Days 09/29/09- 10/02/09
Block
STRAND/BODY OF KNOWLEDGE:: Language Arts/ReadingTHEME: Journeys
Finding the Titanic/Iceberg Right Ahead!
Sunshine State Standard(s) ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL
TOOLSNEW SUNSHINE STATE STANDARDS
LA.A.2.2.7.4.1 Text organizationLA.E.1.2.1.4.2 Features of Non-fiction textLA.E.2.2.2.4.2 Understands text structureLA.A.2.2.2.4.1 Discusses Author’s PurposeLA.A.2.2.1.4.1 Understands ideas, informationLA.A.1.2.4.4.1 Monitors readingLA.E.1.2.2.4.3 Inferences and conclusions LA.E.1.2.5.4.1 Uses literary terminology LA.A.1.2.3.4.3 Listening, reading, discussing LA.A.1.2.3.4.1 Increases vocabularyLA.A.1.2.3.4.2 Develops vocabulary independentlyLA.B.1.2.3.4.1 Use strategies to spell wordsLA.A.1.2.3.4.4 Use resources and references LA.B.1.2.2.4.6 Uses varied sentence structure LA.B.1.2.3.4.2 Use correct punctuationLA.B.1.2.3.4.3 Use correct capitalization LA.B.1.2.3.4.4 Uses parts of speech correctlyLA.B.2.2.1.4.1 Note, comments, observationsLA.C.1.2.1.4.1 Understands oral informationLA.C.1.2.5.4.1 Responds to speakersLA.C.3.2.2.4.1 Asks
Text features Text structureAuthor’s perspectiveTopicMain Idea/message (stated and implied)Relevant detailsMonitor and clarifyInferences/conclusionsFlashbacksExpanding your vocabulary: Nautical termsKey selection vocabularyStructural Analysis: Syllabication Short and long vowelsUsing a thesaurus Compound sentencesWriting an answer to a questionFollow and give oral directions
The student will be able to:•Identify the purpose of various text features.•Use text structure to understand a selection.•Identify organization in a magazine article.•Identify elements of narrative non-fiction in the selection.•Learns when and how to adjust reading rate.•Make inferences from textual clues to identify an author’s feelings, attitudes, and feelings.•Identify relationships between topic, main idea, and supporting details.•Check their understanding of the story by rereading or reading ahead to clear up any parts they do not understand.•Respond to questions by drawing conclusions and making inferences.•Identify flashbacks in the selection.•Identify steamships vocabulary.•Use new vocabulary that is introduced and taught directly.•Identify syllables within words.•Decode words and syllables that contain short and long vowels.•Use the Phonics/Decoding strategies to decode longer
Core Text Book:Houghton MifflinFinding the Titanic and Iceberg Right Ahead!/Iceberg Right Ahead!Vocabulary: FCAT VocabularyElements of Reading: VocabularyTechnology: SuccessMakerFCAT Explorerwww.eduplace.comStrategies: Refer to “Meeting individual needs” in Houghton Mifflin TE for Above, On, & Below level differentiation.
LA.4.2.2.1 Locate, explain, and use information from text features (e.g., table of contents, glossary, headings, charts, graphs, diagrams, illustrations)LA.4.1.7.5 Identify the text structure an author uses (e.g., comparison/contrast, cause/effect, sequence of events) and explain how it impacts meaning in text)LA.4.1.7.2 Identify the author’s purpose (e.g., to inform, entertain, or explain) in text and how an author’s perspective influences textLA.4.1.7.6 Identify themes or topics across a variety of fiction and non-fiction selectionsLA.4.1.5.2 Adjust reading rate based on purpose, text difficulty, form, and styleLA.4.1.7.3 Determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, implied message, inferences, chronological order of events, summarizing, and paraphrasingLA.4.1.7.8 Use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, summarizing, questioning, and clarifying by checking other sources paraphrasingLA.4.2.1.2 Identify and explain the elements of plot structure, including exposition, setting, character development, problem/resolution, and theme in a variety of fictionLA.4.1.6.1 Use new vocabulary that is introduced and taught directlyLA.4.1.6.2 Listen to, read, and discuss familiar and conceptually challenging textLA.4.1.6.3 Use context clues to determine meanings of unfamiliar wordsLA.4.1.6.6 Identify “shades of meaning” in
Instructional Focus CalendarSTRAND/BODY OF KNOWLEDGE: Language Arts/Reading Theme: THEME 2: Celebrating Traditions The Keeping Quilt/ Nesting Dolls
Date Pacing Guide Benchmark(s)
Data Driven Benchmark(s) Activities Assessment(s) Strategies
10/20/09-10/23/09
LA.E.1.2.3.3.3 Event similarity, differences LA.B.2.2.5.3.4 Detail and Word Choice LA.A.1.2.3.3.1 Increase vocabulary LA.A.2.2.2.3.1 Identifies Author’s Purpose LA.A.1.2.1.3.2 Uses prior knowledge LA.A.1.2.2.3.1 Uses decoding strategies LA.A.1.2.4.3.1 Monitors reading LA.A.2.2.1.3.1 Understands idea, information LA.A.2.2.7.3.1 Understands Compare/ Contrast LA.E.1.2.2.3.3 Inferences/ Conclusions LA.B.1.2.2.3.2 Uses organizational pattern LA.B.1.2.2.3.3 Uses supporting ideas LA.A.1.2.2.3.2 Uses context clues LA.A.1.2.3.3.2 Discusses word meaning LA.A.2.2.8.3.1 Uses reference materials LA.A.1.2.2.3.4 Constructs meaning LA.B.1.2.3.3.1 Uses spelling strategies LA.B.1.2.3.3.4 Uses parts of speech correctly
FAIR, FCAT,HM Skills/Theme Test
Each of these are basedon the data-driven benchmarks. Keep in mindthe new SSS when planning
These aretaken fromHM
Essential Question
What data do I use to determine the instructional focus for all my students?
How do I use this information in my daily lesson plans?
Differentiation in Whole groupData & Houghton Mifflin ConnectionRefer to the Reading Pacing Guide
Differentiation in Small GroupBased on Data & Houghton Mifflin but the instruction can be done using Supplemental Materials, e.g., Words Their Way, Quick Reads, Time For Kids, etc.
Pacing
Traditional 4 Days 09/29/09- 10/02/09
Block
STRAND/BODY OF KNOWLEDGE:: Language Arts/ReadingTHEME: Journeys
Finding the Titanic/Iceberg Right Ahead!
Sunshine State Standard(s) ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL
TOOLSNEW SUNSHINE STATE STANDARDS
LA.A.2.2.7.4.1 Text organizationLA.E.1.2.1.4.2 Features of Non-fiction textLA.E.2.2.2.4.2 Understands text structureLA.A.2.2.2.4.1 Discusses Author’s PurposeLA.A.2.2.1.4.1 Understands ideas, informationLA.A.1.2.4.4.1 Monitors readingLA.E.1.2.2.4.3 Inferences and conclusions LA.E.1.2.5.4.1 Uses literary terminology LA.A.1.2.3.4.3 Listening, reading, discussing LA.A.1.2.3.4.1 Increases vocabularyLA.A.1.2.3.4.2 Develops vocabulary independentlyLA.B.1.2.3.4.1 Use strategies to spell wordsLA.A.1.2.3.4.4 Use resources and references LA.B.1.2.2.4.6 Uses varied sentence structure LA.B.1.2.3.4.2 Use correct punctuationLA.B.1.2.3.4.3 Use correct capitalization LA.B.1.2.3.4.4 Uses parts of speech correctlyLA.B.2.2.1.4.1 Note, comments, observationsLA.C.1.2.1.4.1 Understands oral informationLA.C.1.2.5.4.1 Responds to speakersLA.C.3.2.2.4.1 Asks
Text features Text structure
Author’s perspectiveTopicMain Idea/message (stated and implied)Relevant detailsMonitor and clarifyInferences/conclusions
Flashbacks
Expanding your vocabulary: Nautical termsKey selection vocabularyStructural Analysis: Syllabication Short and long vowelsUsing a thesaurus Compound sentencesWriting an answer to a questionFollow and give oral directions
The student will be able to:•Identify the purpose of various text features.•Use text structure to understand a selection.•Identify organization in a magazine article.•Identify elements of narrative non-fiction in the selection.•Learns when and how to adjust reading rate.•Make inferences from textual clues to identify an author’s feelings, attitudes, and feelings.•Identify relationships between topic, main idea, and supporting details.•Check their understanding of the story by rereading or reading ahead to clear up any parts they do not understand.•Respond to questions by drawing conclusions and making inferences.•Identify flashbacks in the selection.•Identify steamships vocabulary.•Use new vocabulary that is introduced and taught directly.•Identify syllables within words.•Decode words and syllables that contain short and long vowels.•Use the Phonics/Decoding strategies to decode longer
Core Text Book:Houghton MifflinFinding the Titanic and Iceberg Right Ahead!/Iceberg Right Ahead!Vocabulary: FCAT VocabularyElements of Reading: VocabularyTechnology: SuccessMakerFCAT Explorerwww.eduplace.comStrategies: Refer to “Meeting individual needs” in Houghton Mifflin TE for Above, On, & Below level differentiation.
LA.4.2.2.1 Locate, explain, and use information from text features (e.g., table of contents, glossary, headings, charts, graphs, diagrams, illustrations)LA.4.1.7.5 Identify the text structure an author uses (e.g., comparison/contrast, cause/effect, sequence of events) and explain how it impacts meaning in text)LA.4.1.7.2 Identify the author’s purpose (e.g., to inform, entertain, or explain) in text and how an author’s perspective influences textLA.4.1.7.6 Identify themes or topics across a variety of fiction and non-fiction selectionsLA.4.1.5.2 Adjust reading rate based on purpose, text difficulty, form, and styleLA.4.1.7.3 Determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, implied message, inferences, chronological order of events, summarizing, and paraphrasingLA.4.1.7.8 Use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, summarizing, questioning, and clarifying by checking other sources paraphrasingLA.4.2.1.2 Identify and explain the elements of plot structure, including exposition, setting, character development, problem/resolution, and theme in a variety of fictionLA.4.1.6.1 Use new vocabulary that is introduced and taught directlyLA.4.1.6.2 Listen to, read, and discuss familiar and conceptually challenging textLA.4.1.6.3 Use context clues to determine meanings of unfamiliar wordsLA.4.1.6.6 Identify “shades of meaning” in
Moving Into a New Generation!
It’s Official!1996New SSS
Next Generation Standards: Introduction Next Generation Standards: Introduction and Backgroundand Background
Senate Bill 1908 instructed the State Board of Senate Bill 1908 instructed the State Board of Education to review the Sunshine State Standards Education to review the Sunshine State Standards (SSS), written in 1996 and replace them with the (SSS), written in 1996 and replace them with the Next Generation Standards.Next Generation Standards.
The Next Generation Standards include the rigor The Next Generation Standards include the rigor necessary to meet increasing levels of student necessary to meet increasing levels of student achievement and national and international achievement and national and international standards.standards.
Six year cycle of reviewSix year cycle of review
Includes Access Points for ELL and SWD.Includes Access Points for ELL and SWD.
JigJig--sawing the New Standardssawing the New StandardsDivide into grade level groupsDivide into grade level groupsReport outReport out
How do the standards meet the individual How do the standards meet the individual needs of learners?needs of learners?How are the standards revised to be more How are the standards revised to be more streamlined?streamlined?Is there a range of rigor within the grade level?Is there a range of rigor within the grade level?How does the rigor increase from grade to How does the rigor increase from grade to grade?grade?
Item SpecificationsItem SpecificationsDetails the item and design features of the FCAT Reading assessment.The new 2009 Item Specifications are aligned to the New SSS.These will be field tested in 2010.In 2011, all items appearing on the FCAT Reading will be written to the new Specifications (2009).
Item Specifications Are Organized by The New Item Specifications Are Organized by The New Reporting Categories and Grade LevelsReporting Categories and Grade Levels..
Category 1 – Vocabulary
Category 2- Reading Application
Category 3 – Literary Analysis/Fiction/Nonfiction
Category 4 – Informational Text/Research Process
Getting Comfortable with theGetting Comfortable with the 2009 Item Specifications 2009 Item Specifications
Item Specification OverviewItem Specification OverviewConsider thisConsider this--1.1.Criteria for Selecting TextsCriteria for Selecting Texts2.2.Criteria for FCAT Reading ItemsCriteria for FCAT Reading Items3.3.Cognitive ComplexityCognitive Complexity4.4.Definitions of Benchmark SpecificationDefinitions of Benchmark Specification
Getting Comfortable with theGetting Comfortable with the 2009 Item Specifications 2009 Item Specifications continuedcontinued
Becoming An Expert!Becoming An Expert!
1. Select a Group 1. Select a Group Grade 3Grade 3Grade 4Grade 4Grade 5Grade 5
2. Complete the chart for your grade level2. Complete the chart for your grade level
3. Present your findings to the rest of your colleagues 3. Present your findings to the rest of your colleagues
What’s New!State’s
Expectations
Implications
Share with Administration
PDInstruction (Pacing Guides, HM, Grouping, Data)
Grades K-2
Grade 3
Grade 4
Grade 5
Overview
Planning Toolbox
New SSSPacing Guide
Item Specifications
Using ALL the RIGHT tools to get the job done ensures SUCCESS!
Data
Meeting High Standards In Writing
How Do We Compare?
Percentages Attaining Score Points
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Writing Next: Effective Strategies to Improve Writing of Students in Grades Four Through Twelve
www.all4ed.org
1. Writing strategies for planning, revising & editing their composition
2. Explicitly teaching the summarization of text3. Collaborative writing- where adolescents work
together to plan draft, revise, & edit their composition
4. Specific Product Goals- assigning students specific reachable goals that they are to complete.
5. Word Processing – using computers and word processors as instructional support for their writing assignment
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Writing Next continued. . .6. Sentence Combining – teaching students to
construct more complex, sophisticated sentences.
7. Prewriting – engaging students in activities designed to help them generate or organize their composition.
8. Inquiry Activities – engaging students in analyzing immediate, concrete data to develop ideas and content for a particular writing task.
Writing Next …again. . .9. Process Writing Approach-interweaving a
number of writing instructional activities in a workshop environment stressing extended writing opportunities, writing for authentic audiences, personalized instruction & cycles of writing
10. Writing for Content – using writing as a tool for learning content material.
11. Study of Models- providing students the opportunity to read, analyze, and emulate models of good writing.
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Writer’s Workshop
Mentor Text Strategies & Skills
Atmosphere Context
&RoutinesTime
Building your CommunityTell personal stories
Invite students to tell their stories out loud
Read, discuss, and use mentor text
Create writing rituals
Invite students to write notes or “fan letters” to their peers
Have writing celebrations
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Lesson Components of Writer’s Workshop
WRITING ALOUD
I’ll Show You
SHARED
WRITING
You Help Me
GUIDED
WRITING
I’ll Help You
INDEPENDENT
WRITING
Now You Do It
Yourself
Teacher
demonstration in
mini‐lessons:
Teacher has all the
responsibility for the
writing
Class participation in
mini‐lessons:
The teacher has the
most responsibility
for the writing and
the children
contribute as they are
able
At‐the‐elbow
conferences: The
child has the most
responsibility for the
writing and the
teacher provides
support as needed.
Independent writing:
The child has all the
responsibility for the
writing
This may be as simple as saying: Yesterday, we worked on Great Beginnings. As I was walking
around the room, I saw Laurie had changed her beginning to read,
“Could anything else possibly go wrong?” That seems like a good question to start . Who else can
share how they began their writing with a great question?
“Clipboard Cruising”
Providing assistance at the point of need as students continue to write… Having students work in small groups to use what was just taught…
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What should the writing environment look like?
Student seating arranged for ease of collaboration, peer response, revision,and editingStudent folders with student writing, word lists,
planners, possible topics, etcClassroom environment should be visually
stimulating:Categorized lists: similes, vivid verbs, transitions, other words for. . ., etc.Student friendly rubricsEditor checklistsPosters of a variety of plannersCurrent student writing
Grade 4 Expository WritingThe unmistakable purpose of this type of writing is to inform, clarify, explain, define, or instruct.
Goal – carefully crafted presentation of facts, examples, or definitions that create a clear, central focus and enhance the reader’s understanding; although objective (not dependent on emotion), often lively, engaging, and reflective of writer’s commitment to the topic
Everyone has to follow rules.
Think about why it is important to follow rules
Write to explain why it is important to follow rules
2009 Expository Prompt
Pre-Post District Prompt
Grade 4 Narrative Writing
The unmistakable purpose of this type of writing is to recount a personal or fictional experience based on a real or imagined event and to create a central theme or impression in the reader’s mind.
Goal – use of insight, creativity, drama, suspense, humor, or fantasy to develop an identifiable story line (one that is easy to follow and paraphrase) through use of events and details that work together.
Everyone has a day off from school.
Think about a time when you had a day off from school.
Now write a story about a time you had a day off from school
2009 Narrative Prompt
Pre-Post District Prompt
Speaking of “Lessons Learned””…
Responses are flagged when “patterned” writing is exposed:contain rehearsed or memorized words, phrases, or sections have an introduction or conclusion that appears contrived or disconnected from the prompt or purpose for writingcontain an admission from the writer that he or she received assistance during the test administration
1 2 3 4 5 6
FOCUS
may only minimally address topic, may lose focus with unrelated ideas
is slightly related to topic, may offer little relevant information
is generally focused but may include extraneous or loosely related information
is generally focused but may include extraneous or loosely related information
writing is focused writing is focused on the topic
ORGANIZATION
does not exhibit organizational pattern; few if any, transitional devices
little evidence of organizational pattern or use of transitional devices
organizational pattern is attempted, although transitional device are used, lapses may occur but may lack sense of completeness or wholeness
organizational pattern is evident, although some lapses may occur,demonstrates a sense of completeness or wholeness.
has organizational pattern; although lapse may occur; demonstrates a sense of completeness or wholeness
organizational pattern provides for a logical progression of ideas; (beginning, middle, conclusion & transitional devices); sense of completeness
SUPPORT
little, if any supporting ideas; may consist of lists or clichés limited or immature word choice
development of support may be inadequate or illogical with few supporting ideas or examplesword choice is limited or immature
some support is included;development lacks specifics and details; adequate word choice but limited, predictable and sometimes vague
some supporting ideas may contain specific and details although development is uneven; adequate word choice
adequate development of supporting ideas; word choice is adequate but may lack precision
ample development of supporting ideas , mature command of language; precision in word choice
CONVENTIONS
frequent errors in sentence structure and usage may impede communication, common words may be misspelled,simple sentence construction
errors may occur in basic conventions including sentence structure; mechanics, sentence structure, usage, and punctuation, common words are spelled correctly
attempts to use variation in sentence structure; conventions and usage are generally followed.commonly used words re spelled correctly
attempt to use variation in sentence structure; conventions are generally followed (mechanics, usage, punctuation, spelling)
various sentence structures used; sentences complete, few fragments may occur; conventions generally followed (mechanics, usage, punctuation, spelling)
various sentence structure; sentences complete (except for purposeful fragments);subject/verb agreement & noun/verb forms are generally correct.
Fourth Grade RubricFourth Grade Rubric Examination of Criteria by Score PointExamination of Criteria by Score Point
Another Way to Look at ScoringContent
Beginning – introduction to the topic(1-3 sentences)
Middle - details that make the reader have a mind movie
Details must go together like aisles in a grocery store
Each aisle is a paragraph
End - tells the reader the most important thought (1-3 sentences)
Sense of Completeness
Specific Writing SkillsDialogueSimiles/metaphorsIdiomsOnomatopoeiaVivid verbsDescriptive adjectives/phrasesAnadiplosisGrabbers & Zingers
Is the paper OUTSTANDING?
Allowable Interpretations in a Nutshell
The words in the prompt may be broadly defined.It may be fact or fantasy.The student may present information as “factual” even if the information is not based on fact.The story may include or be limited to the time period before, during, or after the event(s).
Allowable Interpretations continued. . .The writer may cite one or more things that happened during the event(s) suggested by the prompt. The writer may write about all the things that happened or may write about one aspect.The writer may tell about the + or – aspects of the time/event, the consequences of the time/event, and /or reactions to the time/event.Description and exposition “work” if it is part of a story line.The response can be in various formats including a letter.The main character in the story may be the student or someone else.
Anchor PapersProvide several examples of each score point with annotations to train and assist scorers in determining the correct scores.
This response focuses on a fishing trip. An organizational pattern is evident as the story moves through time. The story is adequately developed using specific details: “It was getting bored. Then my dad said “Who wants to listened to Soulja Boy.” We said “We do.” We started singing Soulja boy. Then we had 2 hours left. We played I spy.” Simple sentences are used. Word choice is adequate, and knowledge of basic conventions is demonstrated.
Score Point 4
Your Turn!Qualifying Set - Narrative
Paper My Score
Consensus Score
Comments
123456789
5
4
3
5
2
6
2
6
1
Narrative Anchor FTR
AN
SITI
ON
?
Based on my class…Why did this student choose the word stunning?
Did he want surprising,
beautifuldisorienting?
eye-catching
striking
dazzling
dramatic
spectacular
astonishing
startling
amazing
remarkable
gorgeous
confusing
This is a whole class “tweak” for a teacher already teaching precise word choice…
What makes a story work…“Outer” Story – Events that take place; All the things that happen to and around the character(s)
Weekend bell ringsSleep-over at GulfariumGo to the dolphin tankGo to entertainment showsGot sleeping gear, played games, & couldn’t fall asleepPacked-up and went home
“Inner” Story – How the character(s) experience or feel about those events
RRRRRinnngg!…happily chiming as ifglad to empty itself of naughty children……jumping out of our skin with excitement……magnificent, adorable animals……I got a wonderful feeling……glinting cerulean walls……I was in a great moodRidiculous!…charming weekend ever.
Narrative Anchor F
Inside StoryOutside Story
Language Arts/Reading
Pacing Guides, Instructional Focus Calendars
http://curriculum_materials.dadeschools.net/pacing_guides/
Contact UsContact UsCurriculum and InstructionCurriculum and Instruction
Dr. Maria DeArmas, Assistant SuperintendentDr. Maria DeArmas, Assistant Superintendent
Division of Language Arts/Reading 305Division of Language Arts/Reading 305--995995--31203120Karen Spigler, Administrative DirectorKaren Spigler, Administrative Director
Pilar Baldwin * Ivette Pilar Baldwin * Ivette PadronPadron--RojasRojas–– Regions 1 and 2Regions 1 and [email protected]@dadeschools.net [email protected]@dadeschools.netPauline Ward * Michael D. Robinson Pauline Ward * Michael D. Robinson –– Region 3Region [email protected]@dadeschools.net [email protected]@dadeschools.netRosa OchoaRosa Ochoa--Yannazzo * Nanette RaskaYannazzo * Nanette Raska–– Regions 4 and 5Regions 4 and [email protected]@dadeschools.net [email protected]@dadeschools.net