Literacy Action Plan CLASSROOM LITERACY INSTRUCTION

Transcription

1 Literacy Action Plan Growth Measures, Progress Monitoring, Accountability Focus Areas for Professional Development CLASSROOM LITERACY INSTRUCTION Through the use of a literacy workshop model students will be engaged in meaningful reading and writing literacy experiences to extend understanding of text and develop alphabetic insight. This model allows for differentiation of text complexity and writing demands. Word study is explicitly addressed as well as taught through the context of reading and writing. The teacher is the primary literacy provider and the first-line interventionist. Troy met with teachers in grades kindergarten through 5th to inquire about focus areas for professional development in the area of literacy. Listed is a bank of ideas to support the Literacy Action Plan (LAP): Primary (K-2) Explicit word study Small group reading The Power of Interactive Writing Ways to learn about letters, sounds, and letter formation Phonemic awareness activities Learning to look at print (reading is more than remembering stories) What does guiding reading look like? How do I help students pick and use just right books in my classroom? Reading skills a child should control coming out of Kdg, 1st & 2nd grade in relation to Common Core. How to establish an effective system to send home books Handwriting - lower case letters Learning to meet with small groups everyday with students who are below the benchmark Being consistent with DRA administration More hands-on, multi-sensory approaches for letter learning including sand trays, magnetic letters, gel bags, etc. How to talk to parents about literacy development and the Dublin approach More instruction for K-2 on phonetic ladder progression on vowels, blends, and syllabication. Intermediate (3-5) How to teach readers to read with a deeper understanding How to work with small guided reading groups to teach reading How to monitor progress with struggling intermediate readers How to communicate with parents about literacy development without using DRA levels or grades How to support a child who is receiving additional support in literacy in the classroom How to manage a classroom literacy workshop in intermediate grades How to incorporate good test taking skills into real learning (looking back for information if you don t remember, using specific vocabulary from the text to answer questions How to monitor progress with interventions tried in the classroom based on data from SST This data was collected in Spring 2012 Principles of the Instructional Core ProfessionalDevelopment What about professional development? Professional development works, if it works at all, by influencing what teachers do, not by influencing what they think they ought to do or what the professional developers think teachers ought to do. The quality and impact of professional development depends on what teachers are being asked to learn, how they are learning it, and whether they can make the practices they are being asked to try work in their classrooms. ~ Instructional Rounds in Education TROY EHRSAM, PRINCIPAL

2 ELEMENTARY LITERACY TEAMS The Elementary Literacy Team provides a forum for literacy conversations, building literacy initiatives, problem solving literacy issues as well as examining literacy data to determine student literacy intervention services. The team engages in professional development in literacy through conversation and study. The team makes recommendations to the principal regarding student intervention services and communicates with staff. Dublin City Schools Eli Pinney Elementary School Put Words Into Action, Put Action into Words! WORD STUDY - Word study is designed to build word knowledge that can be applied to both reading and spelling - Knowing letters four different ways (name, formation, sound, linkage) - Phonemic awareness activities for all learners SMALL GUIDED READING GROUPS - Moving from teacher-led direct instruction (mini-lesson) to guided reading groups that focus on skills of learner - How to incorporate guided reading as a routine - How to progress monitor skills of all learners in the classroom INTERACTIVE WRITING SHARED WRITING GUIDED WRITING - Interactive writing is a powerful instructional medium for teaching phonics, spelling principles, rimes, writing conventions, and other key early writing skills. - How to extract main idea, theme, and character analysis from reading to support writing - Utilizing sense of voice in writing November May 2012 Principal Look Fors (Environmental) Interactive writing charts Alphabet linking chart Class name chart Alphabet books Letter formation routines Other resources to support LAP DCS Literacy Intervention Process Look Fors in Grades K-5 Literacy Instruction Learning to Read in Dublin City School - pamphlet Guide for Observing and Noting Reading Behaviors Ways of Solving Words for Writing Interventions to Develop Decoding Proficiencies - Irene Gaskins Assessing Spelling Knowledge - The Child as a Reader and Writer - Carol Brennan Jenkins TROY EHRSAM, PRINCIPAL

3 CALENDAR: NOVEMBER Roll Out (Q&A) Word Study (K-2) Guided Reading (K-2) - Cheri DECEMBER Guided Reading (3-5) - Karen JANUARY (K-2) - Cheri FEBRUARY (3-5) - Karen MARCH Guided Writing (K-2) APRIL Interactive Writing (3-5) MAY Wrap Up K-5 Professional Development with Karen and Cheri Literacy Action Plan (LAP) Tuesday, November 6th (8:30-11:30 a.m. - Sometime during this block) - Library Announce overview of LAP to entire staff K-2 team meeting to roll out LAP Common Core Language Arts Reflection Discuss 3-5 Professional Development day with Karen Terlecky (5th grade - GRE) Wednesday, November 7th (8:20-9:00 a.m.) - Library K-2 team meeting with Cheri Slinger (with Reading Support) Review schedule for the day (word study, guided reading groups) 9:30-9:50 a.m. - Model lessons through best practice (1st Grade Classroom) Word Study (whole group lesson using interactive writing) with Cheri (K-1Teachers Observe) 9:50-11:00 a.m. - Model lessons through best practice (Kindergarten Classroom) Word Study (whole group lesson using 4-ways on knowing letters - picture/sound/name/symbol) Word Study (whole group lesson using interactive writing) with Cheri (K-1Teachers Observe) 11:00-11:45 a.m. DeBrief - Cheri & K-1 Teachers 11:45-12:45 p.m. Lunch 12:45-1:20 p.m. - Model lessons through best practice (1st Grade Classroom) Two Guided Reading Groups (material/level/students) - Instructional 6 Group (1-2 Tchrs Observe) 1:30-2:00 p.m. - Model lessons through best practice (2nd Grade Classroom) Word Study (whole group lesson using interactive writing) with Cheri (1Teachers Observe) Rm 132 2:00-2:15 p.m. - Break 2:25-3:00 p.m. - Model lessons through best practice (2nd Grade Classroom) Guided Reading Groups (material/level/students) - (1-2 Teachers Observe) - Room 126 Level :00-3:45 p.m. DeBrief - Cheri & 1-2 Teachers

4 CALENDAR: NOVEMBER Roll Out (Q&A) Word Study (K-2) Guided Reading (K-2) - Cheri DECEMBER Guided Reading (3-5) - Karen JANUARY (Kdg) - Cheri FEBRUARY (3-5) - Karen MARCH Guided Reading (1-2) Guided Writing (K-2) APRIL Interactive Writing (3-5) MAY Wrap Up K-5 Professional Development with Karen and Cheri Literacy Action Plan (LAP) Thursday, November 29th * 8:20 a.m. * Lisa Davis' Room 3rd, 4th, and 5th grade teachers will meet with Karen to dialogue about the visit to GRE on Dec. 3rd and Dec. 5th. 4th Grade has already compiled a list of topics that they wish to discuss about their practice. 3rd and 5th - please me a few topics so I can forward to Karen. That way, she has an idea of what best practices we are targeting in our classrooms. 4th Grade Topics: -Types of writing anchor charts for intermediate grades -How to support students with book recommendations (outside of normal conference time), yet promote independence in this area -Explicit yet differentiated word study instruction, as well as integrating word study into reading and writing instruction -Fluency (expression and phrasing) instruction, aside from Reader's Theater, multiple readings, modeling, etc. -Writing Conferences (how much to help edit and revise) -Progress monitoring for at-risk students in reading -Small familiar fiction texts or "one sitting" selections to teach specific skills; guided reading groups (with one sitting selections and/or chapter books) Monday, December 3rd * Glacier Ridge Elementary * Room 206 * 3rd Grade Teachers report to GRE at 8:20 to talk to Karen about their day and look for's * 9:15-11:30 a.m. - 3rd grade teachers observe in Karen's classroom * 11:30-12:00 p.m. - 3rd grade teachers debrief with Karen * 12:00-12:45 p.m. - 3rd grade team (lunch on your own) - Report back to Pinney by 12:45 p.m. * 12:15-1:15 p.m. - 5th grade team (lunch on your own) * 1:15-3:35 p.m. - 5th grade observe in Karen's classroom * 3:35-4:00 p.m. - 5th grade teachers debrief with Karen SUBS: 3rd grade teachers put in for a FULL DAY PD SUBS and share the sub with 5th grade. Since we have four 3rd grades and four 5th grades, one 5th grade teacher will do a 1/2 day PM only (I believe Amanda is doing this part). Wednesday, December 5th * Glacier Ridge Elementary * Room 206 * 4th Grade Teachers report to GRE at 8:20 to talk to Karen about their day and look for's * 9:15-11:30 a.m. - 4th grade teachers observe in Karen's classroom * 11:30-12:00 p.m. - 4th grade teachers debrief with Karen * 12:00-1:00 p.m. - 4th grade team (lunch on your own) - Report back to Pinney by 1:00 p.m.

5 Q&A Primary Discussion Points - WORD STUDY What are some ways that you track and teach phonemic awareness to children who have been identified with low scores in this area? How do you use the name chart and phonics posters to help scaffold your literacy instruction? How often do you reassess and adjust lessons to meet your students needs? What areas would you like more professional development? How do you learn best? How are you documenting and communicating this information with parents? How do you teach the reading/writing of high frequency words? How do you make the connections clear to your students? What does AC mean on a progress report? How are you providing additional intervention for the students who are in the ELI program or Reading Recovery/ Reading Support How do you teach early reading strategies? (one-to-one, locating known words, identifying unknown using the first letter & reading left to right with return sweep) What is your plan for teaching letter formation, letter sounds, and letter names this year? How do you determine what the child is looking at as he/she reads a text? What are some ways to teach looking at print? How are you implementing interactive writing in your classroom? * READING Describe your reading instruction in your classroom. Please include your at home reading program in your description.