Year: 2015

12.09.15 Reading PD: Tiffany Coleman #TrinityLearns

jgough All School Professional Development Plans , , ,

Conferring with Readers and Miscue Analysis
Tiffany Coleman, @TColemanReads
Learning Commons Breakout Rm A

8:15-9:15 Learning
Team		 Open discussion to meet the
needs of your learners.

Please bring several
running records if possible.
9:25-10:10 3rd Grade Different ways to confer with readers

  • Architecture of the conference:
    Research,  Decide, Compliment, Teach,  Link
  • Power of Specific Praise and beginning with
    Compliment Conferences

Session Goals:

  • View multiple conferences with readers;
    noticing and naming teaching moves
    (J. Serravallo conferring videos)
  • Develop personal plans for conferring with
    the readers in their classrooms.
  • Understanding of the link between the teaching
    point from a running record and the teaching point
    in a conference
10:15-11:00 5th/6th
Grade		 Different ways to confer with readers

  • Architecture of the conference:
    Research,  Decide, Compliment, Teach,  Link
  • Power of Specific Praise and beginning
    with Compliment Conferences

Session Goals:

  • View multiple conferences with readers;
    noticing and naming teaching moves
    (J. Serravallo conferring videos)
  • Develop personal plans for conferring with
    the readers in their classrooms.
  • Understanding of the link between the teaching point
    from a running record and the teaching point
    in a conference
11:00-11:30 2nd Grade Using your assessment to guide instruction

  • Please bring 3 running records.
    1 on, 1 above, 1 below
  • MSV Miscue Analysis
11:30-12:30 Lunch
12:30-1:15 1st Grade Using your assessment to guide instruction

  • Please bring 3 running records.
    1 on, 1 above, 1 below
  • MSV Miscue Analysis
1:30-1:55 4th Grade Different ways to confer with readers

  • Architecture of the conference:
    Research,  Decide, Compliment, Teach,  Link
  • Power of Specific Praise and beginning
    with Compliment Conferences

Session Goals:

  • View multiple conferences with readers;
    noticing and naming teaching moves
    (J. Serravallo conferring videos)
  • Develop personal plans for conferring with
    the readers in their classrooms.
  • Understanding of the link between the teaching point
    from a running record and the teaching point in a conference
2:30-3:00 Kindergarten Using your assessment to guide instruction

  • Please bring 3 running records.
    1 on, 1 above, 1 below
  • MSV Miscue Analysis
3:30-4:30 K- 6th in the
Community
Room		 Interactive Read Aloud/Reading Workshop

  • Please bring 5 texts that you’re planning to
    read for interactive read aloud!
  • Lesson Plan will be attached to the
    Wednesday Workshop Schedule

Resources:

 

12.07.15 FLST Literacy Agenda #TrinityLearns

jgough Committee Learning Plan and Agenda ,

Learning Plan
3:00-4:00 pm
Samantha Steinberg’s Room

3:00 5 min Welcome

Update on Units of Study Workshop Day

Videos from Reading and Writing Project
3:05 10 min Bright Spots

Marsha update on Tiffany’s visit
3:15 15 min
  • Mini Lesson- Javonne and Kailynn –
    A Cross-curricular Approach to Teaching Reading and Social Studies
  • Learning goals: Relating reading and social studies goals
  • Reading and social studies work in tandem provides the
    background knowledge for students to understand the story,
    ask questions, and have a deeper understanding of
    Chaucer’s     The Canterbury Tales
  • Connection to children’s lit: Chanticleer and the Fox
    • imagery, characterization, compare/contrast, moral
    • Reader’s theater to improve fluency and expression
    • Big thread of conflict running through 6th grade curriculum
    • Debate: Church vs. State, pro and con
3:30 15 min Mini Lesson (Reader’s Workshop)

  • Michelle- Using MSV to Solve Tricky Words in Shared Reading
    (Ollie the Stomper)
3:45 10 min Check out and close of meeting

Edit Edit date and time

11.09.15 FLST Literacy Agenda #TrinityLearns

jgough Committee Learning Plan and Agenda

Learning Plan for November

3:00 5 min Welcome
3:05 10 min Focus Group Plans and Expectations- sign up
3:15 15 min Mini Lesson (Reader’s Workshop)

  • Samantha- Stop and Jot Your Thinking
    During Reading (Mercy Watson)
3:30 15 min Mini Lesson (Reader’s Workshop)

 

  • Michelle- Using MSV to Solve Tricky Words
    in Shared Reading    (Ollie the Stomper)
3:45 10 min Check out and close of meeting

Sign Up for Group Mini-Lessons/Modeling/Sharing

Date Groups Mini-Lesson Topic
Monday, December 7 Javonne Stewart and Kailynn Boomer

Michelle Perry

 

Michelle- Using MSV to Solve Tricky Words in Shared Reading (Ollie the Stomper) 10 minutes
Wednesday, January 6 Robin and Shannon

 

Amanda Thomas

 Purpose of Read Aloud in Lower Grade
Levels (5-10 mins)

Rereading for purpose (15 min)
Monday, February 8 Ashley Crow &
Grace Granade		 Word Study/Orton Gillingham
Monday, April 18- new date Lacey Hawkins

Ann Reid Young

 Strategy

Mini-lesson/Anchor Chart

Monday, May 9 Nicole and Monique Writing Workshop

 

10.05.15 FLST Literacy Agenda #TrinityLearns

jgough Committee Learning Plan and Agenda , , , , , , , ,

October 5, 2015
S. Steinberg’s Room
Marsha Harris, Samantha Steinberg, Michelle Perry

  • Educate parents about characteristics of levels, not just label kids a level. Yes, you can share levels with parents as long as they understand that books are not labeled as guided reading levels
  • Use teacher judgement when assessing. We’re not trying to hold kids back. We are trying to make sure that comprehension is the focus.

Vision for the year

  • Reading Instruction and Pedagogy
    • Instruction and pedagogy is our focus for this year
    • Where are we? Are teams consistent? Are we all using the same components of balanced literacy (whether we are doing workshop, or Daily 5/CAFE)? Are we communicating effectively?
    • Units of Study in Reading- Mini Courses **** Free****
      • K-5 Bundle with Trade Books has just been ordered!!! Woop Woop! 🙂
    • The Reading Strategies Book- Jennifer Serravallo
  • Tiffany Coleman 12/9 WW and team meetings. E Day…does everyone have a team meeting on this day? Time?
    • 3’s 9:15-10:05
    • PK
    • 1st- 1:00 – 2:00
    • 2nd- 10:30-11:30
    • 3rd
    • 4th- 1:10-1:55
    • 5th- 10:15-11 and 12-12:45
  • Updates on Running Records and Miscue Analysis-
    • All Kindergarteners assessed in December. Outliers should be assessed earlier based on PAST results. Guided reading groups start in January.
    • We are assessing for an instructional level. Note independent if/when it comes up as you are assessing.
    • All teams should now be using white folders & we should all be consistent.

Meaning: Readers often make substitutions that indicate they are thinking about the meaning of the text. For example a reader may say ballet for dance. Ask yourself: Did the meaning of the text influence the error? Does the substitution make sense? Does it make sense in the story?

Structure:  Readers often substitute nouns for nouns or verbs for verbs, indicating an awareness of the structure of language. For example, a reader may say We like going for We like to ride. Ask yourself: Does the error fit an acceptable English language structure? Did structure influence the error? Does it sound right?

Visual:  Readers use the visual features of print, the letters and words, to read. For example, looking at the picture a reader may say park for play. Ask yourself: Did the visual information from the print influence the error (letter, part, word)? Does it look right?

**Miscue is based on up to the point of error and what information the reader used when they made the error.**

Focus Groups- Balanced Literacy Components/methods/pedagogy/videos

  1. Small group instruction (guided reading groups/book clubs/strategy groups)  
  2. Shared reading (esp in lower grades) – share the reading with the class, usually with big book, charts, and poems (Nicole)
  3. Mini Lessons/Strategies/Anchor Charts (Ann Reid)
  4. Independent
  5. Word Study (Amanda and Lacey)
  6. Read Aloud (Robin and Shannon)
  7. Structure/Management – workshop, D5/CAFE (all)

Focus Groups- Daily 5 Components/methods/pedagogy/videos

  1. Read to Self- Independent
  2. Work on Writing
  3. Read to Someone- Shared Reading
  4. Listen to Reading- Read Aloud
  5. Word Work- Word Study

Focus Groups- Units of Study and Orton

  1. Focus Groups- Units of Study in Writing (Nicole/Monique)?
  2. Focus Groups- Units of Study in Reading (Samantha/Michelle)?
  3. Focus Groups- Orton/spelling (Ashley/Grace)  spelling, grammar ?
  4. What worked well…what didn’t?…I need help!

Needs Survey- There will be a survey/google form of a needs assessment for literacy. We need to get a pulse on our community, what’s happening in classrooms/teams, gaps, strengths, etc.(reading, writing, phonics, spelling, grammar, Orton, CAFE, Daily 5, Workshop)

09.17.15 FLST Literacy Agenda #TrinityLearns

jgough Committee Learning Plan and Agenda , ,

September 17, 2015
S. Steinberg’s Room

  1. Plan for dates-
    1. FF – 9/30 (Follow up from summer: Amanda/Laura/MJ, Ann Reid, Monique/Nicole), 11/4 (running records refresher), 1/27, 4/27  We’d love an Orton FF to happen soon (Ashley, I’m looking at you!)
    2. Do we need to offer a RR refresher on another day, not a FF? Be sure to discuss notes on RR, and what information is helpful to someone else looking at the benchmark assessment.
    3. FSLT committee – 1/6 and 3/30 are lit committee meeting dates
    4. WW – We are in charge of 12/9 (vertical teaming? – look at curriculum map and scope & sequence to make sure we’re aligned, what are you looking for kids to know and be able to do? Look at student samples! Are we using our curriculum maps & scope and sequence? Look at word study? Using assessment to guide instruction would be a great topic to discuss.)
      1/20
      4/20 (split with math?)
    5. Running record administration – Can we meet as teams in late September/ October to figure out: Who needs help? How can we help? Is everyone giving assessments?
      1. Kindergarten is not expected to give Fall assessments, unless you know the children are reading (let’s discuss with Rhonda!)
      2. Pre-K only gives benchmark assessments to outliers
      3. Can Kristin give us some information from the admissions file for brand new kids? This will help us have something to go on.
  2. BAS White Folders
    1. Outside of folder: Write the instructional level outside the folder for fall, winter, spring.
    2. Inside white folders: Check off fiction/non-fiction. Tracks their progress. Follow the written instructions inside the folder? Great to see quickly what books they’ve read. Nicole will make a mock-up for us! And whatever Nicole says will be the rule!
  3. Updates on Running Records and Locating Information on Haiku
    1. What are you learning from this information?
  4. Locating Information for Reading and Writing Curriculum on Haiku
    1. Please put on your team meeting agendas to look at Haiku and note the scope and sequence and other resources available
  5. Team Updates- Launching Writing Workshop and Reading Instruction
    1. How are you setting your classroom up for success?
      1. Building stamina? Partner reading?
        1. Threes: Starting with grips so they can write later! Teachers are reading all the time to kids! Taught the kids to read the pictures so they can read on their own.
        2. Pre-K:
          1. All classrooms…
            1. Begin Sounds Abound and HWT programs
            2. Consonant recognition/sound assessment
            3. PAST Test for outliers
            4. Rhyming
            5. Introduce journals – focus on the picture portion
          2. A few classrooms are trying out the Daily 5 concepts…
            1. Practice Read to Self and 3 ways to read
              1. Introduce Letter Work
        3. Kindergarten: Giving PAST, some are doing read-to-self, HWT in conjunction with letter sounds, everyone using Lucy Calkins as a main resource. Monique and Nicole will really focus on piloting small moments and poetry unit from the writing units of study.
        4. First Grade: Daily 5 (really daily 4!), building stamina, intentionally pulled out word work as a separate block, generating WW topics, power writing, newsbook every Friday, HWT, routines!
        5. Second Grade: Launching WW, topic lists, expert lists, heart maps, ready to start personal narratives. Routines for RW – building stamina, using RUOS as a resource.
        6. Third Grade: Word study – some doing groups, some whole group. Word sorts. Spelling City. Read-to-self. Writing personal narratives, small moments. Using lots of resources: Lucy Calkins, Grammar Island, Seravallo’s Reading Strategies Book.
        7. Fourth Grade: Lots of work this summer on spelling curriculum! Working to master Orton rules in the first semester. Rewrote grammar– focusing on editing their own writing. Lots of writing! Quick write one day, next day reviewing editing marks, the next day editing with a partner– so there is a progression. Starting with Shiloh novel study to work on reading routines. Will be launching some book clubs, strategy groups, and independent reading. YAY!
        8. Fifth Grade: Launching reader’s workshop model. Experimenting with what’s working and what’s not. Choosing good fit books, reading response, and routines. Also working on non-fiction reading strategies. Writer’s walks, jots, look for inspiration everywhere. Take a “fun” piece through the writing process quickly. Mini-lessons and non-fiction writing. Wordly Wise and spelling. Try out some open sorts to teach spelling rules. Do any wordly wise words fit into the spelling rules?
        9. Sixth Grade: Donald Crews author study! BigMama’s is the big personal narrative and Shortcut in the small moment. Using short stories to teach reading comprehension and writer’s craft. Will work on writing narratives. Reviewing grammar. Wordly Wise.
  6. Learned Words – Spelling Words.

Resources:

08.25.15 FLST Literacy Agenda #TrinityLearns

jgough Committee Learning Plan and Agenda , ,

August 25, 2015
S. Steinberg’s Room
Samantha Steinberg, Michelle Perry

Goals:

  • Continued work on vertical alignment to create a balanced literacy curriculum
  • Expanding knowledge of best practices and their role in our current program
    (i.e. Reader’s and Writer’s Workshop, CAFE, Daily 5, Close Reading)
  • Sharing work with grade level teams to grow our whole community as teachers striving towards a balanced literacy approach
  • Raising the level of teacher confidence and gaining clarity in what deepening learning means in literacy

Responsibilities:

  • To work as a team to meet the above goals
  • To develop a plan for sharing, coaching, and teaching grade level members to further equip them with the tools to further gain confidence as a reader/writer/speaker/listener.

Local Professional Development Opportunities:

 

  • Units of Study in Reading Conference Day Seminar 3-5 – Atlanta Dec 04 2015 Coming Soon
  • Teacher’s College Homegrown Institute- June 2016, 1 week, Trinity School
  • Orton Gillingham Training- June 2016, 1 week, Trinity School
  • Teachers College Reading and Writing Project
  • Units of Study in Reading Conference Day Seminar K-2 – Atlanta Dec 04 2015 Coming Soon

Learning Plan

3:30 5 min Check in – Welcome New Members!
3:35 10 min 2014-15 Goals Update
3:45 15 min Summer PD Feedback
(NYC Teacher’s College, Charlotte, other?)

  • what are we doing well?
  • what will you commit to implementing now?
4:00 20 min 2015-16 Goals

  • Look at old writing curriculum (on Haiku) and
    look for the old Lucy Calkins’ writing units of study
  • Map out units with your team to ensure that you are
    teaching the different types of writing
  • Marsha’s goal is to purchase new units of study by
    the end of the year (fingers crossed!)
4:20 5 min Check out and close of meeting

Resources:

Agenda Notes:

  • Talk with teams about starting running records – get a feel for where everyone is and complete by the end of September.  Writing component should be included in all running records from now on,
  • Go back to teams and see what support is needed for teaching writing.

06.03.16 Summer PD #TrinityLearns

jgough Summer Professional Development Plans

As part of our practice, we offer in-house summer professional learning around literacy and numeracy.

Goals:

  • I can design reading and writing lessons using the structure of the mini-lesson.
  • I can nurture a community of learners with a growth mindset towards learning mathematics, where making thinking visible is safe, even when students make a mistake.

Dates:  June 6-9 (M-TH)

  • Reading: Tiffany Coleman
  • Writing:  Lisa Eickholdt
  • Math:  Jill Gough, Becky Holden, Kerry Coote
    • Monday:
      • Balanced Literacy
      • Structure of Workshop – Non-negotiable essentials
      • Standards for Mathematical Practices
    • Tuesday:
    • Wednesday
      • How to read a Unit of Study in Writing
      • Three-Act Tasks

3 Days of PD (3 90 min sessions)

Please bring:

  • Units of Study in Reading and Writing
  • Envision Math Book and Student Workbook