10.05.15 FLST Literacy Agenda #TrinityLearns

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)