Units of Study

06.05.17 Conferring with Readers #TrinityLearns

jgough Summer Professional Development Plans , , , , , ,

Summer Literacy and Mathematics Professional Learning
June 5-9, 2017
Day 1: Making the Most of Conferring in Reading Workshop
Tiffany Coleman (@TColemanReads)

Today’s Agenda: Conferring Toolkits

  • Ice breaker: Compliment Conferences
    • Turn and Talk
    • Conferring Success
    • Compliment
  • Research, Decide, Compliment, Teach
    • Using Data to Determine Resources
    • Fountas and Pinnell
  • Conferring about Reading Volume & Engagement
  • Conferring about Fiction and Nonfiction Texts
  • Individual/Grade Level Goals for Conferring

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

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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: