Transcript Elementary Teaching & Learning Moving Forward with Literacy

Elementary Teaching & Learning
Moving Forward with Literacy
11.27.12
Dean Ave.
Agenda
I. Update on our Progress
II. Deepening our Implementation of Journeys
a. Text Complexity & Small Group Instruction
b. Think Central
c. Cause Data Collection Analysis
III. Survey Monkey
KDG - GRADE 2 LITERACY
DISTRICT PLCS:
Supporting our Shared Responsibility
Common Feedback
• Teachers REALLY appreciated the revised format with a
larger focus on the implementation of the Journeys
materials.
• We are strengthening our support for Title, Special
Education and ELL teachers by providing opportunities
for like-roled collaboration.
• Teachers are enjoying the opportunity to collaborate
around things they have in common and the
conversations really seemed to focus on the positive!
Common Questions
• Text complexity, Lexile Levels, and Fountas and Pinnell
Guided Reading Levels continue to be a concern.
(especially for Grade 1 teachers)
• Scheduling and timing for the Journeys components
presented in the Framework presented some concern
and stress for teachers.
• The implementation and use of Think Central is an area
where many teachers would like more support.
Tomorrow's K-2 Literacy PLC Agenda
I. Welcome & Agenda
II. Revisiting the Framework
a)
b)
Celebrating our Success!
Collaboration with Scheduling
III. Journeys Implementation: Exploring the
Different Components
a)
b)
Think Central - Guided Demonstration
Show & Tell: Discussing the Components
Attendance at PLC Sessions
• We have had great attendance at our Elementary PLC
Sessions – Thank you for your support!!
• An auto-generated email will not be sent out to participants
to who are absent at a district PLC. This email will state:
Hello,
This automated message is to inform you that you were marked absent today in
your district-led PLC class. If you have previously discussed this absence with
your curriculum coordinator, please disregard this message. Otherwise, please
take a few moments to email your curriculum coordinator to let them know
why you were absent today.
Please remember that these district-led PLC sessions are contracted hours and
attendance is required. Multiple absences from these PLC sessions will result in
notification to your building principal. If you feel that this message has reached
you in error, please email your PLC facilitator or your curriculum coordinator.
Thank you.
Looking Ahead to Deepen our PLC Support…
Summer Course Catalog
In June 2013, we will be offering 2-day sessions for each
grade level K-5. These sessions will focus on:
I. Grade Level Curriculum Guides & Balanced Assessment Plan
II. The Journeys Instructional Framework & Scheduling
III. The Journeys Components:
a)
b)
c)
Theory & Rationale for Instructional Component
Expanding the Journeys Components through Engagement Techniques
Using Technology to Support the Journeys Components
Each session will be facilitated by a grade level classroom
teacher and a literacy coach.
Cross-School Collaboration
Work Together to Identify:
• 1 common celebration regarding what is working.
• 1 common question relevant to Elementary Literacy.
DEEPENING OUR
IMPLEMENTATION OF THE
JOURNEYS MATERIALS
Moving Forward with our Priorities
TEXT COMPLEXITY AND
SMALL GROUP INSTRUCTION
What Fountas & Pinnell are Saying About
Increasing Text Complexity…
“Achievement in literacy is trending upward! Children are
entering kindergarten with more literacy awareness; they are
responding to literacy-rich kindergarten curricula; they are
learning fast and acquiring more experience in reading and
writing…
Expectations are higher and teaching is shifting.
Recommended entry-, mid-, and exit-level goals, as well as
intervention goals, must change.”
“The average entry level for a sample of over 5, 000 first
graders reached above 5 in 2010 (5 corresponds to a level D
on the F&P Text Level Gradient™.)”
~ The F&P Text Level Gradient™
Revision to Recommended Grade-Level Goals
© 2012 Irene C. Fountas and Gay Su Pinnell
What a Building is Saying About
Increasing Text Complexity…
When we look at our Iowa Assessment data, it’s easy to say that this
assessment is biased against our minority or poverty students.
When we look at our SRI data, it’s easy to say that our students were
distracted by the technology or that the assessment design was flawed.
When we look at the new Fountas and Pinnell levels, it’s easy to say that
background knowledge played a role or disregard the increase in levels that has
come in 2012.
However, when we stack these three data points next to one another, it’s
DIFFICULT to negate the fact that more than half of our students cannot read
grade level text.
What Doug Fisher is Saying About
Increasing Text Complexity…
Text Complexity is the New Black by
Doug Fisher, Nancy Frey and Diane
Lapp (© 2012).
Read: Revisiting How We Match Readers and
Texts. (pgs. 5-7)
What Timothy Shanahan is Saying About
Increasing Text Complexity…
If the teacher is doing little to support the students’
transactions with text, then I suspect more learning will
accrue with somewhat easier texts. However, if reasonable
levels of instructional support are available, then students are
likely to thrive when working with harder texts.
The common core standards push back against the notion
that students learn best when they receive the least teaching.
The standards people want to know what it takes for kids to
learn most, even if the teacher has to be deeply involved. For
them, challenging text is the right ground to maximize
learning… but the only way that will work is if kids are
getting substantial teaching support in the context of that
hard text.
Timothy Shanahan Warning for Lexiles
Although Lexiles have greatly improved readability
assessment (shrinking standard errors of measurement
and improving the amount of comprehension variance
that can be explained by text difficulty), we are in no
better shape than before since there are no studies
indicating that if you teach students at particular Lexile
levels, more learning will accrue.
I suspect that if future studies go down this road, they will
still find that the answer to that issue is variable; it will
depend on the amount and quality of instructional
support.
VIDEO:
THE COMMON CORE STATE
STANDARDS: COMPLEX TEXT
AND ITS IMPLICATIONS IN THE
CLASSROOM
Dr. Timothy Shanahan
HOW DO WE SCAFFOLD
STUDENTS IN COMPLEX TEXTS??
Journeys Small Group Tab
Collaborative Group Work
• With your School Team…
–Review the Journeys Small Group Tab and Leveled
Reader Lesson Plans.
–Discuss how to deepen our implementation of
these materials.
–Action plan how to support teachers with
developing the rationale for complex texts and the
instructional strategies to support this work.
THINK CENTRAL
DEMONSTRATION
Logging into Think Central
https://wwwk6.thinkcentral.c
om/ePC/start.do
User Name &
Password:
Infinite Campus
Sign-in Credentials
How do I get Help?
Help Support!
Resources
There are
two places
you can
click to
access
Resources
Narrowing by Grade Level & Content Area
• Click the
printer icon to
print this
instructional
page.
• Click the
“page” icon to
access the
table of
contents
(helpful when
you’d like to
skip right to a
specific
lesson)
When you
select a level,
the next page
will provide
you with a list
of the titles by
lesson.
You can play the
audio of the
leveled text by
selecting the
microphone.
** If your audio feature
does not work, please be
sure that you have the
most updated version of
flash player and that
there is not a yellow bar
at the top of the screen
that requests you to
“trust this site”.
You can print or save the leveled
readers by using these icons.
** These are your
“Words to Know”
Click on the “page
icon” to see a list
of all of the words.
Click on a specific
word and that card
will come up.
Click on the
printer icon the
print the front or
back of the card.
** These are
your “Words
to Know”
Click on the
“page icon” to
see each
lesson listed
by unit.
Click on the
printer icon to
print each
page.
** These are
your Phonics
Word Sort
Cards
Click on the
“page icon” to
see each lesson
listed by unit.
Click on the
printer icon to
print each page.
Select “Save” for
any pictures and
then select “My
Pictures for printing.
THINK CENTRAL:
COLLABORATIVE GROUP
WORK
Please use your Scavenger Hunt Form to
explore the Think Central website.
JOURNEYS CAUSE DATA
COLLECTION
Summarize & Analyze
Collaborative Group Work
• As a building team, please electronically complete
the Summary Sheet using your cause data.
(please email this to Carlyn before you leave today)
• After you have completed the form, please find
another building to share your findings and provide
any additional thoughts regarding next steps.
SURVEY MONKEY
https://www.surveymonkey.com/s/F82HS7P