Literacy Focus 2010: Students Working Harder Than Teachers!

Sheboygan South HS Faculty Meeting October 6, 2010

Goals of Staff Meeting • • • • • Update on South HS Literacy Improvement Plan Meeting Schedule for Literacy Mentor Groups Understand and begin to use a framework (Gradual Release of Responsibility) that integrates literacy tools and builds students’ thinking and learning in any content area so that so students are working harder than teachers (video clip) Show you how this framework would work in a classroom.

See how we are walking the walk: our Wednesdays this month use this framework, too!

Update on South School Improvement Plan • • • • Summer Data Retreat findings led to creation of School Improvement Plan for literacy Focus on improving literacy achievement for ALL South students Action Steps Use of literacy toolbox and literacy tools

Meeting Schedule for Literacy Mentor Groups • Role of Literacy Mentors • Schedule of meetings • Expectations for staff as members of group

Track 1 “Toolbox” Review the Big Picture!

Instruction Gradual Release of Responsibility Process Template1: Essential Questions & Unit Identified Curriculum Assessment Track 2 and Template 2: “Common Assessments”

2010 Focus of Literacy Mentors & Staff Essential Questions:

How can we implement instructional efforts that impact students’ learning and thinking?

OR How can we have students NOT coming to school to watch teachers work?

So, let’s explore. . .

• • Classroom instruction that makes a difference Gradual release of responsibility (GRR)

What does Gradual Release of Responsibility look like for learners? (video clip)

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Fisher explanation of GRR

Teacher Lesson Preparation and Planning

Common Core Standards Essential Questions Learning Targets

Track 2: Assessment

TEACHER RESPONSIBILITY “I do it”

 Establish a purpose  Explain/post learning target and essential questions  Model process or actions while thinking aloud  Explain/post learning target and essential questions

“We do it”

 Teacher demonstration and modeling  Students try it.

Focus Lesson

(Whole group)

Guided Instruction

(Whole group or small group or individual)

STUDENT RESPONSIBILITY

Collaborative Learning: Productive Group Work/ Guided Practice

“You do it together”

 Work collaboratively and productively to clarify understanding and complete a task  Participate in differentiated opportunities

Independent Learning/ Practice

“You do it alone”

 Utilize resources to complete a task  Develop fluency and automaticity Whole Group Share/Debrief: Close the teaching/learning cycle and connect to focus lesson

T O O L B O X T R A C K 1: L I T E R A C Y

Gradual Release of Responsibility Process • Let’s look at four phases of the model • At first glance, what phases do you use in your classroom?

• Turn and Talk about the phases and your practices.

TEACHER RESPONSIBILITY Focus Lesson Guided Instruction “I do it” “We do it” Collaborative Independent STUDENT RESPONSIBILITY A Structure for Instruction that Works (c) Frey & Fisher, 2008 “You do it together” “You do it alone”

In some classrooms … TEACHER RESPONSIBILITY “I do it” Focus Lesson “You do it alone” Independent STUDENT RESPONSIBILITY (c) Frey & Fisher, 2008

In some classrooms … TEACHER RESPONSIBILITY Independent “You do it alone” STUDENT RESPONSIBILITY (c) Frey & Fisher, 2008

And in some classrooms … TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” Independent STUDENT RESPONSIBILITY (c) Frey & Fisher, 2008 “You do it alone”

TEACHER RESPONSIBILITY Focus Lesson Guided Instruction At South, we are moving toward: “I do it” “We do it” Collaborative Independent STUDENT RESPONSIBILITY A Structure for Instruction that Works (c) Frey & Fisher, 2008 “You do it together” “You do it alone”

Use of the Gradual Release of Responsibility Model • Poetry example – Mariya Grabow “I do it” “We do it” “You do it together” “You do it alone”

How much did the following motivate you to give your best effort?

Would you find the following motivating of your best effort?