Transcript District 55 Middle School ELA Professional Development

August 14, 2013
Middle School Instructional Coaches, Facilitators
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Laurens County School District 55 will be a
system of excellence and equity in
educational practices for each learner.
Talking Points
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Use High Progress Literacy Practices in our classrooms.
◦ Expand emphasis on true student engagement.
◦ Expand small-group instruction.
Analyze data.
◦ To inform instruction
◦ To improve student achievement
Reading and Writing with a focus on…
◦ Text Complexity
◦ Vocabulary and Language Standards
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Facilitating change
to cause all
students to engage
in reading, writing,
and researching in
appropriately
challenging text at
least 75% of the
time in order to
learn content.
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Reading Memories Interview
Talking Points:
1. How has your reading life effected where you are today?
1. How do you compare your reading life to your students’
experiences with reading?
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Read over your notes.
Choose areas you found fascinating and want to
know more about.
Write 4 more questions that will give you this
information.
Talking Point:
How can you use this to promote engagement with
reading?
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 Dominie
Class Profile Sheets
 Dominie Assessment Schedule
 Writing Class Profile Sheets
 District Writing Schedule—see Pacing Guides
 New Pacing Guides—writing prompts included
 Fountas and Pinnell: “Twenty Days to
Independent Reading”—within your school
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Text–based
answers
Cannot rely on background
knowledge or something “read
or heard someplace else”
Must support the reasons or
answers with evidence from
the text
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“Literacy Responsibilities of Students”
“A Good-Fit-Book”
“A Research Summary: Engaged Reading and
Reading Achievement”
Shared Reading
CCSS Vocabulary
In your home school:
 Non-Reader Strategies
 Turned-Off Strategies
 Word-Caller Strategies
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Provides opportunities for the
teacher to model effective reading
skills, strategies, and behaviors
Allows students to experience the
magic of good writing
Develops author’s craft
Increases vocabulary
Provides exposure to various genres
Builds background knowledge
Shared reading should be taught with a text that all
students
can clearly see. These can be individual copies, big books,
transparencies, charts, etc.
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Poems on charts
Magazine and newspaper articles
Text books (Reading series, science, social studies, math,
etc.)
Novels
Maps, charts, graphs, etc.
Lyrics to songs (use accompanying CD if possible)
Videos
Technical readings (how-to manuals, applications, lab
reports, etc.)
Book Reviews
Menus
Drivers’ Handbook
Recipes
Driving directions
Advertisements
…and the list goes on and on!
Processing
deeply?
Losing it?
Getting
wiser by the
minute?
Beat to a
pulp?
Confused
and needing
chocolate?
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Shared Reading
Discussion
Speaking and Listening
Jigsaw
Anchor Charts
Gallery Walk
Turn and Talk
Expert Groups
Using one text in multiple
ways
◦ Flexible Grouping
◦ Annotating Text
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Informational Text
Independent Reading
Small Group
Whole Group
Choice in selection of
questions
Note Taking
Conversations
Close Reading
Writing
Reflection
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Truths we value:
◦ We all have different strengths.
◦ We are all dedicated to our profession.
◦ No two people approach teaching in exactly the
same way.
◦ Professional Development—which is required—can
reinforce what we know, validate what we do, or
teach us how to do something new or better.
◦ We are all learners.
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On the back of your Exit Slip—tell us what
you want to study and share this year.
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During Second Semester---(Host school underlined)
◦ Gray Court Owings and Hickory Tavern—6 teachers
◦ Sanders Middle—5 teachers
◦ Laurens Middle—5 teachers
…will host one of the Professional Development
Days. You will be the Teacher Leaders who present
what you have experienced success with in your
classes, teach a lesson, tape a class to share,
prepare handouts, etc. Plan on a 45 minute
presentation. Oh, don’t forget the chocolate!
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