Literacy Specialist Presentation August 14, 2009 District Pre-School In-Service

Grade Level Literacy Specialists K – Jan Joines 1 st – Sherell Stepp 2 nd – Sandi Jordan 3 rd – Jennifer Ebert 4 th – Kelly Stone 5 th – Maureen Watson Lead – Erica Bissell

Literacy Specialist Role Focus of Visits Grade Level Planning Core Support Resources - Data Analysis Observations Coaching in the Classroom Professional Development

FPE August 24th (K-2) August 31st (3-5) September 14th (K-2) September 21st (3-5) October 2nd (K-2) October 9th (3-5) OGE August 24th (3-5) August 31st (K-2) September 14th (3-5) September 21st (K-2) October 2nd (3-5) October 9th (K-2) CSE August 25th (K-2) August 28th (3-5) September 15th (K-2) September 18th (3-5) October 5th (K-2) October 8th (3-5) WKE August 25th (3-5) August 28th (K-2) September 15th (3-5) September 18th (K-2) October 5th (3-5) October 8th (K-2) RBE August 26th (K-2) August 27th (3-5) September 16th (K-2) September 17th (3-5) October 6th (K-2) October 7th (3-5) SGE August 26th (3-5) August 27th (K-2) September 16th (3-5) September 17th (K-2) October 6th (3-5) October 7th (K-2) LES September 2nd (K-2) September 10th (3-5) September 22nd (K-2) September 30th (3-5) October 13th (K-2) October 21st (3-5) GES September 2nd (3-5) September 22nd (3-5) October 13th (3-5) GPS September 10th (K-2) September 30th (K-2) October 21st (K-2) MES September 3rd (K-2) September 9th (3-4) September 23rd (K-2) September 29th (3-4) October 14th (K-2) October 20th (3-5) PHES September 3rd (3-5) September 9th (K-2) September 23rd (3-5) September 29th (K-2) October 14th (3-5) October 20th (K-2) LIS September 9th (5) September 29th (5) October 20th (5) LMES September 4th (K-2) September 8th (3-5) September 24th (K-2) September 28th (3-5) October 15th (K-2) October 16th (3-5) NPE September 4th (3-5) September 8th (K-2) September 24th (3-5) September 28th (K-2) October 15th (3-5) October 16th (K-2) QUARTER1ROTATIONSQUARTER1ROTATIONS

New LCF Required ContentsTeacher Gr. 4: Teacher: Teacher Gr. 5 KindergartenGrade OneGrade TwoGrade ThreeGrades Four and Five Aug. Concepts About Print (THE SHOW ME BOOK) Repeat in Dec. if below 8 in Aug. /Repeat in May if below 12 in Dec Oct. - May to Guide Instruction Informal running records with MSV in small group guided reading Dec. & May (Benchmark running record using Dominie with MSV) Oct., Jan., & May Writing samples dated End of Year Text Level: Tier (circle one) End of year minimum text level expectation = 2B Aug. Concepts About Print (THE SHOW ME BOOK) if reading below level 2B Aug. – May to Guide Instruction Informal running records with MSV in small group guided reading Sept., Dec., & May (Benchmark running record using Dominie with MSV) Oct., Jan., & May Writing samples dated and scored using district rubric * End of Year Text Level: Tier (circle one) End of year minimum text level expectation = 7 Aug. – May Aug. – May to Guide Instruction Informal running records with MSV in small group guided reading Sept., Dec., & May (Benchmark running record using Dominie with MSV) Aug., Oct., Jan., & May Writing samples dated and scored using district rubric * End of Year Text Level: Tier (circle one) End of year minimum text level expectation = 9 Aug. – May Aug. – May to Guide Instruction Informal running records with MSV in small group guided reading/reading conference records Sept. & May (Benchmark running record using Dominie with MSV) Aug., Oct., Jan., & May Writing samples dated and scored using district rubric * End of Year Text Level: Tier (circle one) End of year minimum text level expectation =11 Aug.- May Aug. –May to Guide Instruction Reading conference records/ running records with MSV Aug., Oct., Jan., & May Writing samples dated and scored using district rubric *

Reading Conference Form for suggested forms See LS or website

Dominie Dominie Trainer – Nancy Lind –Supervise the set-up and maintenance of kits –Provide training –Monitor for completion at benchmark –Test overflow of students going to Tier II Testing Windows –September 9-30 –January 5-26 –April 28 – May 19

What is the “Core”? The core curriculum is based on the 2008 academic standards for ELA. Our core instructional model is balanced literacy and differentiated instruction. Our core materials for the district are the adopted text, leveled texts, trade books, units of study, and Riverdeep Reading.

Pacing Guides Common assessments- district focus –October 19 th Professional Day Indicators listed in each 9 weeks are explicitly taught that 9 weeks All indicators should be continually assessed and readdressed throughout the year

Getting Started with Reading Workshop… First you need to get your literacy procedures, starting with independent reading, in place before any assessment begins. Possibilities for Getting Started: –First 20 Days of Independent Reading (Fountas and Pinnell) –Daily 5 (Daily 3) (Boushey and Moser) –Literacy Workstations K-2 and 3-6

Getting Started with Writing Workshop… Rubric –The 4 writing samples for the LCF need to be dated and scored. –Students use it! Students know it! Should be posted in the classroom for all to see! –1 st Grade used 9 – point – See Sherell Stepp –2 nd Grade uses 12 – point 1 st semester and 15 – point 2 nd semester – See Sandi Jordan Possibilities for Getting Started: –Writer’s Toolkit –Ralph Fletcher’s Writer’s Notebook –First 20 days of Writer’s Notebook –First 20 days of Independent Writing

For each focus, there’s an observation tool Questions to consider when planning –What is your instructional purpose? –How did you determine your instructional purpose? –What did you observe in students that helped you know your purpose was accomplished? Observation Tool

Focus for 1 st Visit Purposeful Read Alouds We’ll be looking for evidence of purposeful read alouds during our first visit Purposes can include: –Building community –Comprehension Strategies –Explicitly teach the reading and writing indicators –Supporting the writer’s workshop

Focus for my 1 st Visit: Purposeful Read Alouds Instructional Strategies/Classroom Expectations Evidence Activates prior knowledge Sets purpose for reading Provides model of fluent and expressive reading Teaches a focused ELA skill or strategy Models comprehension strategies Does a Think Aloud Engages in questioning beyond recall Engages students in oral/written response Has students turn and talk Observation of Read Aloud Anchor Charts Agenda Displayed Literature Conversations with Students Lesson Plans Hallway Displays Sticky notes on books read aloud

Instructional Strategies/Classroom Expectations Evidence Introduce each domain Show exemplar papers Model writing in each domain Use rubric language Peer scoring Teacher scoring Self scoring Rubric posted Collaborative meetings Student use of rubric Individual rubrics for students to use Conversations with students Hear rubric language being used LCF content (scored papers) Focus for my 1st Visit: Writing Rubric Use

Questions? Contact your grade level Literacy Specialist. Visit: