Making it Work: Understanding and Managing Literacy Instruction August 6 and 7, 2014 Kerry Crosby and Julie Burchstead kerrylcrosby@gmail.com; jburchstead@

Welcome Sign in and pick up handouts Find your grade cluster area and hang up your classroom map. Open to a clean page in your reflection journal and begin writing a “slice of life” story. What is a slice of life story? (See anchor chart live or on Haiku).

“Great literature, if we read it well, opens us up to the world and makes us more sensitive to it, as if we acquired eyes that could see through things, and ears that could hear smaller sounds.” -- Donald Hall   (Quoted in LBTL, pp 21-22) Read aloud All the Places to Love; mini writing workshop and then break for 15 minutes

Reflection In your reflection journals, divide the page into 2 columns. Reflect on your current system of data management. What works? What doesn’t?

The Essential Questions: What kind of data do I need to collect? How do I organize my data so it is meaningful and user-friendly? Okay, I have all this data, what do I do with it? How do I individualize instruction for a classroom of unique learners? How do I manage small groups, whole group, and individual instruction? How often do I meet with students?

What are we trying to assess? Read pages 87-93 in Teaching for Comprehending and Fluency. What do we value in assessing reading? What do we value in assessing writing?

Sources for Daily, On-going Assessment For Reading: Act or process of Reading Analysis of Response to reading—talk or writing For Writing: Act or process of Writing Written piece Talk about writing Writing/ Getting good at observing talk…hand out the one with the strategic actions and have them look at their anecdotal evidence for high, middle, and low

Data Management Share management under the document camera

Taking Observational Notes while Conferring Date Working On/Book Strength(s) Observed Next Step/Lift Maybe Next Time  

Data Notebook: Scheduling and tracking Individual Student Conferences Two tools are used for scheduling and tracking Individual student conferences: A Monthly Calendar (you can use the calendar function on your Apple computer to print blank calendar pages for any month range) As you confer with students, set the next date for a conference on your calendar. A class list student tracking form is used to show at a glance how often you have met with each student. (page 102 and 104 GRW)

Data Notebook: The Calendar Conferences last 3-5 minutes (Adjust the time and frequency to match the duration of your class size and independent reading) Students most at risk are scheduled for guided reading every day if possible. In Grades 2 and up, conferring can happen while GR group is processing the text. Data Notebook: The Calendar Monday Tuesday Wednesday Thursday Friday 1 GR Group 1 John Susan Robert 2 GR Group 1 GR Group 2 Isabelle 3 GR Group 1 Sierra Kendra Sarah 4 GR Group 1 GR Group 3 Jordan 5 GR Group 1 GR Group 4 Kyle 8 David Isaac 9 10 11 12 15 16 17 18 19 22 23 24 25 26 Students are added to the calendar is a regular cycle, with slots added for additional support as needs become evident through observation and data collection. We may need to teak the Four Blocks practice of doing Guded Reading whole group and look at a mini-lesson, small guided reading strategy group model

Data Notebook: Reading/Writing Checksheet Using the calendar example from the preceding slide, this is how the conferences would be recorded on the check-sheet for the week. Dates represent an individual conference, or attendance in a guided reading group. .

Summary of Data Components Reading Running Records (as necessary) Anecdotals—strengths/next steps Guiding Reading Plans and notes Calendar/checklist for conferences Writing Organized place to view writing easily Anecdotals—strengths and next steps Grouping of needs --“messy” sheet Calendar/checklist for conferences Share management under the document camera

Essential Components of Literacy Instruction In your reflection journals, divide the page into 2 columns. Reflect on your current system of data management. What works? What doesn’t? What are you thinking about your data management now? What components might you add? How will you use it? Sketch out how you will organize your data—sections of a binder, etc. Lunch after this 12:30

Teachers should think of themselves as librarians and book sellers Teachers should think of themselves as librarians and book sellers. I take notes from libraries and bookstores; I read book reviews; I talk to kids about books. Much of this I do because I teach, but I also enjoy it. --Rachel Mark, MEMS Add Julie’s classroom library pics

Organizing Your Classroom Library Page 89-90, GRW Add Julie’s classroom library pics Organized by: Genre Author Type

Organizing Your Classroom Library Add Julie’s classroom library pics

The Big Debate on Leveling Classroom Libraries Read pages 152-157 in TCF. Add Julie’s classroom library pics

Organizing Your Classroom Library Think about the books you have in your classroom library. Make a list of potential categories for organizing. Access genre and author labels or customize your own on Haiku under Classroom Libraries. Make a list of supplies you will need.

“We put our trust in creating calm, joyful settings with simple, clear routines.” –Shelly Harwayne Go over thinkimg abt class procedures Bring them to pg 106-107 in grw

Reflection on Class Procedures In your reflection journals, divide the page into 2 columns. Reflect on your current protocols and expectations for independent reading. Lunch after this 12:30

Reflection on Class Procedures In your reflection journals, divide the page into 2 columns. Reflect on your current protocols and expectations for independent reading. Make a list of the protocols and expectations that you want to cover in your first weeks. Lunch after this 12:30

Reflection Write down two new understandings you have from today’s work. Make a list of what you want to get done before the beginning of school. Six-word reflection