Destination Achieved! Sharing Our Journey The Next Chapter Session 10 Barbara Mick COOR ISD Jackie Fry COP ESD

We’ve had a long trip; look where we’ve been!  We’ve introduced assessment, thought about our literacy histories and those of our students, looked at the developmental progression of readers and how to determine the level of our students, and taken a deeper look at comprehension. We looked at writing from a number of angles, and began to practice assessing our students’ writing. We’ve looked more closely at formative assessment and goal setting, and practiced using tools to score our students’ writing and confer with individual writers. We’ve been down the path of oral language and talked about talk as the foundation of comprehension. We looked more closely at phonemic awareness, phonics, spelling, and vocabulary and examined the Digging Deeper Tools. Finally, we looked at deeper comprehension.  Tonight we will wrap up our thinking, tie up some loose ends, share what we’ve learned, and evaluate our journey. Buckle up for the final leg!

Your turn…  Sit with your grade level group.  Share your work with deeper comprehension – Sulzby or Profundity.  What assessments did you use?  What did you find out?  What changed as a result of this comprehension assessment?

Goals for Session 10  Review our learning from the past 9 sessions.  Assess how we have synthesized that learning.  Share our case study student results, and discuss how our classroom instruction has changed.

Using Read-Aloud  In Defense of Read-Aloud by Steven L. Layne Recent research has shown that listening to read-alouds benefits: Syntactic developmentTheir engagement Vocabulary acquisitionTheir attitudes ComprehensionCultural sensitivity Fluency & ProsidyTheir understanding of text types Improve students’ writing ETC.!

In addition…  The listening level of a child is significantly higher than his silent reading level.  Until the late part of eighth grade, the difference in these two levels for the average reader is about two years.  This information reminds us to select read-aloud texts well above the grade level you are teaching.

Close Reading Using Mentor Text Picture Books  Dr. Nancy Boyles shows us how to utilize mentor text: To develop Close & Critical Reading lessons To teach specific standards SEE HANDOUTS

Your Turn  In PAIRS, sort the items in your envelope however you see fit.  Once you have decided on how they go together, label each 4 X 6 card with one of your categories.  Glue the strips down on the card for that category.  Be ready to share.  You will have 15 minutes to do this activity.

Time for Our Post-Test  Individually, score yourself on the Post-Test for each of the 8 categories.  No sharing during this time.  Be ready to post your rating on the charts during the break.

Final Sharing  In your assigned group, share your portfolio of student work and assessments, your data summary and analysis, and your general reflections for ONE of your case study students with your colleagues.  We are most interested in you sharing what changed for you over time. How did your thinking about this student develop? What were the successes? What remains a challenge for this student?

Some final thoughts  Feedback on the value of TNC – next year?  Ideas for topics for next year’s Literacy Topics series (we will record these on chart paper)  Please fill out your Ticket Out the Door  Leave your Case Study Portfolio with us  You will receive your TNC certificate in the School Mail system within three weeks; I will also return your Portfolio at that time.  THANK YOU for your hard work! This has been a fabulous class! We have enjoyed working with you immensely.