Presenters  Karen Brice: Principal  Classroom Teachers  Shannon West - 6 th  Stephanie Austin - 2 nd  Linda Miller - Kindergarten  Literacy Staff  Christie Walter-Ness - Reading Recovery  Laura Deering – Literacy Coach/ Interventionist  Kori Mangold – Literacy Coach

Universal Instruction Mini Lessons Gradual Release I do it We do it You do it Zone of Proximal Development what a learner can do with your help What a learner can do on their own What is out of the learner’s reach

Universal Instruction Conferring Running Records Purposeful Work

Conversational Norms *Make sure everyone is on the same level *Eye Contact with the speaker *Listen carefully *Stay on task *Understanding what they are saying-ask questions *Wait your turn *Everyone participates *Express opinions about the topic *Keep volume to Level 4, a considerate level *Stay in your group *Keep group members informed *Having appropriate body language

Conversational Language *I agree or disagree with... *I want to add to what ______ is saying... *I also think... *I noticed... *I'm wondering... *I predict that... *__________ reminds me of ________ *I think the author meant... *I want to add... *I'm confused about... *I think it's interesting that... *I think the theme is.... *I don't understand... *I felt.... *_______made me think______ *Check our QR code for two Book Discussion Videos*

Collaborative Teaching Push in Model with ELL PLC planning Working with Literacy Coach Curriculum Connections Technology LMC skills TAG teacher

Tier One Interventions Assisted Writing Guided Reading Guided Reading Plus Strategy Lessons Comprehension Focus Groups

Tier One Interventions  Whole Classroom Quality core instruction provided to all students 80%-90% Assisted Writing 1 st -4 th grades- struggling with literacy processing For emergent students interactive writing helps to: 1.build CAP 2.Writing is about communicating a message 3.Articulate words slowly and hear and record letters in words 4.Use of the ABC chart 5.Become fluent with correct letter formation 6.Build high frequency words 7.Cross check multiple sources of information

Tier One Interventions Guided Reading Read for meaning at all times Supportive environment Teacher gives book introduction Small Group Independent & silent reading Flexible Guided Reading Plus Emergent to transition levels Upper grade students below level Writing lifts the reading Focus on reading for understanding

Tier One Interventions Strategy Lessons Can be familiar book Can have different texts Different levels Same skill need Begin with model of strategy Then students try it out with their text Teacher observes students Similar format to a mini lesson See Choice Literacy Free Podcasts on itunes for Jenifer Seravallo; Making the Most of Small Groups

Tier One Interventions Comprehension Focus Groups  Intermediate Students  Struggling with comprehension  Genre units/ Content units  Four phases  Preparing  Reading  Discussing the book  Writing

Tier Three Intervention  Intensive individualized instruction 5- 10% Reading Recovery  Is a highly effective short term intervention of one-to-one tutoring for low-achieving 1 st graders. These students meet with a trained Reading Recovery teacher for weeks for 30 minutes a day. As soon as students have met grade level expectations and demonstrate they can work independently in the classroom they are discontinued and another student can be picked up.

Reading Recovery Lesson Components 1.Familiar Reading 2.Rereading of yesterday’s new book 3.Letter identification and breaking words into parts 4.Writing a story or message 5.Reconstructing the cut-up story 6.Sharing the introduction of the new book 7.Attempting the new book

Resources & Planning Book Room Professional Resources PLC- Professional Learning Communities Standards Analysis OEU (overarching enduring understanding) Trace Genre Traces