1. Dr. Jeannine Perry Ms. Tami Slater
Creating a Culture of Literacy Learning A Learning Community Between Region VIII Schools and
Longwood University
Dr. Jeannine Perry
Ms. Tami Slater

2. Today’s Agenda Welcome and Introductions
Creating a Culture of Literacy Learning
Lunch
Book Talk Sessions (math, SS, Science)
Wrap-Up
Tell bathroom location and share that we will take a break about mid-morning.

3. Welcome and Introductions
Create a visual representation to introduce your school team to our learning community.
Use as few words as possible.
Design a creative way to share your visual representation with our learning community.
Ready, Set, Go!
Each team will need chart paper and markers. We can model this with a Longwood logo - maybe a lancer or ‘something” specific to Longwood. The creative way to share the visual representation would be to introduce each other - we both started at Longwood in the same program at about the same time. 20 minutes

4. anytime during the institute:
Post questions
anytime during the institute:
slido.com
#L146

5. What do we want for our students?
Martin Van Buren
Little Boy Blows Out Candle
Let’s start by framing our thinking around the driving question: What do we want for our students? Watch first video. After first video: Ask participants who did the work in this project (mom)? Who did the learning? (mom). What did this little girl learn about research or about the content Martin Van Buren?
Watch 2nd video: In the second video, how did the father help his son when he needed help? (he provided tools and strategies to help him be successful) 3 minutes
Click to next slide

6. What do we want for our students?
What do you want your students to be able to do as literate students when they leave your classrooms and schools?
Then ask participants to brainstorm as a table group what they want for their students as literate students when they leave your classroom/school. What do we want our students to be able to do? Ask a few tables to share out.
The next 2 days will be centered around helping you fill your toolbox of techniques to help your students become the literate students you want them to be when they leave your classrooms and schools. 15 minutes

7. Instructional Practices
What Usually Happens
Resources
Instructional Practices
Shared Beliefs
Often times, when schools attempt to make changes to instructional practices in order to increase student achievement, this is what happens. Resources are purchased, those resources drive the instructional practices in the classroom, and then beliefs around literacy are formed based on the resources that were purchased. This means that the salesperson, the publishing companies, and the book vendors are making the decisions about best practices for you. We rely on quick solutions, smartly packaged programs, and easy-to-get data to determine our beliefs and practices. Then we purchase “stuff”. This is one of the reasons that our efforts to increase student achievement fails.

8. Shared Beliefs What Should Happen Instructional Practices Resources
This is what it should look like when we want to make changes in our schools. We need to start with our shared beliefs. What do we know about our students, what are best practices in literacy, what practices are supported by strong pedagogy, and what do we want for our students in their literate lives? The answers to those questions frame our shared beliefs. Then we develop our instructional practices around our shared beliefs, and finally, choose the resources that support our beliefs and practices that meet the needs of our students.
You already spent time at your table defining what you want for your students as literate learners when they leave your classrooms and schools. (5 minutes)

9. Examining Beliefs About Reading
Agree or Disagree?
Reading is always about making meaning.
Students need to learn to read before they can read to learn.
Leveling books in the classroom library is a good idea.
Choice in what students read and how much they read influences motivation and achievement
Competition and outside rewards motivate students to read more.
These statements will help you to begin developing your shared beliefs. There are more on the handout at your table. Discuss your thoughts about each of the statements at your table. There are no right or wrong answers. Use these beliefs to start conversations in your school and to begin to develop a common belief system about reading minutes
After minutes, bring group back together and ask how the process went and what types of conversations were had at the tables. Were you able to develop some shared beliefs?

10. Shared Beliefs What Should Happen Instructional Practices Resources
As you begin to develop your shared beliefs around reading and writing, use the beliefs as the foundation to determine the instructional practices in your classrooms. - Use as an anticipatory set before each faculty meeting.
Take a break then turn over to Jeannine to talk about why some students fail to learn to read.

11. Break Time!

12. In order for our students to be successful, to be the literate students we want them to be, we need to create conditions in our classrooms that support their literacy learning. Explain how this has remained with me since I first heard it over nearly 30 years ago...kept a copy in my lesson plan book to remind me to include these in my teaching. distribute handout and ask them to pick a hobby, skill or activity. post to slido poll #1. go over each condition while they respond on their sheets. post how many conditions they used with slido poll # minutes?

13. Why do some students fail to learn to read? share for reflection

14. Let’s Draw!!
Participants will need the blue blank paper and pencils for this activity (I am bringing these materials)
Read directions. Then ask reflection questions. Show next slide with what they should have drawn. Click back to this slide.
Then do drawing a second time after they have seen the elephant and ask reflection questions. (30 minutes)

16. Whole - Part - Whole Instruction
Whole, meaningful texts or process
Embed necessary skill instruction
Skill practice in whole texts
With the first drawing, you engaged in part to whole learning. Emphasis was on isolated pieces. Many people believe that when we teach isolated parts of what we want students to do, the parts will magically come together as a whole. It rarely happens that way. Part to whole instruction is one of the three most significant, research-based factors that hold students back and keep schools low-performing.
We want whole to part to whole instruction which starts with a whole, meaningful text or process and embed within it the necessary skills and strategies the learner needs. If one area needs special attention, take it out of context, explicitly demonstrate and practice what students need to know. The “isolated” teaching fits within the context of a meaningful whole, so it makes sense to the learner, is more effective and is authentic. The parts only make sense to the learner when we first grasp the whole.

17. So what does that look like?
So, what does Whole-Part-Whole instruction look like in the classroom?

18. Participants have a hand out
Participants have a hand out. Explain model- gradual release of responsibility, scaffolding. Explain each phase: I do it, we do it, we do it, you do it.

19. Whole - Part - Whole Model with Writing
Teacher demonstrates writing a narrative story in its entirety
Part:
Teacher examines sentences for sentence variety; students listen and interact
Students practice using sentence variety in their personal stories; teacher supports
Students apply sentence variety independently in all writing
Handover of Responsibility
Here is an example of the whole-part-whole method with writing. Explain model and instruction. Participants follow along with their model.

20. Whole - Part - Whole Model with Reading
Teacher demonstrates ______________________________
Part:
Teacher _____________________ Students _______________________
Students _____________________ Teacher _______________________
Students _______________________________________________
Handover of Responsibility
Tables will work together to create an example using the whole part whole model with reading. A few tables will share out.

21. Questions?

22. Lunch!