1. Wayzata Language Arts Ann Fehrenbach, LA Resource Teacher
Requirements? Choices? Help?
For today’s session, follow these links:
Staff Intranet
Departments
Curriculum & Instruction
Elementary
Your Grade Level
Grade Level Language Arts

3. Remember to teach for the love of reading and writing
Balance
Remember to teach for the love of reading and writing

4. 1.What should students learn?
5 important QUESTIONS …
1.What should students learn?
2.With what do I teach?
3. How do I teach?
4. How will we know we are successful?
5. Who will help?

5. What should students learn?

6. What should students learn?

7. With what do I teach? Use for Reading: Scott Foresman Reading Street
Use for Writing: Lucy Calkins Units of Study
Why is using a district chosen curriculum important?
Meeting Standards
Consistency in academic vocabulary from grade to grade.
A scope and sequence of skills.
Exposure to multiple genres.
Exposure to multicultural and diverse groups while reading.

8. Provide tons of reading within a student’s day…
Shared Reading (Whole group--Differentiated by support)—Textbook
Guided Reading (Small group—Differentiated by Instructional level)—Leveled readers, Booksets
Independent Reading (Self-selected)—Media Centers
Teacher Read Aloud
Content Area Reading

9. Overview, Smartboard Lessons, PearsonSuccessnet

10. Choices
Reading Smartboard Unit Lessons

11. What should students learn?
Teach These: Tested Skills
Author’s Purpose/Genre
Cause/Effect
Compare/Contrast
Main Idea/Details
Draw Conclusions
Fact/Opinion
Generalize
Graphic Sources
Sequence
Literary Elements:
Character
Plot
Setting
Theme
Vocabulary
Context Cues
Word Structure
What should students learn?
Teach if needed: Strategies
(Useful ways of thinking or useful ways to gain meaning from text. )
For example:
Summarize
Visualize
Infer
Etc.

12. Writing Smartboard Lessons Link

13. Example Times for 45 minute Writing Block:
10 minute Whole Group Lesson
30 minutes Student Writing
5 minutes Sharing

14. The teacher is the key. How do I teach?
“Programs don’t teach children, teachers do.” Youngs, S. (2008)

15. Daily 5 (Some Schools/Teams)
Develop Routines
Reading Time Allocation
Good Teacher
Most Effective Teacher
Whole Group Instruction, Other Activities
Whole Group Instruction
Student Reading
Student Reading
Other Activities
Daily 5 (Some Schools/Teams)

16. How and with what do I measure and report
How and with what do I measure and report? Data Management System: Performance Matters
Kindergarten: Illinois Snapshots of Early Literacy subtests: Fall, Winter (report card), Spring First Grade: Observation Survey subtests: Fall, Winter, Spring Second Grade: Local summer screener
Testing Links on Grade Level Webpage

17. Unit Benchmark Tests (Grades 2-5)
Grade 2: The first unit test may be used as instruction for how to take a unit test.
Four Common District Reading Assessments (Required)
Tests are available at the District Website (Copies of tests may have been saved from last year to be re-used)
Students use District Scan Sheets or “clickers. Scan sheets will be sent by Joni Larson according to testing calendar unless the PLC chooses “clickers”
Writing—3 prompts -- Pre & Post tests but only report Post Instruction
Testing Links on Webpage

18. Progress Reports Feb. & May
Conferences in Nov. (some schools do them earlier) and March/April
Grades K-2 continuum scoring tools
Know what’s reported so you can collect data
Progress Report Resources

19. Who will help? Vision 21 (gifted and talented)
Literacy Specialists (under-performing K-5)
Reading Gr. 1
ELL teachers
Special Education teachers
Instructional Paraprofessionals
Literacy Volunteers (Gr. 3-5)
Peer coaches
Achievement Interventionist
Reading Office Assistant
Resource teacher

20. District Help Performance Matters Questions
Materials Needs, Bookset Requests, Unit Tests
Reading office assistant
Assessment (MCA, MAP) Questions
Stacey Lackner, Director of Research & Evaluation
Performance Matters Questions
Amanda Padjen
Language Arts Curriculum and Instruction Questions
Ann