1. Today before we get started be sure to … Sign in by school Sign in anyone on your grade level that is not here on the back If you know your room number (ex: 501, 302) please write it down; put your school phone number as well. Print your email address (just the beginning unless you don’t have a Lexington1 email address yet) Place a star by your name if you are the grade level chair. When I am at your school, we will be meeting in the grade level chair’s room as a grade level during your planning time. Pick up your copies on the back table. Be sure you had your picture made!

2. Welcome First Grade Teachers! August 14 th District In-Service Presented by: Sherell Stepp

3. About Me My name is Sherell Stepp. I was the literacy coach at Gilbert Primary School for the last 2 years. I have taught every grade from K to fifth grade. I have taught in an open classroom setting, been a remedial reading teacher, compensatory teacher and regular classroom teacher. I have taught for 16 years. My bachelors degree is in Early Childhood and Elementary Ed. and my masters degree is in Reading and Administration. My thirty plus hours have all been in literacy in the last 3 years. We will be staying in touch mostly through email. My email address is shstepp@lexington1.netshstepp@lexington1.net

4. My Family

5. Getting to know You! 1.Something you did during summer vacation 2.Story of your first name 3.What you value in a colleague 4.What is a motto you try to live by 5.What is one goal that you have this year

6. PASSION Reggie says… “When I suggest we need to teach with a sense of urgency I’m not talking about teaching prompted by anxiety but rather about making every moment in the classroom count, about ensuring that our instruction engages students and moves them ahead, about using daily evaluation and reflection to make wise decisions. Complacency will not get our students where they need to be.” Reading Essentials Ellin Keene says, “We learn most effectively when we learn a few important concepts at a time, taught in depth over a long period and apply them in a variety of texts and contexts, then it becomes clear that we must be very clear about these concepts.” To Understand Allington and Cunningham – The single most important element of any classroom program is a knowledgeable and effective teacher.

7. Passion (cont’d.) Miller in Teaching with Intention… “My wish for you is that you can define your beliefs and align your practices to these beliefs: How do you go about teaching kids something new? What principles guide you? How do you know if kids are getting it? What do you do when they don’t?” Debbie Miller says, “I believe we cannot underestimate the power of our influence– what we choose to say and do in the classroom profoundly affects the ways children view their teacher, themselves and each other.” “I believe learning is maximized when the lessons I design are purposeful, interactive, and engaging with real-world applications.”

8. Your Passion, Your Beliefs What are you passionate about? What do you believe about how children learn? What is your vision for your classroom this year? What are your expectations for the learning that will happen in your classroom? What is your plan to make sure that learning happens? Plan for time to reflect on your teaching, on your children; privately and with your colleagues.

9. Literacy Specialist Role Rotation Focus Grade Level Planning – how will this look? Core Support – Common Assessments, Pacing Guides, Resources, tier one support- differentiation Resources – website for first grade for ELA Check out our literacy wiki page: http://lexington1literacy.wikispaces.com http://lexington1literacy.wikispaces.com

10. Quarter 1 Rotations

11. Literacy Specialist Role cont’. Data Analysis Observations Coaching in the Classroom Professional Development

12. New LCF First Grade section Aug. Concepts About Print (THE SHOW ME BOOK) if reading below level 2B Aug. – May to Guide Instruction Informal running records with MSV in small group guided reading Sept., Jan., & May (Benchmark running record using Dominie with MSV) Oct., Jan., & May Writing samples dated and scored using district rubric * End of Year Text Level:____ Tier 1 2 3 (circle one) End of year minimum text level expectation = 7 Testing dates: Sept. 9-30 Jan 5-26 April 28- May19

13. Dominie Assessments Nancy Lind – district Dominie supervisor Her responsibilities include: Supervising the set up and maintenance of Dominie kits Conducting training on Dominie assessments Monitor for completion of benchmarks Working with Interventionist when moving children to tier II Testing Windows September 9-30 January 5-26 April 28-May 19

14. What is the core? The core curriculum is based on the 2008 academic standards for ELA. Our core instructional model is meant to support standards instruction through balanced literacy and differentiated instruction. Our core materials for the district are the adopted texts Rigby Literacy (K-2), leveled texts, trade books, units of study and Riverdeep Reading. Rigby materials are to be supplemented by (not supplanted by) these other core materials.

15. Pacing Guides Common assessments – a district focus on October 19 Pacing Guides are designed to keep your team focused so you can make common assessments...\Literacy Coach\Standards\1st Grade Pacing Guide.doc..\Literacy Coach\Standards\1st Grade Pacing Guide.doc

16. BREAK TIME

17. Getting Started with Reading Literacy procedures (routines) need to be in place before assessment begins. First 20 Days of Independent Reading – (Fountas and Pinnell)..\EDPD 811G\First 20 Days Details.pdf Daily Five- (Boushey and Moser)..\Daily Five\chapter one notes.doc Literacy Work Stations – (Debbie Diller)..\Literacy Coach\learning stations\Literacy Work Stations K-2.doc..\Literacy Coach\learning stations\Literacy Work Stations K-2.doc

18. Getting Started with Writing NEW Rubric for first grade this year. Based off of the state rubric. Possible avenues: Procedures for writing workshop Ralph Fletcher’s – Writer’s Notebook First 20 days of Writer’s Workshop..\EDPD 811G\First 20 Days of Writing.doc First 20 days of Independent Writing..\EDPD 811G\Getting Started with IndependnentWriting from Fountas and Pinnell.doc..\EDPD 811G\Getting Started with IndependnentWriting from Fountas and Pinnell.doc Writer’s Notebook..\EDPD 811G\The 1st Twenty Days of a Writer’s Notebook.ppt..\EDPD 811G\The 1st Twenty Days of a Writer’s Notebook.ppt Daily Five – Work on Writing

19. Score321 Content/Developme nt  Several details clearly related to the topic  Some details, but they are less specific  Minimal details  May include unrelated ideas  May include isolated words that are related to the topic ConventionsAcceptable control of age- appropriate, simple conventions of:  grammar  capitalization (at beginning of sentences and/or with simple proper nouns)  end punctuation  spelling sentence formation Lack of control of age-appropriate, simple conventions of:  grammar  capitalization (at beginning of sentences and/or with simple proper nouns)  end punctuation  spelling sentence formation Old First Grade Rubric

20. Score321 Content/Development  Presents a clear focus about the topic  Fully develops the focus with sufficient detail clearly related to the topic  Presents a clear focus about the topic  Develops the focus but details are less specific or need elaboration  There is no clear focus  Details are sparse and or confusing Organization  Has an effective beginning, middle, and end using simple sentences  Has or attempts a beginning, middle, end using simple sentences, however, one or more of these components could be weak or ineffective  Attempts a beginning, middle, end using simple sentences, however, one or more of these components could be absent or confusing Conventions  Provides evidence of a consistent and strong command of grade-level conventions: Grammar (personal pronouns, common and proper nouns, singular and plural nouns, conjunctions –and, but, or) Capitalization (first word of a sentence, names of people, pronoun I) Punctuation (periods, exclamation points, question marks) spelling (high- frequency words, three- and four- letter short- vowel words  Provides evidence of an adequate or limited command of grade-level conventions.  Provides little or no evidence of having a command of grade- level conventions. LEXINGTON COUNTY SCHOOL DISTRICT ONE MODIFIED MAY 2009 1ST GRADE 9-POINT WRITING RUBRIC

21. Questions to consider when planning: What is your instructional purpose? How did you determine your instructional purpose? What did you observe in students that helped you know your purpose was accomplished?

22. Purposeful Read Alouds Purposes: 1.Building community, 2.Comprehension strategies 3.Building bridges to the Indicators 4.Supporting the Writer’s Workshop 5.Vocabulary Development 6.Word Study and Grammar lessons Resources- Interactive Read Alouds Laminack’s Unwrapping the Read Aloud Mentor Texts (Fiction and Non-fiction)– Dorfman & Cappelli

23. Instructional Strategies/Classroom Expectations Evidence Activates prior knowledge Sets purpose for reading Provides model of fluent and expressive reading Teaches a focused ELA skill or strategy Models comprehension strategies Does a Think Aloud Engages in questioning beyond recall Oral/written response Pair/Share Turn/Talk Observation of read aloud Anchor Charts Agenda Conversations with students Displayed literature Hallway displays Sticky notes on books to highlight strategies

24. Instructional Strategies/Classroom Expectations Evidence Introduce each domain Show exemplar papers Model writing in each domain Use rubric language Peer scoring Teacher scoring Self scoring Rubric posted Collaborative meetings Student use of rubric Individual rubrics for students to use Conversations with students Hear rubric language being used LCF content (scored papers) Writing Rubric ObservationTool

25. More than anything… My wish for you is that life becomes all that you want it to. Your dreams stay big, your worries stay small, You never need to carry more than you can hold…And while you’re out there getting where you getting to, I hope you know somebody’s with you, and wants the same things too, Yeah, this is my wish! May we make dreams come true for all the children whose lives we touch this year! You are the MOST important element for success in your classroom!!!!!

26. Don’t forget… My contact information: shstepp@lexington1.net Feel free to email me with any concerns or questions. Email me your schedule as soon as you can.

27. Let’s have a great year!