Session 1Session 1November 2010November 2010

Literacy Training

““Every Teacher is a Every Teacher is a Teacher of Reading”Teacher of Reading”

Read “The House”Read “The House”

Highlight the important information Highlight the important information (you have 3 minutes)(you have 3 minutes)

Read the story again as if you are a Read the story again as if you are a ROBBER; once again highlight the ROBBER; once again highlight the important informationimportant information

Read the story again as if you are a Read the story again as if you are a REAL ESTATE AGENT; once again REAL ESTATE AGENT; once again highlight the important informationhighlight the important information

Setting the Purpose:

“The House”

* Purposeful learning requires setting a purpose for reading *

How are you a How are you a Teacher of Teacher of Reading?Reading?

Write your response Write your response on a post-it note on a post-it note (60 seconds)(60 seconds)

Share your response Share your response with a neighbor with a neighbor (60 seconds each)(60 seconds each)

Share YOUR response Share YOUR response or YOUR NEIGHBORS or YOUR NEIGHBORS response with the response with the whole groupwhole group

Think-Pair-Share

Cooperative Cooperative learning activitylearning activity

Use a post-it note Use a post-it note because it is a because it is a small spacesmall space

Allows you to Allows you to share your share your response or response or someone else’ssomeone else’s

Looking at the Looking at the Data… Data…

Why do we need to analyze the data?Why do we need to analyze the data?

Plan & pace accordinglyPlan & pace accordingly

Align & adjust instructionAlign & adjust instruction

Track and measure growth & improvementTrack and measure growth & improvement

Address individual student needs (differentiate Address individual student needs (differentiate instruction)instruction)

Understand how to use goal summariesUnderstand how to use goal summaries

Create assessments that are congruent with the Create assessments that are congruent with the EOCEOC

English IEnglish IGOAL PERCENTAGE ON THE

TESTNUMER OF DAYS SPENT

ON THE GOAL

Goal 1 7.6% 6

Goal 2 9.4% 8

Goal 3 4.9% 4

Goal 4 14.3% 12

Goal 5 28.6% 24

Goal 6 35.3% 30

Composition 35.7% 30

Textual Analysis

64.3% 55

Total Days of Semester 85

Caution in using Goal Caution in using Goal Summary DataSummary Data

• A goal summary report provides only a general picture of the achievement for the group of students due to the varying difficulty of questions across objectives.

• Consider the variation in the number of students. Small numbers of students may not have data for all areas depending on the forms of the test given in the group.

• When looking at teacher goal summary reports, consider the types of students in that teacher’s class (example – teacher teaching AIG students vs. teacher teaching EC students).– Look for trends in the data

ACTIVITY: ACTIVITY: Analyzing a Goal SummaryAnalyzing a Goal Summary

1.1. How far away from the state average is How far away from the state average is the teacher on Goal 2?the teacher on Goal 2?

2.2. What percentage of the test has What percentage of the test has questions from Goal 6?questions from Goal 6?

3.3. Which goals needs more instructional Which goals needs more instructional emphasis?emphasis?

4.4. After receiving this goal summary, what After receiving this goal summary, what would be your next step. would be your next step.

The Basics of The Basics of ReadingReading

1.1.Content Vocabulary and Content Vocabulary and Word Lists Word Lists

2.2.Affixes (prefixes & suffixes) Affixes (prefixes & suffixes) and Root Wordsand Root Words

3.3.Organizing text (bold, Organizing text (bold, italics, underlining, italics, underlining, highlighting)highlighting)

Grammar & Grammar & PunctuationPunctuation

(Conventions of (Conventions of Writing)Writing)

ACTIVITY: ACTIVITY:

Using the English I sample item one, edit the Using the English I sample item one, edit the text.text.

Conventions Handout*These conventions are to be used in EVERY content area*

Reasons to ReadReasons to Read Pleasure Pleasure

Informational (ex. Newspapers, manuals, Informational (ex. Newspapers, manuals, magazines, instructions, etc.)magazines, instructions, etc.)

Develop school based reading lists for Develop school based reading lists for each curriculum areaeach curriculum area

SSR, DEAR, create classroom librariesSSR, DEAR, create classroom libraries

Feedback – oral or writtenFeedback – oral or written

Include in-class reading activitiesInclude in-class reading activities

Strategies to Strategies to Attain MeaningAttain Meaning

Context cluesContext clues KWLKWL HighlightingHighlighting Word SplashWord Splash Notetaking Notetaking OutliningOutlining UnderliningUnderlining Story Story

ImpressionsImpressions

Mind MapsMind Maps Graphic Graphic

OrganizersOrganizers Anticipation Anticipation

GuideGuide Post-It Notes Post-It Notes FoldablesFoldables Frayer ModelFrayer Model

ACTIVITY: FoldablesACTIVITY: Foldables Get in your content area groupGet in your content area group Create a grammar foldableCreate a grammar foldable

1.1. Fold the paper in half (hamburger) with the print showingFold the paper in half (hamburger) with the print showing

2.2. Fold the edge of one side over to touch the solid fold lineFold the edge of one side over to touch the solid fold line

3.3. Crease and fold well. A column of print will be exposed.Crease and fold well. A column of print will be exposed.

4.4. Turn the paper over and repeat step 3 on the other side. A column of print will Turn the paper over and repeat step 3 on the other side. A column of print will be exposed on bother sides. be exposed on bother sides.

5.5. Turn the paper over so no print is showing. Fold the right outer edge over to Turn the paper over so no print is showing. Fold the right outer edge over to touch the middle fold line.touch the middle fold line.

6.6. Fold the left outer edge over to touch the middle fold line.Fold the left outer edge over to touch the middle fold line.

7.7. Refold along the middle fold line to form an accordion with no print showing. Refold along the middle fold line to form an accordion with no print showing. Crease all fold lines well. Glue the accordion sections together on the side Crease all fold lines well. Glue the accordion sections together on the side without print, leaving the two end sections unglued.without print, leaving the two end sections unglued.

8.8. With the front and back sections of the paper out of the way, cut along the fold With the front and back sections of the paper out of the way, cut along the fold lines through the two middle folded sections lines through the two middle folded sections

ACTIVITY: FoldablesACTIVITY: Foldables Get in your content area groupGet in your content area group Create a grammar foldableCreate a grammar foldable Each person plan a foldable for your Each person plan a foldable for your

content area that you can use this year. content area that you can use this year. Share your foldable with the groupShare your foldable with the group

Setting a Purpose for Setting a Purpose for ReadingReading

Will the student be:Will the student be:

Identifying the MAIN IDEA?Identifying the MAIN IDEA?

PREDICTING OUTCOMES?PREDICTING OUTCOMES?

Identifying CAUSE AND EFFECT?Identifying CAUSE AND EFFECT?

Making INFERENCES?Making INFERENCES?

SUMMARIZING?SUMMARIZING?

ACTIVITY: ACTIVITY: Reciprocal Reading Reciprocal Reading

StrategyStrategy Each person select a “role card” from the table to determine Each person select a “role card” from the table to determine your purpose for readingyour purpose for reading

Read the first paragraph of your selected textRead the first paragraph of your selected text The roles are as follows: The roles are as follows:

SummarizerSummarizer: Highlight key ideas of the first paragraph: Highlight key ideas of the first paragraph QuestionerQuestioner: Pose question about the selection; identify : Pose question about the selection; identify

unclear parts, puzzling informationunclear parts, puzzling information Clarifier: Clarifier: Address confusing parts and attempt to answer Address confusing parts and attempt to answer

the questions that were posed by the “Questioner”the questions that were posed by the “Questioner” PredictorPredictor: Offers guesses about what the rest of the text is : Offers guesses about what the rest of the text is

Share your findingsShare your findings Switch your role card to the right; read the next paragraph; Switch your role card to the right; read the next paragraph;

and assume your new role; share your findingsand assume your new role; share your findings

Assisting Struggling Assisting Struggling ReadersReaders

NO Round Robin NO Round Robin Reading (only one Reading (only one person engaged)person engaged)

Ear-to-Ear Paired Ear-to-Ear Paired ReadingReading

Jigsaw ActivityJigsaw Activity

Read Aloud-Read Aloud-Think AloudThink Aloud

For Next Time…For Next Time…Think about reading struggles in your Think about reading struggles in your

content area and school-widecontent area and school-wide

HOW CAN WE HOW CAN WE HELP? HELP?