Title I Parent Workshop

Title I Parent WorkshopTitle I Parent Workshop

Summersill ElementarySummersill Elementary

Rosemary McGahheyRosemary McGahhey

Leighla-Chanel RoperLeighla-Chanel Roper

Workshop GoalsWorkshop Goals

Participants will be able to:Participants will be able to:– Learn the structure of Title I at Learn the structure of Title I at

SummersillSummersill– Understand the Leveled Literacy Home Understand the Leveled Literacy Home

ConnectionConnection– Identify their child’s book level using the Identify their child’s book level using the

NC Benchmarks andNC Benchmarks and– Monitor their child’s progress to being Monitor their child’s progress to being

on grade level.on grade level.

Overview of Title IOverview of Title ITitle I is a federally funded program.Title I is a federally funded program.Its purpose is to help students meet our Its purpose is to help students meet our state’s challenging academic content and state’s challenging academic content and performance standards. performance standards. Summersill is a school wide Title I site. Summersill is a school wide Title I site. Summersill offers a supplemental pull-out Summersill offers a supplemental pull-out or inclusion reading program in a small or inclusion reading program in a small group setting. We use a variety of group setting. We use a variety of teaching materials, methods and teaching materials, methods and strategies.strategies.

How did my child qualify?How did my child qualify?MSCL (Multiple Selection Criteria List)MSCL (Multiple Selection Criteria List)– Grades 1-3Grades 1-3

Fiction and Nonfiction LevelsFiction and Nonfiction LevelsReport CardReport Card2010-2011 Teacher Input2010-2011 Teacher InputSurvey (Grades 1&2)Survey (Grades 1&2)Spelling InventorySpelling Inventory

– Grades 4-5Grades 4-5EOG Reading ScoreEOG Reading ScoreFiction/Nonfiction Level (Grade 4)Fiction/Nonfiction Level (Grade 4)Spelling InventorySpelling Inventory2010-2011 Teacher Input2010-2011 Teacher InputReport CardReport Card

When and where does my child When and where does my child meet?meet?

Grades 1 & 2 – Pull out in Title I room Grades 1 & 2 – Pull out in Title I room with Ms. McGahhey (T16)with Ms. McGahhey (T16)

Grade 3 – Pull out in Title I room with Grade 3 – Pull out in Title I room with Mrs. Roper (T16)Mrs. Roper (T16)

Grades 4 & 5 – In class with Mrs. Grades 4 & 5 – In class with Mrs. RoperRoper

All classes are 30 minutesAll classes are 30 minutes

What will my child do during Title I?What will my child do during Title I?Research-based instructionResearch-based instruction– Grades 1-3 : Leveled Literacy InterventionGrades 1-3 : Leveled Literacy Intervention

Reading – Using Leveled TextsReading – Using Leveled TextsWord StudyWord StudyWriting Writing PoetryPoetryTake Home BooksTake Home Books

– Grades 4-5 : Small Group InstructionGrades 4-5 : Small Group InstructionReading – Using Leveled TextsReading – Using Leveled TextsWord StudyWord StudyVocabularyVocabularyWritingWritingStudent-Led DiscussionStudent-Led DiscussionQuestion/Answer RelationshipQuestion/Answer Relationship

How will I be notified of progress?How will I be notified of progress?Newsletters (quarterly)Newsletters (quarterly)Progress Reports (quarterly)Progress Reports (quarterly)Other (email, phone calls, notes, etc.)Other (email, phone calls, notes, etc.)

How do I get in contact with my child’s Title I How do I get in contact with my child’s Title I teacher?teacher?910-455-2672910-455-2672Rosemary.mcgahhey@[email protected]@[email protected] Website – Click on School Staff School Website – Click on School Staff

Home/ School ConnectionHome/ School ConnectionGrades 1-3Grades 1-3Brightly colored take home bags (red, yellow and purple)Brightly colored take home bags (red, yellow and purple)– Take home books – A paper copy of previously read book (needs to be Take home books – A paper copy of previously read book (needs to be

returned)returned)Allow child a chance to read at home to a family memberAllow child a chance to read at home to a family memberMay also contain: letters, sentence strips, sight words, etc.May also contain: letters, sentence strips, sight words, etc.Fold sheet – Classroom/Home Connection Fold sheet – Classroom/Home Connection

– Writing/Illustrating practice to reinforce learningWriting/Illustrating practice to reinforce learning– Take Take homehome fold sheet to read to family members fold sheet to read to family members

Monthly PamphletsMonthly PamphletsParent InstituteParent Institute– ReadingReading– Homework and Study SkillsHomework and Study Skills– Skills for School SuccessSkills for School Success– Ways to Read with your ChildWays to Read with your Child– Motivating Your Child to ReadMotivating Your Child to Read– Preparing your child for Standardized TestsPreparing your child for Standardized Tests

NC BenchmarksNC Benchmarks

Literacy Assessments are intended Literacy Assessments are intended as a process for formative and as a process for formative and summative assessment. summative assessment.

Documents students’ development Documents students’ development and progress in reading over time. and progress in reading over time.

Assessments guide teacher’s Assessments guide teacher’s instruction using students’ strengths instruction using students’ strengths and growth points. and growth points.

NC BenchmarksNC BenchmarksWhat are its components?What are its components?– Benchmark Assessment Benchmark Assessment

Leveled BooksLeveled BooksOral ComprehensionOral ComprehensionWritten ComprehensionWritten ComprehensionVocabularyVocabularyFluencyFluency

(Benchmark Assessment Systems 1 and 2 by Fountas (Benchmark Assessment Systems 1 and 2 by Fountas and Pinnell)and Pinnell)Spelling Inventory Spelling Inventory PhonicsPhonics

(Research from Donald Bear et al)(Research from Donald Bear et al)

So what does it all mean?So what does it all mean?Book Level Equivalence Chart

Based on Fountas and Pinnell Reading Level Grade Text Level Basal Level Reading Recovery Emergent Kindergarten/ Grade One A Readiness 1 Early Kindergarten/ Grade One B 2 Early Kindergarten/ Grade One C PP1 3/4 Early Grade One D PP2 5/6 Early Grade One E PP3 7/8 Early Grade One F Primer 9/10 Early Grade One G 11/12 Early Fluent Grade One/Two H Grade One 13/14 Early Fluent Grade One/Two I 15/16/17 Early Fluent Grade Two J Grade Two 18/19/20 Early Fluent Grade Two K Early Fluent Grade Two/Three L Fluent Grade Two/Three M Fluent Grade Two/Three N Grade Three Fluent Grade Three/Four O Fluent Grade Three/Four P Fluent Grade Four Q Grade Four Fluent Grade Four R Advanced Grade Four/Five S Advanced Grade Four/Five T Advanced Grade Five U Advanced Grade Five/Six V Advanced Grade Five/Six W Advanced Grade Six/Seven/Eight XYZ

Let’s Take A Closer LookLet’s Take A Closer Look

On Your TableOn Your Table– Leveled TextLeveled Text– See if you can find the book’s:See if you can find the book’s:

LevelLevel

Grade EquivalencyGrade Equivalency

School Year (Beg, Middle, End)School Year (Beg, Middle, End)

Notice the pictures, text, features, etc. Notice the pictures, text, features, etc.

So what do I do next?So what do I do next?If you have not read the book ask your child “What has If you have not read the book ask your child “What has happened so far?”happened so far?”– Look for them to keep it brief. Look for them to keep it brief. – This is where they should include the story elements This is where they should include the story elements

(characters, setting, problem, topic, etc.)(characters, setting, problem, topic, etc.)Read with your childRead with your child– Remember some readers can decode but do not comprehend Remember some readers can decode but do not comprehend

what they have read. what they have read. Discuss the story by going beyond the story elementsDiscuss the story by going beyond the story elements– How does the character feel in the beginning? End?How does the character feel in the beginning? End?– Have you ever felt that way?Have you ever felt that way?– What could _____ have done differently?What could _____ have done differently?– How does the author help you understand the topic?How does the author help you understand the topic?– What new information did you learn about the topic?What new information did you learn about the topic?– Why do you think the author wrote this book?Why do you think the author wrote this book?

Discussing Books with Your ChildDiscussing Books with Your Child

Watch an exampleWatch an example

Now it’s your turnNow it’s your turn– Choose a book on the tableChoose a book on the table– Write down some questions that could Write down some questions that could

be asked about the bookbe asked about the book– Remember to go beyond the story Remember to go beyond the story

elements. elements.

Chapter One Chapter One Before BreakfastBefore Breakfast "Where's Papa going with that ax?" said Fern to her mother as they were setting the "Where's Papa going with that ax?" said Fern to her mother as they were setting the

table for breakfast. table for breakfast. "Out to the hoghouse," replied Mrs. Arable. "Some pigs were born last night." "Out to the hoghouse," replied Mrs. Arable. "Some pigs were born last night." "I don't see why he needs an ax," continued Fern, who was only eight. "I don't see why he needs an ax," continued Fern, who was only eight. "Well," said her mother, "one of the pigs is a runt. It's very small and weak, and it will "Well," said her mother, "one of the pigs is a runt. It's very small and weak, and it will

never amount to anything. So your father has decided to do away with it." never amount to anything. So your father has decided to do away with it." "Do away with it?" shrieked Fern. "You mean kill it? Just because it's smaller than the "Do away with it?" shrieked Fern. "You mean kill it? Just because it's smaller than the

others?" others?" Mrs. Arable put a pitcher of cream on the table. "Don't yell, Fern!" she said. "Your father Mrs. Arable put a pitcher of cream on the table. "Don't yell, Fern!" she said. "Your father

is right. The pig would probably die anyway." is right. The pig would probably die anyway." Fern pushed a chair out of the way and ran outdoors. The grass was wet and the earth Fern pushed a chair out of the way and ran outdoors. The grass was wet and the earth

smelled of springtime. Fern's sneakers were sopping by the time she caught up with smelled of springtime. Fern's sneakers were sopping by the time she caught up with her father. her father.

"Please don't kill it!" she sobbed. "It's unfair." "Please don't kill it!" she sobbed. "It's unfair." Mr. Arable stopped walking. Mr. Arable stopped walking. "Fern," he said gently, "you will have to learn to control yourself." "Fern," he said gently, "you will have to learn to control yourself." "Control myself?" yelled Fern. "This is a matter of life and death, and you talk about "Control myself?" yelled Fern. "This is a matter of life and death, and you talk about

controlling myself." Tears ran down her cheeks and she took hold of the ax and tried controlling myself." Tears ran down her cheeks and she took hold of the ax and tried to pull it out of her father's hand. to pull it out of her father's hand.

"Fern," said Mr. Arable, "I know more about raising a litter of pigs than you do. A "Fern," said Mr. Arable, "I know more about raising a litter of pigs than you do. A weakling makes trouble. Now run along!" weakling makes trouble. Now run along!"

"But it's unfair," cried Fern. "The pig couldn't help being born small, could it? If I had been "But it's unfair," cried Fern. "The pig couldn't help being born small, could it? If I had been very small at birth, would you have killed me?" very small at birth, would you have killed me?"

Mr. Arable smiled. "Certainly not," he said, looking down at his daughter with love. "But Mr. Arable smiled. "Certainly not," he said, looking down at his daughter with love. "But this is different. A little girl is one thing, a little runty pig is another." this is different. A little girl is one thing, a little runty pig is another."

"I see no difference," replied Fern, still hanging on to the ax. "This is the most terrible "I see no difference," replied Fern, still hanging on to the ax. "This is the most terrible case of injustice I ever heard of." case of injustice I ever heard of."

A queer look came over John Arable's face. He seemed almost ready to cry himself.A queer look came over John Arable's face. He seemed almost ready to cry himself.

Questions and ConcernsQuestions and Concerns

Questions?Questions?

Concerns?Concerns?

Thank you for coming out!Thank you for coming out!