Welcome 3Welcome 3rdrd Grade Grade Teachers! Teachers!

August 14August 14thth District In-ServiceDistrict In-Service

Presented by: Jennifer EbertPresented by: Jennifer Ebert

Please make sure you sign in and give your Please make sure you sign in and give your email and room number. email and room number.

Please sign in any fellow teachers who are not Please sign in any fellow teachers who are not here and give their emails as well. Put a * by here and give their emails as well. Put a * by

the grade level chair.the grade level chair.

About Me About Me Jennifer EbertJennifer Ebert I was the literacy coach at White Knoll I was the literacy coach at White Knoll

Elementary. Elementary. This is my 16This is my 16thth year of teaching. I have year of teaching. I have

taught Kindergarten, Reading Recovery, taught Kindergarten, Reading Recovery, and 1and 1stst Grade. I received my bachelor’s in Grade. I received my bachelor’s in education from Clemson University and education from Clemson University and my master’s from Carolina. I also received my master’s from Carolina. I also received my master’s +30 and my Educational my master’s +30 and my Educational Specialist from Carolina. Specialist from Carolina.

jebert@lexington1.netjebert@lexington1.net

Getting to Know YouGetting to Know YouTell your team:Tell your team:

•Something you did over the Something you did over the summersummer•What you value in a colleagueWhat you value in a colleague•What is a motto you try to live byWhat is a motto you try to live by•What is one goal you have this What is one goal you have this yearyear•Fill out your Getting to Know You Fill out your Getting to Know You paper if you haven’t already done paper if you haven’t already done soso

PassionPassion

Definition: A driving motivation or Definition: A driving motivation or attitude; strong, forceful devotion to a attitude; strong, forceful devotion to a cause; a deep overwhelming cause; a deep overwhelming feeling/emotion. feeling/emotion.

Life without passion is simply existing, Life without passion is simply existing, not living.not living.

How would you describe your teaching How would you describe your teaching last year? Did you have a passion for last year? Did you have a passion for teaching? teaching?

Passion KillersPassion Killers

DISTRACTIONDISTRACTION – Did all the other – Did all the other requirements of your job distract you from requirements of your job distract you from your passion of teaching your students? your passion of teaching your students? Did your personal life distract you ?Did your personal life distract you ?

APATHYAPATHY – Did you become apathetic in – Did you become apathetic in doing what is best for your students? Did doing what is best for your students? Did you simply exist each day at work? Was you simply exist each day at work? Was there no joy or excitement in your there no joy or excitement in your teaching? Did you teach with a sense of teaching? Did you teach with a sense of urgency?urgency?

MotivationMotivation When we as educators attempt to cover too When we as educators attempt to cover too

much content too quickly… much content too quickly… by sacrificing deep, rich teaching, we begin by sacrificing deep, rich teaching, we begin

chipping away at our students’ motivation.chipping away at our students’ motivation. Isn’t this also true for teachers?Isn’t this also true for teachers? Authentic interest is generated when Authentic interest is generated when

students are given the opportunity to delve students are given the opportunity to delve deeply into an interesting idea.deeply into an interesting idea.

--Kelly Gallagher--Kelly Gallagher Readicide (2009)Readicide (2009)

Teacher EffectivenessTeacher Effectiveness

Having a good teacher versus having Having a good teacher versus having a poor teacher, particularly in the a poor teacher, particularly in the early years, can determine whether early years, can determine whether a young student is put in an honors a young student is put in an honors track or a remedial track. As track or a remedial track. As Haycock notes, a student’s teacher Haycock notes, a student’s teacher may determine the difference may determine the difference ‘between entry to a selective college ‘between entry to a selective college and a lifetime at a burger joint.’and a lifetime at a burger joint.’

---Readicide (2009)---Readicide (2009)

Haycock StudiesHaycock Studies

Haycock highlights the long-term Haycock highlights the long-term effects of teaching when she notes effects of teaching when she notes that ‘even two years after the fact, that ‘even two years after the fact, the performance of fifth-grade the performance of fifth-grade students is still affected by the students is still affected by the quality of their third-grade teachers’ quality of their third-grade teachers’ (1998).(1998).

Continued…Continued…

The single most important element of The single most important element of any classroom program is a any classroom program is a knowledgeable and effective teacher. knowledgeable and effective teacher. Richard Allington & Cunningham 1997.Richard Allington & Cunningham 1997.

59 percentile to 76 percentile with 59 percentile to 76 percentile with effective teachers.effective teachers.

60 percentile to 42 percentile with 60 percentile to 42 percentile with ineffective teachers. ineffective teachers.

32 point difference 32 point difference

National Institute of child Health National Institute of child Health and Human Development Early and Human Development Early Child Care Research Network Child Care Research Network

(2007)(2007) The typical child “stands only a 1 in The typical child “stands only a 1 in

14 chance of having a consistently 14 chance of having a consistently rich, supportive elementary school rich, supportive elementary school experience.”experience.”

Teachers are spending way too Teachers are spending way too much time on drill-and-kill much time on drill-and-kill activities. As a result, students are activities. As a result, students are not getting enough time developing not getting enough time developing deeper problem-solving and deeper problem-solving and reasoning skills.reasoning skills.

Study ContinuedStudy Continued

The typical teacher scored only 3.6 The typical teacher scored only 3.6 out of 7 points for “richness of out of 7 points for “richness of instructional methods” and 3.4 for instructional methods” and 3.4 for providing “evaluative feedback” to providing “evaluative feedback” to students on their work.students on their work.

More Disturbing FactsMore Disturbing Facts

One of three high school students in the U.S. One of three high school students in the U.S. drops out of schooldrops out of school

50 percent of Latinos and African-Americans 50 percent of Latinos and African-Americans will not graduatewill not graduate

55 percent of people who read at a “below 55 percent of people who read at a “below basic” level are unemployed.basic” level are unemployed.

Half of the adults in this country do not read Half of the adults in this country do not read either to themselves or to their children.either to themselves or to their children.

To Read or Not to Read (2007)To Read or Not to Read (2007)

What Can We Do?What Can We Do?

Discover your purpose for teaching!Discover your purpose for teaching!

Make it your passion!Make it your passion!

If you have a passion, you will teach with a If you have a passion, you will teach with a sense of urgency!sense of urgency!

To keep the passion alive, be involved in To keep the passion alive, be involved in continuous professional development with continuous professional development with your colleagues!your colleagues!

Celebrate your life!Celebrate your life!

Youtube: The Last Youtube: The Last LectureLecture

Dr. Randy PauschDr. Randy Pausch

http://www.youtube.com/watch?http://www.youtube.com/watch?v=R9ya9BXClRwv=R9ya9BXClRw

Literacy Specialist RoleLiteracy Specialist Role Focus of Visits Focus of Visits (focus of visits on one side and (focus of visits on one side and

dates on the other side handout)dates on the other side handout) Professional Development – We are in the process Professional Development – We are in the process

of planning this and it will be offered monthly. of planning this and it will be offered monthly. More information to follow. There will also be More information to follow. There will also be videos you can watch, professional titles/chapters, videos you can watch, professional titles/chapters, etc. etc. (Back of Getting to Know You sheet/1 point (Back of Getting to Know You sheet/1 point per hour/write ideas for professional per hour/write ideas for professional development.)development.)

Grade Level Planning – When I am at your school, I Grade Level Planning – When I am at your school, I will be meeting with you as a group during your will be meeting with you as a group during your planning time. Put the dates in your planner so as planning time. Put the dates in your planner so as to not schedule any parent-teacher conferences or to not schedule any parent-teacher conferences or other meetings during that time.other meetings during that time.– I will email you ahead of time reminding you of our day I will email you ahead of time reminding you of our day

together. Please email me ahead of time any questions together. Please email me ahead of time any questions you may have that we can discuss that day.you may have that we can discuss that day.

– There will be a focus tied to each grade level planning There will be a focus tied to each grade level planning that we will be discussing. that we will be discussing.

Core Support – Pacing Guides, Resources, and Core Support – Pacing Guides, Resources, and district’s focus: Collaborative Planning and district’s focus: Collaborative Planning and Common AssessmentsCommon Assessments

Literacy Specialist Role Literacy Specialist Role cont.cont. Resources – website with specific information for each grade Resources – website with specific information for each grade

levellevel– http://lexington1literacy.wikispaces.comhttp://lexington1literacy.wikispaces.com

Data Analysis – problem solve with your Dominie dataData Analysis – problem solve with your Dominie data Observations – I’ll be visiting every classroom while I’m at Observations – I’ll be visiting every classroom while I’m at

your school. I’ll also have a flip phone to video lessons to your school. I’ll also have a flip phone to video lessons to share with others. While I’m at your school, I’ll be looking share with others. While I’m at your school, I’ll be looking for evidence that our focus topics are happening. I want to for evidence that our focus topics are happening. I want to highlight good things that are going on and to see core highlight good things that are going on and to see core implementation. I will email you ahead of time the implementation. I will email you ahead of time the observation tool for that focus. observation tool for that focus.

Coaching in the Classroom – Coaching classrooms are Coaching in the Classroom – Coaching classrooms are available to go to observe practices being implemented. available to go to observe practices being implemented. There will be a 2There will be a 2ndnd grade, 4 grade, 4thth grade and 5 grade and 5thth grade classroom grade classroom as coaching classrooms. If you would like to see one of as coaching classrooms. If you would like to see one of them you may make a request to your principal. them you may make a request to your principal.

Quarter 1 RotationsQuarter 1 Rotations

Just through the 1Just through the 1stst Nine Nine WeeksWeeks

See handout for the datesSee handout for the datesPlease do not schedule Please do not schedule

conferences on these dates.conferences on these dates.PES: Sept. 8, Sept. 28, Oct. PES: Sept. 8, Sept. 28, Oct.

1515

New LCFNew LCF Due to budgets, we will not be getting new folders; Due to budgets, we will not be getting new folders;

however, the criteria for the information that is to be in the however, the criteria for the information that is to be in the folders needed to be updated. This is why you just have folders needed to be updated. This is why you just have one cardstock copy. You can staple copies of it on the front one cardstock copy. You can staple copies of it on the front of the old Literacy Collection folder. You HAVE to make of the old Literacy Collection folder. You HAVE to make copies of this new folder for each child to fill out and place copies of this new folder for each child to fill out and place in his/her folder. You can use old LC folders or even use in his/her folder. You can use old LC folders or even use regular manila folders. regular manila folders.

33rdrd grade requirements: grade requirements:Teacher:

Grade Three

Aug. – May

Aug. – May to Guide Instruction Informal running records with MSV in small group guided reading/reading conference records

Aug. & May (Benchmark running record using Dominie with MSV)Aug., Oct., Jan., & MayWriting 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 =11

LCF continued:LCF continued: At some of our grade level meetings, we will be At some of our grade level meetings, we will be

using our LCF for discussions.using our LCF for discussions. Dominie – Nancy Lind’s role/Dominie TrainerDominie – Nancy Lind’s role/Dominie Trainer

– Supervise the set-up and maintenance of kitsSupervise the set-up and maintenance of kits– Provide training Provide training – Monitor for completion of benchmarks Monitor for completion of benchmarks – Test overflow of students going to Tier IITest overflow of students going to Tier II– Testing Windows (Sept. 9-30)Testing Windows (Sept. 9-30)

Reading conference forms for grades 3-5. These Reading conference forms for grades 3-5. These will be emailed to you. These three are will be emailed to you. These three are suggestions for you. You may not like these suggestions for you. You may not like these forms; however, look at them for the information forms; however, look at them for the information they provide to help guide you during a they provide to help guide you during a conference. Reading conferences are not “what conference. Reading conferences are not “what are you reading, how is it going?”are you reading, how is it going?”

Reading ConferencesReading Conferences

Informal Reading Conference 1.docInformal Reading Conference 1.doc

Informal Reading Conference 2.docInformal Reading Conference 2.doc

Informal Reading Conference 3.docInformal Reading Conference 3.doc

Our ELA program is Our ELA program is standards standards driven.driven.

The core curriculum is based on the 2008 academic The core curriculum is based on the 2008 academic standards for ELA. standards for ELA.

Our core instructional model is balanced literacy and Our core instructional model is balanced literacy and differentiated instruction. differentiated instruction.

Our core materials for the district are: Our core materials for the district are: – the adopted texts: Rigby Literacy (K-2) and the adopted texts: Rigby Literacy (K-2) and

Houghton Mifflin Reading (3-5) Houghton Mifflin Reading (3-5) – leveled texts leveled texts – trade bookstrade books– Units of Study Units of Study – Riverdeep ReadingRiverdeep Reading– Adopted materials are to be supplemented (NOT Adopted materials are to be supplemented (NOT

supplanted) by the other core materials.supplanted) by the other core materials.

Definition of CoreDefinition of Core

Pacing GuidesPacing Guides Common Assessments = This is a district focus Common Assessments = This is a district focus

for the year. Training will be provided by the for the year. Training will be provided by the district on the Oct. 19 in-service day.district on the Oct. 19 in-service day.

Pacing Guides were designed to keep your team Pacing Guides were designed to keep your team focused on the indicators so that you can create focused on the indicators so that you can create and give common assessments. Follow the and give common assessments. Follow the pacing guides.pacing guides.

Note at the top of the Pacing Guide: The Note at the top of the Pacing Guide: The following indicators should be introduced to following indicators should be introduced to students during the first nine weeks. Teachers students during the first nine weeks. Teachers are expected to continuously address the stated are expected to continuously address the stated indicators throughout the remainder of the school indicators throughout the remainder of the school year. year.

We will be having focus groups before the end of We will be having focus groups before the end of this year. Make notes about the pacing guides this year. Make notes about the pacing guides throughout the year for feedback.throughout the year for feedback.

BreakBreak

Getting Started with Reading Getting Started with Reading Workshop… Workshop…

First you need to get your literacy First you need to get your literacy procedures, starting with independent procedures, starting with independent reading, in place before any reading, in place before any assessment begins.assessment begins.

Possibilities of Getting Started:Possibilities of Getting Started:– First 20 Days of Independent Reading First 20 Days of Independent Reading

(Fountas and Pinnell)(Fountas and Pinnell)– Daily 5 (Boushey and Moser)Daily 5 (Boushey and Moser)– Literacy Workstations (Debbie Diller)Literacy Workstations (Debbie Diller)

(These possibilities can be found on our literacy wiki-space (These possibilities can be found on our literacy wiki-space site. Feel free to look at other grades on the wiki-space site site. Feel free to look at other grades on the wiki-space site

too.)too.)

Getting Started with Writing Getting Started with Writing Workshop… Workshop…

The 4 writing samples for the LCF need to The 4 writing samples for the LCF need to be dated and scored. be dated and scored.

The rubric needs to be posted in the The rubric needs to be posted in the classroom for students to refer to. classroom for students to refer to. Students need to use the rubric and be Students need to use the rubric and be familiar with it as well. familiar with it as well.

Possibilities of Getting Started:Possibilities of Getting Started:– First 20 days of Writer’s Notebook (ppt. on our First 20 days of Writer’s Notebook (ppt. on our

literacy site)literacy site)– First 20 days of Independent Writing (Fountas First 20 days of Independent Writing (Fountas

and Pinnell; on literacy website)and Pinnell; on literacy website)

For each balanced literacy component, For each balanced literacy component, there’s an observation tool that we’ll be there’s an observation tool that we’ll be using. This will be sent to you ahead of time using. This will be sent to you ahead of time so that you’ll know what we’ll be looking for.so that you’ll know what we’ll be looking for.

Questions to consider when planningQuestions to consider when planning– What is your instructional purpose? What is your instructional purpose? – How did you determine your instructional How did you determine your instructional

purpose? purpose? – What did you observe in students that helped What did you observe in students that helped

you know your purpose was accomplished?you know your purpose was accomplished?

Observation ToolObservation Tool

Focus for 1Focus for 1stst Visit = Visit = Purposeful Read AloudsPurposeful Read Alouds

We’ll be looking for evidence of purposeful We’ll be looking for evidence of purposeful read alouds during our first visit. read alouds during our first visit.

Purposes can include:Purposes can include:– Building Community, Making Connections Building Community, Making Connections

The Relatives Came; ; If I Were in Charge of the WorldIf I Were in Charge of the World– Comprehension Strategies Comprehension Strategies

Infer: Infer: Where the Wild Things AreWhere the Wild Things Are; ; Annie and the Old Annie and the Old OneOne

– Building Bridges [Explicitly Teach] with the Building Bridges [Explicitly Teach] with the Reading and Writing Indicators Reading and Writing Indicators Organization: Organization: Snowflake BentleySnowflake Bentley; ; The Important BookThe Important Book

(Turn and talk to brainstorm what could be seen (Turn and talk to brainstorm what could be seen in your classroom even if you’re not doing a in your classroom even if you’re not doing a

read aloud when we’re visiting you.)read aloud when we’re visiting you.)

Observation Focus for my 1Observation Focus for my 1stst Visit: Purposeful Read AloudsVisit: Purposeful Read AloudsInstructional Strategies/Classroom Instructional Strategies/Classroom

ExpectationsExpectationsEvidenceEvidence

Activates prior knowledgeActivates prior knowledgeSets purpose for readingSets purpose for readingProvides model of fluent and Provides model of fluent and

expressive readingexpressive readingTeaches a focused ELA skill or Teaches a focused ELA skill or

strategystrategyModels comprehension strategiesModels comprehension strategiesDoes a Think AloudDoes a Think AloudEngages in questioning beyond recallEngages in questioning beyond recallEngages students in oral/written Engages students in oral/written

responseresponseStudents turn and talk/pair shareStudents turn and talk/pair share

Observation of Read AloudObservation of Read AloudAnchor ChartsAnchor ChartsAgendaAgendaDisplayed LiteratureDisplayed LiteratureConversations with StudentsConversations with StudentsHallway DisplaysHallway DisplaysSticky notes on books read aloudSticky notes on books read aloud

Make a goal for yourself based on the Evidence side of the observation tool to strive towards for read alouds.

Observation Focus for my 1Observation Focus for my 1stst Visit: Writing Rubric Use Visit: Writing Rubric Use

Make a goal for yourself based on the Evidence side of the observation tool to strive towards for writing rubric use.

Instructional Instructional Strategies/Classroom Strategies/Classroom ExpectationsExpectations

EvidenceEvidence

Introduce each domainShow exemplar papersModel writing in each domainUse rubric languagePeer scoringTeacher scoringSelf scoring

Rubric postedCollaborative meetingsStudent use of rubricIndividual rubrics for students to useConversations with studentsHear rubric language being usedLCF content (scored papers)

Debbie Miller says…Debbie Miller says…

““My wish for you can define your My wish for you can define your beliefs and align your practices to beliefs and align your practices to these beliefs: How do you go about these beliefs: How do you go about teaching kids something new? What teaching kids something new? What principles guide you? How do you principles guide you? How do you know if kids are getting it? What do know if kids are getting it? What do you do when they don’t?”you do when they don’t?”

““When getting done takes precedence over When getting done takes precedence over doing, when finishing becomes more doing, when finishing becomes more important than figuring out, we’ve lost important than figuring out, we’ve lost sight of why we became teachers in the sight of why we became teachers in the first place, we’ve lost sight of what we first place, we’ve lost sight of what we know to be true…we’ve forgotten that know to be true…we’ve forgotten that children learn by doingchildren learn by doing. And learning . And learning by doing takes time. I believe learning is by doing takes time. I believe learning is maximized when the lessons I design are maximized when the lessons I design are purposeful, interactive, and engaging with purposeful, interactive, and engaging with real-world applications.”real-world applications.”

Walkthetalk.comWalkthetalk.com

Nature of SuccessNature of Success

http://www.walkthetalk.com/pages/http://www.walkthetalk.com/pages/inspirational-movies.htminspirational-movies.htm

jebert@lexington1.netjebert@lexington1.net