Lora Darden, Elementary Language Arts Coordinator

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AgendaHousekeeping

WikiTAKSTextbook Adoption

Feedback on ARRCSmall Group InstructionDiscussion GroupsTier 2 VocabularyWriting Camp (see notes)

Nonfiction Text (see notes)

HousekeepingWiki

Updates Page https://literacy-with-lora.wikispaces.com/

ApplicationsWorkshops

TAKSScoringTEA Information

Textbook AdoptionProcess

Share…

ResponsibilitiesTurn around information from today’s meeting

Work with campus administrators to find the right venue to share information

How long will you need?

Who can help?

How can you ensure equitable exposure?

http://www.youtube.com/watch?v=FSIkjNaICsg

ShockHappens even if you’ve planned

Feeling disconnected

Self-doubt

Lasts longer if changes are unwelcome

Disbelief/DenialPeople move on and carry on with every

day life

People “box off” this new area – they are aware of it, but put it aside while processing the implications

People usually pass through this stage after given time

People stuck here are not willing to change at this point

Self-doubtThis part is uncomfortable

People realized old attitudes/ways of being are not relevant

People feel in limbo until they develop new ways of being/teaching

Self-doubtDoubt creeps in as to whether the right

decisions have been made/about whether people are up to the task

People still experience this even when they begin to embrace the change and get excited about it

AcceptancePeople feel like they’re in the process of

scoring a home run and are able to face the future

Letting go of old ways is no longer a challenge

Finding new ways of being is invigorating and no longer feels like a bereavement process

Energy levels go up as confidence builds

ExperimentationPeople feel like they have lots of options

The world feels as if it has opened up a bit

There are times when they will sink back a bit

People need support sticking with a plan before they jump to a new track

Invigorating and disconcerting all at once

Searching for MeaningPeople spend time reflecting backward

People are able to look at the changes that have been made and acknowledge they are in a different place

People reconstruct the way they view themselves at this point

IntegrationPeople feel confident

People feel comfortable

They feel they belong and are capable of making the right decisions

www.melanieallen.co.uk

ARRCWork in partners

Review 1st & 2nd 9 weeks

Provide specific feedback – with a suggestion attached

It’s all about the conversation…

Figure 19

Testing Impact

Small Group Instruction

Discussion Groups

Teaching for Comprehending and Fluency: Thinking, Talking, and Writing about K-8

Fountas & Pinnell2006

Teaching VocabularyTier I – everyday words, typically

learned by living

Tier II – high level words, with easily definable meanings, used in children’s literature a great deal

Tier III – content specific words (nonfiction text)

Teaching Tier II VocabularyChoose words that are…

Easily definable

Can be used a great deal in every day conversation

Are out of the normal realm of a child’s every day language

Have strong examples in the text graphics

Tier IIChoose a book the class has already

heard/discussed

Choose 5 possible words & cull down to 3Vary greatly in meaningStrong examples come to mind quicklyIllustrate strong action/descriptionName a characteristic in a unique way

Storyline Online – Screen Actors Guildhttp://www.storylineonline.net/, Accessed on October 14,

2009

Write a short definition that is easily repeated

Think of concrete examples and non-examples & motions

Think of model sentences (starters)

http://www.wordcentral.com/cgi-bin/student?book=Student&va=panic, Accessed on October 24, 2009

Tier IIListen the 1st time to enjoy the story

The 2nd time we’ll look for words

Interesting, above natural language

Widely useable across a broad range of experiences

Easily definable

Tier IICopy the cover of the book

Write each word in large print on a sentence strip

Put your notes on the back of the card

When finished, hang words under copy of cover and post on wall in room

ProcedureSay the word several times (partner)

Say the definition several times (partner)

Show it in the book to cement the definition

Examples, Non-examples (signal, thumbs up/down, facial expression, hand motion)

Use it in sentences with partner

Choose words with high utilityploppedscorchingstruttingwanderedgapedslurpingfumblingclaspedhobbled

Which words areEasily definable?

High utility?

Vastly different?

Clear examples and non-examples?

Motion?

RoutineSay the word, show the word, students repeatGive the definition, students repeatTake students back into the book to see the word

in context and think about the pictureProvide other examples (contextual)Provide examples/non-examplesStudents turn and talk – word in contextStudents give examples aloud – provide

supportive modeling, if neededStudents define

faded

To lose color

satisfied

To make happy

panicked

To feel scared suddenly

Writing Camps…Developmentally appropriate practices

Too many cooks…

Positivist PsychologyEffort?Innate Giftedness?

Nonfiction TextGraphic Features

It seems so obvious…

Be overt – give students time to talk and problem solve

ResourcesCalkins, L. M. (2001). The art of teaching

reading. New York: Longman.

Fountas, I. C., & Pinnell, G. S. (2006). Teaching for comprehending and fluency. Portsmouth, NH: Heinemann.

November, A. (2008). Web literacy for educators.

Thousand Oaks, CA: Corwin Press.

Stead, T. (2006). Reality checks: Teaching reading comprehension with nonfiction k-5. Portland, ME: Stenhouse.