Literacy Foundation for SWD Grooming a Para-professional Helpmate District Learning Day Location...
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Transcript of Literacy Foundation for SWD Grooming a Para-professional Helpmate District Learning Day Location...
Literacy Foundation for SWDGrooming a Para-professional
Helpmate
District Learning DayLocation goes here
Session time goes hereDate goes here
Norms
• Be present and engaged.• Be respectful of differences in perspective
while challenging each other productively and respectively.
• Monitor “air time.”• Make the most of the time we have.• Stay focused on students.
Objectives
• Participants will Know what their role is as it relates to Teachers successfully implementing the CLIP into their lessons.
• Participants will Understand what the Clip is and its goal for increased literacy.
• Participants will Be Able to Do/Assist with what the CLIP requires as a result of this presentation?
Context for presentation – Include the WHY and WHAT.
• Highlight any article, book, relevant research, or data to support your presentation
Most SCS students enter kindergarten below grade level in foundational skills and reading readiness
Fall 2014 data; Source: SCS Literacy Plan Needs Assessment Student Data Appendix
Letter Knowledge Phonemic Awareness Vocabulary
36% 40% 37%
20% 22% 19%
44% 38%44%
Beginning of kindergarten iStation scores
On grade level Slightly below grade level Significantly below grade level
Title of section 1 goes here, for example, “Lesson Modeling”
First section of presentation header goes here in the form of a question, for example, “What do we know about co-teaching in the inclusion setting?”
Comprehension Vocabulary Fluency
38% 33% 37%
22% 19%24%
41%49%
39%
Beginning of 3rd grade iStation scores
On grade level Slightly below grade level Significantly below grade level
The gap in reading foundations persists; most students enter 3rd grade without the fluency and vocabulary needed to support comprehension
Fall 2014 data; Source: SCS Literacy Plan Needs Assessment Student Data Appendix
Without strong literacy foundations, students who start behind remain behind
Source: SCS Literacy Plan Needs Assessment Student Data Appendix
3rd 4th 5th 6th 7th 8th English I English II English III0%
10%20%30%40%50%60%70%80%90%
100%
Percent of Students Proficient on 2014 TCAP
Shelby County Tennessee
PreK-3 Block and Instructional Design• Required time frame
– 50 minutes Reading PreK– 90 minutes Reading K-3– 30 minutes Writing K-3
• Grouping structures aligned to purpose
• Gradual release of responsibility: “I do, we do, they do, you do”
• Students actively involved
Reading ELA/Writing
Core (Grade-Level Instruction for All Students)
Whole Group
Explicit instruction on reading skills
and strategies; collaborative
reading of text
Modeled and shared writing;
modeling writing skills
Small Group
Homogeneous and
heterogeneous groupings;
practice and apply skills
Independent and group
writing; practice and apply skills
Whole Group Closure and assessment
Closure, assessment, sharing of
student work
4-5 Block and Instructional Design
• Required time frame– 90 minutes Reading– 30 minutes Writing
• Grouping structures aligned to purpose
• Gradual release of responsibility: “I do, we do, they do, you do”
• Students actively involved
Reading ELA/Writing
Core (Grade-Level Instruction for All Students)
Whole Group
Explicit instruction on skills and strategies;
collaborative reading of text
Explicit instruction on skills and strategies; sharing exemplars
Small Group
Homogeneous and heterogeneous
groupings; practice and apply skills
Engagement in the writing process;
practice and apply skills
Whole Group Closure and assessmentClosure, assessment,
sharing of student work
Literacy Stations
Fluency: Fluent reading (audible skills)
Vocabulary: Memorizing through recall/review
Whole Group: Skill Introduction (strategies as a group)
Small Group Instruction: One on one; struggling learners; Enrichment
Computer Based Instruction: RTI, Istation, Reading plus
Airtight Activity:MODELING
• Facilitator will demonstrate how stations should be used in the classroom.
• Model Whole Group- Small Group- Instruction
• Model class room lesson-”A Very Special Wish”
it was a glorious morning in alabama. he sun was shining through the trees. anthony couldn't wait to find his fishing pole and call his friend joshua to go fishing. they had a great time on these early morning fishing trips. hey took their dogs with them and the dogs would swim in the lake while they fished. it was so funny to watch those dogs paddle around the lake.
to Inform to Entertain to Persuade
katrina and her brother, john were playing with the water hose outside one day. john was hiding from katrina so she wouldn't squirt him with the water. The back door opened and katina pointed the water hose toward the door. It was Mom and she was dripping wet!
to Inform to Entertain to Persuade
“A Very Special Wish”
Objective: Students will demonstrate their knowledge of reading comprehension, themes, main ideas, and supporting details through the use of their audible senses.
Reflection:Application
• What was easiest for you?• What was most difficult?• What else do you need to learn/do
prior to applying to your classroom?
Reflection:MODELING
• What resonated with you?• What is similar to your current
practice?• What is different than your current
practice?• What are you going to change as a
result?
Revisit Objectives
• Participants will Know what their role is as it relates to Teachers successfully implementing the CLIP into their lessons.
• Participants will Understand what the Clip is and its goal for increased literacy.
• Participants will Be Able to Do/Assist with what the CLIP requires as a result of this presentation?
Reflection: One minute paper on post-it
• Jot down your “Take-Aways” • Consider what you need to know and be able to
do to successfully implement what you have learned in this session.– What is still unclear?– What professional development or additional
resources do you need?