july 31, 2014 dr. ann-marie trammell. bisd learning platform
TRANSCRIPT
Literacy: A Model for
Success
July 31, 2014Dr. Ann-Marie Trammell
BISD Learning Platform
What is the role of the Principal? Review and use data to make instructional decisions for campus
continuous improvement as designated in the individual Campus Improvement Plan
Review campus data to determine specific campus needs for professional development in the area of literacy
Ensure staff participation in district/campus professional development
Manage time and resource allocation to maximize learning in the area of ELAR (English Language Arts and Reading as defined by TEA)
Conduct regular walkthroughs to monitor the implementation of literacy instruction
Provide guidance regarding high-quality effective literacy instruction (including writing)
Roles and Responsibilities
What is the role of Teachers? Implement the BISD ELA Framework for Secondary Grades with fidelity Attend and actively participate in professional learning Participate in professional learning communities to design and deliver high
quality and effective literacy instruction based on state standards and district directives
Follow district curriculum guidelines Maintain an approach to literacy instruction which includes systematic explicit
instruction in reading, writing, listening and speaking, and research Maintain writing and reading portfolios and participate in conversation focused
on student work in these portfolios in professional learning communities and with students
Use ongoing assessment to design instruction to meet individual student needs including high quality instruction and reteaching
Use the continuous improvement process to provide students with timely feedback
Incorporate instructional best practices for reading and writing
Roles and Responsibilities
What is the role of the Students? Develop habits of mind to succeed in school, work and life Use critical thinking, self-assessment and reflection in
personal growth as a reader and a writer Participate in collaborative discussions about reading and
writing Engage in rich, relevant, and authentic reading and
writing experiences Collaborate, communicate and connect through the use of
technology where appropriate Chart personal progress and be able to select appropriate
strategies for self-improvement
Roles and Responsibilities
Workshop
What Does a BISD Abydos Literacy Classroom Look Like?
Teachers Studentsfoster a love-of-language through discussion
and interaction with mentor textsread and write daily in class
teach grammar through writing process and not in isolation
choose their own writing topics whenever possible
proudly display student writing on classroom and hallway walls
help develop grading rubrics for writing and reading projects
read and write with students and share own reading and writing with students
conference with teacher often about reading and writing
use consistent and common high-level academic vocabulary across grade levels
share writing with peers in class and through publication
evaluate and asses student writing progress through portfolios
read and write outside of class
teach writing with an emphasis on process not product
explore many different authentic reading and writing genres
differentiate writing instruction by product, process, and content
discuss reading and writing choices often in class
implement Abydos strategies (ie. ratiocination, grouping, clocking, etc.) frequently
learn skills, techniques, and habits of effective reading and writing through meaningful and authentic
tasks
What does this look like in the classroom?
What’s a model?
Workshop Model:
Minilesson
WorkTime
Debrief
Based on student needs (data) Sets the tone, expectations, goals Provides the demonstration and guided
practice Is not always “mini”
Mini Lesson
Must have a strong management system Students must be able to manage themselves
and their materials Remember how long a student can stay on task
(age +/- 2) Routines are a must/structure Tasks must have been taught, practiced, and
completed as a group before they can be done individuals
Consider grouping
Work Time
How do you group students?
Homogeneous Heterogeneous Partners Individual A mix of all
Grouping
Considerations:
Data Behavior Ability- should the highest be with the lowest
always? Language Models
Grouping
Start simple:
What did you learn? How did it go? What help do you need?
Debrief
Dependence Independence
To Learners With Learners By Learners
Demon-stration (teacher)
SharedDemonstration(teacher)
Guided Practice(Student and teacher)
Independent Practice(student)
• Initiates• models• Thinks
aloud• Shows
HOW
• Demos• Leads• Negotiates• Suggests• Explains• Responds• acknowledge
• Applies learning• Takes charge• Practices• Problem solves• Approximates• Self-corrects
• Initiates• Self monitors• Self directs• Applies learning• Problem solves• Confirms• Self evaluates• Participates with
meaning and purpose
Handover Responsibility
Dependence Independence
To Learners With Learners By Learners
Demon-stration (student)
SharedDemonstration(student)
Guided Practice(teacher)
Independent Practice(teacher)
• Listens• Observes• May
participate on a limited basis
• Listens• Interacts• Collaborates• Responds• Approximates• Participates
as best he or she can
• Scaffolds• Validates• Teaches as
necessary• Evaluates• Observes• Encourages• Clarifies
• Affirms• Assists as needed• Responds• Acknowledges• Evaluates• Sets goals
Handover Responsibility
Dependence Independence
To Learners With Learners By Learners
Demon-stration(instructional context)
SharedDemon-stration(instructional context)
Guided Practice(instructional context)
Independent Practice(instructional context)
• Reading and writing aloud
• Shared read aloud
• Direct/ explicit explanation
• Shared reading and writing
• Interactive reading
• Shared read aloud
• Guided reading• Reciprocal teaching• Literature
conversations• Partner
reading/writing
• Independent reading and writing
• Informal conferences
• Partner reading• Applied learning• Meaningful and
purposeful tasks
Handover Responsibility
Organization- classroom set up Materials access Roles and Responsibilities Planning- there has to be a plan for each cycle
of the workshop Planning- for independent and group work Routines and structure
How do we get it all in?
Independent reading outside of class Meet the academic requirement of the TEKS (grade level
requirement) Use holistic scoring (calibrate with both reading and
writing teachers) Daily writing (in both reading and writing) Use of process writing 2 pieces through the entire process each six weeks Portfolios 50/50 split of fiction and non fiction Student centered classrooms (Student talk, small groups
Expectations for instructional practice
What documents are there to help me? Where do I find them?
Let’s look at Forethought