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

Do Now

• How well do you know your students?

• MI Test observation

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?

Closing

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?

District Contacts

• Place district contacts and website information here