Literacy at Runkle. A Presentation for our PTO May 9, 2017

Transcription

1 Literacy at Runkle A Presentation for our PTO May 9, 2017

2 Literacy Team at Runkle Jim Stoddard, Principal Donna Finnegan, Vice Principal Shoshana Jacobs, K-2 Literacy Coach Annie Connors, Literacy Specialist Amy Sweeney, Literacy Specialist Kristin Gray, 3-5 Literacy Coach, District Coach Ashley Haese, Kindergarten Teacher Hannah Cote, 3rd Grade Teacher Ania Bigda, 7-8 ELA Teacher Angela Galanopoulos, 6-8 Learning Center Teresa Gallo-Toth, Librarian

3 Today we would like to discuss... Literacy Collaborative Framework and components Reading and Writing in classrooms Independent Reading At Runkle At home In the future

4 What is Literacy Collaborative?

5 The Literacy Collaborative A Comprehensive, Whole School Literacy Model Which Includes... a school-university partnership (Lesley University) long-term, site-based professional development a school-based literacy coach a coherent, research-based instructional model books and materials a safety net of intervention (LLI) network affiliation, including annual professional development for the coach and administrators, updated materials, and program evaluation and feedback a school-based Literacy Leadership Team which monitors and evaluates program implementation

6 Some of the Literacy Collaborative Components a trained literacy coach instructional practices professiona l resources professional development assessment data

7 The Instructional Practices Are Embedded Within Three Literacy Blocks A Reading Workshop A Writing Workshop minutes minutes A Language / Word Study Block 30 minutes

8 What Does Reading Workshop Look Like in K-5? Mini-lesson (5-10 minutes) Anchor chart/visual Use of reader s notebook Independent Reading *just right books *practice the mini-lesson strategy Kindergarten minutes First Grade minutes Second Grade minutes Work Board (K-2) *managed independent learning *rotate through different literacy based activities at one s own pace *fades away in second grade to prepare students for the reader s workshop model in third grade Guided Reading/Book Groups *dynamic, based off of student s instructional reading level Group 1-20 minutes Group 2-20 minutes Group 3-20 minutes Share * 3-5 minutes *whole class comes together to reflect (what worked, what didn t) * share work *challenges of work board stations

9 What is a Work Board? Children rotate and work independently at academic literacy centers All tasks on the work board are explicitly taught the first 8 weeks of school to allow for independence

10 Reading Workshop in the Middle School (50-60 minutes) Booktalk (sometimes) Minilesson (5-10 min) Independent Reading Writing about Reading Conferring (35-50 min) Guided Reading Book Clubs Group 1 (15-25 min) Group 1 (20-30 min) Group 2 (15-25 min) Group 2 (20-30 min) Group Share & Evaluation (5-10 min) whole group small group independent

11 What Does Writing Workshop Look Like in K-8? Mini-lesson (10-12 minutes) Anchor chart/visual Use of the Units of Study *narrative, opinion, informational, and poetry units of study Independent Writing Guided Writing Conferring Share *practice the mini-lesson strategy (if applicable) *work at own pace to complete a writing piece *dynamic, based off of individual students needs *may be an additional mini-lesson or interactive writing experience *teacher meets with students 1:1 to determine goals *what do you need to be working on as a writer? *allows for differentiation *3-5 students a day *5-7 minutes in length *teacher selects student (s) to share a piece of their writing or a finished piece *additional teaching opportunity

12 Independent Reading at Runkle Schoolwide focus Independent Reading (reading alone) vs. reading at an Independent Level Bridging the Too Hard and Too Easy home school connection Future collaborative work