1. July 29, 2015 Dr. Ann-Marie Trammell

2.   What’s the question that goes with this answer? To begin… Reading Writing Workshop

3.   Review ELAR framework  Review workshop model  Review instructional expectations for ELAR  Participate in holistic scoring  Participate in planning for learning Goals for today

4.  BISD Learning Platform

5.  Workshop

6.  What Does a BISD Abydos Literacy Classroom Look Like?What Does a BISD Abydos Literacy Classroom Look Like? Teachers Students foster a love-of-language through discussion and interaction with mentor texts read 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?

7.  Review of the workshop: Minilesson Work Time Debrief

8.  One key component…

9. 

10. 

11.  Take a minute:

12.  What do we know?

13.  This is our process:

14.   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) What does this mean in practice?

15.   Activities to view in the PLC:  Process of holistic scoring, including calibration  Discussion of common student errors and how to address them  Planning for reteaching of needed skills  Planning for acceleration based on formative assessment results  Planning for remediation  Discussion of the rigor of student tasks based on work samples  Use of TEKS to guide all discussions  Creation of common assessments  Sharing of student portfolios What does this look like in a PLC?

16.   Holistic scoring  Rubric review  Practice scoring/calibration  Scoring of student papers Holistic Scoring

17.   After school training twice a six weeks (optional)  Focusing on implementation and strengthening of best practice  Topics include implementation of grouping, conferencing, vocabulary, revision, close reading and more  First session is in Sept (date TBD) on implementing the use of grouping in the classroom Upcoming Training

18.   “Growth happens by trying things we haven’t tried before. By making mistakes and trying again. We try to solve problems through our speaking and writing. We try again. Our teaching happens when we push, guide, and teach our students how to do that.” - Linda Rief  “Writing is hard work. It is time-consuming. It is frightening. It is rewarding. It helps us pay attention to the world. Good writing lets writer and reader learn or think or feel something. Putting words on paper- or on the Internet- gives us voice- allows us to be hear. All the more reason to do it at every opportunity. And then to do it some more. - Linda Rief Our goal for all students