1. Staff Development August 21, 2013

2. Faces In The Curriculum Department- I hope that these are NOT the images that come to mind!

3. debbie.jones@birdvilleschools.net debbie.jones@birdvilleschools.net x5680

5. Why has a Literacy Framework been developed for BISD?

6. Consortium on Reading Excellence “Designing, implementing and sustaining an effective reading program is everybody's business. It requires well-designed and ongoing professional development to equip educators with the knowledge base they need for effective reading instruction; it requires the selection of appropriate tools that are tightly linked to the research, and, finally, it requires support systems initiated by the local leadership to ensure smooth implementations and enduring effects.”

7. What is Tier One Instruction? Turn and Talk

8. BISD Headlines  Today, the Texas Education Agency announced the 2013 district and school ratings under the new State of Texas Assessment of Academic Readiness (STAAR) tests. Birdville ISD and all 31 district campuses “met standard.” This is the highest rating possible this year.  “I am proud that the district and every campus ‘met standard’ under the state’s new and more rigorous testing system,” Superintendent Darrell Brown said. “This is a reflection of the hard work of the students and staff this past year. Congratulations to the students, staff and community.”

9. Making Thinking Visible  Headlines  What Makes you Say That?

10. Making Thinking Visible Synthesizing and Organizing  Ask students to think about what they have been learning.  Say “Write a headline for this topic that captures the core ideas you want to remember.”  Students share their headlines and reasoning as appropriate for age of student.  Create a class collection of the headlines that document the groups’ thinking.

11. What are the non- negotiables?

12. What is Tier I Instruction?  How is it defined?  What is RtI?  Response-to-Intervention (RtI)

13. Tier I Instruction  Includes all students  Meets the needs of 80-85% of students  Provides high-quality, explicit, evidence- based instruction  Utilizes evidence-based structures and strategies Tier I 80-85%

15. 1 2 3 1 2 3 Recommended ISIP Grades K-8 January 2013 75% 20% 5% 47% 23% 30%

16. Continuous Improvement --basics  Monitoring processes and performance  Standardization of effective practice

17. What will the HEADLINES say for BISD in 2013- 2014?

18. BISD Literacy Framework

19. District Expectations-- Philosophy for Reading Instruction

20. Balanced Literacy

22. Gradual Release of Responsibility

23. What are the components of good reading instruction?

24. PLC  District Initiative  Where are you on the continuum?  Where is your campus in this journey?

25. What Makes You Say That?  STEPS:  Look for moments when students give explanations or offer opinions.  Push for elaboration and evidence by asking, “What makes you say that?”  Share the thinking.

26. Lesson 1 Instructional Unit 1 Common assessment Formative assessment (FA) Regroup/ Reteach Lesson 2Lesson 3Lesson 4 FA PLC Curriculum Planning for Learning model

27. Best Practices

28. What is the difference? DAILY 5 LITERACY WORK STATIONS  5 Rotation Stations: Read to Self; Read to Someone; Work on Writing; Listening; Word Work  Student Choice of Station  Premade Anchor Charts  Open responses in stations  Promotes one on one conferences  Unlimited Work Stations Poetry; Technology; Vocabulary; Drama; Genre Focus  Teacher Chooses Station Assignment  Anchor Charts made together  Specific station directions  Promotes Guided Reading

29. BLOCKS THE TEACHING/LEARNING STRUCTURE INSTRUCTIONAL DELIVERY COMPONENTS WORD WORK 15-20 minutes  Whole class instruction o Word work: phonemic awareness, phonics o Spelling Vocabulary Word Work: Teacher and students interact and manipulate word parts in order to identify words, increase fluency, and develop comprehension of words in context and out of context, content and academic vocabulary READING FOCUS LESSON Whole Group Instruction I Do 15-20 minutes  Whole group, partner or independent reading, guided reading, and literacy stations  Comprehension strategy instruction  Reading To Children o Read aloud o Reading demonstration o Interactive read aloud Reading Workshop: Whole group focus lesson followed by partner/independent reading and reading conferences.  Read To (Read Aloud)/ Read With (Shared Reading): Teacher and/or students read aloud in order to build background, develop vocabulary and literary concepts, and explore expository text structure.  Read With/Read By (Guided Reading): Using teacher-selected text, the teacher works with small, flexible groups of students to develop comprehension and fluency of increasingly difficult texts.  Read By (Independent Daily Reading): Students silently read books on independent levels and respond accordingly, depending on teacher directions.  Literacy Stations (to also include Science/Social Studies): Students work independently to practice skills. GUIDED READING Small Group Instruction/ Guided Practice Independent Practice Intervention We Do/ You Do 50-60 minutes  Reading With Children o Interactive read aloud o Shared reading o Guided reading o Reading Workshop o Reading conferences o Intervention  Reading By Children o Guided reading o Partner/independent reading o Reading Workshop o Literature circles  Literacy Stations o Authentic reading & writing practice o Independent work time o Intervention REFLECTION Whole Group 10 minutes (Whole class/individual/conferences) Reflection: Students reflect on their own learning by discussing how they applied a skill or process, sharing reading selections, or thinking about growth as readers. This may happen in whole group discussions, small groups, or through independent responses in reading journals. Reading Framework K-3

30. Literacy Academy-Region XI

31. Explicit Instruction  http://www.youtube.com/watch?v=6h4q- bok644 http://www.youtube.com/watch?v=6h4q- bok644

32. Taking The Mystery Out of Guided Reading

33. Writing Framework BLOCKS THE TEACHING/LEARNING STRUCTURE INSTRUCTIONAL DELIVERY COMPONENTS WRITING FOCUS LESSON Whole Group Instruction I Do 15-20 minutes  Whole group, partner or independent writing, shared writing, and writing stations  Specific skill or strategy instruction  Writing With Children o Writing-read aloud o Writing demonstration o Interactive write aloud Writing Workshop: Whole group focus lesson followed by partner/independent writing and writing conferences.  Write To (Write-Aloud)/ Write With (Shared Writing): Teacher and/or students write aloud in order to build background, develop writing structure to include revising and editing.  Write With/Write By (Guided Writing): Using teacher-selected text, the teacher works with small, flexible groups of students to develop structure, sentence, paragraph and content fluency of increasingly difficult written responses.  Write By (Independent Daily Writing): Students write on independent levels and respond accordingly, depending on teacher directions. Students develop and maintain a proofreading consciousness that reflects pride in the quality of their work.  Literacy/Writing Work Stations: Students work independently to maintain skills. INDEPENDENT WRITING Small Group Instruction/ Guided Practice Intervention We Do/ You Do 40-50 minutes  Writing With Children o Interactive write aloud o Shared writing o Guided writing o Writing workshop o Writing conferences o Intervention  Writing By Children o Guided writing o Partner/independent writing o Writing workshop o Partner Share-Pair Share  Literacy/Writing Work Stations o Authentic writing practice o Independent work time o Intervention REFLECTION Whole Group 5 minutes (Whole class/individual/conferences) Reflection: Students reflect on their own learning by discussing how they applied a skill or process, sharing writings elections, or thinking about growth as writer. This may happen in whole group discussions, small groups, or through independent written responses.

35. Ending Video Clip  http://www.youtube.com/watch?v=Tlp7UvLv qXI http://www.youtube.com/watch?v=Tlp7UvLv qXI

36. You must love this profession to meet the demands of this work.