1. Secondary ELAR Instructional Priorities ILT SEPTEMBER 29, 2015

2. Priority 1: Increase Academic Vocabulary  Vocabulary is a cornerstone for all comprehension  Scores are inconsistent  It is a process:  “Understanding the processes of word formation will generate student learning about thousands of words that students will encounter in their instruction and independent reading.” (Templeton, 2004, p. 9)

3. Word Within a Word  Focuses on word parts  The plan: 5 stems a cycle for on level, 10 stems a cycle for PAP  The routine:  Day 1: introduction of stems  Day 2: memorization activity  Day 3: memorization activity  Day 4: application activity  Day 5: assessment (initially based on recall)

4. Logistics  3-5 minutes daily or every other day (a cycle can be 5 or 10 days as determined by the PLC)  Stems are repeated throughout cycles- it’s not a one and done  Consistency is key

5. Priority 2: Implementation of Workshop Minilesson Work Time Debrief

6. Key Components  Process Writing  Calibration  Reading both inside and outside of class  Two published pieces each six weeks  Portfolios (notebooks)  Independent reading  Use of rubrics (Lesson Plan)  50/50 split of fiction and non fiction

7. Community  Evidence of student work  Evidence of student learning  Celebrations

8. Biographies

12. What I like about me

16. Theme statements

17. Found poems

19. Celebrating Data

20. 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?

21. Priority 3: Close Reading  Close reading is an instructional routine in which students are guided in their understanding of complex texts (p. 1)  Brown & Kappes (2012) state “ Close reading of text involves an investigation of a short piece of text, with multiple readings done over multiple instructional lessons. Through text-based questions and discussion, students are guided to deeply analyze and appreciate various aspects of the text, such as attention to form, tone, imagery, and/or rhetorical devices; the significance of word choice and syntax; and the discovery of different levels of meaning as passages are read multiple times.”

22. Book Study

23. Necessary Features  Short but complex passages  Repeated readings  Annotation  Collaborative conversations about the text, including argumentation  Students have to be interacting with others in such a way as to facilitate one another’s understanding of the text.  Text Dependent Questions  Require that students provide evidence from the text as part of their response.  Questions are not recall- they focus on various aspects of the text, including structure, what it means, and what logical inferences can be drawn (Fisher and Frey, 2015, p. 5)

24. Phases of Close Reading  What does the text say?  How does the text work?  What does the text mean?  What does the text inspire you to do?

25. Things to Remember:  We need to thoughtfully and intentionally allow for problems to emerge  Students need to develop habits of mind including problem solving  To remove all or most problems or struggles removes the need for the students to use any reading and writing strategies we have taught them to use  Resolving problems builds stamina, persistence, and confidence (p. 11)  Select text that challenge students without overwhelming, but with an eye to growth over the course of the year (text should get harder as the year progresses)

26. Where we are now:  We have moved through two chapters: what close reading is and what does the text say  The process of annotation should be beginning- what and how  Continuing with book study October 9

27. High Expectations