1. Session 1 November 2010 Literacy Training

2. “Every Teacher is a Teacher of Reading” Read “The House” Highlight the important information (you have 3 minutes) Read the story again as if you are a ROBBER; once again highlight the important information Read the story again as if you are a REAL ESTATE AGENT; once again highlight the important information Setting the Purpose: “The House” * Purposeful learning requires setting a purpose for reading *

3. How are you a Teacher of Reading? Write your response on a post-it note (60 seconds) Write your response on a post-it note (60 seconds) Share your response with a neighbor (60 seconds each) Share your response with a neighbor (60 seconds each) Share YOUR response or YOUR NEIGHBORS response with the whole group Share YOUR response or YOUR NEIGHBORS response with the whole group Think-Pair-Share Cooperative learning activity Cooperative learning activity Use a post-it note because it is a small space Use a post-it note because it is a small space Allows you to share your response or someone else’s Allows you to share your response or someone else’s

4. Looking at the Data… Why do we need to analyze the data? Plan & pace accordingly Plan & pace accordingly Align & adjust instruction Align & adjust instruction Track and measure growth & improvement Track and measure growth & improvement Address individual student needs (differentiate instruction) Address individual student needs (differentiate instruction) Understand how to use goal summaries Understand how to use goal summaries Create assessments that are congruent with the EOC Create assessments that are congruent with the EOC

5. English I GOALPERCENTAGE ON THE TESTNUMER OF DAYS SPENT ON THE GOAL Goal 17.6%6 Goal 29.4%8 Goal 34.9%4 Goal 414.3%12 Goal 528.6%24 Goal 635.3%30 Composition35.7%30 Textual Analysis64.3%55 Total Days of Semester85

6. Caution in using Goal Summary Data A goal summary report provides only a general picture of the achievement for the group of students due to the varying difficulty of questions across objectives. Consider the variation in the number of students. Small numbers of students may not have data for all areas depending on the forms of the test given in the group. When looking at teacher goal summary reports, consider the types of students in that teacher’s class (example – teacher teaching AIG students vs. teacher teaching EC students). –Look for trends in the data

8. ACTIVITY: Analyzing a Goal Summary 1.How far away from the state average is the teacher on Goal 2? 2.What percentage of the test has questions from Goal 6? 3.Which goals needs more instructional emphasis? 4.After receiving this goal summary, what would be your next step.

9. The Basics of Reading 1.Content Vocabulary and Word Lists 2.Affixes (prefixes & suffixes) and Root Words 3.Organizing text (bold, italics, underlining, highlighting)

12. Grammar & Punctuation (Conventions of Writing) ACTIVITY: Using the English I sample item one, edit the text. Conventions Handout *These conventions are to be used in EVERY content area*

13. Reasons to Read Pleasure Pleasure Informational (ex. Newspapers, manuals, magazines, instructions, etc.) Informational (ex. Newspapers, manuals, magazines, instructions, etc.) Develop school based reading lists for each curriculum area Develop school based reading lists for each curriculum area SSR, DEAR, create classroom libraries SSR, DEAR, create classroom libraries Feedback – oral or written Feedback – oral or written Include in-class reading activities Include in-class reading activities

14. Strategies to Attain Meaning Context clues Context clues KWL KWL Highlighting Highlighting Word Splash Word Splash Notetaking Notetaking Outlining Outlining Underlining Underlining Story Impressions Story Impressions Mind Maps Mind Maps Graphic Organizers Graphic Organizers Anticipation Guide Anticipation Guide Post-It Notes Post-It Notes Foldables Foldables Frayer Model Frayer Model

15. ACTIVITY: Foldables Get in your content area group Get in your content area group Create a grammar foldable Create a grammar foldable 1.Fold the paper in half (hamburger) with the print showing 2.Fold the edge of one side over to touch the solid fold line 3.Crease and fold well. A column of print will be exposed. 4.Turn the paper over and repeat step 3 on the other side. A column of print will be exposed on bother sides. 5.Turn the paper over so no print is showing. Fold the right outer edge over to touch the middle fold line. 6.Fold the left outer edge over to touch the middle fold line. 7.Refold along the middle fold line to form an accordion with no print showing. Crease all fold lines well. Glue the accordion sections together on the side without print, leaving the two end sections unglued. 8.With the front and back sections of the paper out of the way, cut along the fold lines through the two middle folded sections

16. ACTIVITY: Foldables Get in your content area group Get in your content area group Create a grammar foldable Create a grammar foldable Each person plan a foldable for your content area that you can use this year. Each person plan a foldable for your content area that you can use this year. Share your foldable with the group Share your foldable with the group

17. Setting a Purpose for Reading Will the student be: Identifying the MAIN IDEA? Identifying the MAIN IDEA? PREDICTING OUTCOMES? PREDICTING OUTCOMES? Identifying CAUSE AND EFFECT? Identifying CAUSE AND EFFECT? Making INFERENCES? Making INFERENCES? SUMMARIZING? SUMMARIZING?

18. ACTIVITY: Reciprocal Reading Strategy Each person select a “role card” from the table to determine your purpose for reading Each person select a “role card” from the table to determine your purpose for reading Read the first paragraph of your selected text Read the first paragraph of your selected text The roles are as follows: The roles are as follows: Summarizer: Highlight key ideas of the first paragraph Summarizer: Highlight key ideas of the first paragraph Questioner: Pose question about the selection; identify unclear parts, puzzling information Questioner: Pose question about the selection; identify unclear parts, puzzling information Clarifier: Address confusing parts and attempt to answer the questions that were posed by the “Questioner” Clarifier: Address confusing parts and attempt to answer the questions that were posed by the “Questioner” Predictor: Offers guesses about what the rest of the text is Predictor: Offers guesses about what the rest of the text is Share your findings Share your findings Switch your role card to the right; read the next paragraph; and assume your new role; share your findings Switch your role card to the right; read the next paragraph; and assume your new role; share your findings

19. Assisting Struggling Readers NO Round Robin Reading (only one person engaged) NO Round Robin Reading (only one person engaged) Ear-to-Ear Paired Reading Ear-to-Ear Paired Reading Jigsaw Activity Jigsaw Activity Read Aloud- Think Aloud Read Aloud- Think Aloud

20. For Next Time… Think about reading struggles in your content area and school-wide HOW CAN WE HELP?