1. District One Administrator Institute Elementary Literacy Session August 17, 2005

2. What’s New and Exciting for 2005-2006 Coaches receive training at September coach meeting Principals receive overview at District One Principal – Date TBD Coaches provide professional development for teachers on Modules 1 and 2 on two consecutive Banked Days in September or October Grade level planning session with coach and 2 nd grade teachers By May 2006, all K-5 teachers have received professional development in all 6 modules.

3. What’s New and Exciting for 2005-2006 District One Reading First Advisor to provide training 20 hours of training and 20 hours in-class practicum Occurs after working hours; not mandatory Provided in priority order to Special Ed Trainees, Reading First Schools, Title One Schools and all other schools $400 per person stipend payable upon completion of 40 hours

4. What’s New and Exciting for 2005-2006 Component of OCR 2002 program Resource to administrators and coaches in the OCR writing program Consider purchasing for teachers from supplemental school funds

5. What’s New and Exciting for 2005-2006 Twenty courses for OCR professional development, each revolving around video models of exemplary teaching by experienced teachers Previously provided to all Reading First and prior District A schools Copies for all non-Reading First, prior District C schools distributed today

6. Additional Resources Available 2005-2006 Skills Assessment Supplement, Grades 2- 5, Forms A & B, reproduced for schools and will be shipped shortly Classrooms Libraries for Title 1, K-3 classrooms and Reading First 4-5 classrooms should arrive at schools before August 31

7. SOAR Data Available for Planning Available online at the District One website (Instruction, Elementary Literacy): Kindergarten End Year (3 year comparison) Grades 1, final assessment (2 year comparison) Grades 2-5, Unit 5 Data (Year-to-Year Comparison, as available) End of Year Fluency (3 year comparison)

8. SOAR Data – Individual Student Reports Individual student reports are currently available on SOAR for the current year and the two prior years Double click on student’s name to access report

9. Kindergarten End of Year 2005-2006 Area of Need: Phonemes in Words (Phonemic Awareness) Coaches will receive ongoing training at coach meetings all year

10. End-of-Year Fluency 2005-2006 Slight growth from 2003-2004 to 2004- 2005 40-50% of our District One 5 th Grade Students leave our elementary schools below benchmark in fluency Coaches will receive ongoing training at coach meetings all year

11. Buy-Back Day Suggested Activities Analyze SOAR data for designated Basic, Below Basic and Far Below Basic students and develop systems for providing additional time (IWT/Workshop) and support for students to achieve grade level standards Preview Unit 1 Assessments Cognitively plan instruction for the first unit in collaborative grade level teams Cognitively plan the writing instruction for the first unit in collaborative grade level teams

12. Procedures for Planning Unit Writing: A Passport Opportunity Procedures for Planning Unit Writing: A Passport Opportunity Presented by Helen Kim and Joanne Cho

13. Purpose Build coherence within grade levels so expectations and outcomes are both rigorous and consistent Cognitively plan for optimal use of time and resources within the district adopted program-Open Court Reading

14. Example of All About Me Book in Room A

15. Example of All About Me Book from Room B

16. Example of All About Me Book From Room C

17. Example of All About Me Book From Room D

18. More Examples of All About Me From Room D

19. Example of All About Me Book from Room E

20. Example of All About Me Book From Room F

21. Example of All About Me From Room G

22. Guiding Questions Which genre will be taught? What are the elements of the genre? How will we build schema in order to prepare students for the unit writing assessment prompts? How many days will be devoted to each stage of the writing process? What skills will be focused on during Writing Seminar? What skills will be focused on during proofreading?

23. Step One Examine Unit Writing Assessment Prompt and Rubric for Details: Vocabulary Concepts Skills Elements of Genre Conventions

24. Example of a Brainstorm After Teachers Examine the Unit Assessment Writing Prompt

25. Step Two Examine OCR Pacing Plan and Master School Calendar. The purpose is to know the unit schedule and plan around upcoming events.

26. Example of Using a Calendar to Determine How Many Teaching Days are Available

27. Step Three Examine: –Gold/Teal Unit Overview Sections –Purple Exploration Management Sections and/or Red Supporting Student Explorations Sections –Examine Blue Writing Sections The purpose here is to prioritize and plan for the appropriate writing activity.

28. Step Four Determine which writing assignment will be explicitly taught and modeled through the writing process and which will be taught for exposure only.

29. Step Five Examine mini-lessons in Blue Integrating the Curriculum section. The purpose is to sequence those lessons within the unit so they are directly applied to the Writing Process.

30. Step Six Use calendars/lesson planners to map out the writing in the unit. Determine how many days the grade level will need to spend on each stage of the Writing Process.

31. Step Seven Discuss and share ideas for graphic organizers that are appropriate for the genre. Discuss and share ideas as to what the end product will look like and what tools each teacher will use (ie.: models and scaffolds).

32. Step Eight Teachers together create a sample for each stage of the Writing Process in order to be prepared to model the process. The purpose is for all teachers to have a base model that can be enhanced or scaffolded according to the needs of each class.

33. Teachers Can Model by Having Their Own Writing Folder

34. Models of a Brainstorm and Prewrite

35. Models of Effective Beginnings and Draft

36. Final Thoughts… Keep in mind this was written for a minimum 3-hour block of time. These steps should be followed for every unit. Steps 1, 2, 3, and even part of 8 can be done on teacher’s own planning time. However, Steps 4-8 require collaboration in grade level groups. Thus, teachers need to be given planning time.

37. What Should Be Evident in a Classroom During Writing Instruction Evidence of teacher modeling (charts) when teaching each phase of the Writing Process Graphic organizers (students & teacher) Students have writing folders (organized and with useful resources and tools included) Writing Seminar-norms, teacher modeling, students engaged in Stages of the Writing Process posted Elements of a particular genre charted

38. What Should Be Evident in a Classroom During Writing Instruction (cont’d) Criteria charts/Rubrics Feedback on paper that is relevant and useful, rather than just corrections in conventions Across grade levels, coherence should be evident in expectations and tasks Authentic student writing (all the papers should not look the same- During the Revision stage, students should not only have teacher’s red marks, but applications of the skills taught in the mini-lessons Sentence Lifting, not Daily Oral Language

39. Writing Process Chart

40. Examples of Writing Seminar Norms and Procedures