Literacy Framework: A Model for

Success

July 29, 2015Dr. Ann-Marie Trammell

What’s the question that goes with this

answer?

To begin…

Reading Writing

Workshop

Review ELAR framework Review workshop model Review instructional expectations for ELAR Participate in holistic scoring Participate in planning for learning

Goals for today

BISD Learning Platform

Workshop

What Does a BISD Abydos Literacy Classroom Look Like?

Teachers Studentsfoster a love-of-language through discussion

and interaction with mentor textsread 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?

Review of the workshop:

Minilesson

WorkTime

Debrief

One key component…

Take a minute:

What do we know?

This is our process:

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?

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?

Holistic scoring

Rubric review Practice scoring/calibration Scoring of student papers

Holistic Scoring

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

“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