Literacy: A Model for

Success

July 31, 2014Dr. Ann-Marie Trammell

BISD Learning Platform

What is the role of the Principal? Review and use data to make instructional decisions for campus

continuous improvement as designated in the individual Campus Improvement Plan

Review campus data to determine specific campus needs for professional development in the area of literacy

Ensure staff participation in district/campus professional development

Manage time and resource allocation to maximize learning in the area of ELAR (English Language Arts and Reading as defined by TEA)

Conduct regular walkthroughs to monitor the implementation of literacy instruction

Provide guidance regarding high-quality effective literacy instruction (including writing)

Roles and Responsibilities

What is the role of Teachers? Implement the BISD ELA Framework for Secondary Grades with fidelity Attend and actively participate in professional learning Participate in professional learning communities to design and deliver high

quality and effective literacy instruction based on state standards and district directives

Follow district curriculum guidelines Maintain an approach to literacy instruction which includes systematic explicit

instruction in reading, writing, listening and speaking, and research Maintain writing and reading portfolios and participate in conversation focused

on student work in these portfolios in professional learning communities and with students

Use ongoing assessment to design instruction to meet individual student needs including high quality instruction and reteaching

Use the continuous improvement process to provide students with timely feedback

Incorporate instructional best practices for reading and writing

Roles and Responsibilities

What is the role of the Students? Develop habits of mind to succeed in school, work and life Use critical thinking, self-assessment and reflection in

personal growth as a reader and a writer Participate in collaborative discussions about reading and

writing Engage in rich, relevant, and authentic reading and

writing experiences Collaborate, communicate and connect through the use of

technology where appropriate Chart personal progress and be able to select appropriate

strategies for self-improvement

Roles and Responsibilities

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?

What’s a model?

Workshop Model:

Minilesson

WorkTime

Debrief

Based on student needs (data) Sets the tone, expectations, goals Provides the demonstration and guided

practice Is not always “mini”

Mini Lesson

Must have a strong management system Students must be able to manage themselves

and their materials Remember how long a student can stay on task

(age +/- 2) Routines are a must/structure Tasks must have been taught, practiced, and

completed as a group before they can be done individuals

Consider grouping

Work Time

How do you group students?

Homogeneous Heterogeneous Partners Individual A mix of all

Grouping

Considerations:

Data Behavior Ability- should the highest be with the lowest

always? Language Models

Grouping

Start simple:

What did you learn? How did it go? What help do you need?

Debrief

Dependence Independence

To Learners With Learners By Learners

Demon-stration (teacher)

SharedDemonstration(teacher)

Guided Practice(Student and teacher)

Independent Practice(student)

• Initiates• models• Thinks

aloud• Shows

HOW

• Demos• Leads• Negotiates• Suggests• Explains• Responds• acknowledge

• Applies learning• Takes charge• Practices• Problem solves• Approximates• Self-corrects

• Initiates• Self monitors• Self directs• Applies learning• Problem solves• Confirms• Self evaluates• Participates with

meaning and purpose

Handover Responsibility

Dependence Independence

To Learners With Learners By Learners

Demon-stration (student)

SharedDemonstration(student)

Guided Practice(teacher)

Independent Practice(teacher)

• Listens• Observes• May

participate on a limited basis

• Listens• Interacts• Collaborates• Responds• Approximates• Participates

as best he or she can

• Scaffolds• Validates• Teaches as

necessary• Evaluates• Observes• Encourages• Clarifies

• Affirms• Assists as needed• Responds• Acknowledges• Evaluates• Sets goals

Handover Responsibility

Dependence Independence

To Learners With Learners By Learners

Demon-stration(instructional context)

SharedDemon-stration(instructional context)

Guided Practice(instructional context)

Independent Practice(instructional context)

• Reading and writing aloud

• Shared read aloud

• Direct/ explicit explanation

• Shared reading and writing

• Interactive reading

• Shared read aloud

• Guided reading• Reciprocal teaching• Literature

conversations• Partner

reading/writing

• Independent reading and writing

• Informal conferences

• Partner reading• Applied learning• Meaningful and

purposeful tasks

Handover Responsibility

Organization- classroom set up Materials access Roles and Responsibilities Planning- there has to be a plan for each cycle

of the workshop Planning- for independent and group work Routines and structure

How do we get it all in?

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

Expectations for instructional practice

What documents are there to help me? Where do I find them?

Let’s look at Forethought