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Word Study: The Big Picture @ Your School

Word Study – The Big PictureOMG – It’s OG!

When taught with fidelity, the Orton-Gillingham method helps students develop strategies so that reading and writing are thinking activities rather than guessing games.

WCPSS has adopted the use of the Orton-Gillingham approach with our students. Let’s start reading!

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The Orton-Gillingham (OG) approach is language-based, multi-sensory, structured, sequential, cumulative and cognitive method that teaches students the basics of word formation.

Students learn to read and spell through visual, auditory and kinesthic activities.

How Are We Doing?Kindergarten Data

Source: 2013-2014 and 2014-2015 mCLASS

Kindergarten by Subgroup

Source: 2013-2014 mCLASS

First Grade Data

Source: 2013-2014 and 2014-2015 mCLASS

First Grade by Subgroup

0%10%20%30%40%50%60%70%80%90%

100%

NWF-CLS - BOY

NWF-CLS - EOY

NWF-WWR - BOY

NWF-WWR - EOY

Source: 2013-2014 mCLASS

Second Grade

Source: 2013-2014 and 2014-2015 mCLASS

Second Grade by Subgroup

Source: 2013-2014 and 2014-2015 mCLASS

Kindergarten – 2nd Grade

• Letterland Core Lessons (K-2 Classroom Teachers & SPED self-

contained)– Should occur as the word work mini-lesson

within the Daily Five/CAFÉ framework in K-2

• Letterland Intervention Strand (CCR & Intervention classrooms)– Based on assessment data, students receive

targeted support.

Fidelity Data

• 90 schools completed 532 Kindergarten Fidelity Checks

• 79 schools completed 507 Grade 1 Fidelity Checks

• 1039 Fidelity Checks submitted

You are doing an announced observation in a 1st grade classroom. Ms. First Grade Teacher is teaching the Letterland lesson but you have some questions about what she is doing. During the post-conference, the teacher says, “I don’t think I’m doing Letterland the correct way.”

What could you do?

You want to help your second grade team implement Letterland with fidelity. You notice that they are still struggling with the lesson and including all the components.

What could you do?

You are observing a Letterland Intervention Strand lesson in the CCR or intervention classroom. The teacher explains that she is doing the five step lesson plan. You want more information about how this lesson should be implemented to ensure that students are getting targeted instruction.

What could you do?

Intervention Strand Materials

2nd grade manual purchased only for intervention teachers

3rd – 5th Grade• Six Syllable Types Instruction

– Mini-lessons for each syllable type found on C-MAPP, 3-5 Word Work BB, and 3/4 Transition Class BB

• Recipe for Reading – 3-5 classrooms (use as a resource)

– SPED & Intervention (primary or supplemental instruction)

• Teacher’s Guide to Morphology - Found on C-MAPP, 3-5 Word Work BB

You are in the sixth 3-5 classroom of the day and you are noticing that it seems that everyone is teaching the prefix un- and re-. A close read of the Reading Foundation Standards does little to clarify.

Where could you find resources to support your teachers in identifying what should be taught?

So now that you know and have the tools…

We can all aim for the sky in our word work study!

Questions?

Save the Date!!!

Letterland Day at Pullen Park, Saturday, May 16, 2015

CMAPP

CommonPlanning

LookFors

PLTs

TeamTime

CMAPP

CommonPlanning

LookFors

PLTs

TeamTime

April 2014:Scheduling/Maximizing

Instructional Time

CMAPP

CommonPlanning

LookFors

PLTs

TeamTime

September 2014:

Look Fors & Ask Abouts

CMAPP

CommonPlanning

LookFors

PLTs

TeamTime

Nov. 2014IRT Meeting:

PLT Refresher

CMAPP

CommonPlanning

LookFors

PLTs

TeamTime

Oct/Dec 2014:

Maximizing CMAPP to Improve

Instruction

CMAPP

CommonPlanning

LookFors

PLTs

TeamTime

December 2014:

This month!

Benefits of Common Planning

• Increase consistency across the building• Positively impact school climate• Build teacher capacity through collaboration• Improve teaching practices• Enhance PLT conversations – consistent data

through the use of common assessments• Increase student achievement

Math Collaborative Planning

Common Planning

Common Planning

Additional Comments

• Vonda Martin– Principal, Walnut Creek Elementary

Additional Resources• Build Grade Level Planning Notebooks:

– Scope & Sequence– Pacing Guides– Unpacking Document– Planning Sheet & Guiding Questions– I Can Statements

• Link to video of FULL math collaborative planning session

• Support at Home: Math at a Glance for Parents– Posted to CMAPP….Coming to WCPSS Internet– English & Spanish Versions

• Case 21 Correlations & Targeted Areas of Focus

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Case 21 Correlations – Math 4th  

Cutoff LevelNumber Flagged

Percent Not Passing Math

EOG

Tetrachoric Correlation

Case 21 Qtr 1 3- 4,046 68% .86

  2+ 2,568 83% .87

  2 1,818 90% .87

  2- 1,263 94% .86

Case 21 Qtr 2 3- 4,239 69% .90

  2+ 2,961 82% .90

  2 2,323 88% .90

  2- 1,497 95% .89

Case 21 Qtr 3 3- 3,724 77% .92

  2+ 3,010 84% .91

  2 2,272 90% .90

  2- 1,614 94% .89

Case 21 Correlations

• Take a moment to review the files on the wiki.

• As an instructional leader, how can you use this information?

• What are some possible next steps for grade levels and/or teachers?

Case 21 – Areas of Focus

Refer to the Goal Summary Reports provided by DPI (posted on CMAPP OR available in QuickR) for the areas on which to focus at each grade level.

Case 21 – Areas of Focus

Quarter 1 Quarter 2 Quarter 3

Grade 3 • Addition & Subtraction

• Multiplication & Division

• Multiplication & Division

• Area & Perimeter

• Area & Perimeter

• Fractions

Grade 4 • Place Value• Addition &

Subtraction• Multiplication

• Division • Fractions

• Decimals (4th quarter)

Grade 5 • Multiplication & Division

• Decimal Place Value

• Decimal +/-

• Decimals x/÷ • Fractions• Fractions• Fractions

Breakout Sessions• 1400A- Using Big Universe to Support Literacy

With Your Students

• 1400B- Using Social Media to Communicate and Support Your School.. A Closer Look at Twitter

• 1410- Maximizing CMAPP to Improve Instruction

• 1409- Looking at iStation as a Tool to Increase Literacy Learning for Diverse Learners

If you do not remember the session you chose, please see a member of the elementary team.