Faculty Meeting Update

1
Faculty Meeting Update

• Tuesday, December 6, 2005
• Fairlawn Elementary Community School

2
FCAT Writing Prompt Field Test

• Wednesday, January 11, 2006
• No Make Up Testing
• No Results Provided
• All of 4th Grade

3
FCAT Writing 2006

• Five Subscores
• Prompt Portion
• Score of 0 to 6
• Multiple-Choice Items
• Points correct out of points possible for
• Focus
• Organization
• Support
• Conventions
• One Whole Test Score
• The five subscores above will be converted to one
  score on a scale of 100-600

4
Implications for Instruction

• Expose students to a variety of writing plans.
• Teach writing as a process, stressing the
  revision and editing stages.
• It is better for students to revise one paper
  several times than to keep writing new papers.

5
Implications for Instruction

• Do not teach conventions in isolation. Dont
  drill and kill.
• Students should practice sentence combining.
• Students should be taught organizational patterns
  other than the 5-paragraph essay.

6
Writing Mechanically Inclined

• Building Grammar, Usage, and Style into Writers
  Workshop
• Human Sentence
• Two-Sentence Smackdown

7
Differentiated Instruction

• The flexible instruction that is tailor-made for
  your studentsit is at a level, intensity, and
  time period that coincides with students needs
• Proactively adjusting teaching and learning to
  meet students where they are to maximize growth

8
Why Differentiated Instruction?

• Imagine a classroom where
• Everything you were asked to do was too easyWhat
  would you do?
• Everything you were asked to do was too
  difficultWhat would you do?
• Everything you were asked to do reinforced what
  you were learning and was at your instructional
  levelWhat would you do?

9
Planning for Differentiated Instruction

• Teacher Led Centers
• Student Center Activites
• www.fcrr.org
• Crosswalk
• Sorted by Activity Number and Subcomponent
• Separated by Subcomponent, DIBELS Measure, and
  GLEs

10
Implementing Centers

• Centers
• Train students what to do during the center
• Train students what they have to do after the
  center
• Acceptable level of instructional noise

11
Monday Tuesday Wednesday Thursday Friday
Dolphins Session 1 TLC Skills Lesson Consonants and Short Vowels Fluency Center Choral Reading of Sight Words TLC Skills Lesson Blending Say It, Move It Word Center Letter Cube Blending TLC Guided Reading using decodable text to practice and apply skills
Dolphins Session 2 Word Center Letter Cube Blending TLC Skills Lesson Blending Say It, Move It Library Center Story Question Cube or Expository Fact Strip TLC Guided Reading using decodable text to practice and apply skills Fluency Center Choral Reading of Sight Words
Marlins Session 1 Fluency Center Choral Reading of Section 100 FRY Phrases Library Center Story Question Cube or Expository Fact Strip Word Center Vowel Closed Sort Long /o/ Short /o/ Library Center Story Question Cube or Expository Fact Strip Library Center Story Question Cube or Expository Fact Strip
Marlins Session 2 TLC skills lesson Short/long Vowel Patterns using Word Sorts Word Center Vowel Closed Sort Long /o/ Short /o/ TLC Guided Reading Skills focus on Short Vowel Patterns, Vocabulary, and Comprehension Fluency Center Choral Reading of Second 100 FRY Phrases TLC Guided Reading Skills focus on Short Vowel Patterns, Vocabulary, and Comprehension
Heat Session 1 Library Center Story Question Cube or Expository Fact Strip TLC Guided Reading Vocabulary and Comprehension Fluency Center Choral Reading of Third 100 FRY Phrases TLC Guided Reading Vocabulary and Comprehension Word Center Multi-syllabic Word Puzzles
Heat Session 2 Fluency Center Choral Reading of Third 100 FRY Phrases Library Center Story Question Cube or Expository Fact Strip Word Center Multi-syllabic Word Puzzles Library Center Story Question Cube or Expository Fact Strip Library Center Story Question Cube or Expository Fact Strip
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Text Types

• Wordless comprehension, print concept
• Pre-decodable high-frequency word recognition
• Predictable word recognition
• Decodable practice for applying phonics skill
• Controlled vocabulary Driven
• Leveled on level no control
• Authentic comprehension, prediction, vocabulary

13
Comprehension
Fluency - Decoding/Multiple
Syllabic - Phonics - Letters/Sounds
- Phonemic Awareness
14
Phonemic Awareness

• Ability to identify, think about, or manipulate
  the individual sounds in words
• Could be taught in the dark
• Poor PA at 4-6 yr is sign of reading difficulties

15

• Phonics
• Study and use of sound/spelling correspondences
  to help students identify written words
• Decoding
• The process of converting the printed word into
  its spoken form
• Fluency
• Reading words with no noticeable cognitive or
  mental effort. Mastered word recognition skills
  to the point of over-learning.

16
Vocabulary

• Listening, Speaking, Reading, and Writing
• Tier 1 Words rarely require instruction
  attention (baby, clock, happy, walk)
• Tier 2 Words instruction can add to language
  ability (coincidence, absurd)
• Tier 3 Words best learned when specific need
  arises (isotope, lathe, refinery)

17
Instructional Strategies - Vocabulary

1. Pronounce the word and have students repeat the
   word.
2. Provide a student-friendly definition by
   providing a definition in everyday language
3. Provide meaning information through instructional
   context.
4. Provide examples and non-examples.

18
Vocabulary - Continued

• 4. Engage students in dealing with word meanings
• Have you ever?
• Applause! Applause!
• Idea Completions
• 5. Pronounce word again and have students repeat

19
Comprehension

• Interactive and strategic process of constructing
  meaning from written text.
• Skilled reading does not involve use of a single
  potent strategy, but rather coordination of
  several strategies
• Main idea, relationships, summarize, etc.

20
Explicit Strategy Instruction Comprehension

1. Explain what the strategy is
2. Explain its purpose

Step 1
21
Comprehension Continued
Step 2

• 3. Demonstrate the strategy with the text, using
  the Think Aloud
• 4. Clarify that you are thinking aloud. Use a
  transition to explain that you are leaving the
  text to provide a Think Aloud.
• 5. Refrain from asking students questions about
  the strategy.
• 6. Provide additional models as needed during
  reading of a passage or selection.

22
Comprehension Continued

• 7. Work to define how and when to use the
  strategy.
• 8. Use the strategy name while guiding students.
• 9. Prompt students to use multiple strategies
  when appropriate.
• 10. Provide opportunities for active
  participation.
• 11. Remember to prompt students to use strategies
  every time they read.

Step 3
23
Comprehension Continued

• 12. Provide immediate feedback regarding correct
  and incorrect usage of strategy.
• 13. Step in and model where you see students
  struggle.

Step 4
24
Comprehension Continued

• 14. Remind students to use the strategy while
  they continue to read texts across the curriculum.

Step 5
25
Teacher Think Alouds

• Highlight them in your TM
• Modeling is Crucial!
• After modeling, allow quick practice

26
Houghton Mifflin Core Instruction

• Teachers Ed.
• Resources
• Alphafriends in Kg
• Sound Spelling Cards in Kg 1st
• Letter Word and Picture Cards in Kg 1st
• Instructional Transparencies or Charts in 1st
  2nd
• Instructional Transparencies in 3rd 5th
• Strategy Posters in 1st 5th
• Students reading from program
• Practice pages from program
• Other adults present using program

27
Fidelity

• Needed Components are in the HM Series
• 75 of students will be on level
• Prove it works!

28
Classroom Atmosphere

• Student Writing
• Books to Read
• Projects from Theme Launch
• Phonics Center Practice
• Phonics Practice
• Listening Centers

29
120 Minute Literacy Block

• Whole Class Instruction
• Teacher Led Small Groups
• Partners or Small Groups (non-teacher led)
• Independent Work

30
Outside Site Visitations

• Teams will be coming to visit and will be looking
  for
• Lesson plans
• Student work folders
• Student assessments
• Overall Instruction

31
Initial Visitation Tool

• Organization
• Materials
• Small Group Area
• Instruction
• Lesson Plans
• Student Responses
• Pacing
• Daily Intervention Lesson
• Begin at Scheduled Time
• Within five days of Pacing Calendar
• Management
• Independent Activities

32
Ongoing Visitation Tool

• Organization
• Instruction
• Pre-planning
• Clear Reading Behaviors
• Pacing
• Pacing Matches Suggested Times
• Management

33
Administrators Guide

• Teacher Behaviors
• Coaches
• Models
• Assesses
• Interacts
• Stays on time
• Prepares
• Organizes
• Student Behaviors
• Engages
• Interacts
• Participates
• Models

34
Mathematics Update

• Ms. Pardo

35
African American Instruction

• Ms. Davis