Literacy Update

2010 - 2011

Our objectives…

Student Achievement and College Readiness

Defined and Assigned Reading in every classroom

Structured Reading and Writing lessons in every course.

Integrate Core Content and Program of Studies into Reading and Writing Lessons.

State Law Compliance.

Literacy Portfolio

It is not the portfolio that students have done in the past. (Four polished pieces that are scored at the end of the year).

Now it includes Writing to Learn, Writing to Demonstrate Learning, and Writing for Publication

Writing to Learn

Refer to page 29 Student is his or her own audience. This writing helps the students understand and

process what the teacher has taught that day. Teachers are not grading for accuracy. Students should have a minimum of twelve Writing to

Learn activities at the end of each grading period. Students must maintain a table of contents for Writing

to Learn activities.

Writing to Demonstrate Learning

Refer to page 32 Teacher is the intended audience and it may be in

the form of an ORQ, short answer, or an essay response on a test.

This writing allows students to demonstrate their mastery of a concept.

This writing is graded for accurate content. Writing to Demonstrate Learning must occur at least

once each grading period. These pieces must be score.

This may be the common ORQ that is entered in CASCADE.

Writing for Publication

Refer to page 67 This was previously the “finished portfolio piece.” This requires an authentic audience (not the teacher)

and purpose. This allows students to apply their writing to a real-

world audience and purpose. This piece is graded using the Kentucky Scoring

Rubric for form and purpose. Non-English teachers should complete and score

ONE Writing for Publication piece by January 31, 2011.

Class Literacy Portfolio

Each teacher should maintain a literacy portfolio for each student.

The literacy portfolio must contain: Writing to Learn, Writing to Demonstrate Learning, Writing for Publication, and a Table of Contents for class reading assignments.

Students must upload all writing their JCPS student online account.

Teachers must send the entire literacy portfolio to English teachers by March 31st, 2011.

Reading Table of Contents

Refer to sample Table of Contents The purpose of a reading table of contents is

to record the reading assignments for each student.

While students do not have to record every reading assignment, they must record a minimum of five readings each grading period.

Reading Strategies

Our plan is to continue and offer a variety of reading strategies to the faculty over the course of the year.

The first step is the recording of assigned reading in the Reading Table of Contents.

Teaching the Textbook: explaining how the textbook for the course is organized.

Reading (continued)

In addition to textbook assignments, students should read the equivalent of one article per grading period.

The material must support the Core Content and Program of Studies.

Ninth and 10th grade reading should emphasize informational or persuasive texts whenever possible.

The supplemental reading may be distributed by the teacher or discovered by the students.

Curriculum Coordinator

Pam Sanders (office is located in College Room)

Mrs. Sanders will be meeting with departments on a regular basis.

Mrs. Sanders will also have office hours and can meet with teachers to help with the literacy portfolio.