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Secondary ELAR Instructional PrioritiesILT
SEPTEMBER 29, 2015
Priority 1: Increase Academic Vocabulary
Vocabulary is a cornerstone for all comprehension
Scores are inconsistent
It is a process: “Understanding the processes of word formation will generate
student learning about thousands of words that students will encounter in their instruction and independent reading.” (Templeton, 2004, p. 9)
Word Within a Word
Focuses on word parts
The plan: 5 stems a cycle for on level, 10 stems a cycle for PAP
The routine: Day 1: introduction of stems
Day 2: memorization activity
Day 3: memorization activity
Day 4: application activity
Day 5: assessment (initially based on recall)
Logistics
3-5 minutes daily or every other day (a cycle can be 5 or 10 days as determined by the PLC)
Stems are repeated throughout cycles- it’s not a one and done
Consistency is key
Priority 2:Implementation of Workshop
Minilesson
WorkTime
Debrief
Key Components
Process Writing
Calibration
Reading both inside and outside of class
Two published pieces each six weeks
Portfolios (notebooks)
Independent reading
Use of rubrics (Lesson Plan)
50/50 split of fiction and non fiction
Community
Evidence of student work
Evidence of student learning
Celebrations
Biographies
What I like about me
Theme statements
Found poems
Celebrating Data
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?
Priority 3:Close Reading
Close reading is an instructional routine in which students are guided in their understanding of complex texts (p. 1)
Brown & Kappes (2012) state “ Close reading of text involves an investigation of a short piece of text, with multiple readings done over multiple instructional lessons. Through text-based questions and discussion, students are guided to deeply analyze and appreciate various aspects of the text, such as attention to form, tone, imagery, and/or rhetorical devices; the significance of word choice and syntax; and the discovery of different levels of meaning as passages are read multiple times.”
Book Study
Necessary Features
Short but complex passages
Repeated readings
Annotation
Collaborative conversations about the text, including argumentation
Students have to be interacting with others in such a way as to facilitate one another’s understanding of the text.
Text Dependent Questions Require that students provide evidence from the text as part of their
response. Questions are not recall- they focus on various aspects of the text,
including structure, what it means, and what logical inferences can be drawn (Fisher and Frey, 2015, p. 5)
Phases of Close Reading
What does the text say?
How does the text work?
What does the text mean?
What does the text inspire you to do?
Things to Remember:
We need to thoughtfully and intentionally allow for problems to emerge
Students need to develop habits of mind including problem solving
To remove all or most problems or struggles removes the need for the students to use any reading and writing strategies we have taught them to use
Resolving problems builds stamina, persistence, and confidence (p. 11)
Select text that challenge students without overwhelming, but with an eye to growth over the course of the year (text should get harder as the year progresses)
Where we are now:
We have moved through two chapters: what close reading is and what does the text say
The process of annotation should be beginning- what and how
Continuing with book study October 9
High Expectations