4/2/09 1 Email: [email protected]; [email protected]; [email protected] Indian Creek Elementary Literacy Plan Presentation to include: • Explanation of process – Data collected – Analysis – Goals as a result – Professional development – Monitoring activities • Next steps! CIC Analysis Areas of Concern • Kindergarten— Low comprehension (TPRI) compared to Tejas Lee • First—Low comprehension and fluency (TPRI and Tejas Lee) • Second– Spelling and fluency low (TPRI and Tejas Lee) • Third– – Spelling and fluency low (TPRI and Tejas Lee) – Slight drop in bilingual reading (TAKS) – Math lower in bilingual (TAKS) • Fourth – low commended reading rate (TAKS) • Fifth— – Low commended reading rate (TAKS) – Bilingual science low (TAKS) CIC Root Causes • Kindergarten and First – Esperanza program is helping the bilingual classes maintain. The gap between grades in English and Spanish does not yet begin. • Second-Does spelling program work for TPRI spelling test? • Second-Vocabulary seems familiar but the reading tests are difficult. • Third-TPRI has a higher expectation for reading fluency. • Fourth – Does writing focus cause reading grades to slip at fourth grade? • Fourth – Bilingual results showed scores high in writing, lower in math and reading. • Fifth – Do students need to test in different language to be successful?4/2/09 2 CIC Solutions • Tutoring Accountability – someone monitoring what is happening during paid tutoring sessions. • Committees – collecting work samples each week or month to insure instruction. – Examples: Writing samples, reading process, science notes CIC Solutions (cont.) • Put required activities and lessons on-line. • Evaluating our curriculum and staffing choices-Character Ed, Coaches, Library, Science lab. • Esparanza for K-2 bilingual • Intervention for all primary classes • TPRI intervention kits provided for each grade level. • Trainings and review.. reading process, writing, guided reading, workshop redeliveries • Take a critical look at Indian Creek’s Literacy Program Campus Improvement Committee • At this meeting CIC members were joined by other key members of the staff to give their input on the areas of concern, root causes and recommendations for solutions. • At this time it was decided that meetings would take place during the summer to define goals and refine solutions. ICE Literacy Framework • Meeting the Literacy Goals of ICE • The students will develop a love for reading by understanding the purpose for reading and developing good reading habits inside and outside of school. • Students will be able to understand what they read through the use of higher order thinking and self monitoring. • Students’ vocabulary will grow. • Students will read fluently and with prosody. • Students will be able to decode unknown words through the use of phonics, sight words and phonemic awareness. • Students will see the connection between reading and writing.4/2/09 3 Part One Shared Reading Focus on Comprehension • Whole Group • Model Good Reading Practices • Think Alouds • Read Alouds • Explaining cognitive processes • Practicing reading skills • Resources Available Novels Rigby k-3 Basals k-5 Forde-Ferrier TAKS Comprehension 3-5 STARS Program TAKS Coach Big Books k-3 Reading A-Z k-4 Library Books INEGRATE • Writing • Vocabulary • Reading Processes • Genres Part One (Cont.) Shared Reading Before Reading – Title/Prediction, picture walks, vocabulary planting “setting the stages,” comprehension strategies, reviewing previously read material During Reading – “action” Choral reading, echo reading, shared reading, monitoring comprehension: discussions and strategy talks After Reading – “In action comprehension” (Metacognition) Teacher modeling, think aloud, B/D/A, self-monitor use of strategies, writing response journals, products, drawings, book reports, integration of technology to produce products, drama. Part 2 Guided Reading Focus on Comprehension • Small Group – Differentiated instruction in small flexible groups – BDA activities • Resources – Novels – Rigby k-3 – Basals k-5 – Big Books k-3 – Reading A-Z (k-4) – Library Books – McGraw Hill leveled readers k-5 INTEGRATE • Writing • Vocabulary • Reading Processes • Genres Part Three Self-Selected Reading (Fluency 95=100%) Teacher Modeling Monitoring Independent Student Practice Paired Reading Book Clubs Assessment Accelerated Reader Recorded Books BDA activities Resources • Rigby k-3 • Leveled Readers • Reading A-Z (k-4) • Library Books • Novels • Environmental Print • TPRI Progress monitoring materials k-3 INTEGRATE • Writing • Vocabulary • Reading Processes • Genres4/2/09 4 Part Four Word Study Spelling and Reading 1. Word Identification – Sight word recognition 2. Word Knowledge -decoding Resources Systematic Sequential Phonics Big Words for Big Kids Decodable books Alphachant (k) Esperanza (Binlingual k-2) Library Books Alfarrimas K – bilingual Words Their Way Stand Alone In context Assessment – phonics screener (English and Spanish) Words Their Way Spelling assessments (English and Spanish) Part Five Writing Teaching the Process Grammar, punctuation rules, conventions, etc. Genre Writing Resources Languag Arts Textbooks McGraw Hill writing resource Step Up to TAKS Forde-Ferrier materials Breaking the code writing compostions www.nwp.org (the National Writing Project) Intgrated Materials and Intervention Integrated Materials • Alphachant (k) • Alfarrimas (k) • Esperanza (k-2) • Forde Ferrier Content Vocabulary (4-5) Intervention Resources • Read Naturally • TPRI Intervention Kits • Assessment and interpretations Stakeholders • 1. Principal, Vice principal, Academic Coordinator • 2. ICE Literacy Committee • 3, Academic Coach and Master Reading Teacher • Teachers • Facilitators • Librarian • CIC • PTA • UTSA4/2/09 5 ICE Literacy Framework Stakeholder Roles • 1. Principal, Vice-principal and Academic Coordinator • Support framework implementation