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Faculty Meeting Update

Faculty Meeting Update. Tuesday, December 6, 2005 Fairlawn Elementary Community School. FCAT Writing+ Prompt Field Test. Wednesday, January 11, 2006 No Make Up Testing No Results Provided All of 4 th Grade. FCAT Writing+ 2006. Five Subscores Prompt Portion: Score of 0 to 6

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Faculty Meeting Update

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  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. Don’t “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 Writer’s Workshop • Human Sentence • Two-Sentence Smackdown

  7. Differentiated Instruction • The flexible instruction that is tailor-made for your students…it 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 easy…What would you do? • Everything you were asked to do was too difficult…What would you do? • Everything you were asked to do reinforced what you were learning and was at your instructional level…What 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 GLE’s

  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. 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

  12. Comprehension Fluency + - Decoding/Multiple Syllabic + - Phonics + - Letters/Sounds + - Phonemic Awareness

  13. 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

  14. 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.

  15. 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)

  16. Instructional Strategies - Vocabulary • Pronounce the word and have students repeat the word. • Provide a student-friendly definition by providing a definition in everyday language • Provide meaning information through instructional context. • Provide examples and non-examples.

  17. 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

  18. 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.

  19. Explicit Strategy Instruction: Comprehension • Explain what the strategy is • Explain its purpose Step 1

  20. 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.

  21. 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

  22. 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

  23. Comprehension Continued 14. Remind students to use the strategy while they continue to read texts across the curriculum. Step 5

  24. Teacher Think Alouds • Highlight them in your TM • Modeling is Crucial! • After modeling, allow quick practice

  25. 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

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

  27. Classroom Atmosphere • Student Writing • Books to Read • Projects from Theme Launch • Phonics Center Practice • Phonics Practice • Listening Centers

  28. 120 Minute Literacy Block • Whole Class Instruction • Teacher Led Small Groups • Partners or Small Groups (non-teacher led) • Independent Work

  29. Outside Site Visitations • Teams will be coming to visit and will be looking for: • Lesson plans • Student work folders • Student assessments • Overall Instruction

  30. 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

  31. Ongoing Visitation Tool • Organization • Instruction • Pre-planning • Clear Reading Behaviors • Pacing • Pacing Matches Suggested Times • Management

  32. Administrator’s Guide • Teacher Behaviors: • Coaches • Models • Assesses • Interacts • Stays on time • Prepares • Organizes • Student Behaviors • Engages • Interacts • Participates • Models

  33. Mathematics Update • Ms. Pardo

  34. African American Instruction • Ms. Davis

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