work group presentation january 2014 statewide meeting
TRANSCRIPT
Work Group Presentation
January 2014Statewide Meeting
Current Literacy Work Group Members
We stand on the shoulders of our predecessors
HONOR
Past Literacy Work Group Members
Readin
g, W
riti
ng,
Speaki
ng, Li
stenin
g
Purpose
Access content
Process
Parallel Agenda
• use the Literacy QI’s to support and strengthen my work with teachers & administrators of students with disabilities regarding literacy practices for:
o assessmento developmento implementation o monitoring
• use this workshop as a tool to train staff
I Can…
Welcome & Purpose Historical Overview Create a Common Language
of EDI Accessing the Literacy QIs Organizing & Integrating
Agend
a
Question & Answer Process
Clarifying Question Informational Question
What?
4 Box Synectics
Why?
Activate & Engage
With your learning partner choose a
picture & complete this stem…
How?
Literacy is like a ______ because…
How?
Literacy
Systemic
SupportEarly Literacy
Adolescent Literacy Gr. 4-8
Specially Designed Intensive Instruction
Adolescent
Literacy Gr. 9-12
What?
Why?
To create a common language about EDI
“Say Something” Strategy
• Partners read silently and simultaneously each set of paragraphs, one set at a time
1 & 2, 35 & 36, 37 & 38, 39 &40
• When you and your partner are done reading each set of paragraphs “Say Something”
A Paraphrase A Key Idea A Connection A Question
• Continue to next section
How?
Using round robin, dialogue with your table group…
As a school improvement specialist, when using this article, what questions or prompts might you give teachers to assist them in considering their practice?
Debrief
What
How?
Scr
oll
an
d T
ext
Map
pin
g
What
Scr
oll
an
d T
ext
Map
pin
g
Why
HowModeling of Scroll and
Text Mapping the process using think
aloud
How• Tape your pages together to create a scroll• Map the following features in the text:
Pink – Indicator name Green – Underline the Key Questions Blue– Box the Component Yellow – Highlight unfamiliar terms (Tier 3
vocabulary words)• Draw a line from specific resources listed to the
corresponding Quality Indicator/Look For• Make annotated notes on your map, if you wish• Using your Quality Indicator Text Map, write the answers
to the prompts on the Quality Indicator Placemat
Using Literacy QI for Early Literacy Phonics
How• Tape your pages together to create a scroll• Map the following features in the text:
Pink – Indicator name Green – Underline the Key Questions Blue– Box the Component Yellow – Highlight unfamiliar terms (Tier 3
vocabulary words)• Draw a line from specific resources listed to the
corresponding Quality Indicator/Look For• Make annotated notes on your map, if you wish• Using your Quality Indicator Text Map, write the answers
to the prompts on the Quality Indicator Placemat
• In envelope B you will find 5 sections of the Literacy QIs
• Each set of partners takes 1 section
What are the steps?
How• Tape your pages together to create a scroll• Map the following features in the text:
Pink – Indicator name Green – Underline the Key Questions Blue– Box the Component Yellow – Highlight unfamiliar terms (Tier 3
vocabulary words)• Draw a line from specific resources listed to the
corresponding Quality Indicator/Look For• Make annotated notes on your map, if you wish• Using your Quality Indicator Text Map, write the answers
to the prompts on the Quality Indicator Placemat
What?
Jigsaw
Why?
Review the Literacy QIs
and share key ideas
How?Round robin share in 30 seconds or less the gist of ONE of the components you and your partner explored
& INTEGRATE
What?
Why?
Organize & Integrate
How?On your own complete the 4A’s worksheet• Agreements
What information and resources do the quality indicators provide?
• AspirationsWhat are your aspirations for using the Quality
Indicators?
• Alignments What might you have to do first in order to implement
your aspirations?
• Adjustments What support do you need? What next steps will you take?
What?
Why?
Commit to Application
On the envelope, write…
Your NameYour Region
How?
Think
Write
Pair - Share
In the next month, in order to implement your adjustments
What support do you need? What next steps will you take?
• Put your note to self in the envelope
• Designate someone at your table to bring the envelopes to the box at the door
How?
Systemic
SupportEarly Literacy
Adolescent Literacy Gr. 4-8
Specially Designed Intensive Instruction
Adolescent
Literacy Gr. 9-12
Severe
DisabilitiesPhonological Processing Disabilities
Autism
Spectrum
DisordersWriting Instruction
What input might you offer
to us as we move forward designing
the next Literacy QI’s?
Cherie
Kim
Arlene
PamSu
eKathleen