HOW TO CARRY OUT THE RECOMMENDATION



Humble Independent School District1943100321310English, Language Arts, and ReadingGrades K-12Literacy Plan2015-2017Proposed by Livia Callahan Deborah Perez Elementary ELAR Coordinator Secondary ELAR CoordinatorTable of ContentsExecutive Summary2Background2ELAR Belief Statements3Introduction to Plan3ELAR Belief Statements Overview4Belief Statement 14Belief Statement 2 7Belief Statement 39Belief Statement 4 11Belief Statement 514Belief Statement 616Belief Statement 718Belief Statement 822Belief Statement 924Humble ISD ELAR Action Plans25Elementary ELAR25Secondary ELAR28References31-57150-42948300Humble Independent School DistrictLiteracy Plan ProposalExecutive SummaryBackgroundHumble Independent School District is committed to providing students with a positive academic and affective learning experiences, a commitment clearly outlined the district’s mission statement:Our purpose, in partnership with families and community, is to develop each child intellectually, artistically, emotionally, physically, and socially so that all students are life-long learners, complex thinkers, responsible global citizens and effective communicators.The Humble ISD Board of Trustees has adopted five goals to achieve the mission of the district. These goals apply for the year 2014-2015, when this literacy plan was proposed. District Goal 1: Each student is on track to be college and career ready by graduation.District Goal 2: HISD learning communities will provide students with a safe and nurturing school environment.District Goal 3: HISD will attract, develop, and retain world-class educators committed to serving each student.District Goal 4: HISD will develop and promote positive internal and external relations through effective communication and the involvement of stakeholders.District Goal 5: HISD will support the district’s vision and mission through operations that are effective, efficient, and accountableThe English, Language Arts, and Reading Department in Curriculum and Instruction has, furthermore, outlined its goals and plans to help achieve the district goals and to ensure all students develop literacy and critical thinking skills that will help make them become life-long learners, complex thinkers, and effective communicators.A collaborative effort between Elementary and Secondary ELAR unveiled nine belief statements that serve as the research-based foundational concepts that drive the district’s work with curriculum, instruction, and professional growth. The Department is committed to sustaining student growth in all areas of English and Language Arts— reading, writing, listening, and speaking. The foundation of that ambitious goal is insurance that every student develop proficient literacy skills among all of our students. ELAR Belief StatementsBelief Statement 1: We believe in the gradual release model when teaching new/complex skillsBelief Statement 2: We believe that formal and informal formative assessments should guide instruction Belief Statement 3: We believe differentiation in the ELAR classroom helps address the literacy needs of all learnersBelief Statement 4: We believe that initial guided writing instruction leads to the implementation of writer's workshopBelief Statement 5: We focus on the elements of organization, idea development, and written language conventions within writing instructionBelief Statement 6: We believe in writing weekly, if not daily, as a way to help students process new information or showcase mastery of content and skillBelief Statement 7: We believe guided reading instruction helps prepare students for success in a reader's workshop environmentBelief Statement 8: We believe in specific genre studies that lead to multi-genre integration within reading and writingBelief Statement 9: We believe in the integration of reading and writingIntroduction to PlanBelief Statements Overview: This first section of this plan delineates the curriculum and instruction vision for Humble ISD ELAR Department. It provides an overview of each belief statement, outlining instructional practices that correspond with the belief statements. Each section, in addition, provides a brief description of district support and teacher resources which can aid in implementation of suggested strategies or can serve as further reading to build pedagogy in each area. Three-Year Action Plan: The second component of this plan includes a three-year action plan that maps out the district's steps to address the literacy needs of our students in Humble ISD. This action plan, additionally, depicts the correlation between the ELAR Belief Statements and steps so that a clear alignment of the work and the vision becomes evident. English, Language Arts and Reading Belief Statements OverviewBelief Statement 1We believe in the gradual release model when teaching new/complex skillsOverview: The gradual release of responsibility model is an instructional framework that proposes that a lesson move from direct teaching, to guided instruction, and then to independent student practice (Pearson & Gallagher, 1983). Also referred to as the “I do, We do, You do” model, this lesson cycle allows for the responsibility of learning and performing to be gradually placed on students with structured supports along the way, first through demonstration and then through guidance from the teacher or peers. Figure 1.1 illustrates the various components of the lesson, while denoting the degrees of and shifts in teacher and student responsibility.Figure 1.1 (Fisher & Frey, 2007)This instructional framework can be described as a continuum of learning and support (Figure 1.2) in which the task, the complexity of learning, and student’s need determine the level of support needed. Michael Graves and Bonnie Graves state that it is “through this process of gradually assuming more responsibility for their learning that students become competent, independent learners” (qtd in Fisher & Frey, 2007). Figure 1.2 (Pearson & Gallagher, 1983)The ELAR Department’s goal is that through the gradual release of responsibility, students are able to apply their new learning with little to no assistance from the teacher. Figure 1.3, furthermore, showcases the actions that can take place in the classroom during the varying components of the lesson. As Humble ISD teachers work to embed appropriate levels of rigor and relevance in instruction, this support system offers a scaffolding tool to guide students through higher level thinking and rigor. These explicit levels of support offered through the gradual release of responsibility model ensures that complex thinking and tasks can be experienced, practiced, and then independently achieved by all students. Figure 1.3 (Fisher & Frey, 2007)District Support: Available professional development within the ELAR department models the gradual release of responsibility framework so that teachers can experience and implement the process. The gradual release model also serves as the foundational element of balanced literacy among Elementary ELAR classrooms.Teacher Resources:Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility by Douglas Fisher and Nancy FreyScaffolded Writing Instruction by Douglas Fisher and Nancy FreyBelief Statement 2We believe that formal and informal formative assessments should guide instruction. Overview: Carol Ann Tomlinson argues that “informative assessment isn't an end in itself, but the beginning of better instruction” (Dodge, 2011, p. 4). The purpose of formative assessments is to monitor student learning by providing ongoing feedback that can be used by the classroom teacher to drive instruction and to improve learning for all students (Sadler, 1989). Formative assessment is the most powerful type of assessment for improving student understanding and performance and can be as informal as observing the learner's work or as formal as a written test. Unlike the summative assessment, which is used by the teacher to evaluate student learning at the end of a unit, formative assessment is ongoing and is used to help students identify their strengths and weaknesses while also providing important data for classroom teachers to address problems immediately with struggling students. Figure 2.1 provides examples that serve as standard formative assessment practices that can be utilized by Humble ISD ELAR teachers.Figure 2.1FORMATIVE ASSESSMENT EXAMPLESInformalFormalObservationsStudent Writing ConferencesStudent Reading ConferencesExit SlipsQuestioning and DiscussionsLearning LogsSummaries or Reflection WritingGraphic Organizers or Visual RepresentationsCollaborative ActivitiesEssaysShort AnswersPortfoliosQuizzesProjectsPresentation or SpeechIt is important to remember that when formative assessment data is used to plan the instructional needs of students, the “corrective instruction designed to help students must present concepts in new ways and engage students in different learning experiences that are more appropriate to them” (Dodge, 2009, p. 7). District Support: The implementation of performance indicators within the curriculum encourages teachers to embed formative assessments within instruction. The professional development offered within the ELAR Department also reinforces and models formative assessment instructional tools to be utilized in the classroom. Teacher Resources: Check for understanding strategies Instructional Strategies from PLC MenuStudent interactive response systems tools for formative assessments - Google FormsBook resourcesClassroom Assessment for Student Learning: Doing It Right - Using It Well by Chappuis, Stiggins, Chappuis, and ArterBelief Statement 3We believe differentiation in the ELAR classroom helps address the literacy needs of all learners.Overview: Differentiation occurs when instruction is intentionally designed to meet the diverse needs of all learners. Differentiated instruction provides an alternative to the “one size fits all” lesson cycle that may not consider the needs of students who may need additional support or enrichment experiences. John Hattie provides further clarification of differentiation when he argues that it "relates more to addressing students' different phases of learning from novice to capable to proficient rather than merely providing different activities to different (groups of) students” (qtd in Tomlinson & Moon, 2013, p. 1). A differentiated classroom will, thus, be evidenced by a variety of scaffolding techniques that help increase rigor and help produce an appropriate learning outcome for all students. Figure 3.1 is a concept map that demonstrates the varying elements of effective differentiated instruction. Within ELAR, teachers may differentiate in a variety of ways, including: strategically developing small groups where each group has a task that collectively addresses the appropriate skill-level; providing a variety of fictional and non-fictional pieces that encompass a range of reading levels and interests; providing student choice in learning venues (i.e., written text, audio, video when available and applicable); scaffolding the length and expectations of assignments; and offering student choice in a final product to illustrate mastery of a given concept. These suggestions help address components championed by Tomlinson & Moon (2013).As Humble ISD teachers continue to incorporate the components of the Collaborative Instructional Rounds (CIR) Rubrics to increase rigor, relevance, and learner engagement for all students, planning for the diverse needs of all learners becomes essential. Differentiated learning opportunities, therefore, provide an avenue in which all students’ needs can be met while achieving varying levels of rigor and relevance. District Support: Reading and Writing professional development offers examples of scaffolding or enrichment support to be implemented by teachers. Targeted SIOP trainings, GT trainings, and content differentiation professional learning opportunities are also offered. In addition, teachers are exposed to differentiated instructional tools to address the needs of learners within the Bilingual, ELS, Dyslexia, Read 180, or Reading Strategies classes.Figure 3.1 (Tomlinson & Moon, 2013, p. 2)Teacher Resources: Assessment and Student Success in the Differentiated Classroom by Carol Tomlinson and Tonya MoonMaking the Most of Small Groups Differentiation for All by Debbie DillerThe Differentiated Classroom by Carol TomlinsonTwenty Five Quick Formative Assessments for a Differentiated Classroom by Judith DodgeLead4Ward Instructional Strategies from PLC Menu Belief Statement 4We believe that initial guided writing instruction leads to the implementation of writer's workshop.Overview: The purpose of initial guided writing instruction is to give students an opportunity to observe and learn a specific, targeted writing skill that they can practice and incorporate into their own writing. As students progress in their writing journey, they will participate in writer’s workshop. Within the writer’s workshop, modeled lessons are delivered in the form of a mini lesson, or a short, direct lesson focused on a specific procedure or technique. In a writer’s workshop, students write independently and undergo the varying stages of the writing process on different pieces of writing at different rates while the teacher monitors progress and confers with students. Each component of the writer’s workshop is briefly outlined in Figure 4.1.Figure 4.15676900110490(Peha, 1995)4000020000(Peha, 1995)-12033259652000-2664460144780Figure 4.2 - The Writer’s Workshop Organizer00Figure 4.2 - The Writer’s Workshop Organizer District Support: Humble ISD ELAR Department emphasizes the implementation of writer’s workshop within curriculum documents, available district professional learning, team planning support, and instructional coaching feedback.Teacher Resources:Guiding Readers and Writers by Gay Su Pinnell and Irene C FountasEnhancing Writing Instruction by Bonnie Campbell Hill and Carrie EkeyWriting Workshop by Ralph Fletcher and JoAnn PortalupiCraft Lessons by Ralph Fletcher and JoAnn PortalupiThe Art of Teaching Writing by Lucy McCormick CalkinsIn the Middle by Nancy AtwellWrite Beside Them by Penny KittleTeaching Adolescent Writers by Kelly GallagherWrite Like This by Kelly GallagherBelief Statement 5Writing instruction focuses on the elements of organization, idea development, and written language conventions.Overview: Teachers are responsible for delivering direct, modeled writing instruction as part of the writer’s workshop. While the mini lessons can cover any aspect of the writing process, the skills of focus should be centered on the elements of organization, idea development, and language conventions. These skills can be taught individually or within a small group, whole group, or a student/teacher conference. These writing skills center around the rubrics used to measure the success of a STAAR Composition in grades 4, 7, 9, and 10. These skills are also supported in the Texas Essential Knowledge and Skills (TEKS) for each writing mode. Figure 5.1 denotes the elements of organization, idea development, and language conventions as they relate to the assessed writing modalities: personal narratives, expository essays, and the persuasive essay. Figure 5.1 (Humble ISD, 2015)Organization. Effective writers must be able to organize a written text in a manner consistent with the purpose, topic, and audience. The information in the writing must be fluent and easy for the reader to understand. Students will revise their drafts to ensure the sentences are coherent and irrelevant details are omitted. All the ideas of the piece must flow in a logical sequence.Idea Development. Students should be exploring the world around them as a source of ideas for their writing. It is important to notice events, people, and objects that could lead to a piece of writing. Teaching should encourage students to reflect on their experiences or real world events for ideas, as well as record their thoughts and observations. Exploration is vital in developing a purpose, finding and focusing on a topic, and fully developing their idea into a piece of writing. As illustrated in Figure 5.1, the ideas needed for each mode of writing vary per genre. Language Conventions. Writers should use standard spelling, punctuation, and grammar to ensure the message of the writing is not hidden from the reader. When teaching students appropriate editing techniques, it is important to focus on sentence fragments, punctuation, capitalization, and spelling. The goal should be to teach students that conventions can help them communicate their writing more clearly. However, students should not be so initially focused on conventions that they lose their creativity and flexibility as a writer. The TEKS additionally call for other forms of writing aside from the assessed writing modes. These include literary or imaginative stories, literary response essays, dramatic scripts, poetry, research synthesis papers, and argumentation essays. Within these genres, teachers should also focus on the salient characteristics within organization, idea development, and written conventions, as denoted by the standards. District Support: Revised curriculum documents emphasize the importance of writing modality skills which include organization, idea development, and written conventions. Additional support is provided within STAAR Writing professional development, online resources, and instructional coaching. Teacher Resources: Guiding Readers and Writers by Gay Su Pinnell and Irene C FountasCrunchtime by Gretchen BernabiEnhancing Writing Instruction by Bonnie Campbell Hill and Carrie EkeyCraft Lessons by Ralph Fletcher and JoAnn PortalupiThe Art of Teaching Writing by Lucy McCormick CalkinsTeaching Adolescent Writers by Kelly GallagherBelief Statement 6We believe in writing weekly, if not daily, as a way to help students process new information or showcase mastery of content and skill.Overview: Daily writing is as necessary as daily reading. It is difficult for inexperienced writers to conceptualize and finish a piece that is left unattended for days (Fountas & Pinnell, 2001). Students need the opportunity to build momentum and skill. To build writing fluency, students must develop a daily routine for writing, instead of experiencing a series of isolated assignments. The U.S. Department of Education offers suggestions about how often students should be writing in the classroom (Figure 6.1). Furthermore, it is imperative for students to receive feedback during writing conferences and sharing sessions while the writing is fresh in their mind. Figure 6.1HOW TO CARRY OUT THE RECOMMENDATIONThe panel recommends a minimum of one hour a day devoted to writing for students, beginning in 1st grade (For students in kindergarten, at least 30 minutes each day should be devoted to writing and developing writing skills.). The hour should include at least 30 minutes dedicated to teaching a variety of writing strategies, techniques, and skills appropriate to students' levels, as detailed in Recommendations 2, 3, and 4 of this guide. The remaining 30 minutes should be spent on writing practice, where students apply the skills they learned from writing-skills instruction.Time for writing practice can occur in the context of other content-area instruction. In science, for example, lab reports require detailed procedural writing and clear descriptions of observations. Students also can write in kindergarten, at least 30 minutes each day should be devoted to writing and developing writing skills. imaginary diary entries of people from the time period they are studying in social studies. Additionally, students can write before, during, and/or after reading, to articulate what they already know, what they want to know, and what they learned. When teachers integrate writing tasks with other content-area lessons, students may think more critically about the content-area material(Graham, 2012)Embedding daily writing assignments will not only support writing skills, but it also serves to document a student’s learning experiences. Writing as a formative assessment can demonstrate a student’s level of mastery of skills or content. Figure 6.2 documents a list of ways that teachers can easily embed writing activities in the classroom based on the intended purpose: to learn by writing or to demonstrate knowledge of concepts. Figure 6.2Writing to LearnWriting to Demonstrate KnowledgeWrite-Pair-ShareExit SlipJournal WritingDialectical JournalingMain Idea StatementsSummary WritingCornell NotesGraphic OrganizersLearning LogsQuick WritesProcess WritingExpository EssaysPersuasive WritingResearch PapersNarrative WritingPoetryResponse to ReadingShort Answer Writing (Humble ISD, 2015)District Support: Curriculum instructional framework demands writing skills be practiced every unit. In addition, writing across the curriculum efforts encourage writing in all content areas. Teacher Resources:Guiding Readers and Writers by Gay Su Pinnell and Irene C FountasEnhancing Writing Instruction by Bonnie Campbell Hill and Carrie EkeyWriting Workshop by Ralph Fletcher and JoAnn PortalupiCraft Lessons by Ralph Fletcher and JoAnn PortalupiThe Art of Teaching Writing by Lucy McCormick CalkinsWrite Like This by Kelly GallagherTwenty Five Quick Formative Assessments for a Differentiated Classroom by Judith DodgeBelief Statement 7We believe guided reading instruction helps prepare students for success in a reader’s workshop environment.Overview: As students’ progress through grades kindergarten through 12th grade, they experience a variety of reading needs and approaches to reading. Whereas students in elementary are learning to read and require a specific reading approach as it applies to balanced literacy, students in secondary ELAR classrooms undergo a close-reading experience when interacting with text which allows them to reflect, make connection, and think critically about their reading. Guided Reading Elementary Protocols. Students engage with texts in flexible small groups as the teacher provides explicit, differentiated instruction based on students’ individual needs as assessed from on-going data and evaluation collections. The teacher facilitates student learning through a gradual release model in which he/she supports reading increasingly more difficult text with accuracy, understanding, and fluency. The ultimate goal is for the student to monitor and adjust their own reading by implementing the use of multiple reading strategies as they learn to decode and comprehend texts (Clay, 1994). The common elements of guided reading instruction as well as strategies to implement are listed in Figure 7.1 and Figure 7.2 below.Figure 7.1Figure 7.2 (Burkins & Croft, 2010; Clay, 1994) Guided Reading Secondary Protocols.Within Secondary ELAR, students are exposed to close-reading strategies that allow them to think critically and meaningfully about the text. The reading process, therefore, demands that teachers expose students to before, during, and after-reading practices that help readers solidify and extend the thinking of the text. Before Reading. The teacher sets the purpose for reading as he/she asks the students to make predictions, discuss connections, and consider new or unknown vocabulary or ideas. Journal writing, anticipation guides, questioning strategies, or providing historical or cultural context for the reading help ensure before-reading activities have taken place. Beers (2003) defines the purpose of before-reading as more than just introducing text when she suggests the following purposes:Access their prior knowledgeInteract with portions of the text prior to readingPractice sequencing, find cause and effect relationships, draw comparisons, make inferences, and predictIdentify vocabulary that might be a problemConstruct meaning before they begin reading the text (Beers, 2003, p. 94)During Reading. The teachers guides students as they experience the text, asking questions, providing think alouds that showcase connections to background knowledge or other text, highlighting reading skills like literary elements and writing devices, and checking for comprehension. Beers (2003) suggests the following as the purposes for engaging in during-reading activities:Predict what will happen nextQuestion what they don't understand or what is confusing in the textMonitor their understanding of the textIdentify ways to fix up what has confused them in a textClarify what has confused themComment on the text or their understanding of the textConnect what they are reading to other texts or personal experiencesVisualize the text (Beers, 2003, p. 105)Text is read as a class, independently, in peers, or in groups. Students have a purpose for reading and are held accountable for learning taking place while reading. Suggested activities that accomplish this include a guided reading graphic organizer like text maps fishbone concept maps, dialectical journals, or Cornell notes. Provided study guides to gauge reading should emphasize particular elements of text that address skills relevant for the reading only. After Reading. The teacher provides an opportunity for students to process their reading and strengthen the intended skills within the reading. The teacher asks questions to check for comprehension and extend critical thinking. After-reading activities keep students engaged in the classroom while requiring them to revisit the text to support their conclusions about the text. After reading activities can include analytical essays, short-answer responses, reading projects, or RAFT writing activities.In Figure 7.3, Beers (2003) proposes strategies for each step of the reading process that help students truly interact with text:Figure 7.3Before ReadingDuring ReadingAfter ReadingAnticipation GuidesK-W-LProbable PassageTea Party Double-Entry Journals Logographic Cues - Marking TextBookmarksComparing-and-Contrasting Graphic OrganizersPost-it Notes - Marking TextCharacter Bulletin BoardsSyntax Surgery Somebody Wanted But So - Summary WritingRetellings - Reader’s TheaterText Reformation - Alternate EndingsIt Says-I Say - Making Inferences (Beers, 2003)District Support: The offered foundational courses for new teachers stress the importance of the reading process. In addition, the Humble ISD offers resources, online tools, and coaching in the area of reading instruction. Teacher Resources: Books by Debbie MillerMaking the Most of Small Groups Differentiation for All Reading With Meaning Books by Gay Su Pinnell and Irene C Fountas Guided Reading: Good First Teaching for All Children The Continuum of Literacy Learning Grades PreK-8, Behaviors and Understandings to Notice, Teach and Support The Continuum of Literacy Learning Grades K-2, A Guide to Teaching The Continuum Of Literacy Learning Grades 3-8, A Guide to Teaching Genre Prompting Guide for Nonfiction, Poetry and Test Taking Genre Prompting Guide for Fiction Books by Kylene BeersNotice & Note When Students Can’t Read: What Teachers Can Do Belief Statement 8We believe in specific genre studies that lead to multi-genre integration within reading and writingOverview: ELAR reading curriculum emphasizes the study of genres and their critical components, defined by the reading strands and reading student expectations. Students are encouraged to read a variety of authentic genres to solidify their understanding of the text, including its structure, purpose, language components, and devices that help the writer achieve his/her purpose. Through the progression of genre studies, students will be able to make comparisons across genres and analyze the effect on the ascertained similarities and differences. Humble ISD curriculum, furthermore, aligns genre studies with Figure 19 components in order to ensure alignment with the Reading State of Texas Assessment of Academic Readiness (STAAR) in grades 6 through 10. The following list comprises the essential genres to be studied in all ELAR classrooms. Literary Texts:Fiction – flash fiction, short stories, novellas, novels (including excerpts) with an emphasis on characters, plot, point of view, and literary/structural elementsPoetry – lyrical ballads, narrative, epics, prose poems, free verse with an emphasis on language and literary/structural elementsDrama – dramatic scripts, screenplays, plays (including excerpts) with an emphasis on dramatic structures that enhance the plot and literary elementsLiterary Nonfiction – autobiographies, personal essays, memoirs (including excerpts) with an emphasis on language, context, and literary/structural elementsEmbedded Media – photographs and visual graphics, embedded or paired with informational texts , with an emphasis on tone, purpose, and messageInformational Texts:Expository Texts – reports, biographies, newspaper and journal articles with an emphasis on message, structure, author’s purpose, and main ideas/summariesPersuasive Texts – editorials, articles, opposing view journals with an emphasis on position, types of evidence, structural elements, language, and main ideas/summariesProcedural Texts – charts, graphs, how-to’s with an emphasis on embedded informational graphics that enhance message of informational pieceEmbedded Media – photographs and visual graphics, embedded or paired with informational texts, with an emphasis on tone, purpose, and message Teacher Resources: Frayer Models for Genre Mastery and ComparisonsLead4Ward Genre BookmarksSecondary ELAR Protected Reading ListMentor Texts that coincide with genre: and Belief Statement 9Humble ISD ELAR believes in the integration of reading and writing.Overview: The integration of reading and writing ensures accelerated learning in both areas. As students explore texts and topics of interest when reading, they develop skills and content knowledge as well as experience an author’s style. This allows the students to model the writing process and present their experiences or research in an organized manner. Teachers should teach reading and writing through the use of mentor texts with the students as actively, engaged participants. Academic discussions should take place pertaining to both the craft of the written word (e.g., noting connections to other texts, noticing how an author used words to convey a message, etc) as well as the thought processes the students are having (what are connecting to, inferring, questioning, wondering etc). By connecting a student’s reading and writing experiences, they are provided with a wide range of tools to help them build models in order to recognize and reflect on the structure of a text and connections among words. Writing about LiteratureReading for Writer’s CraftRAFT Writing ActivitiesDialectical JournalsJournal ResponsesQuick-writesAnalytical Essays Short Answer ResponsesSummary WritingMentor Text ReadingAuthor’s Craft Analysis Strategies, such as TPCASTT, TWIST, SOAPSTone, DIDLS (Humble ISD, 2015)District Support:Curriculum Documents illustrates the integration between reading and writing. Support in team planning sessions emphasizes the need for reading and writing connections. Teacher Resources: Nonfiction Mentor Texts Teaching Informational Writing Through Children’s Literature by Lynne R. Dorfman and Rose CappelliMake It Real: Strategies for Success with Informational Texts by Linda HoytTeaching for Comprehension and Fluency: Thinking, Talking and Writing About Reading, K-8 by Irene C Fountas and Gay Su PinnellGuiding Readers and Writers: Teaching Comprehension, Genre and Content Literacy by Irene C Fountas and Gay Su Pinnell Humble ISD ELAR Action PlansElementary ELAR Action Plan: 2015-2017Belief StatementAction StepsYear 1(2014-2015)Year 2(2015-2016)Year 3(2016-2017)Persons ResponsibleEvidence of Implementation4, 5, 6, 7, 8, 9Curriculum Writing and Revisions that lead to curriculum implementationRoll out New Curriculum documents(2014-2015)New Curriculum Document ALT Training, Administrators, and New Teachers(August 2014)Video on Revised Documents (October 2014)Support with Team Planning using Curriculum Documents(2014-2015)Update/revise curriculum documents training with performance indicators and technology infusedContinue to provide update trainings and edit documents according to feedbackELAR DepartmentCurriculum WritersClassroom teachersLesson plansSTAAR dataObservationsFeedback5, 6Expository Writing Professional DevelopmentJanuary 2015Emphasis is placed on the writing process including audience analysis, topic selection, development, editing and revisionIntegrate Expository and Narrative Writing Professional Development Integrate Expository and Narrative Writing Professional Development ELAR DepartmentAcademic Lead Teachers and Classroom TeachersAssessment data, rubrics, calibrations sessions, classroom walk throughs, and writing artifactsSTAAR Scores5, 6Interactive WritingSharing of the pen between teacher and children.1/2015Direct and explicit instruction in phonology and word analysis. Teach students how written text works. Teach students the connections between what we write and read.7/27/20159/12/2015Direct and explicit instruction in phonology and word analysis. Teach students how written text works. Teach students the connections between what we write and read.7/28/20169/13/2016Direct and explicit instruction in phonology and word analysis. Teach students how written text works. Teach students the connections between what we write and read.ELAR DepartmentAcademic Lead TeachersSpelling inventory assessmentWriting samples9Testing as a GenreAnalyze the genuine underlying skills that students need in order to be able to perform well on comprehensive tests.2/2015This session will help teachers understand how to bridge test reading and strategy instruction. 1/2016This session will help teachers understand how to bridge test reading and strategy instruction. 1/21/17This session will help teachers understand how to bridge test reading and strategy instruction. ELAR DepartmentAcademic Lead TeachersSTAAR DataObservationsWalk Throughs3, 4, 5, 6Professional Development using the work of Ralph Fletcher to advance the Writer’s Workshop process in all classrooms.6/10/2015Kinder-Second Grade TeachersAssist teachers with setting up Writers Workshop routines, lessons, and writing timeSeptember 2015-2016 Follow-up sessions for primary(K-2) grade band as well as intermediate(3-5)Continue the work of implementing Writer’s WorkshopDr. Sheri Pentecost(Consultant) and the ELAR DepartmentTrend data gathered from walking classrooms (observable writing opportunities, writing process in action, written work, assessment data).3,4,5, 6Professional Development using the work of Ralph Fletcher to advance the Writer’s Workshop process in all classrooms.7/15/2015Third-Fifth Grade TeachersAssist teachers with setting up Writers Workshop routines, lessons, and writing timeSeptember 2015-2016 Follow-up sessions for primary(K-2) grade band as well as intermediate(3-5)Continue the work of implementing Writer’s WorkshopDr. Sheri Pentecost(Consultant) and the ELAR DepartmentTrend data gathered from walking classrooms(observable writing opportunities, writing process in action, written work, assessment data).2,3, 4, 5, 6Expository and Narrative Writing Professional Development. Emphasis is placed on the writing process including audience analysis, topic selection, thesis support and development, editing and revision.June 2014-June 2015Understand the “must haves” for the Expository and Narrative writing. Develop a central idea-elaborate supporting details to create depth.January 2015-16Understand the “must haves” for the Expository and Narrative writing. Develop a central idea-elaborate supporting details to create depth. January 2016-2017Understand the “must haves” for the Expository and Narrative writing. Develop a central idea-elaborate supporting details to create depth.ELAR DepartmentAcademic Lead Teachers and Classroom TeachersAssessment data, rubrics, calibrations sessions, classroom walk throughs, and writing artifacts1,3, 7, 8Foundations Level1 Guided Reading“live sessions” in Humble ISD classrooms.Sept 2014-April 2015Provided new teachers/new to the grade level teachers the opportunity to experience and observe a” live “session of guided reading practices in a classroom. March-April Walk the classrooms of those teachers who attended Level 1 Foundations to provide support, answer questions, offer resourcesSept 2015April 2016Provided new teachers/new to the grade level teachers the opportunity to experience and observe a” live “session of guided reading practices in a classroom. March-April Walk the classrooms of those teachers who attended Level 1 Foundations to provide support, answer questions, offer resourcesSept -April 2016-2017Provided new teachers/new to the grade level teachers the opportunity to experience and observe a” live “session of guided reading practices in a classroom. March-April Walk the classrooms of those teachers who attended Level 1 Foundations to provide support, answer questions, offer resourcesELAR DepartmentClassroom TeachersAcademic Lead TeachersRunning RecordsReading GroupsPlanning SessionsWalk throughs1,3, 7, and 8Foundations Level 2Guided Reading “live sessions” in Humble ISD classrooms.Upcoming for the 2015-16 School YearOct 2015Provide support and “live” experiences for any teacher who would like support.Oct 2016Provide support and “live” experiences for any teacher who would like support.ELAR DepartmentClassroom TeachersRunning RecordsReading GroupsPlanning SessionsObservations and Feedback from ”Live” sessions1, 3, 4, 5, and 6Support campuses with writing planning sessionsJanuary 2015September2015-16(ongoing sessions)provide additional resources and continue to support campuses in the area of writing.September2016-17(ongoing sessions)provide additional resources and continue to support campuses in the area of writing.ELAR DepartmentFacilitators and SpecialistsNotes from planning sessions. Classroom walk-throughs, writing artifacts6Writing Across the Curriculum EffortsContinue collaboration with Elementary Coordinators in the infusion of Writing Across the Curriculum (ongoing)Ensure connection with Writing Across the Curriculum in provided relevant professional development (ongoing)Ensure connection with Writing Across the Curriculum in provided relevant professional development (ongoing)Content CoordinatorsAcademic Lead TeachersProfessional DevelopmentProfessional Development GoalsWAC Efforts in Curriculum and/or provided PDSecondary ELAR Action Plan: 2015-2017Belief StatementAction StepsYear 1(2014-2015)Year 2(2015-2016)Year 3(2016-2017)Persons ResponsibleEvidence of Implementation4, 5, 6, 7, 8, 9Curriculum Writing and Revisions that lead to curriculum implementationRoll out of New Curriculum(2014-2015)New Curriculum Document ALT Training(August 2014)Webinar on Revised Documents October 2014Support with Team Planning using Curriculum Documents(2014-2015)Curriculum Revision and Technology Trainings (August 2015)Performance Indicator and Resource development (Summer 2015)Curriculum Writing for English IV and Electives (Fall 2015 and Spring/Summer 2016)Continue Revisions of Curriculum Documents after feedback and dataRoll out new Curriculum for English IV and English Elective Courses (August 2016)ELAR CoordinatorELAR FacilitatorCurriculum WritersAcademic Lead TeachersCompleted and Revised Curriculum DocumentsCoordinator, Facilitator, and ALT Walkthrough Data of Classroom Observations DBA and STAAR Scores1, 2, 3, 4, 5, 7New ELAR Teacher Training and SupportNew Writing Teacher Cohort - Writing calibration, professional development, classroom observations (November 2014)Cohort Classroom Observations of other grade level members with reflection and next steps (February 2014)New Teacher Cohort Job-Embedded Observation and Coaching (March 2015)New ELAR Teacher Foundations Cohort II - professional development on reading and writing approach and writing calibration (August 2015)Cohort I observations and online collaboration (September 2015)Cohort II - Classroom observations of grade-level teachers (October 2015)Cohort II - job-embedded observations and reflections (December 2015)Online collaboration and support of Cohort I and Cohort II - Book Study and Lesson Reflections (Online January-March 2016) New ELAR Teacher Foundations Cohort III - professional development on reading and writing approach and writing calibration (August 2016)Cohort I and II observations and online collaboration (September 2016)Cohort III - Classroom observations of grade-level teachers (October 2015)Cohort III - job-embedded observations and reflections (December 2015)Online collaboration and support of Cohort I - III - Book Study and Lesson Reflections (Online January-March 2017) ELAR CoordinatorLead New Teacher Cohort SupportELAR FacilitatorAcademic Lead TeachersNew ELAR Teacher Cohort membersMeeting AgendasWriting Calibration SetsVeteran teacher observation formsNew Teacher Observation LogsNew Teacher ELAR Webinars and Website Resources and Collaboration4, 5, 6, 9STAAR Writing Training and SupportExpository Training (October and November 2014)Expository Training with MS PLCs (December 2014)Grammar Matters Series (December 2014)Writer’s Workshop - Beyond the Basics - Title Campuses (January 2015)Writing Crunch Time Title 1 Conference - (February 2015)Expository Training - Beyond the Basics (June 2015)Persuasive Essay Basics (July 2015)Personal Narrative (August 2015)May the Fours be With you - Achieving 4s on STAAR (June 2015, Jan 2016)Revision Decisions (June 2015)Grammar Matters Series (July 2015)Expository Training - Beyond the Basics (June 2015)Persuasive Essay - Beyond the Basics (Summer 2016)Grammar Matters Series - Topics will vary depending on data and student needsELAR CoordinatorELAR FacilitatorAcademic Lead TeachersTeacher Session PresentersWriting ConsultantsEduphoria Sign-In SheetsSession surveysObservation and Walkthrough DataOnline Resources and Webinars7, 8, 9STAAR Reading Training and Supportlead4ward Figuring Out Figure 19 Volume 2 (November 2014)Short Answer Strategies and Support HS Teacher Training (January 2016)Short Answers Strategies- Moving Beyond ACES (July 2015)lead4ward Figuring Out Figure 19 Volume 2 (June 2015)Cooling the Hot Spots (Fall 2015)Figure 19 and Genre Studies Webinars (Before Bundles 2015-2016)Short Answer - Showing Deep Understanding of Texts (July 2016)Figure 19 and Genre Studies Additional Webinars (Before Bundles 2015-2016)ELAR CoordinatorELAR FacilitatorAcademic Lead TeachersTeacher Session PresentersReading ConsultantsEduphoria Sign-In SheetsSession surveysObservation and Walkthrough DataOnline Resources and Webinars1, 2, 3Instructional Strategies Training and SupportSecondary ELAR ALTs Meetings featuring High-yield StrategiesDifferentiation in the ELAR Classroom (August 2015)Differentiation Strategies within Reading and Writing: Webinars & PLCs (2015-2016)Additional Differentiation Session offered using Rigor, Relevance, and Learner Engagement Strategies (2016-2017)ELAR CoordinatorELAR FacilitatorAcademic Lead TeachersTeacher Session PresentersReading Consultants including ICLE Eduphoria Sign-In SheetsSession surveysObservation and Walkthrough Data with campus feedbackOnline Resources and Webinars1, 2, 3Provide Focus Standards Lesson Samplars based on Data and Teacher FeedbackInitial TEKS-based Reading Lessons provided on website for teacher reference and use (January 2015)Focus TEKS Lesson Samplars Writing (June 2015)Lesson Samplars Roll Out (Prior to Relevant Bundles 2015-2016)PLCs Lesson Design to Accommodate Rigor and Relevance (2015-2016)Continue building R&R Lesson Samplars based on needs, feedback, and dataVideo implementation of effective lessons to share with other teachers / campuses (2016-2017)ELAR CoordinatorELAR FacilitatorAcademic Lead TeachersTeacher Lesson Plan WritersLessons available on websitePLC training on lessons agenda and sign-in sheetsWebinarsOnline Videos of lessons1, 2, 3, 7, 8, 9Instructional Reading Best Practices Training and SupportSimple to Complex Inferences (July 2015)Simple to Complex Inferences (Fall 2015)Extending Complex Inferences (Spring 2016)Close-Reading Strategies that Work at the Secondary Level (Fall 2015)Simple to Complex Inferences (June 2016)Close-Reading Strategies that Work at the Secondary Level (Summer 2016)ELAR CoordinatorELAR FacilitatorAcademic Lead TeachersTeacher Session PresentersReading Consultants Book Study ForumsEduphoria Sign-In SheetsSession surveysObservation and Walkthrough Data with campus feedbackOnline Resources and Webinars1, 2, 3, 4, 5, 6Instructional Writing Best Practices Training and SupportImplementing Writer’s Workshop in Secondary Classroom (June 2015)Troubleshooting Writer’s Workshop - PLCs (Spring 2016)Kelly Gallagher - Teaching Adolescent writers (Summer 2016)ABYDOS Writing Sessions - (Summer 2016)ELAR FacilitatorAcademic Lead TeachersTeacher Session PresentersWriting Consultants Eduphoria Sign-In SheetsSession surveysObservation and Walkthrough Data with campus feedbackWriter’s Workshop Student PortfoliosOnline Resources and Webinars6Writing Across the Curriculum EffortsContinue collaboration with Secondary Coordinators in the infusion of Writing Across the Curriculum (ongoing)Ensure connection with Writing Across the Curriculum in provided relevant professional development (ongoing)Ensure connection with Writing Across the Curriculum in provided relevant professional development (ongoing)Content CoordinatorsAcademic Lead TeachersProfessional DevelopmentProfessional Development GoalsWAC Efforts in Curriculum and/or provided PDReferencesAllington, R. L., & Cunningham, P. M. (2002). Schools that work: Where all children read and write. Boston: Allyn & Bacon.Beers, K. (2003). When kids can’t read: What teachers can do. Portsmouth, NH: Heinemann.Burkins, J.M., & Croft, M.M. (2010). Preventing misguided reading: New strategies for guided reading teachers. Newark, DE: International Reading Association.Clay, M. (1994). Reading recovery: A guidebook for teachers in training. Portsmouth, NH: Heinemann.Dodge, J. (2009). Twenty-five quick formative assessments for a differentiated classroom. New York: Scholastic.Fisher, D. and Frey, N. (2007). Better learning through structured teaching: a framework for the gradual release of responsibility. Alexandria, VA: ASCD. Fletcher, R. and Portupali, J. (2001). Writing workshop: The essential guide. Portsmouth, NH: Heinemann.Graham, S., et al. (2012). Teaching elementary school students to be effective writers: A practice guide (NCEE 2012-. 4058). Washington, DC: National Center for EducationPeha, S. (1995). Welcome to writer’s workshop. Teaching that makes sense, Inc. Retrieved from: (Full).pdfPearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8 (3), 317-344.Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144.Tomlinson, C. A., & Moon, T. R. (2013). Assessment and student success in a differentiated classroom. New York: ASCD. ................
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