ELI PINNEY ELEMENTARY SCHOOL
2012-2013
Literacy Action Plan
Growth Measures, Progress Monitoring, Accountability
Focus Areas for Professional
Development
CLASSROOM LITERACY
INSTRUCTION
Through the use of a
literacy workshop model
students will be engaged
in meaningful reading
and writing literacy
experiences to extend
understanding of text
and develop alphabetic
insight. This model
allows for differentiation
of text complexity and
writing demands. Word
study is explicitly
addressed as well as
taught through the
context of reading and
writing. The teacher is
the primary literacy
provider and the first-line
interventionist.
TROY EHRSAM, PRINCIPAL
Troy met with teachers in grades
kindergarten through 5th to inquire about
focus areas for professional development in the
area of literacy. Listed is a bank of ideas to
support the Literacy Action Plan (LAP):
Primary (K-2)
word study
✦ Small group reading
✦ The Power of Interactive Writing
✦ Ways to learn about letters, sounds, and
letter formation
✦ Phonemic awareness activities
✦ Learning to look at print (reading is more
than remembering stories)
✦ What does guiding reading look like?
✦ How do I help students pick and use “just
right books” in my classroom?
✦ Reading skills a child should control
coming out of Kdg, 1st & 2nd grade in
relation to Common Core.
✦ How to establish an effective system to send
home books
✦ Handwriting - lower case letters
✦ Learning to meet with small groups
everyday with students who are below the
benchmark
✦ Being consistent with DRA administration
✦ More hands-on, multi-sensory approaches
for letter learning including sand trays,
magnetic letters, gel bags, etc.
✦ How to talk to parents about literacy
development and the Dublin approach
✦ More instruction for K-2 on phonetic
ladder progression on vowels, blends, and
syllabication.
✦ Explicit
Intermediate (3-5)
to teach readers to read with a deeper
understanding
✦ How to work with small guided reading
groups to teach reading
✦ How to monitor progress with struggling
intermediate readers
✦ How to communicate with parents about
literacy development without using DRA
levels or grades
✦ How to support a child who is receiving
additional support in literacy in the
classroom
✦ How to manage a classroom literacy
workshop in intermediate grades
✦ How to incorporate good test taking skills
into real learning (looking back for
information if you don’t remember, using
specific vocabulary from the text to answer
questions
✦ How to monitor progress with interventions
tried in the classroom based on data from
SST
✦ How
This data was collected in Spring 2012
Principles of the Instructional Core
ProfessionalDevelopment
“What about professional development?
Professional development works, if it works at
all, by influencing what teachers do, not by
influencing what they think they ought to do
or what the professional developers think
teachers ought to do. The quality and impact
of professional development depends on what
teachers are being asked to learn, how they
are learning it, and whether they can make
the practices they are being asked to try work
in their classrooms”.
~ Instructional Rounds in Education
WWW.DUBLINSCHOOLS.NET/PINNEYELEMENTARY_HOME.ASPX
ELI PINNEY ELEMENTARY SCHOOL
2012-2013
ELEMENTARY LITERACY
TEAMS
The Elementary Literacy Team
provides a forum for literacy
conversations, building literacy
initiatives, problem solving literacy
issues as well as examining literacy
data to determine student literacy
intervention services. The team
engages in professional
development in literacy through
conversation and study. The team
makes recommendations to the
principal regarding student
intervention services and
communicates with staff.
Dublin City Schools
Eli Pinney Elementary School
Put Words Into
Action, Put Action
into Words!
WORD STUDY
- Word study is designed to build word
knowledge that can be applied to both
reading and spelling
- Knowing letters four different ways
(name, formation, sound, linkage)
- Phonemic awareness activities for all
learners
SMALL GUIDED READING GROUPS
- Moving from teacher-led direct
instruction (mini-lesson) to guided reading
groups that focus on skills of learner
- How to incorporate guided reading as a
routine
- How to progress monitor skills of all
learners in the classroom
TROY EHRSAM, PRINCIPAL
INTERACTIVE WRITING
SHARED WRITING
GUIDED WRITING
- Interactive writing is a powerful
instructional medium for teaching
phonics, spelling principles, rimes, writing
conventions, and other key early writing
skills.
- How to extract main idea, theme, and
character analysis from reading to
support writing
- Utilizing sense of voice in writing
November 2012 - May 2012
Principal Look Fors
(Environmental)
Interactive writing charts
Alphabet linking chart
Class name chart
Alphabet books
Letter formation routines
Other resources to support LAP
• DCS Literacy Intervention Process
• “Look Fors” in Grades K-5 Literacy
Instruction
• “Learning to Read in Dublin City
School” - pamphlet
• Guide for Observing and Noting Reading
Behaviors
• “Ways of Solving Words for Writing”
• “Interventions to Develop Decoding
Proficiencies” - Irene Gaskins
• “Assessing Spelling Knowledge - The
Child as a Reader and Writer” - Carol
Brennan Jenkins
WWW.DUBLINSCHOOLS.NET/PINNEYELEMENTARY_HOME.ASPX
ELI PINNEY ELEMENTARY SCHOOL
2012-2013
CALENDAR:
NOVEMBER
Roll Out (Q&A)
Word Study (K-2)
Guided Reading (K-2) - Cheri
DECEMBER
Guided Reading (3-5) - Karen
JANUARY
Guided Reading part II
(K-2) - Cheri
FEBRUARY
Guided Reading part II
(3-5) - Karen
MARCH
Guided Writing (K-2)
APRIL
Interactive Writing (3-5)
MAY
Wrap Up K-5 Professional
Development with Karen and
Cheri
Literacy Action Plan (LAP)
Tuesday, November 6th (8:30-11:30 a.m. - Sometime during this block) - Library
• Announce overview of LAP to entire staff
• K-2 team meeting to roll out LAP
• Common Core Language Arts Reflection
• Discuss 3-5 Professional Development day with Karen Terlecky (5th grade - GRE)
Wednesday, November 7th (8:20-9:00 a.m.) - Library
• K-2 team meeting with Cheri Slinger (with Reading Support)
• Review schedule for the day (word study, guided reading groups)
9:30-9:50 a.m. - Model lessons through best practice (1st Grade Classroom)
Word Study (whole group lesson using interactive writing) with Cheri (K-1Teachers Observe)
9:50-11:00 a.m. - Model lessons through best practice (Kindergarten Classroom)
Word Study (whole group lesson using 4-ways on knowing letters - picture/sound/name/symbol)
Word Study (whole group lesson using interactive writing) with Cheri (K-1Teachers Observe)
11:00-11:45 a.m.
DeBrief - Cheri & K-1 Teachers
11:45-12:45 p.m.
Lunch
12:45-1:20 p.m. - Model lessons through best practice (1st Grade Classroom)
Two Guided Reading Groups (material/level/students) - Instructional 6 Group (1-2 Tchrs Observe)
1:30-2:00 p.m. - Model lessons through best practice (2nd Grade Classroom)
Word Study (whole group lesson using interactive writing) with Cheri (1Teachers Observe) Rm 132
2:00-2:15 p.m. - Break
2:25-3:00 p.m. - Model lessons through best practice (2nd Grade Classroom)
Guided Reading Groups (material/level/students) - (1-2 Teachers Observe) - Room 126
Level 16-18-24-28
3:00-3:45 p.m.
DeBrief - Cheri & 1-2 Teachers
ELI PINNEY ELEMENTARY SCHOOL
2012-2013
CALENDAR:
NOVEMBER
Roll Out (Q&A)
Word Study (K-2)
Guided Reading (K-2) - Cheri
DECEMBER
Guided Reading (3-5) - Karen
JANUARY
Guided Reading part II
(Kdg) - Cheri
FEBRUARY
Guided Reading part II
(3-5) - Karen
MARCH
Guided Reading (1-2)
Guided Writing (K-2)
APRIL
Interactive Writing (3-5)
MAY
Wrap Up K-5 Professional
Development with Karen and
Cheri
Literacy Action Plan (LAP)
Thursday, November 29th * 8:20 a.m. * Lisa Davis' Room
3rd, 4th, and 5th grade teachers will meet with Karen to dialogue about the visit
to GRE on Dec. 3rd and Dec. 5th. 4th Grade has already compiled a list of
topics that they wish to discuss about their practice. 3rd and 5th - please email
me a few topics so I can forward to Karen. That way, she has an idea of what
best practices we are targeting in our classrooms.
4th Grade Topics:
-Types of writing anchor charts for intermediate grades
-How to support students with book recommendations (outside of normal
conference time), yet promote independence in this area
-Explicit yet differentiated word study instruction, as well as integrating word
study into reading and writing instruction
-Fluency (expression and phrasing) instruction, aside from Reader's Theater,
multiple readings, modeling, etc.
-Writing Conferences (how much to help edit and revise)
-Progress monitoring for at-risk students in reading
-Small familiar fiction texts or "one sitting" selections to teach specific skills;
guided reading groups (with one sitting selections and/or chapter books)
Monday, December 3rd * Glacier Ridge Elementary * Room 206
* 3rd Grade Teachers report to GRE at 8:20 to talk to Karen about their day
and look for's
* 9:15-11:30 a.m. - 3rd grade teachers observe in Karen's classroom
* 11:30-12:00 p.m. - 3rd grade teachers debrief with Karen
* 12:00-12:45 p.m. - 3rd grade team (lunch on your own) - Report back to
Pinney by 12:45 p.m.
* 12:15-1:15 p.m. - 5th grade team (lunch on your own)
* 1:15-3:35 p.m. - 5th grade observe in Karen's classroom
* 3:35-4:00 p.m. - 5th grade teachers debrief with Karen
SUBS: 3rd grade teachers put in for a FULL DAY PD SUBS and share the sub
with 5th grade. Since we have four 3rd grades and four 5th grades, one 5th
grade teacher will do a 1/2 day PM only (I believe Amanda is doing this part).
Wednesday, December 5th * Glacier Ridge Elementary * Room 206
* 4th Grade Teachers report to GRE at 8:20 to talk to Karen about their day
and look for's
* 9:15-11:30 a.m. - 4th grade teachers observe in Karen's classroom
* 11:30-12:00 p.m. - 4th grade teachers debrief with Karen
* 12:00-1:00 p.m. - 4th grade team (lunch on your own) - Report back to Pinney
by 1:00 p.m.
ELI PINNEY ELEMENTARY SCHOOL
2012-2013
Q&A
Primary Discussion Points - WORD STUDY
What are some ways that you track and teach phonemic
How do you use the name chart and phonics posters to help
awareness to children who have been identified with low
scores in this area?
scaffold your literacy instruction?
How often do you reassess and adjust lessons to meet your
students’ needs?
What areas would you like more professional development?
How do you learn best?
How are you documenting and communicating this
information with parents?
How do you teach the reading/writing of high frequency
words? How do you make the connections clear to your
students?
What does AC mean on a progress report?
How do you teach early reading strategies? (one-to-one,
How are you providing additional intervention for the
students who are in the ELI program or Reading Recovery/
Reading Support
locating known words, identifying unknown using the first
letter & reading left to right with return sweep)
How do you determine what the child is looking at as he/she
What is your plan for teaching letter formation, letter
sounds, and letter names this year?
reads a text? What are some ways to teach “looking at
print”?
* READING
Describe your reading instruction in your classroom. Please
How are you implementing interactive writing in your
classroom?
include your at home reading program in your description.