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LITERACY BY 3

LITERACY BY 3. FACILITATED BY THE T.H. ROGERS LITERACY LEADERSHIP TEAM. THE SIX COMPONENTS OF LITERACY BY 3. PHONICS/WORD WORK GUIDED READING INDEPENDENT READING READ ALOUDS WRITING DATA-DRIVEN INSTRUCTION. PHONICS/WORD WORK WHAT IS PHONICS/WORD WORK?.

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LITERACY BY 3

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  1. LITERACY BY 3 FACILITATED BY THE T.H. ROGERS LITERACY LEADERSHIP TEAM

  2. THE SIX COMPONENTS OF LITERACY BY 3 • PHONICS/WORD WORK • GUIDED READING • INDEPENDENT READING • READ ALOUDS • WRITING • DATA-DRIVEN INSTRUCTION

  3. PHONICS/WORD WORKWHAT IS PHONICS/WORD WORK? • Unlocks the “code” of letter-sound correlation • Connects to spelling and fluency, making them easier and more automatic • Categorizes words according to onset and rhyme (cat/hat; pen/pig) • Recognizes beginning sounds

  4. Guided readingWHY DO GUIDED READING & What does IT look like? Why do it? • Focus on students’ specific needs and accelerating progress • Help students learn how to use independent reading strategies successfully so they can read for meaning • An opportunity to get to know each student as a reader What does it look like? • Homogenous, small groups using similar levels of text and similar strategies to support reading development • Groups are data-informed and dynamic • Targeted reading instruction focusing on one or two reading skills

  5. Independent readingwhat does it look like? • The chance to “practice” the strategies they’ve learned through guided reading, shared reading, and read alouds • Students’ choice with some structure to make sure reading level is appropriate. • “At their reading level” means students should be able to read their selections with 98%-100% accuracy. • Choose books that don’t need teacher support

  6. READ-aloudsWhy do it? • PROMOTES COMPREHENSION AND VOCABULARY • MODELS FLUENCY • SHOWS THE CONNECTIONS BETWEEN SPEECH AND PRINT • INTRODUCES DIFFERENT GENRES AND WRITING STYLES • INCREASES ATTENTION SPAN • HELPS ELLs BECOME FAMILIAR WITH THE SOUNDS AND SHAPES OF ENGLISH.

  7. WritingWhat makes writing important? • WRITING IS PORTABLE AND PERMANENT. IT MAKES STUDENTS’ THINKING VISIBLE. • WRITING FOSTERS STUDENTS’ ABILITY TO EXPLAIN A COMPLEX POSITION TO THEIR AUDIENCE. • WRITING HELPS STUDENTS EXTEND A LINE OF THOUGHT BEYOND THEIR FIRST IMPRESSIONS OF GUT RESPONSES. • WRITING EQUIPS STUDENTS WITH THE COMMUNICATION AND THINKING SKILLS NEEDED TO BE SUCCESSFUL IN ALL CONTENT AREAS. • WRITING EQUIPS YOU WITH COMMUNICATION AND THINKING SKILLS.

  8. DATA-DRIVEN INSTRUCTION What DOES IT MEAN TO BE A “DATA-DRIVEN CULTURE”? • MAKE DATA A PART OF THE ONGOING CYCLE OF INSTRUCTION, PLANNING, AND IMPROVEMENT. • STUDENT PORTFOLIO: TEACHER SELECTED OR STUDENT SELECTED WORK • TEACHERS SHARE AND GIVE FEEDBACK ON STUDENTS’ WORK • USE ASSESSMENTS SUCH AS THINK TROUGH MATH, ISTATION, STUDY ISLANDTO INFORM INSTRUCTION

  9. T.H. Rogers STAAR WRITING RESULTS LEVEL III ADVANCED PERFORMANCE RESULTS 4TH & 7THgradE VANGUARD OUR GOAL

  10. T.H. Rogers RPSPD STANFORD READING PERFORMANCE RESULTS 2ND & 7TH grade ONE GRADE LEVEL OUR GOAL

  11. HISD’S GOALADVANCED PERFORMANCE ON STAAR READING

  12. HISD’s GoalStudents scoring at or above the 50th percentile in reading on the district’s norm-referenced assessment

  13. Campus literacy by 3 timeline

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