1 Creating a Culture of Literacy Creating a Culture of Literacy Wisconsin State Reading Association Conference February 6, 2014 Goals for the Presentation Share the journey of one school as they incorporate a district and school-wide vision of literacy. “Better is possible. It does not take genius. It takes diligence. It takes moral clarity. It takes ingenuity. And above all, it takes a willingness to try.” Atul Gawande, Better: A Surgeon’s Notes on Performance “Reading has always been about change. We change the world when we teach a child to read.” Don Leu Oshkosh Area School District Washington Elementary School
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Creating a Culture of Literacy · 2016-04-04 · 1 Creating a Culture of Literacy Creating a Culture of Literacy Wisconsin State Reading Association Conference February 6, 2014 Goals
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1
Creating a Culture of Literacy
Creating a Culture of Literacy
Wisconsin State Reading Association
Conference
February 6, 2014
Goals for the Presentation
Share the journey of one school as they
incorporate a district and school-wide
vision of literacy.
“Better is possible. It does not
take genius. It takes diligence.
It takes moral clarity. It takes
ingenuity. And above all, it
takes a willingness to try.” Atul Gawande, Better:
A Surgeon’s Notes on Performance
“Reading has
always been about
change. We
change the world
when we teach a
child to read.”
Don Leu
Oshkosh Area School District
Washington Elementary School
2
“Quantum improvements in
learning outcomes can only
occur within the context of a fully
implemented, comprehensive,
whole-school design approach to
early literacy that has both
system-wide and school-wide
commitment and coordination.” Hill & Crevola
Our Vision
A seamless literacy program for all
students that reflects:
•District Vision
•School Vision
Our
Vision
Balanced
Literacy
Curriculum High
Standards
Lab
Classrooms Comprehensive
Literacy
Program Accountability
Coaching
and
Mentoring Early
Intervention
Professional
Development
Literacy
Plan
Technology
Spotlighting
Our
Vision
Spotlighting
Sharing the knowledge
Advocating for effective programs and
instruction
Recognizing schools achieving high results
Includes:
• Research articles
• News releases
• School visits
• Presentations
3
Principal Professional Development
Meetings
Classroom visits
Checklists
“The only thing we know for certain that
positively affects and sustains student
achievement is the highly
knowledgeable and effective teacher.
Better yet is the highly effective teacher
who is supported by strong leadership
and a collaborative school culture.”
Regie Routman, 2012
Creating a Culture of Literacy Using the Comprehensive Literacy Model
Washington Elementary School
Demographics
238 Students K-5
66% Economically Disadvantaged (SAGE)
5% Limited English Proficient
14% Students with
Disabilities
20% Minority
Why our journey began…
School-wide look at student data
Staff turnover
4
Seamless Literacy Program K-5
Common Rubrics
and Assessments
K-5 Assessment Grid
K-5 Reading Response
Rubrics
K-5 Writing Rubrics
aligned with CCSS
Beginning of the Year First Quarter Second Quarter Third Quarter Fourth Quarter
Reading Reading Reading Reading Reading
(K) Letters/Sounds (1-5) Title I Eligibility
Testing (administered by
Title I teachers)*
(K) Letters/Sounds (1-5) DRA
(1-5) Reading Response
Journals
Anecdotal Conference
Notes
(K-5) DRA (check guidelines for which
students are required to
be tested)
(K) High Frequency
Words
(K) Letters/Sounds
(K) Concepts of Print
(1-5) Reading Response
Journals
(K-3) SAGE Assessments: (DRA,
Self-Correction, Book
Selection)
Anecdotal Conference
Notes
(K) Title I Eligibility
Testing (administered by
Title I teachers)*
(1-5) Reading Response
Journals
Anecdotal Conference
Notes
(K) High Frequency
Words (K) Letters/Sounds
(K-5) DRA (1-5) Reading
Response Journals
(K-3)SAGE
Assessments: (DRA,
Self-Correction, Book
Selection)
Title I Assessments*
Anecdotal Conference
Notes
(K) High Frequency Words
(K) Letters/Sounds
Writing Writing Writing Writing Writing
(2-5) DSA (K-5) Writing Prompt
(choose from school-wide
prompts)
(K) Self-Portrait
1 scored piece from Writer’s Workshop
(opinion,
informative/explanatory
or narrative)
Anecdotal Conference
Notes
(K) Labeling Picture
Assessment
(K-3) SAGE Assessment: Writing Prompt
(4-5) 1 scored piece from
Writer’s Workshop
(opinion,
informative/explanatory
or narrative)
Anecdotal Conference
Notes
(1-5)1 scored piece from Writer’s Workshop
(opinion,
informative/explanatory
or narrative)
(K) 1 scored personal
narrative piece
(K) 25 High Frequency
Words
Anecdotal Conference Notes
(2-5) DSA (4-5) Writing Prompt
(choose from school-
wide prompts)
(K-3) SAGE
Assessment: Writing
Prompt
Anecdotal Conference
Notes
(K) 25 High Frequency Words
Math Math Math Math Math
(K-1) AVMR Assessments (optional for classroom
teachers)
(1-5) Title I Eligibility
Assessments
(administered by Title I
teachers)*
(K) Number Recognition
(1-5) Unit Tests (See pacing guide for units)
(K-5) Open Responses
(K-5) Star Assessments
(1-5) Unit Tests (See pacing guide for units)
(K-5) Open Responses
(K-5) Star Assessments
(K-3) SAGE
Assessments: Place
Value, Money and
Complements
(1-5) Unit Tests (See pacing guide for units)
(K-5) Open Responses
(K-5) Star Assessments
(K) Title I Eligibility
Testing (administered
by Title I teachers)*
(1-5) Unit Tests (See pacing guide for units)
(K-5) Open Responses
(K-5) Star
Assessments
(K-3) SAGE
Assessments: Place
Value, Money and
Complements
(5) End of Year
Placement Test Title I Assessments*
*Administered by Title I Teacher
Process and Habits Met Goal: yes no
I planned my writing (examples: web, graphic organizer, etc.)
I revised my writing by adding/deleting words
I edited my writing for spelling and punctuation
I published my writing and incorporated revisions in my final copy
Must have all 4 to be
proficient.
Audience/Purpose/Craft Met Goal: yes no
My writing introduced the topic or book
I stated an opinion about the topic or book
I gave reasons to support my opinion
I used linking words to connect my opinion and reasons
My writing had a concluding statement or section
Must have all 5 to be
proficient.
Language Use and Conventions Met Goal: yes no
My writing included grammatically correct simple and compound sentences
(includes correct use of nouns, verbs, pronouns, adjectives, adverbs, and
conjunctions)
My writing had correct end punctuation
I capitalized proper nouns
Most of my words were spelled correctly (based on grade level expectations)
I used commas in dates, to separate words in a series, and in greetings and
closings of letters (if letter is written)
I used apostrophes for contractions and common possessives (Mom’s, cat’s,
etc.)
Must have all 4 to be
proficient. (Must have
all 5 or 6 if italicized
criteria is used.)
2nd Grade Writing Rubric – Opinion Text Seamless Literacy Program