work group presentation january 2014 statewide meeting

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