Links to Literacy


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Writing Units of Study Year 2 Focus: Conferring

We have grown in our professional learning in the areas of: Writer's Workshop, Mini-Lesson Structure, Partnerships, Mentor Texts, and Conferring. Explicit support for implementation of WUoS (Writing Units of Study) is ongoing, embedded and personalized across the district.

If you have questions or would like support with WUoS implementation,

please see one of your HSSD Literacy Coaches at anytime.

Conferring is powerful for student growth!

The structure of an effective student writing conference (one-on-one/small group) is:
  • Research: "What are you working on today?"
  • Compliment: "One thing about you as a writer that is so fantastic is..."
  • Teaching Point: "Today, I want to show you how writers... Do you see how I am doing this in my writing...?"
  • Active Engagement: "Now you try it in your writing."
  • Link: "Today & everyday you can..."

Remember, "Teach the writer, not the piece.

Just as we teach the reader, not the book."

Word Study to READ words & WRITE Words

Teachers can use a variety of sources to determine appropriate words for instruction based on student needs, however, please note there are universal resources in your Fountas & Pinnell Benchmark Assessment System kit in the "Assessment Forms" spiral, which include high-frequency words on Page 181 and Word Analysis on Pages 228-229.

Other resources are:

F&P Word Study - Grade Level Lists & Spelling Patterns

Jan Richardson's Website - Guided Word Study

Word Study Schoology Course: Access Code TMFV5-6M23P

As Fountas & Pinnell remind us, we learn certain elements

of how words work to read and write.

Read for the Record 2016

November Early Release Bright Spots

Disciplinary Literacy and Writing Assessment Inter-Rater Reliability

Take aways:

  • Excellent reflections in the Disciplinary Course via the discussion board on the wonderful literacy already happening in the content area, and the challenge to continue to grow and instruct and teach literacy in the disciplines. (Graphic Organizers, 6 Steps Vocabulary, etc.)
  • The purpose of the assessment is to inform our instruction, while having consistency across the district for scoring student writing. (The rubric is a guide with examples.)
  • Teach the writer, not the writing. Goal setting is a tool to grow our writers.
  • In year 2 of our Writing UoS implementation things are going much more smoothly. We are finding students now have background they didn't have during our first year.

Foundations Follow-Up November 2016

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Running Records: Formal vs Informal

Formal Running Records are done via our F&P Benchmark Assessment Kits. To keep the validity of the assessment, formal running records are administered 3-5 times a year (fall, winter, spring).

Informal Running Records can be done anytime to check students' progress, determine a level to match appropriate text, and to inform your instruction. Informal running records can be done with any leveled text. To learn more about how to perform an informal running record, please visit the Teachers College website or your Literacy Coach for review .

Reminder: Assessments are TOOLS to help you assess students/standards and inform instruction to foster GROWTH. You are encouraged to use your professional judgement to determine need and purpose of the various assessments available to you.


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Contact Your Literacy Coaches

Have a question related to literacy?

Email any of our district literacy team members:

Danielle Bemmels - Bay View

Tracy Coopmans - Lineville

Mary Huberty - Forest Glen

Janet Hughes - Suamico/Bay Harbor

Janice Huhtala - Meadowbrook

Susan Tegen - Howard (group email)

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