Chattahoochee-Flint RESA

Establishing a Community of Practice, Volume 2

Welcome to the Second Edition of Our Literacy Design Collaborative (LDC) Newsletter!

Utilizing the concept of backwards design, the previous edition (https://www.smore.com/y4jsd) of Chattahoochee-Flint RESA: Establishing a Community of Practice presented our rationale and results that were developed through the LDC professional learning that occurred December 2014 - March 2015. If you have not already seen the first edition, we hope you will open the first newsletter to take a look at the completed module that was designed to give students practice with the thought processes needed for success on the Georgia Milestones ELA Assessment and at the Teacher Assessment of Professional Standards Reference Guide with sample indicators for LDC.

The professional learning model we implemented began with a face-to-face kick-off in December. After the face-to-face session, we hosted ten virtual sessions that were intentionally spaced to allow participants processing time between sessions. The final session in March was a face-to-face wrap-up to summarize and consolidate our learning. Today's newsletter contains the training materials used for the first face-to-face session and for the first two (of ten) virtual sessions that led to the module shared in our first edition. In addition to the presentation materials, you will be able to view the recordings of the virtual sessions -- upon viewing, you will have no doubt that all sessions were recorded live!

LDC Kick-Off!

The first day of LDC training was face-to-face. We spent time getting acquainted with each other and with LDC terminology. At the end of the day, each participant had a working Teaching Task that included the topic, type of writing, and product. Homework for Day 1 was to select appropriate grade-level texts that aligned to the Teaching Task. Notice in the materials for Day 1 that a lot of attention was directed towards Disciplinary Literacy and knowing students' strengths and needs for reading and writing.

http://tinyurl.com/Day-1-Materials

LDC Teachers Learn about Possible Digital Literacy Products

Because it is important to know students' starting point when selecting appropriate texts, Jennifer (Instructional Technology Specialist) offered guidance on how to locate students' Lexile data. http://tinyurl.com/Georgia-SLDS

Also, during session one, Jennifer shared digital resources that teachers might consider for literacy products.

http://tinyurl.com/Jennifer-Links

CF RESA: Establishing a Community of Practice Hosted Ten LDC Virtual Sessions

Virtual Session 1: Understanding the LDC Rubric

During the Kick-Off session, we did not address the LDC rubric. However, understanding the rubric was the topic of the first virtual session that was held on the Tuesday following Friday's face-to-face session. The "Example Module" that later became the "Who Owns the Artifacts?" module that was unveiled in Volume 1 of our newsletter was begun in this virtual session. The format of the virtual session included instruction and then modeling of how a mini-task would be added into the module on Core Tools http://tinyurl.com/Login-Page-for-Core-Tools . Throughout the professional learning sequence, notes were left in the comment boxes of "Tessa's Example Module" on Core Tools to offer participants insight on considerations for each step of building the module.

The recorded session can be found at:

http://tinyurl.com/Rubric-Session-Recording

The resources utilized in the virtual session are available at:

http://tinyurl.com/Rubric-Session-Materials


After the session, both the "Example Module" and the mini-task created during the session were shared with participants. As you compare the mini-tasks that were shared during the session with the same mini-task embedded in the "Who Owns the Artifacts?" module, notice that the mini-tasks were later reworded to fit the Teaching Task. http://tinyurl.com/Mini-Task-for-I-Can-I-Will (I Can/I Will)

Virtual Session 2: Vocabulary Selection and Instruction

One week after the session on Understanding the LDC Rubric, our Community of Practice met for a virtual session on vocabulary selection and instruction. By this point, participants had determined the texts that would be used to answer their own modules' Teaching Task prompts. Using the format of providing instruction and then modeling adding the mini-task into Core Tools, Tessa led the teachers in selecting those academic and domain-specific vocabulary that would most impact student learning if targeted for direct instruction.

The recording of the session can be located at:

http://tinyurl.com/Vocabulary-Session-Recording

Materials referenced during the vocabulary session are available at:

http://tinyurl.com/Vocabulary-Session-Materials

Two mini-tasks that were demonstrated during the session were shared with the Community:

http://tinyurl.com/Mini-Task-for-Rate-the-Words (Rate the Words)

http://tinyurl.com/Mini-Task-for-KIM(K.I.M)

Coming Soon!

In future editions of our newsletter, I will continue to share our journey towards impacting teacher effectiveness and student success related to the implementation of the instructional shifts called for in the Common Core literacy standards.

I hope you will join me!

Tessa


Topics from Virtual Sessions 3 - 10 that will be featured in upcoming editions are:

Evaluating Online Resources

Organizing and Citing Evidence

Teacher Modeling of Close Reading

Students Application of Close Reading

The Speaking and Listening Connection

Virtual Collaboration Among Students

Writing Strategies

Publishing with Technology