Links to Literacy

LINKING EDUCATORS TO LITERACY - HSSD 2016-2017 VOL. #5

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Promote the Love of Reading

A New Year's Resolution for Teachers

Focusing on Happiness in the New Year

Read this article explaining four shifts to becoming a happier,

more productive teacher of reading.

What Doesn't Work: Literacy Practices We Should Abandon

5 Less-Than-Optimal Practices

To help us analyze and maximize use of instructional time, here are five common literacy practices in U.S. schools that research suggests are not optimal use of instructional time:


1. "Look Up the List" Vocabulary Instruction

We have long known that this practice doesn't build vocabulary as well as techniques that actively engage students in discussing and relating new words to known words, for example through semantic mapping (Bos & Anders, 1990).


2. Giving Students Prizes for Reading

Unless these prizes are directly related to reading (e.g., books), this practice actually makes students less likely to choose reading as an activity in the future (Marinak & Gambrell, 2008). It actually undermines reading motivation.


3. Weekly Spelling Tests

Research suggests that the whole-class weekly spelling test is much less effective than an approach in which different students have different sets of words depending on their stage of spelling development, and emphasis is placed on analyzing and using the words rather than taking a test on them (see Palmer & Invernizzi, 2015 for a review).


4. Unsupported Independent Reading

To make independent reading worthy of class time, it must include instruction and coaching from the teacher on text selection and reading strategies, feedback to students on their reading, and text discussion or other post-reading response activities (for example, Kamil, 2008; Reutzel, Fawson, & Smith, 2008.)


5. Taking Away Recess as Punishment

There is a considerable body of research linking physical activity to academic learning. For example, one action research study found that recess breaks before or after academic lessons led to students being more on task (Fagerstrom & Mahoney, 2006).


To access the full article click here,

"I believe each of my students must craft an individual reading life of challenge, whim, curiosity, and hunger. I believe in the collecting, noticing, living work of designing lessons to empower writers. I believe teachers provide vision for students; we live a belief in their success every day we teach." ~ Penny Kittle

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Creation Day - Literacy Offerings

"Micro Sessions"

Forest Glen: 8:00-9:00 - Flipped Writing Lessons presented by Danielle Bemmels and Mary Huberty


Bay Harbor: 9:30-10:30 - Informal Running Records presented by Janet Hughes and Janice Huhtala


DO Training Center: 11:00-12:00 - Getting Savvy with Twitter: A Great Professional Development Tool presented by Jessica Adrians

"Workshops"

Howard: 8:00-9:30 - Creating Your Conferring Toolkit presented by Susan Tegen and Mary Berg


Lineville: 8:00-9:30 & 9:30 -11:00 - Integrating Grammar and Spelling Into Writing presented by Tracy Coopmans and Heather White (CESA 7 Literacy Specialist)


Forest Glen: 9:30-11:00 - Flipped Writing: Guided Work presented by Danielle Bemmels and Mary Huberty

Literacy Coaches will be available for collaboration in the afternoon.

Contact your building literacy coach to set up a meeting time!

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HSSD Facebook Group

We will be posting the first episode of a video literacy series at 3:30 on Friday, February 3rd. Join us to watch HSSD Literacy Coaches share "Tools for Teaching." We invite you to tune in to learn, comment and add valuable suggestions.

If you haven't already joined the group, request membership here.

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

hssdliteracy@hssd.k12.wi.us (group email)

Follow us on Twitter @HSSDliteracy #hssdliteracy