Best+Practices

Best Practices Summaries Our Balanced Literacy Shared reading Interactive reading Independent reading Guided reading Liteacy Centers Word Work Spelling Listening to reading Responding to reading Reading strategies Genre Study Author Study Conferring Comprehension Stamina Fluency Word walls Read Alouds Correlate the common core standards to the F and P continum Creating guides, materials to keep everyone on the same page, best practice Noticing and teaching support Continum think within, beyond and about the text: use in mini lessons: use this tool more effectively Bridging the connnection between PLE and Horizon: maintain consistency for students and staff Core to define mini lessons with links on where to find it, research to support and bridge the gap: pare down the resources Anna's literacy template: what is expected to be present analyze at each grade level with a range of minutes to teach those skills, then a plan to define the resources the teachers can use. The plan also is used then to link science, social studies and math. Knowledge management system: build on collective strategies, minimize duplication and "reinvention of the wheel" Start at Daily routines and then from there mini lessons, guided reading, interactive and independent reading Scope and sequence, scaffold from third to fourth, what needs to be done at each grade-level to ensure effective spiraling, skill work done at every reading level Fidelty of instruction! Stategic approach to staff developement. Mark's second one: pay attention to classroom libraries and tend to them consistently. Quality classroom libraries; access to materials Continum of Liteacy Learning needs to be used, a valuable tool! Needs to be used in our work.
 * Thoughts around the table about where to go from here:**

Program Nominations: Reading

Writing

Spelling

Workshop Approach - Best Practices
 * Direct instruction of the skill (whole-group) followed by independent application (small-group or individual)
 * Mini-lessons/Teacher modeling/Small assignments or challenges
 * Student choice in reading
 * Student reading/writing conferences: 1-on-1 with the teacher to review progress and set goals
 * "Gradual release of responsibility" framework; students become more independent and incorporate more choice
 * Students collaborate and work within support groups

Needs [|http://www.comprehensiontoolkit.com/overview.asp#whyWhat]
 * A "toolkit" of reading strategies
 * Staff development: Stephanie Harvey's reading strategies
 * How do we assess and monitor student reading?
 * Classroom libraries
 * Visitation to Waukesha School District schools with a working model
 * Visitations within our own 6-12 classrooms
 * How do we track student progress?
 * Two full-time literary specialists (one Asa, one PHS) to work with both teachers and students
 * Draft essential grade-level mini-lessons that are authentic and connect to standardized assessments
 * Common language

Literacy Audit
 * ** Resource Title ** || ** Staff Member ** ||
 * //Readicide// by Kelly Gallagher || Amanda Angel ||
 * //Readicide// by Kelly Gallagher || Lauren Cleary ||
 * //Readicide// by Kelly Gallagher || Nicole Reisinger ||
 * //Focus// by Mike Schmoker || Jodi Swanson ||
 * //Curriculum 21// by Heidi Hayes || Traci Palkowski ||
 * //Inspiring Reading Success// by Rosalie Frank || Emily Cording ||
 * //Writing Circles// by Jim Vopat || Jen Joda ||
 * //Units of Study for Teaching Reading// by Lucy Calkins || Juli Wesson ||
 * //Units of Study for Teaching Reading// by Lucy Calkins || Anna Duerwachter ||