work group presentation january 2014 statewide meeting
TRANSCRIPT
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Work Group Presentation
January 2014Statewide Meeting
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Current Literacy Work Group Members
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We stand on the shoulders of our predecessors
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HONOR
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Past Literacy Work Group Members
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Readin
g, W
riti
ng,
Speaki
ng, Li
stenin
g
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Purpose
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Access content
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Process
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Parallel Agenda
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• 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…
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Welcome & Purpose Historical Overview Create a Common Language
of EDI Accessing the Literacy QIs Organizing & Integrating
Agend
a
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Question & Answer Process
Clarifying Question Informational Question
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What?
4 Box Synectics
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Why?
Activate & Engage
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With your learning partner choose a
picture & complete this stem…
How?
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Literacy is like a ______ because…
How?
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Literacy
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Systemic
SupportEarly Literacy
Adolescent Literacy Gr. 4-8
Specially Designed Intensive Instruction
Adolescent
Literacy Gr. 9-12
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What?
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Why?
To create a common language about EDI
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“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?
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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
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What
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How?
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Scr
oll
an
d T
ext
Map
pin
g
What
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Scr
oll
an
d T
ext
Map
pin
g
Why
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HowModeling of Scroll and
Text Mapping the process using think
aloud
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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
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Using Literacy QI for Early Literacy Phonics
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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
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• In envelope B you will find 5 sections of the Literacy QIs
• Each set of partners takes 1 section
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What are the steps?
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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
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What?
Jigsaw
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Why?
Review the Literacy QIs
and share key ideas
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How?Round robin share in 30 seconds or less the gist of ONE of the components you and your partner explored
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& INTEGRATE
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What?
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Why?
Organize & Integrate
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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?
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What?
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Why?
Commit to Application
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On the envelope, write…
Your NameYour Region
How?
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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?
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• Put your note to self in the envelope
• Designate someone at your table to bring the envelopes to the box at the door
How?
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Systemic
SupportEarly Literacy
Adolescent Literacy Gr. 4-8
Specially Designed Intensive Instruction
Adolescent
Literacy Gr. 9-12
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Severe
DisabilitiesPhonological Processing Disabilities
Autism
Spectrum
DisordersWriting Instruction
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What input might you offer
to us as we move forward designing
the next Literacy QI’s?
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Cherie
Kim
Arlene
PamSu
eKathleen