SUMMER

READING

ACADEMY

CATA

WB

A C

OU

NTY

SCH

OO

LS

2013

MEET YOUR TEAM!

11:15-11:30 Help yourself to lunch and we will begin!

You should be sitting with at least two or three other teachers that have the same color card and number that you have!

Interview your teammates:1. What is your name?2. Where do you teach?3. What grade/content area do you teach?4. What is one interesting fact you would like to share

about yourself?

WELCOME!

Agenda:

11:30-12:30 Scheduling and Set Up

12:30-1:30 Poem of the Day

Leveled Literacy Intervention Kits

1:30 -2:30 Shared/Interactive Read Alouds

Skills Group

Shared/Interactive Writing

Word Study,

SCHEDULING

Teacher Schedule DAY 1 , Teacher 18:00-8:30 Getting Acquainted Activity: Find

Someone Who, Introduce Pair Share8:30-9:00 Set Up Notebook, Introduce and

explain daily schedule and rotation9:00-9:30 Poem of the Day, Poetry Notebook

ProceduresBathroom Break9:30-10:00 Making Words Sample Lesson,

Notebook Procedures10:00-10:45 Interactive Read Aloud, Reader's Tool

Kit10:45-11:30 Shared Writing Lesson

SCHEDULING

Teacher Schedule DAY 1 : Teacher 2, 38:00-8:30 Getting Acquainted Activity (Find Someone Who), Introduce Pair Share8:30-11:30 mCLASS Assessment (pre-assessment data) Students will be set into Summer Academy Groups within their

respective schools

Teacher will have access to each feeder school in your area and the Summer Academy Group at each school

Teacher will select school, group, student to be assessed.

Teacher will assess DORF and TRC (progress monitoring)

SCHEDULING

Days 2-14:8:00-8:20 Poem of the Day with focus on Fluency and

repeated readings (w g) (Library Day: Mon, Tues, Wed)

8:20-9:05 LLI Intervention Kit (small group)Each group will be working at their appropriate level.9:05-9:25 Shared/Interactive Read Aloud Lesson (whole

group)9:25-10:20 Skills Group (small group)Each group will be working on specific skills to meet

their needs.10:20-10:40 Shared Interactive Writing Lesson (whole

group)10:40-11:25 Word Study Intervention (small group)

SCHEDULING

Teacher Schedule DAY 15, Teacher 18:00-8:30 Poem of the Day routine8:30-9:00 Partner read small group books from

previous LLI lesson as teacher listens in and monitors. 9:05-9:25 Shared/Interactive Read Aloud Lesson

(whole group)9:25-10:20 Skills Group: Fry’s Fluency Frenzy with

partner, Reader’s Theater Performances10:20-10:40 Shared Interactive Writing Lesson (whole

group)10:40-11:25 Making Words Lesson (whole group)

STUDENT GROUPING

Student TRC Student Fluency Student AccuracyH Ethan E L Makayla 24 L Makayla 67R Kevin F E Dana 26 R Kevin 74M Allicyn G H Ethan 34 E Dana 79M Austin G R Kevin 37 H Ethan 83C Dexter G C William 37 M Austin 83C William H M Austin 39 P Isis 83F and P Blue 41K Kallisa H S Dallas 39 S Dallas 85A Giovanni H S Drew 41 M Mariah 85H Joshua H M Allicyn 42 B Trenton 86H Elliot I B Trenton 43 S Drew 87L Makayla I P Isis 44 M Allicyn 89R Jasmine I M Mariah 46 C Dexter 89M Mariah I H Elliot 48 H Elliot 92F and P Blue 51P Isis I C Dexter 51 C William 93G Damien (Tyler)I G Damien (Tyler) 62 G Damien (Tyler) 93S Drew I V Corey 63 R Jasmine 95E Dana I A Giovanni 69 K Kallisa 96V Corey J R Jasmine 91 A Giovanni 97B Trenton J K Kallisa 98 V Corey 98S Dallas J H Joshua 108 H Joshua 99F and P Blue 61

Task: Using poetry to increase fluency Materials: Short poem copied on chart paper, individual copies of poem, scissors, student notebook, glue sticks, pencils, highlighters

Directions: 1. Read aloud the poem several times, using good expression, and pointing to the words as it is read. 2. The class or a small group then reads the poem and points to the words.3. Discuss the meaning of the poem.4. Choose groups of students to read aloud the poem to the rest of the students.5. Begin a word study by choosing 2-4 interesting words from the poem.6. Briefly discuss the words and their meaning in the poem.7. Students look for rhyming words and key word families (such as –at, -ub, -ink) and highlight or circle them on the poem. Allow students to think of other rhyming words and add them to the word bank.8. Always end this time with chorally REREADING as a whole group! 9. Be sure to model and expect expression and prosody! *Students will have the opportunity to glue their poem into their notebook for rereading!

Poem of the Day (Whole Group)8:0

0-

8:20

FOUNTAS AND PINNELL: LEVELED LITERACY INTERVENTION

Students will be divided into three groups based

on their guided reading level.

Lesson numbers have been

assigned for each group.

8:20-9

:05

LESSON DESIGN(SMALL GROUP)

Plan for Odd Numbered Lessons

5 minutes Rereading Books

5 minutes Phonics/Word Work

15 minutes New Book (Instructional Level)

5 minutes Letter/Word Work

Plan for Even Numbered Lessons

5 minutes Rereading Books/ Assessment

5 minutes Phonics/Word Work

15 minutes Writing About Reading

5 minutes New Book (Independent Level)

Optional Letter/Word Work

ODD NUM

BERED

LESS

ONS

Students reread book from

previous lesson as you observe

processing.

Students read in mumble voice as you listen in to individuals.Rereading

Books (5 mins)

Teach principle skill suggested

connect sounds and letter

specific phonics skill

Phonics/Word Work (5 min)

Introduce the new book on instructional level

Provide brief overview of the whole text (without giving away the details) Use specific language structures from text Use specific vocabulary words that are

important for the text Help students locate known and unknown words Help students notice particular features of text

New Book (15 min)

Reading the new book on instructional level

Students begin reading softly. Teacher listens in to individual

students read. Teacher take anecdotal notes as

students read.

New Book (continued)

Teaching- demonstrating or modeling reading behaviors. Intervening to show the child what good readers do. i.e. “Watch while I read the sentence again and get my mouth ready to say the word?” Now you do that.” or “Watch me point under the words. Now you point and read.”Prompting- using precise language to get the child to engage in the

reading behavior. Behaviors must be demonstrated first. Use consistent language in your prompting. i.e. “Try that again and get your mouth ready.? Or “Did it match?” Reinforcing- giving some very quick and concise comments that let the

child know what he/she did that was effective. Avoid the use of evaluative remarks- these do not help the reader. i.e. “You got your mouth ready for the word.” or “You pointed right under the words.”

Interacting with Individual Students:

New Book(continued)

Involve students in active exploration of letters and words in order to help them learn how words “work.”

-break words apart by using magnetic letters-write words -sort words-acquire high frequency words

Word Work (5 min)

CLASSROOM CONNECTION

Complete the Classroom Connection sheet provided in the lesson. This should be kept in the students notebook.

EVEN

NUM

BERED

LES

SONS

• Students reread softly or silently the new books that were introduced the day before.

• Use this time to take a Reading Record on one child, using the instructional level book that was introduced and read the day before. • Listen to one child read aloud while you code the reading, have a brief comprehension conversation, and make a teaching point that will help the reader problem-solve more effectively.

Rereading Books and Assessment

(5 min)

• Review the principle introduced the day before by adding examples to expand the children’s knowledge or introduce a new phonics/word work principle.

• If there are several activities, do only what time allows after working with the new principle.

Phonics/Word Work

(5 min)

Interactive Writing- compose text with the children on a chart. Allow students opportunities to share the pen.

Dictation Writing- children write specific sentences that you dictate to them (allows them to think about sounds and letters as they construct words with teacher support).

Independent Writing- children will compose and write sentences of their own with some teacher support to assure conventional form. - lines from text that children can illustrate - innovations on the text - summary statements - interesting information from the text - a response or reaction to the text

* Although a lesson may specify a specific type of writing, you may choose to use another type – one that may be more useful for the children. Writing About

Reading (15 min)

Student Notebook

• Introduce a new book to the students by pointing out some of the important ideas in the book

• Book is usually two levels easier than the new book the students read the previous day- so it will be easy for them to read (independent level)

• Students read through the whole book in a soft voice and take it back to their seats to reread.

New Book (Independent level)

5 min.

This provides students with additional practice manipulating letters and sounds.

Letter/Word Work

(5 minutes)

• Do not get bogged down on any one component.

• Ten Lessons for each Fountas and Pinnell level

Lessons have been assigned for each group

• Use the program to fidelity to ensure adequate progress.

Tips to Remember

DVD- PROFESSIONAL DEVELOPMENT:

SAMPLE LLI LESSONS -LESSON 59: ODD NUMBERED FRAMEWORK - LESSON 60: EVEN NUMBERED FRAMEWORK

Preview some lesson folders from kits

9:05

-

9:25

Interactive Read

Aloud (Whole Group)

Interactive Read-Aloud is “A teaching context in which students are actively listening and responding to an oral

reading of a text.”Fountas and Pinnell

“Well-structured Interactive Read-aloud Lessons Create Environments in Which Children Are Strong Participants in their Own Learning.”

“The teacher models think-alouds to provide children with a window into a reading strategy and show how an accomplished thinker uses that strategy. Next, the teacher provides scaffolds for students as they stretch their new learning into another context. Carefully constructed learning activities in "Share the Reading" provide guided practice with the teacher actively supporting the learning.”

Linda Hoyt

Task: Engage students in active listening, exposure to teacher think aloud and use of

reading strategies to think critically about text.

Materials: Read aloud text, lesson plan, chart paper, marker, highlighter, pointer, sticky notes

Directions:

1. Set a focus for new read aloud

2. Teacher modeling through Think Aloud with prosody and preplanned stopping points

3. Explicit instruction of comprehension strategies

Guided Practice in discussing text:

4. Teacher uses question prompts throughout the modeling and think aloud process

5. Using misconceptions as teaching points

6. Clarification of student thinking as they share their thoughts and responses to prompts

7. Posters make student thinking visible

*Reading the notes is essential!

Interactive Read Aloud

(Whole Group)9:

05-

9:25

These are provided for you. You will have 15 different lessons from which to choose.

READ ALOUD TITLES:The Grouchy Ladybug- PA skillsThe Very Busy Spider- PA skillsSwimmy- PA skillsThe Day Jimmy's Boa Ate the Wash- PA skillsWhere the Wild Things Are- RA lesson, InferThe Relatives Came- RA lesson, Making ConnectionsOfficer Buckle and Gloria- RA lesson, Ask and Answer Questions

Alexander and the Terrible, Horrible, Very Bad, No Good Day-PA skillsMiss Rumphius- You Tube videoThe Stray Dog- RA lesson; Cause and EffectDiary of a Worm- TumblebooksThe Paper Bag Princess- TumblebooksPinkerton Behave!- PA skillsRoxaboxen- QuestioningSome Smug Slug- RA lesson, Alliteration

QUESTION STEMS TO ASK DURING READ ALOUD What do you think will happen next?

Why?

What are you thinking about the story right now?

What picture do you see in your mind right now?

How is this story like other stories we have read in class or you have read on your own?

Skills Groups (Small Group)9:

25-1

0:20

Specific skill groups have been formed focusing on PHONICS and FLUENCY

Flue

ncy

Fluency and

Phonics

PhonicsT 1 T

3

T 2

Task: Build fluency through repeated and performance reading.Materials: Student Notebook, Individual poems, pencil, highlighter, Reader’s Theater Scripts

Directions:Reread Poem of the Day1. Have students turn to Poetry section in their notebooks to chorally reread Poem of the Day. 2. Highlight or underline any key words discussed in morning meeting including rhyming words or unknown vocabulary words.Reader’s Theater3. Introduce script to students by reading aloud the text.4. Model reading with expression and voice inflection when reading different characters.5. Assign/Choose characters and have students work on rehearsing their parts.6. Listen in and provide scaffolding as students rehearse their parts at least two times.7. Be sure to reinforce and expect expression, voice inflection, phrasing…8. Rehearse the script as a small group; allowing the story to unfold.9. Rehearse often until the group is ready for performance. 10.Invite site director or teacher support to view the small group performance.

Fluency(Small Group)

9:25

-10:

20

Task: Build understanding of letter-sound relationship to decode words quickly and accurately.Materials: Student Notebook, Individual poems, pencil, highlighter, FCRR and Strategies Interventions

Directions:

Reread Poem of the Day1. Have students turn to Poetry section in their notebooks to chorally reread Poem of the Day. 2. Highlight or underline any key words discussed in morning meeting including rhyming words or unknown vocabulary words.

Phonics Intervention:3. Use the Florida Center For Reading Research Interventions and/or Literacy Strategies provided for your group.2. Each game or intervention should be introduced and teacher directed.

Phonics(Small Group)

9:25

-10:

20

Task: Build understanding of letter-sound relationship to decode words quickly and accurately.Materials: Student Notebook, Individual poems, pencil, highlighter, FCRR and Strategies Interventions

Directions:

Reread Poem of the Day1. Have students turn to Poetry section in their notebooks to chorally reread Poem of the Day. 2. Highlight or underline any key words discussed in morning meeting including rhyming words or unknown vocabulary words.

Fluency and Phonics Interventions:3. Use the Florida Center For Reading Research Interventions and/or Literacy Strategies provided for your group.2. Each game or intervention should be introduced and teacher directed. 3. Roll-a-Phrase game can be used during this time.

Fluency and Phonics

(Small Group)9:

25-1

0:20

Shared writing has the teacher control the pen, but invites the teacher and the students to create the ideas for the text together. That is, the students and teacher plan out the writing and then the teacher actually scripts the words. Like in Modeled Writing, it is important that the teacher engage the students by thinking aloud about the processes that are happening as he or she writes. And, of course, the teacher may involve students in other ways as well, such as asking them to spell certain words or to decide when a new paragraph should begin.

This approach effectively reinforces the concepts of print, as the students’ thoughts are transformed to written language as they watch. In addition to the process-related issues about which teachers might think aloud during modeled writing, the teacher in a shared writing session may think aloud and talk to the students more about the content of the writing.

Adams, Marilyn Jager. Beginning to Read: Thinking and Learning about Print. Cambridge, MA: MIT Press,

Shared Writing(Whole Group)

10:2

0-10

:40

Task: The teacher and students co-create; teacher writes and thinks aloud while the students actively listen and engage in their thoughts coming alive on paper.

Materials: Mentor Text, preplanned prompt, chart paper, student notebooks, pencils

Directions:

1. Introduce the lesson or topic by modeling how to begin writing

2. Plan the text and help students generate ideas for writing

3. Record students’ ideas, reinforcing print conventions such as capitalization, punctuation, and

print directionality

4. Reinforce students’ phonemic awareness through writing

5. Ask students to participate in the writing at strategic points by asking individuals to write

known letters, words, pieces of punctuation, or phrases

6. Involve your students in repeatedly reading the products they have created during interactive

writing sessions

7. The teacher should be sure to read and reread the ultimate composition, reviewing the skills

that have been highlighted in that process.

Shared Writing(Whole Group)10

:20-

10:4

0

Task: To learn word patterns in order to read and spell words accurately and fluently .

Materials: Student Notebook, making words lesson plan, pencil, highlighter, Fry’s Fluency Frenzy phrases and graph, timer, ziplock bags

Directions:Fry’s Fluency Frenzy:1. Each pair of students gets a phrase list. Set timer for one minute.2. Student 1 reads as many phrases as they can accurately in one minute.3. Student 2 checks Student 1 and counts the number correct.4. Student 1 completes their fluency graph for the corresponding day.5. Repeat for Student 2.

Making Words Lesson:6. Using the lesson plan provided, follow the directions in the lesson plan to work with the small group on making words.2. Students should record words in the Word Study section of their student notebook.

Word Study(Small Group)

10:4

0-11

:25

Nightly Reading Logs

Students will be expected to take home a reading log each night for parents to document reading. Students may choose to read books checked out from the library or their own books from home. Each day that a child brings back the log completed and signed by a parent, they will receive a sticker.

Roles and Responsibilities

SITE DIRECTORS• Daily Walk-throughs (instructional classroom checklists)• Buses• Discipline• Set procedures for securing substitutes, both teachers

and bus drivers• Establish lunch procedures/help with distribution of

lunchboxes• Establish dismissal procedures• Inventory materials/resources on August 9th for return to

Fountas and Pinnell file cabinet and the storage bin (list will be provided)

• Responsible for securing Progress Monitoring kits for teachers for each site:

3 kits per site PM DORF for second grade

Instructional Checklist

TEACHERS• Follow daily instructional schedule and routines• Daily: Collect lessons/books from F&P folders and return/file• Supervise/instruct students• Share co-teaching responsibilities• Prepare daily poem on chart paper, small and large group

lessons• Assess students using mCLASS on July 22nd and August 8th • Formatively assess students’ needs on daily basis• Supervise students within classroom, hallways, restrooms,

etc.

TEACHER ASSISTANTS

Roles and Responsibilities

• Library checkout/check-in/r-eshelve• Daily: Check students reading logs• Make copies, if needed• Assist individual students or small groups of students as

directed by teachers• Assist with assessments as needed• Supervision of students in restrooms, classroom, etc.• Help deliver lunch boxes to classrooms; students will need

to eat promptly at 11:30 and ready to report to buses by 11:45

 

Questions or Comments

Thank you for your commitment to these students!

1. Our next meeting will be held here on July 19th beginning at 8:00.

2. We will show you how to access student data and assess via mCLASS. Please plan to bring your iPad and mCLASS username and password.

3. A brief overview of the schedule as well as lessons will also be provided.

4. We will have all of your materials ready for pick at that time.5. You will have time to return to your schools to set up your

room.

We will be available via email should you have questions.