Elementary Literacy Committee
Minutes – April 30, 2004
Attendance:
Alderwood: Susan Little, Rebecca Lacey Birchwood: Holly McLeod Carl Cozier: Kerry Draddy, Marcia Harris Columbia: William Palmer Geneva: Kristi Dominguez, Chris Andresen Happy Valley: Larrabee: Kelly Glynn Lowell: Beth Kealy Northern Heights: Susan D'Amelio Parkview: Pat Buhl Roeder: Marie Little Roosevelt: Precious Bryngelson Silver Beach: Karin Grady, Angela Borden Sunnyland: Cindy Christenson, Kiersten Barr
I. New Professional Development Materials
The committee previewed videos and study guides for small group or whole group professional development, which are available through the Library Media Department.
Primary Literacy Video Collection - Heinemann
• Word Study: Phonics and Spelling Lessons, Buddy Study System
• Classroom Management: Managing the Day and Planning for Effective Teaching
• Guide Reading: Essential Elements, The Skillful Teacher
Reading Strategies in the Content Areas – Video Collection ASCD
• Pre Reading Strategies
• During Reading Strategies
• After Reading Strategies
Classroom Management That Works – ASCD
• Managing the Day
• Planning for Effective Teaching
. Phonic Lessons – Fountas and Pinnell
Copies of Phonic Lessons by Fountas and Pinnell for K, 1, and 2 have been ordered and will be bar coded and sent to each school for each K,1, 2 classroom teacher.
II. Levels of Use Survey
Members of the committee tallied up their building data for each of the elements in the Level of Use Survey. The committee charted how they would share the data with their principals and staff. They also shared ideas for using the data to support strategic planning and determining next steps in professional development. The committee also looked at their data for trends across all schools.
*Strengths were noted in the following elements:
1-Literacy Block includes demonstration, guided and independent approaches
9-Written work is used to evaluate student progress and identify appropriate instructional
objectives and approaches.
10-Draft books/writing samples are linked to reading and writing instruction
13-Selection and use of read to, shared, guided and independent approaches motivates
and engages students
17-Teacher demonstrates and provides opportunities for students to use reading and writing
process
18-Teacher demonstrates and expects students to use writing process
21-Teacher demonstrates and provides opportunities for students to practice using prior
knowledge and making connections
*A strength was determined by 9 or more school identified an element as level 3 or 4)
*Challenges were noted in the following elements: (The (#) indicates number of schools where at least ¼ of the staff rated the element a 2)
3-Daily planning includes use of analyzed data to determine appropriate objectives,
resources and grouping (2)
5-Monitoring Notes are used to measure and evaluate student progress and identify
appropriate instructional objectives (4)
7-Student reflection is used to evaluate student progress and identify appropriate
instructional objectives (7)
11-Integration of teaching the 6 Traits is linked to reading and writing instruction (1)
14-Selection and use of Before, During, After Reading/Writing Strategies is planned to
engage and motivate students (2-primary)
15-Student is motivated by his/her self-selection of materials (1)
16-Reading and Writing resources are selected based on assessing the supports and
challenges of text (1)
19-Teacher demonstrates and provides opportunities to practice fluency in the classroom (4-
intermediate)
20-Vocabulary is taught both directly and indirectly by teacher (2)
22-Phonemic awareness is explicitly taught & embedded in total reading program (4-
intermediate)
23-Phonics are modeled and followed by guided and independent practice (4-intermediate)
24-Students have writing and reading instruction in text forms and features as expected for
each grade level (1-primary)
25-Teacher demonstrates and provides opportunities to practice visualizing (2)
26-Conditions for Learning (Engagement, Immersion, Demonstrations, Expectations,
Responsibility, Approximations, Use, Response) are embedded in my practice (1)
27-Teachers use Student Planning Sheet/Planners as tools to promote responsibility (8)
*A challenge was determined by identifying the element where at least ¼ of the staff rated the element a level two. There were no level ones indicated by elementary teachers.
III. Assessing the Core Elements
Marie Little and Pat Buhl looked at a draft chart showing the assessment tools that teachers can use to assess the 5 Core Elements of Reading. The chart will be attached to the minutes for committee members to review and send revisions and additions to Adrienne. The chart will be added to the Literacy Support Guide and shared at Grade Level Meetings in the fall.
IV. Reading K – 10 Grade Level Expectations: A New Level of Specificity
Washington State's Essential Academic Learning Requirements.
The committee members looked at the new document written by OSPI and compared it to BSD Grade Level Expectations for Reading. The group analyzed the documents for what was similar and what was different. The group decided that BSD expectations should be more closely aligned with the EARLS. Adrienne will work with Sherrie Brown to use a similar format used in the science guide. The draft will be sent to the committee in the fall. The group will decide in the fall how to share the information with the elementary teachers.