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Reading First Action Seminar Los Angeles Unified Schools March 31, 2005

Reading First Action Seminar Los Angeles Unified Schools March 31, 2005. Energizer Scavenger Hunt. Objectives and Outcomes:. After examining evidence, school site team member will: Assess the quality of the evidence.

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Reading First Action Seminar Los Angeles Unified Schools March 31, 2005

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  1. Reading First Action Seminar Los Angeles Unified Schools March 31, 2005

  2. EnergizerScavenger Hunt

  3. Objectives and Outcomes: After examining evidence, school site team member will: • Assess the quality of the evidence. • Produce three action steps for improving the process of gathering evidence. • Plan and prepare to collect more exact evidence. (through the lens of writing)

  4. Examining Learning Environments When you walk into an academically rigorous classroom of engaged students, what does it look like? Feel like? Sound like?

  5. Handing Off Handing off is a method of turning over to students the primary responsibility for controlling discussion. Having students “hand off” the discussion to other students instead of the teacher encourages them to retain complete control of the discussion and to become more actively involved in the learning process. When a student finishes his/her comments, that student should choose the next speaker. In this way, students maintain a discussion without relying on the teacher to decide who speaks. OCR Program Appendix pg. 28

  6. Examining Learning Environments What are our expectations of our teachers during our staff meetings and professional development sessions? What are our expectations of ourselves?

  7. Knowledge of the Standards What adds up to good writing instruction? ( ) = Quality Writing Instruction Writing Process + Conceptual Development + Genre

  8. OCR Ingredients Unit Opener Phonics/Fluency Word Knowledge (2000) Developing Oral Language Build Background Selection Vocabulary Preview and Prepare Comprehension Skills Discussing the Selection Exploring the Theme Inquiry Journal Concept/Question Board Theme Connections (small group discussion) Concept/Question Board

  9. A Building Block for Writing: Background Building In this narrowing there is a hole, called a jet, that lets the vacuum draw the fuel. A carburetor is essentially a tube. There is an adjustable plate across the tube called the throttle plate that controls how much air can flow through the tube. At some point in the tube there is a narrowing, called the venturi, and in this narrowing a vacuum is created.

  10. How do these C/Q Boards build schema?

  11. Looking at Evidence

  12. Table Talk • Is this good evidence of schema building? • Why or why not? • What happened before, during and after?

  13. 5 Minute Break

  14. Inquiring and Studying Each of your action steps should address collecting additional evidence. 1. Choose one of your action steps. 2. Use your Teacher’s Edition to identify multiple opportunities to collect additional data.

  15. Writing Objectives S = Specific M = Measurable A = Actionable R = Realistic T = Time-bound

  16. Action Plan

  17. Follow-up WorkReading First Action Seminar • When you return to your school: • Look for evidence that shows the progression of building schema. • For the April Action Seminar: • Bring all the pieces that show progression of the evidence collected.

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