Literacy Update

1. Literacy Update 2010 - 2011

2. Our objectives… • Student Achievement and College Readiness • Defined and Assigned Reading in every classroom • Structured Reading and Writing lessons in every course. • Integrate Core Content and Program of Studies into Reading and Writing Lessons. • State Law Compliance.

3. Literacy Portfolio • It is not the portfolio that students have done in the past. (Four polished pieces that are scored at the end of the year). • Now it includes Writing to Learn, Writing to Demonstrate Learning, and Writing for Publication

4. Writing to Learn • Refer to page 29 • Student is his or her own audience. • This writing helps the students understand and process what the teacher has taught that day. • Teachers are not grading for accuracy. • Students should have a minimum of twelve Writing to Learn activities at the end of each grading period. • Students must maintain a table of contents for Writing to Learn activities.

5. Writing to Demonstrate Learning • Refer to page 32 • Teacher is the intended audience and it may be in the form of an ORQ, short answer, or an essay response on a test. • This writing allows students to demonstrate their mastery of a concept. • This writing is graded for accurate content. • Writing to Demonstrate Learning must occur at least once each grading period. These pieces must be score. • This may be the common ORQ that is entered in CASCADE.

6. Writing for Publication • Refer to page 67 • This was previously the “finished portfolio piece.” • This requires an authentic audience (not the teacher) and purpose. • This allows students to apply their writing to a real-world audience and purpose. • This piece is graded using the Kentucky Scoring Rubric for form and purpose. • Non-English teachers should complete and score ONE Writing for Publication piece by January 31, 2011.

7. Class Literacy Portfolio • Each teacher should maintain a literacy portfolio for each student. • The literacy portfolio must contain: Writing to Learn, Writing to Demonstrate Learning, Writing for Publication, and a Table of Contents for class reading assignments. • Students must upload all writing their JCPS student online account. • Teachers must send the entire literacy portfolio to English teachers by March 31st, 2011.

8. Reading Table of Contents • Refer to sample Table of Contents • The purpose of a reading table of contents is to record the reading assignments for each student. • While students do not have to record every reading assignment, they must record a minimum of five readings each grading period.

9. Reading Strategies • Our plan is to continue and offer a variety of reading strategies to the faculty over the course of the year. • The first step is the recording of assigned reading in the Reading Table of Contents. • Teaching the Textbook: explaining how the textbook for the course is organized.

10. Reading (continued) • In addition to textbook assignments, students should read the equivalent of one article per grading period. • The material must support the Core Content and Program of Studies. • Ninth and 10th grade reading should emphasize informational or persuasive texts whenever possible. • The supplemental reading may be distributed by the teacher or discovered by the students.

11. Curriculum Coordinator • Pam Sanders (office is located in College Room) • Mrs. Sanders will be meeting with departments on a regular basis. • Mrs. Sanders will also have office hours and can meet with teachers to help with the literacy portfolio.