Title I Parent Workshop

1. Title I Parent Workshop Summersill Elementary Rosemary McGahhey Leighla-Chanel Roper

2. Workshop Goals • Participants will be able to: • Learn the structure of Title I at Summersill • Understand the Leveled Literacy Home Connection • Identify their child’s book level using the NC Benchmarks and • Monitor their child’s progress to being on grade level.

3. Overview of Title I • Title I is a federally funded program. • Its purpose is to help students meet our state’s challenging academic content and performance standards. • Summersill is a school wide Title I site. • Summersill offers a supplemental pull-out or inclusion reading program in a small group setting. We use a variety of teaching materials, methods and strategies.

4. How did my child qualify? • MSCL (Multiple Selection Criteria List) • Grades 1-3 • Fiction and Nonfiction Levels • Report Card • 2010-2011 Teacher Input • Survey (Grades 1&2) • Spelling Inventory • Grades 4-5 • EOG Reading Score • Fiction/Nonfiction Level (Grade 4) • Spelling Inventory • 2010-2011 Teacher Input • Report Card

5. When and where does my child meet? • Grades 1 & 2 – Pull out in Title I room with Ms. McGahhey (T16) • Grade 3 – Pull out in Title I room with Mrs. Roper (T16) • Grades 4 & 5 – In class with Mrs. Roper • All classes are 30 minutes

6. What will my child do during Title I? • Research-based instruction • Grades 1-3 : Leveled Literacy Intervention • Reading – Using Leveled Texts • Word Study • Writing • Poetry • Take Home Books • Grades 4-5 : Small Group Instruction • Reading – Using Leveled Texts • Word Study • Vocabulary • Writing • Student-Led Discussion • Question/Answer Relationship

7. How will I be notified of progress? • Newsletters (quarterly) • Progress Reports (quarterly) • Other (email, phone calls, notes, etc.) How do I get in contact with my child’s Title I teacher? • 910-455-2672 • Rosemary.mcgahhey@onslow.k12.nc.us • Leighla.roper@onslow.k12.nc.us • School Website – Click on School Staff

8. Home/ School Connection • Grades 1-3 • Brightly colored take home bags (red, yellow and purple) • Take home books – A paper copy of previously read book (needs to be returned) • Allow child a chance to read at home to a family member • May also contain: letters, sentence strips, sight words, etc. • Fold sheet – Classroom/Home Connection • Writing/Illustrating practice to reinforce learning • Take home fold sheet to read to family members • Monthly Pamphlets • Parent Institute • Reading • Homework and Study Skills • Skills for School Success • Ways to Read with your Child • Motivating Your Child to Read • Preparing your child for Standardized Tests

9. NC Benchmarks • Literacy Assessments are intended as a process for formative and summative assessment. • Documents students’ development and progress in reading over time. • Assessments guide teacher’s instruction using students’ strengths and growth points.

10. NC Benchmarks • What are its components? • Benchmark Assessment • Leveled Books • Oral Comprehension • Written Comprehension • Vocabulary • Fluency (Benchmark Assessment Systems 1 and 2 by Fountas and Pinnell) • Spelling Inventory • Phonics (Research from Donald Bear et al)

11. So what does it all mean? • Book Level Equivalence Chart • Based on Fountas and Pinnell • Reading Level Grade Text Level Basal Level Reading Recovery • Emergent Kindergarten/ Grade One A Readiness 1 • Early Kindergarten/ Grade One B 2 • Early Kindergarten/ Grade One C PP1 3/4 • Early Grade One D PP2 5/6 • Early Grade One E PP3 7/8 • Early Grade One F Primer 9/10 • Early Grade One G 11/12 • Early Fluent Grade One/Two H Grade One 13/14 • Early Fluent Grade One/Two I 15/16/17 • Early Fluent Grade Two J Grade Two 18/19/20 • Early Fluent Grade Two K • Early Fluent Grade Two/Three L • Fluent Grade Two/Three M • Fluent Grade Two/Three N Grade Three • Fluent Grade Three/Four O • Fluent Grade Three/Four P • Fluent Grade Four Q Grade Four • Fluent Grade Four R • Advanced Grade Four/Five S • Advanced Grade Four/Five T • Advanced Grade Five U • Advanced Grade Five/Six V • Advanced Grade Five/Six W • Advanced Grade Six/Seven/Eight XYZ

12. Let’s Take A Closer Look • On Your Table • Leveled Text • See if you can find the book’s: • Level • Grade Equivalency • School Year (Beg, Middle, End) Notice the pictures, text, features, etc.

13. So what do I do next? • If you have not read the book ask your child “What has happened so far?” • Look for them to keep it brief. • This is where they should include the story elements (characters, setting, problem, topic, etc.) • Read with your child • Remember some readers can decode but do not comprehend what they have read. • Discuss the story by going beyond the story elements • How does the character feel in the beginning? End? • Have you ever felt that way? • What could _____ have done differently? • How does the author help you understand the topic? • What new information did you learn about the topic? • Why do you think the author wrote this book?

14. Discussing Books with Your Child • Watch an example • Now it’s your turn • Choose a book on the table • Write down some questions that could be asked about the book • Remember to go beyond the story elements.

15. Chapter One Before Breakfast "Where's Papa going with that ax?" said Fern to her mother as they were setting the table for breakfast. "Out to the hoghouse," replied Mrs. Arable. "Some pigs were born last night." "I don't see why he needs an ax," continued Fern, who was only eight. "Well," said her mother, "one of the pigs is a runt. It's very small and weak, and it will never amount to anything. So your father has decided to do away with it." "Do away with it?" shrieked Fern. "You mean kill it? Just because it's smaller than the others?" Mrs. Arable put a pitcher of cream on the table. "Don't yell, Fern!" she said. "Your father is right. The pig would probably die anyway." Fern pushed a chair out of the way and ran outdoors. The grass was wet and the earth smelled of springtime. Fern's sneakers were sopping by the time she caught up with her father. "Please don't kill it!" she sobbed. "It's unfair." Mr. Arable stopped walking. "Fern," he said gently, "you will have to learn to control yourself." "Control myself?" yelled Fern. "This is a matter of life and death, and you talk about controlling myself." Tears ran down her cheeks and she took hold of the ax and tried to pull it out of her father's hand. "Fern," said Mr. Arable, "I know more about raising a litter of pigs than you do. A weakling makes trouble. Now run along!" "But it's unfair," cried Fern. "The pig couldn't help being born small, could it? If I had been very small at birth, would you have killed me?" Mr. Arable smiled. "Certainly not," he said, looking down at his daughter with love. "But this is different. A little girl is one thing, a little runty pig is another." "I see no difference," replied Fern, still hanging on to the ax. "This is the most terrible case of injustice I ever heard of." A queer look came over John Arable's face. He seemed almost ready to cry himself.

16. Questions and Concerns • Questions? • Concerns? • Thank you for coming out!