Today before we get started be sure to …

• Sign in by school• Sign in anyone on your grade level that is not here on

the back • If you know your room number (ex: 501, 302) please

write it down; put your school phone number as well.• Print your email address (just the beginning unless you

don’t have a Lexington1 email address yet) • Place a star by your name if you are the grade level

chair. When I am at your school, we will be meeting in the grade level chair’s room as a grade level during your planning time.

• Pick up your copies on the back table.• Be sure you had your picture made!

Welcome First Grade Teachers!

August 14th District In-Service

Presented by: Sherell Stepp

About Me

• My name is Sherell Stepp. I was the literacy coach at Gilbert Primary School for the last 2 years.

• I have taught every grade from K to fifth grade. I have taught in an open classroom setting, been a remedial reading teacher, compensatory teacher and regular classroom teacher. I have taught for 16 years. My bachelors degree is in Early Childhood and Elementary Ed. and my masters degree is in Reading and Administration. My thirty plus hours have all been in literacy in the last 3 years.

• We will be staying in touch mostly through email. My email address is shstepp@lexington1.net

My Family

Getting to know You!

1. Something you did during summer vacation

2. Story of your first name

3. What you value in a colleague

4. What is a motto you try to live by

5. What is one goal that you have this year

PASSION • Reggie says… “When I suggest we need to teach with a sense of

urgency I’m not talking about teaching prompted by anxiety but rather about making every moment in the classroom count, about ensuring that our instruction engages students and moves them ahead, about using daily evaluation and reflection to make wise decisions. Complacency will not get our students where they need to be.” Reading Essentials

• Ellin Keene says, “We learn most effectively when we learn a few important concepts at a time, taught in depth over a long period and apply them in a variety of texts and contexts, then it becomes clear that we must be very clear about these concepts.” To Understand

• Allington and Cunningham – The single most important element of any classroom program is a knowledgeable and effective teacher.

Passion (cont’d.)

• Miller in Teaching with Intention… “My wish for you is that you can define your beliefs and align your practices to these beliefs: How do you go about teaching kids something new? What principles guide you? How do you know if kids are getting it? What do you do when they don’t?”

Debbie Miller says, “I believe we cannot underestimate the power of our influence– what we choose to say and do in the classroom profoundly affects the ways children view their teacher, themselves and each other.”

“I believe learning is maximized when the lessons I design are purposeful, interactive, and engaging with real-world applications.”

Your Passion, Your Beliefs

• What are you passionate about?• What do you believe about how children learn?• What is your vision for your classroom this year?• What are your expectations for the learning that

will happen in your classroom?• What is your plan to make sure that learning

happens?• Plan for time to reflect on your teaching, on your

children; privately and with your colleagues.

Literacy Specialist Role

• Rotation Focus • Grade Level Planning – how will this look? • Core Support – Common Assessments,

Pacing Guides, Resources, tier one support- differentiation

• Resources – website for first grade for ELA Check out our literacy wiki page: http://lexington1literacy.wikispaces.com

Quarter 1 Rotations FPE August 24th (K-2) August 31st (3-5) September 14th (K-2) September 21st (3-5) October 2nd (K-2) October 9th (3-5) OGE August 24th (3-5) August 31st (K-2) September 14th (3-5) September 21st (K-2) October 2nd (3-5) October 9th (K-2) CSE August 25th (K-2) August 28th (3-5) September 15th (K-2) September 18th (3-5) October 5th (K-2) October 8th (3-5) WKE August 25th (3-5) August 28th (K-2) September 15th (3-5) September 18th (K-2) October 5th (3-5) October 8th (K-2) RBE August 26th (K-2) August 27th (3-5)

September 16th (K-2) September 17th (3-5) October 6th (K-2) October 7th (3-5) SGE August 26th (3-5) August 27th (K-2) September 16th (3-5) September 17th (K-2) October 6th (3-5) October 7th (K-2) LES September 2nd (K-2) September 10th (3-5) September 22nd (K-2) September 30th (3-5) October 13th (K-2) October 21st (3-5) GES September 2nd (3-5) September 22nd (3-5) October 13th (3-5) GPS September 10th (K-2) September 30th (K-2) October 21st (K-2)

MES September 3rd (K-2) September 9th (3-4) September 23rd (K-2) September 29th (3-4) October 14th (K-2) October 20th (3-5) PHES September 3rd (3-5) September 9th (K-2) September 23rd (3-5) September 29th (K-2) October 14th (3-5) October 20th (K-2) LIS September 9th (5) September 29th (5) October 20th (5) LMES September 4th (K-2) September 8th (3-5) September 24th (K-2) September 28th (3-5) October 15th (K-2) October 16th (3-5) NPE September 4th (3-5) September 8th (K-2) September 24th (3-5)

Literacy Specialist Role cont’.

• Data Analysis

• Observations

• Coaching in the Classroom

• Professional Development

New LCFFirst Grade section

• Aug.• Concepts About Print • (THE SHOW ME BOOK)• if reading below level 2B

• Aug. – May to Guide Instruction• Informal running records with MSV in small group guided reading

• Sept., Jan., & May • (Benchmark running record using Dominie with MSV)

• Oct., Jan., & May• Writing samples dated and scored using district rubric *

• End of Year Text Level:____• Tier 1 2 3 (circle one)• End of year minimum text level expectation = 7

Testing dates:Sept. 9-30 Jan 5-26 April 28- May19

Dominie Assessments

Nancy Lind – district Dominie supervisorHer responsibilities include:•Supervising the set up and maintenance of Dominie kits•Conducting training on Dominie assessments•Monitor for completion of benchmarks•Working with Interventionist when moving children to tier II

•Testing WindowsSeptember 9-30 January 5-26 April 28-May

19

What is the core?

• The core curriculum is based on the 2008 academic standards for ELA.

• Our core instructional model is meant to support standards instruction through balanced literacy and differentiated instruction.

• Our core materials for the district are the adopted texts Rigby Literacy (K-2), leveled texts, trade books, units of study and Riverdeep Reading. Rigby materials are to be supplemented by (not supplanted by) these other core materials.

Pacing Guides

• Common assessments – a district focus on October 19

• Pacing Guides are designed to keep your team focused so you can make common assessments.

• ..\Literacy Coach\Standards\1st Grade Pacing Guide.doc

BREAK TIME

Getting Started with Reading

Literacy procedures (routines) need to be in place before assessment begins.

• First 20 Days of Independent Reading –(Fountas and Pinnell)

• ..\EDPD 811G\First 20 Days Details.pdf• Daily Five- (Boushey and Moser)• ..\Daily Five\chapter one notes.doc• Literacy Work Stations – (Debbie Diller)..\

Literacy Coach\learning stations\Literacy Work Stations K-2.doc

Getting Started with Writing

NEW Rubric for first grade this year. Based off of the state rubric.Possible avenues: Procedures for writing workshop• Ralph Fletcher’s – Writer’s Notebook• First 20 days of Writer’s Workshop• ..\EDPD 811G\First 20 Days of Writing.doc• First 20 days of Independent Writing..\EDPD 811G\

Getting Started with IndependnentWriting from Fountas and Pinnell.doc

• Writer’s Notebook..\EDPD 811G\The 1st Twenty Days of a Writer’s Notebook.ppt

• Daily Five – Work on Writing

Score 3 2 1

Content/Development

Several details clearly related to the topic

Some details, but they are less specific

Minimal detailsMay include unrelated ideasMay include isolated words that are related to the topic

Conventions Acceptable control of age-appropriate, simple conventions of:grammarcapitalization (at beginning of sentences and/or with simple proper nouns)end punctuationspellingsentence formation

Lack of control of age-appropriate, simple conventions of:grammarcapitalization (at beginning of sentences and/or with simple proper nouns)end punctuationspellingsentence formation

Old First Grade Rubric

Score 3 2 1

Content/Development Presents a clear focus about the topic Fully develops the focus with sufficient detail clearly related to the topic

Presents a clear focus about the topic Develops the focus but details are less specific or need elaboration

There is no clear focusDetails are sparse and or confusing

Organization Has an effective beginning, middle, and end using simple sentences

Has or attempts a beginning, middle, end using simple sentences, however, one or more of these components could be weak or ineffective

Attempts a beginning, middle, end using simple sentences, however, one or more of these components could be absent or confusing

Conventions Provides evidence of a consistent and strong command of grade-level conventions:Grammar (personal pronouns, common and proper nouns, singular and plural nouns, conjunctions –and, but, or)Capitalization (first word of a sentence, names of people, pronoun I)Punctuation (periods, exclamation points, question marks)spelling (high- frequency words, three- and four- letter short- vowel words

Provides evidence of an adequate or limited command of grade-level conventions.

Provides little or no evidence of having a command of grade-level conventions.

LEXINGTON COUNTY SCHOOL DISTRICT ONE MODIFIED MAY 20091ST GRADE 9-POINT WRITING RUBRIC

Questions to consider when planning:

• What is your instructional purpose?

• How did you determine your instructional purpose?

• What did you observe in students that helped you know your purpose was accomplished?

Purposeful Read Alouds

Purposes: 1. Building community, 2. Comprehension strategies 3. Building bridges to the Indicators4. Supporting the Writer’s Workshop5. Vocabulary Development6. Word Study and Grammar lessonsResources-• Interactive Read Alouds• Laminack’s Unwrapping the Read Aloud• Mentor Texts (Fiction and Non-fiction)– Dorfman &

Cappelli

Instructional Strategies/Classroom Expectations

Evidence

Activates prior knowledgeSets purpose for readingProvides model of fluent and expressive readingTeaches a focused ELA skill or strategyModels comprehension strategiesDoes a Think AloudEngages in questioning beyond recallOral/written responsePair/Share Turn/Talk

Observation of read aloudAnchor ChartsAgendaConversations with studentsDisplayed literatureHallway displays Sticky notes on books to highlight strategies

Instructional Strategies/Classroom Expectations

Evidence

Introduce each domainShow exemplar papersModel writing in each domainUse rubric languagePeer scoringTeacher scoringSelf scoring

Rubric postedCollaborative meetingsStudent use of rubricIndividual rubrics for students to useConversations with studentsHear rubric language being usedLCF content (scored papers)

Writing Rubric ObservationTool

More than anything…

• My wish for you is that life becomes all that you want it to. Your dreams stay big, your worries stay small, You never need to carry more than you can hold…And while you’re out there getting where you getting to, I hope you know somebody’s with you, and wants the same things too, Yeah, this is my wish!

• May we make dreams come true for all the children whose lives we touch this year!

• You are the MOST important element for success in your classroom!!!!!

Don’t forget…

• My contact information:

• shstepp@lexington1.net

• Feel free to email me with any concerns or questions.

• Email me your schedule as soon as you can.

Let’s have a great year!