The role of staff development is to provide educators with a rationale for improving instructional practice based on the latest research of Balanced Literacy. A few of the topics include student engagement, data analysis, English Language Learners, classroom environment, and more. Staff developers provide educators with a variety of professional resources as well as model lessons that support instructional practice.
Tuesday, April 17, 2007
Making Meaning of Text Using: "Stranger"
Participants make meaning of and engage in a discussion about the short story, “Stranger,” by Walter Dean Myers.
Tuesday, April 17 , 2007
Discussion of Shared Reading Lesson
After observing a Shared Reading lesson with 9th grade students, adults documented teacher moves and student conversation detected in the lesson. Shannon Maul facilitates a discussion on the impact of lessons that facilitate accountable talk.
Discussion of Shared Reading Lesson
After observing a Shared Reading lesson with 9th grade students, adults documented teacher moves and student conversation detected in the lesson. Shannon Maul facilitates a discussion on the impact of lessons that facilitate accountable talk.
Tuesday, April 17 , 2007
Student Centered Classrooms & Accountable Talk
Staff Developer, Shannon Maul, shares the essential components of student centered classroom: (1) Focus on meaning making, (2) Collaboration, (3) Student independence. Emphasis is also placed on Accountable Talk and its role in a student centered classroom.
Student Centered Classrooms & Accountable Talk
Staff Developer, Shannon Maul, shares the essential components of student centered classroom: (1) Focus on meaning making, (2) Collaboration, (3) Student independence. Emphasis is also placed on Accountable Talk and its role in a student centered classroom.
Thursday, March 15 , 2007
Word Study Lessons: Spelling
Components involved in the teaching of spelling (i.e. phonics, high frequency words, visual strategies, meaning/word study strategy) are addressed. A ten day structure for the teaching of spelling is discussed. Professional text referenced: Spelling K-8 by Diane Snowball
Word Study Lessons: Spelling
Components involved in the teaching of spelling (i.e. phonics, high frequency words, visual strategies, meaning/word study strategy) are addressed. A ten day structure for the teaching of spelling is discussed. Professional text referenced: Spelling K-8 by Diane Snowball
Thursday, March 15, 2007
Word Study Lessons
The content of the two lessons Katherine Casey models addresses how Latin prefixes help determine the meaning of words.
Word Study Lessons
The content of the two lessons Katherine Casey models addresses how Latin prefixes help determine the meaning of words.
Thursday, March 15, 2007
Word/Language Study Vocabulary
Participants reflect on current practices of word and language study and are provided ideas to launch the study by valuing the language that students bring into the classroom (i.e. creating a “slang dictionary”). Standards and CST released questions are also addressed. Professional text referenced: Words, Words, Words by Janet Allen
Word/Language Study Vocabulary
Participants reflect on current practices of word and language study and are provided ideas to launch the study by valuing the language that students bring into the classroom (i.e. creating a “slang dictionary”). Standards and CST released questions are also addressed. Professional text referenced: Words, Words, Words by Janet Allen
Tuesday, March 13, 2007
Planning a Guided Reading Lesson
Having previously looked at student data, analyzed text, and looked at the reading development continuum, participants plan a series of Guided Reading lessons with a specific focus in mind. Table groups share co-created lesson plans.
Planning a Guided Reading Lesson
Having previously looked at student data, analyzed text, and looked at the reading development continuum, participants plan a series of Guided Reading lessons with a specific focus in mind. Table groups share co-created lesson plans.
Tuesday, March 13, 2007
Analyzing Text to Plan for Guided Reading
How do I use text in Guided Reading if it has no level? Participants engage in an analysis of text and its characteristics to determine whether it would be appropriate to use for Guided Reading. Adults increase their knowledge of text complexity. Professional text referenced: Leveled Books K-8, by
Fountas and Pinnell
Analyzing Text to Plan for Guided Reading
How do I use text in Guided Reading if it has no level? Participants engage in an analysis of text and its characteristics to determine whether it would be appropriate to use for Guided Reading. Adults increase their knowledge of text complexity. Professional text referenced: Leveled Books K-8, by
Fountas and Pinnell
Thursday, February 22, 2007
Strategies for Supporting English Language Learners - Part 1
Participants engage in literacy strategies that would scaffold reading work for English Language Learners. The focus is to provide ELLs opportunities to use writing (and think time) as a scaffold to making meaning of texts.
Strategies for Supporting English Language Learners - Part 1
Participants engage in literacy strategies that would scaffold reading work for English Language Learners. The focus is to provide ELLs opportunities to use writing (and think time) as a scaffold to making meaning of texts.
Guide Reading in Middle School
What does current research have to say about Guided Reading? The heart of this professional development session concentrates on five focus areas (1) Why all students benefit from Guided Reading, (2) Leveled readers to use during Guided Reading, (3) The difference between Small Group Instruction and Guided Reading, (4) How to group students, (5) What to teach during Guided Reading. Texts referenced: A Closer Look at Guided Reading by David Hornsby, Guiding Readers & Writers, Leveled Books K-8 by Fountas and Pinnell, and Teaching Reading in Middle School by Laura Robb
Comparing Text: Levels J & K
In order to support students in Guided Reading, participants engage in an analysis of books leveled J and K. Guiding questions: What makes level K more challenging than level J? What are the instructional implications for moving students from level J to K?
Mini-Lesson Resources, Conferring, & "Just Right" Books
A continuation of the Independent Reading workshop model demonstrated with 8th Grade students. Participants are provided additional resources to support the development of mini-lessons. Katherine Casey models the thinking work behind her conferring notes (taken from her demo with 8th Grade students). Helping students find “Just Right” books and how to grade Independent Reading were additional topics discussed.
A Closer Look at Independent Reading in Secondary Schools
Katherine Casey addresses some of the frequently asked questions about Independent reading in secondary schools. Topics discussed: (1) Scheduling, (2) Connecting Read Aloud & Shared Reading with Independent Reading, (3) Mini-lessons (architecture, types of & planning for). Adults engage in a professional read and discussion about procedures. Texts referenced: “An Instructional Guide to Literay,” New York Dept. of Ed, and Teaching Reading in Middle School by Laura Robb.
Guided Reading Resources and Text Levels
What does current research have to say about Guided Reading? Adults are provided selections from professional texts to read and discuss. Katherine Casey also discusses the impact text levels have on Guided Reading lessons. Texts referenced: A Closer Look at Guided Reading by David Hornsby, Reading & Writing in Kindergarten by Rosalie Franzese, Guiding Readers & Writers and Leveled Books K-8 by Fountas and Pinnell
Discussion of Guided Reading Lessons
Having observed two Guided Reading lessons with 2nd Grade students modeled by Katherine Casey, adults engage in a debrief of what they observed the students doing during the lessons. Katherine also shows and elaborates about the assessment notes she took during the lessons.
A Closer Look at Guided Reading
Katherine Casey answers many questions participants have about Guided Reading. Topics covered: (1) Why all students benefit from Guided Reading, (2) What are the other students doing? (3) Scheduling, (4) The difference between Guided Reading and Small Group Instruction, (5) Text Levels & Text Selection, (6) What does the teacher write down? Professional texts referenced:Practice With Purpose and Literacy Work Stations by Debbie Diller, and Still Learning to Read by Sibberson and Szymusiak.
Summarizing Unit Focus: 7th Grade
Katherine Casey provides participants with a three week plan for teaching a 7th grade unit on summary. Emphasis is placed on including teaching time and student work time within each 45-55 min. block. The unit also showcases the progression from reading work to writing.
Summarizing Unit Lesson #1 Using: "Gardening with Native Plants"
With a class of 7th grade students, Katherine Casey models the first of two lessons from a unit on Summarizing. Adults monitor and assess students’ ability to find important ideas from the text. Katherine anticipates students will need support differentiating between topics and main ideas.
An Exploration of Summarizing Focus: Middle and High School
Katherine Casey provides a rationale for and exposes the myths about the teaching of summarizing. Participants take on the work of summarizing by reading, writing, and comparing their own summaries with others in the room to calibrate their understanding of what should be included in a summary. Resource used: Summarizing, Paraphrasing, and Retelling by Emily Kissner.
Summarizing Unit Focus: 4th Grade
Katherine Casey explains the difference between topics and main ideas. Participants are provided a 4th grade unit on summary with an emphasis on writing.
An Exploration of Summarizing
Katherine Casey provides a rationale for and exposes the myths about the teaching of summarizing. Participants take on the work of summarizing by reading, writing, and comparing their own summaries with others in the room to calibrate their understanding of what should be included in a summary. Resource used: Summarizing, Paraphrasing, and Retelling by Emily Kissner.
Curriculum Mapping: 7th Grade Example
After breaking down 7th grade standards, participants synthesize big ideas from reading, writing, listening & speaking strands to develop ideas for units of study.
The Big Picture: Grades 4-8
Katherine Casey models how to extract essential ideas from reading the Grades 4-8 Overview of the CA Standards Framework.
Planning a Yearlong Curriculum Focus: Middle & High School
What are the benefits of teacher planned curriculum? What would a yearlong curriculum map look like? What goes in to units of study/inquiry? Katherine Casey addresses these questions and provides models of units of study from SDUSD schools.
Curriculum Mapping: 3rd Grade Example
After breaking down 3rd grade standards, participants synthesize big ideas from reading, writing, listening & speaking strands to develop ideas for units of study.
The Big Picture: K-3
Katherine Casey models how to extract essential ideas from reading the K-3 Overview of the CA Standards Framework.
Planning a Yearlong Curriculum Focus: Elementary
What are the benefits of teacher planned curriculum? What would a yearlong curriculum map look like? What goes in to units of study/inquiry? Katherine Casey addresses these questions and provides models of units of study from SDUSD schools.
Q&A About the Small Group Demonstration Lessons Focus: Middle and High School
Participants evaluate the three Small Group Instruction demonstration lessons previously observed. (Lesson #1 & #2 focus: Reflection; Lesson #3 focus: Gathering Information). Katherine Casey answers participants’ questions and explains teacher moves.
Small Group Demo Lesson on Gathering Information Focus: Middle and High School
Katherine Casey demonstrates a lesson on gathering information in a fictional text. She focuses on the questioning strategy in order to get to the big ideas in the text. Katherine provides students with a copy of the text where they will be guided in taking notes in the margin.
Small Group Demo Lesson on Oral & Written Reflection (Lesson #2) Focus: Middle & High School
Having previously worked with a small group of 8th Grade students, Katherine Casey models a Day II lesson with the same students. Students review their written answers they wrote on Day I and rewrite their answers during this lesson.
Small Group Demo Lesson on Oral & Written Reflection (Lesson #1) Focus: Middle & High School
The focus for this demonstration lesson is for students to be able to answer the question What is the most important event? Katherine supports a group of 8th Grade students with an instructional purpose, things to look for, and a sentence frame.
Literacy Initiative: How It Relates to Teachers
Katherine Casey reviews the expectations and responsibilities of the literacy initiative. Katherine reminds participants that the initiative applies to every single teacher in the state of California. She also demonstrates how the initiative is supported California teaching standards.
Q&A About the Small Group Demonstration Lessons - Elementary
Participants evaluate the four demonstration lessons on Word Work, Reflection, Fluency, and Shared/Guided Reading. Katherine Casey answers participants’ questions and explains her rationale.
Small Group Demo Lesson on Shared/Guided Writing
The objective for this demonstration lesson is to guide students who have simple sentence structure and move them into complex sentence structure. Katherine Casey uses a familiar text they had already read in their class. She provides phrases that show passage of time to guide them into the transition of simple sentences to more complex sentences.
Small Group Demonstration Lesson on Fluency
Katherine Casey demonstrates a small group lesson on fluency. Katherine models for the students how to read the text with fluency and expression. They have a discussion about the two characters in the text and are provided multiple opportunities to practice reading the text out loud.
Small Group Demonstration on Oral Reflection
The focus for this demonstration lesson is for students to be able to answer the question What is the most important event? Katherine Casey supports students with an instructional purpose, things to look for, and a sentence frame.
Small Group Demonstration Lesson on Word Work
In this demonstration lesson, Katherine works with three 4th grade students. Lesson focus: Word work (i.e. reading whole words and word endings). The lesson begins with a shared reading of a personal narrative. Students practice reading the text and make meaning of the text. Students are then guided to practice reading and writing words from the text.
Shared Reading and Universal Themes Using: "About Loving" and "The Last Kiss" -
Middle & High School
Katherine Casey demonstrates two shared reading lessons where the participants take the role of the student. Katherine’s objective is to show how two different texts that are connected by a universal theme can be used to apply the work from one lesson to the next lesson.
Using the DRA2 to Inform Instruction - Middle & High School
Katherine Casey emphasizes that the CST does not provide useful information for students who are struggling in all areas of the assessment. Katherine uses the DRA2 on struggling 8th grade students to model the valid information that results from this assessment. She also offers explicit teaching strategies that will help students move forward in their work.
ELD Tools That Inform Instruction - Middle & High School
In order to analyze the data of English language Learners more effectively at the Middle School level, Katherine Casey reviews ELD tools by Mary Cappellini. She emphasizes that these tools can help educators differentiate between a student who is struggling to read or is struggling with the English language. In addition, Katherine offers a few teaching strategies after she has analyzed data on individual students.
Shared Reading and Universal Themes Using: "About Loving" and "The Last Kiss" -
Elementary School
Katherine Casey demonstrates two shared reading lessons where the participants take the role of the student. Katherine’s objective is to show how two different texts connected by a universal theme can be used to apply the work from one lesson to the next lesson.
Using the DRA2 to Inform Instruction - Elementary School
In order to inform instruction using the DRA2, Katherine Casey highlights the importance of going beyond the score. Katherine illustrates this belief using DRA2 data of four students who tested at an independent reading level 16. Participants observe and analyze the DRA2 assessments and generate an instructional plan for each student.
ELD Tools That Inform Instruction - Elementary School
In this session, Katherine Casey focuses on taking a closer look at our English Language Learners. She reviews how to strategically utilize four ELD tools from Mary Cappellini’s book, Balancing Reading & Language Learning. In addition, Katherine offers a few explicit instructional techniques that help move English Language Learners forward in their work.
Heterogeneous Grouping in Secondary Schools
What are your beliefs about heterogeneous grouping? Participants read and discuss what current research has to say about grouping students. Essential School’s “Universal Goals: How Can Heterogeneous Grouping Help?” and NAESP’s “Improving Adolescent Literacy” were highlighted articles.
Review of Past Work - Middle and High School
Reviews literacy approaches (i.e. Read Aloud, Shared Reading, Guided Reading, Independent Reading) and their purposes in teaching students to read. Participants are provided a list of the big ideas presented in staff development for the past two years. Emphasis is placed on reflecting how the work can be scaffolded for all teachers who will be implementing Balanced Literacy approaches in their classrooms.
Mapping Out Test Preparation Lessons
Katherine Casey provides a 4 week scope and sequence to incorporate knowledge of the CST into daily lesson plans. Additional topics discussed: charting, academic language, reformatting text, and student motivation.
Discussion of Test Preparation Lessons
Having viewed 3 consecutive test preparation lessons modeled by Katherine Casey with 4th & 5th grade students, participants discuss the supports and challenges students faced in the lessons.
Test Preparation Lessons
Katherine Casey models 3 test preparation lessons with 4th & 5th grade students. Lesson 1 focus: compare and contrast regular text with CST passages. Lesson 2 focus: noting differences between CST reading and writing passages. Lesson 3 focus: taking a closer look at CST writing passages and associated questions.
Preparing Students for the CST
To better prepare students for the CST, Katherine Casey provides a rationale for connecting previous reading work with CST released items and the way test-makers format text. Participants discuss the challenges that students face when testing and brainstorm supports that can be provided to diffuse testing anxiety. Professional article referenced: “Teaching to the Test” by Donna Santman.
Classroom Charting Ideas
Katherine Casey shows examples of and explains uses for charting in the classroom. Since charts should be designed to support students as they work independently, teachers need to reflect on how to use the “prime real estate” in their classrooms to support student learning. Questions to ponder: Which charts do your students look at and use each day? Which charts show and tell students what to do? How often do you add to and revise charts? Additional topics addressed: showcasing student work, parent conferences, student accountability.
Fitting "This" Into Houghton Mifflin Curriculum - Middle & High School
Literacy Coaches Eileen Burkholder and Susan Newcomb guide participants through Holt’s chapter/theme overview and scope & sequence in order to plan more intentionally through the lens of Balanced Literacy. Areas of focus: charting, reformatting text, transferable questions, applying text found in Holt to Read Aloud, Shared Reading & Independent Reading approaches.
How Do I Fit "This" In? - Elementary School
Participants engage in a reflection about “the work.” Katherine Casey highlights 3 focus areas of “the work”: (1) student enagement (2) questioning (3) making meaning of texts (4) assessment driven instruction. Professional texts referenced: Engaging Adolescent Learners by Releah Cossett Lent, Guiding Readers & Writers, Grades 3-6 by Fountas and Pinnell, and Shared Reading by Sue Brown.
Fitting "This" Into Houghton Mifflin Curriculum - Elementary School
Literacy Coaches Michelle Centeno and ‘ria Wickstant guide participants through Houghton Mifflin’s 5 day scope and sequence in order to plan more intentionally through the lens of Balanced Literacy. Areas of focus: student needs, standards addressed, demands on the text, transferable questions, Read Aloud and Shared Reading approaches.
How Do I Fit "This" In? - Elementary School
Participants engage in a reflection about “the work.” Katherine Casey highlights 3 focus areas of “the work”: (1) student enagement (2) questioning (3) making meaning of texts (4) assessment driven instruction. Professional texts referenced: Engaging Adolescent Learners by Releah Cossett Lent, Guiding Readers & Writers, Grades 3-6 by Fountas and Pinnell, and Shared Reading by Sue Brown.
Mastering State Standards - Part 5 Creating a Series of Lessons - Elementary School
Katherine defines curriculum mapping and provides participants with a (3 week) series of lessons (i.e. unit) to sythesize how lesson planning would be impacted as a result of standards analysis. Issues addressed: ELL support, timing of lessons, text choice, and assessments.
Mastering State Standards - Part 4 CST Released Items - Elementary School
Having unpacked 4th grade reading comprehension standards, Katherine Casey guides participants through an analysis of CST released items. Katherine emphasizes how this work impacts teaching so that students are successful in all arenas - real world as well as state testing. A focus is placed on how knowing genres and their structures impacts the reading work required to make meaning of text.
Mastering State Standards - Part 4 CST Released Items - Middle & High School
Having unpacked 8th grade reading comprehension standards, Katherine Casey emphasizes its impact on teaching - real world application as well as state testing. Additionally, Katherine defines curriculum mapping and provides participants with a (2 1/2 week) series of lessons (i.e. unit) to synthesize how lesson planning would be impacted as a result of standards analysis. Issues addressed: Lesson designs, staggering reading and writing work, Independent Reading, revisiting the same text, and charting for multiple classes.
Mastering State Standards - Part 3 The Work Within the Strands - Elementary School
Participants are guided through the process of reading and questioning 4th grade reading comprehension standards in order to articulate the instructional implications they have on daily lessons. Katherine Casey models the process using a template to organize ideas. Questions about supporing ELLs were addressed- particularly that of activating prior knowledge with content that is unfamiliar.
Mastering State Standards - Part 3 The Work Within the Strands - Middle & High School
Participants are guided through the process of reading and questioning 8th grade reading comprehension standards in order to articulate the instructional implications they have on daily lessons. Katherine Casey models the process using a template to organize ideas. Text selection and ideas for instruction were additional topics of discussion.
Mastering State Standards - Part 2 The White Pages - Elementary School
Katherine Casey guides participants through an analysis of 4th grade reading comprehension standards in order to extract the big ideas presented in the white pages. By going through the process of understanding the standards, Katherine emphasizes that the result will not only impact a series of lessons but will improve the planning for an entire year. Additionally, Katherine models how this planning impacts text selection (i.e. focus on the structures of the text rather than the content).
Mastering State Standards - Part 2 The White Pages - Middle & High School
Katherine Casey guides participants through an analysis of 8th grade reading comprehension standards in order to extract the big ideas presented in the white pages. By going through the process of understanding the standards, Katherine emphasizes that the result will not only impact a series of lessons but will improve the planning for an entire year.
Mastering State Standards - Part 1 - Elementary School
Effective lesson planning requires a deeper understanding of state standards. Katherine Casey walks participants through key components that support “unpacking” standards work. Concepts to consider: Big ideas/concepts/skills in each Domain, Strand, and Standard, Comparing prior year’s standards, CST released items, Connecting standards to formulate big picture, & What to teach and how.
Mastering State Standards - Part 1 - Middle & High School
Effective lesson planning requires a deeper understanding of state standards. Katherine Casey walks participants through key components that support “unpacking” standards work. Concepts to consider: Big ideas/concepts/skills in each Domain, Strand, and Standard, Comparing prior year’s standards, CST released items, Connecting standards to formulate big picture, & What to teach and how.
Shared Reading with 8th Grade Students
Katherine Casey provides a demonstration Read Aloud lesson with 8th grade students using a biography text “Dear Fellow Writer” a biographical letter by Pat Mora. Lesson focus: big ideas and author’s messages. Participants, during the debrief, discussed how Katherine supported student learning. Topics discussed: activating prior knowledge, identifying genres, student talk, supporting ELLs, and lessons in a series.
Planning a Shared Reading Based on Student Needs
Katherine Casey uses data from an 8th grade class to gain a deeper understanding of overall students’ strengths and areas of need. How to compare and contrast ELD levels and analyze state standards in order to impact lesson planning is also modeled. Participants are then led through the planning process for a shared reading lesson using the short story “Mrs. Buell” by Jean little.
Planning a Read Aloud Based on Student Needs
Katherine Casey uses data from a 4-5 combination class to gain a deeper understanding of overall students’ strengths and areas of need. How to compare and contrast ELD levels and analyze state standards in order to impact lesson planning are also modeled. Participants are then led through the planning process for a Read Aloud lesson using the short story “Mrs. Buell” by Jean little.
The Coaching Model - Part 5 Focus: Post-Conference
Having coached J’lene through a day 2 Shared Reading lesson, Katherine Casey engages in a second post-conference debrief.
The Coaching Model - Part 4 Focus: Side-by-Side Coaching
Katherine Casey coaches J’lene through a day 2 Shared Reading Lesson with her 4th grade class. Part 4 (side-by-side coaching) of the coaching model
The Coaching Model - Part 3 Focus: Post Conference
Katherine Casey engages in a post-conference debrief having observed J’lene’s Shared Reading demonstration lesson. Focus question: What did you learn from this lesson that you can apply to your next lesson? Part 3 (i.e. post-conference and plan) of the coaching model.
The Coaching Model - Part 2 Focus: Lesson Observation
Elementary school teacher, J’lene Mallinger, demonstrates a Shared Reading lesson with her 4th grade students. Adults in the room observe the lesson in order to determine teacher strengths and next steps. Part 2 (i.e. lesson observation) of the coaching model.
The Coaching Model - Part 1 Focus: Pre-Conference
Part 1 of the coaching model. Katherine Casey models a pre-conference with elementary school teacher J’lene Mallinger.
Improving Coaching Skills - Part 2 Shared Reading Using: "Slower Than The Rest"
Having observed Literacy Coach Amber Lee-Ruiz demonstrate a Shared Reading lesson with adult learners, Katherine Casey models for participants subsequent components of the coaching model (i.e. post- conference, planning next steps, and side-by-side coaching). Literacy Coach Amber Lee-Ruiz models a “Day 2” lesson using “Slower Than the Rest,” a short story by Cynthia Rylant.
Improving Coaching Skills - Part 1 Shared Reading Using: "Slower Than The Rest"
Katherine Casey provides a brief description of the coaching model (i.e. pre-conference, lesson observation, post-conference, planning next steps, side-by-side coaching). The first two components are modeled as Literacy Coach Amber Lee-Ruiz demonstrates a Shared Reading Lesson with adults using “Slower Than The Rest,” a short story by Cynthia Rylant.
Analyzing Instructional Practice - Part 3 Focus: Target Students & Informal Teacher Interviews
Participants increase their knowledge of identifying teachers’ strengths and needs in two ways: (1) Selecting 3-4 target students (representing a range of levels) in each class to track their progress. (2) Informal interviews with teachers.As leaders in the work, participants are asked to use these strategies to make informed decisions about teacher practice and future staff development.
Analyzing Instructional Practice - Part 2 Focus: 1st Grade Read Aloud
Participants increase their knowledge of identifying teachers’ strengths and needs by observing a 1st Grade Read Aloud videotaped lesson. Katherine Casey leads a debrief of the observed lesson to identify: What is this teacher doing well? What more does this teacher need to know and be able to do in order to improve his/her practice?
Analyzing Instructional Practice - Part 1 Focus: 6th Grade Guided Reading
Participants increase their knowledge of identifying teachers’ strengths and needs by observing a 6th Grade Guided Reading videotaped lesson. Katherine Casey and Wilma Kozai provide guiding questions to reflect on when observing lessons: What is this teacher doing well? What more does this teacher need to know and be able to do in order to improve his/her practice?
Assessing Students Through Informal Interviews
The focus for the day’s staff development is to rethink how we gather information about students using materials we already have and use it in smarter ways. Katherine Casey interviews 3rd grade and 7th grade students while adults take notes to develop theories about each student’s strengths and next steps. Each student interview is analyzed, and the structure of student interviews is discussed.
Conferring Focus - Middle Schools
Using three students who scored at the basic level, Katherine Casey models how conferring with students helps teachers go beyond formal assessments. In order to get students into guided reading groups, Katherine uses this informal assessment in order to find students with similar reading levels and similar reading needs. Literacy Coach, Susan Newcomb, models a student interview for participants.
Analyzing Teacher Practice Using Walkthroughs
Wilma Kozai and Katherine Casey lead participants through an analysis of videotaped lessons in order to calibrate the thinking work surrounding the identification of teachers’ strengths and next steps. Guiding questions: Is the lesson clear? Is the lesson standards based? What do you notice about student engagement? What about the pacing/rigor of the lesson?
Ideas About Classroom Ideas
Katherine Casey offers a variety of ways of how to set up a classroom library (level, genre, topic, author).
Overview of Text Levels
Katherine Casey and Wilma Kozai lead participants in a discussion and analysis of what makes texts more challenging. Participants gain a deeper understanding of how texts are leveled and how this prepares teachers to anticipate the lessons that they need to teach. Resources referenced: Improving Comprehension with Think Aloud Strategies by Jeffrey Wilhelm Ph.d, A Book Is A Present by Margaret Mooney, Matching Books to Readers by Fountas & Pinnell, Guided Reading by Fountas & Pinnell. Leveled Readers 3-6 by Fountas & Pinnell.
Independent Reading Workshop: Overview and Coferring Demonstration
Katherine Casey provides the architecture of conferring during independent reading workshop. The participants view a 5th grade videotaped demonstration of conferring. Katherine leads participants through the components of conferring (research, decide, teach, plan) and models the variety of ways to gather data.
Independent Reading Workshop: Overview and Mini-Lesson Demo
Katherine Casey explains what Independent Reading Workshop is and what it isn’t through the lens of balanced literacy. Participants view a demonstration video of the transition from shared reading to independent reading workshop which is followed by a mini-lesson.
Analyzing Poetry Text Focus: "Oh Captain! My Captain!" and "On The Grasshopper and the Cricket"
Katherine Casey models for participants how to become more knowledgeable about a genre that is not as familiar. Poetry, a focus in 8th grade, was chosen so that participants could become more familiar with the different types of poetry. Katherine modeled this process using the poems “Oh Captain! My Captain!” by Walt Whitman and “On the Grasshopper and the Cricket” by John Keats.
Using Standards to Identify Required K-12 Genres/Texts
Katherine Casey guides participants through the unpacking of CA state standards in order to extract essential genres and types of text that should be used for a particular grade level. Other resources used: CST release items and state adopted anthology.
Questioning: Overview and Resources
Katherine Casey guides participants through a discussion of how Bloom’s Taxonomy illustrates the range of levels of comprehension form literal to high level. Participants are provided three resources which support effective questioning.
Shared Reading for Grades 3 and Beyond by Sue Brown
- Questions that address thinking skills and verbs within standards Guiding Readers and Writers Grades 3-6 by Fountas & Pinnell
- Questions specific to and/or cross genre
Exploring Informational Text by Hoyt, Mooney, & Parkes
- Questions that students use at different times during the read (before, during, after).
Guided Reading: Prologue from Tuck Everlasting
Katherine Casey provides a demonstration guided reading lesson with adults using the prologue to Tuck Everlasting. Participants are asked to examine the role of the teacher as well as the role of the student(s) in making meaning.
Planning for 7th Grade Share Reading Lesson
Katherine Casey uses student data to jumpstart the planning process for an upcoming 7th grade lesson. Knowing students’ strengths and areas of need, Katherine addresses the standards to discuss what students should know and be able to do. Participants are provided text and are asked to analyze and match standards that would be appropriate for 7th grade learners. The adults are asked to compare their findings with the standards that were recommended by the anthology’s writers.
Overview of Balanced Literacy Components
Balance Literacy provides diverse learners multiple opportunities throughout the day to have success in literacy. Katherine Casey provides an overview of the approaches embedded in balanced literacy: Read Aloud, Shared Reading, Guided Reading, Independent Reading with Conferring, Interactive Writing (early primary), Word Study, and Writing.
Shared Reading for Primary Grades Resources: Read It Again! by Brenda Parkes
Using Read It Again!: Revisiting Shared Reading Chapter 4 “Shared Reading In Action” by Brenda Parkes, Katherine guides participants in researching the role of shared reading in the primary grade classrooms.
Lesson Planning for Shared Reading 5th Grade: "The Coral Reef Crisis" - Day 2
Day 2: Katherine Casey highlights the ability to string a series of lessons through Shared Reading. Having assessed what students were able to do in Shared Reading lesson Day 1, participants were guided through the planning process of a Shared Reading Day 2 using the same text: “The Coral Reef Crisis” from Exploring Nonfiction 3rd grade. Katherine introduces Lyn Regett’s Shared Reading Planning Sheet.
Lesson Planning for Shared Reading 5th Grade: "The Coral Reef Crisis" - Day 1
Day 1: Katherine Casey guides participants to use the data and ELD standards to plan the Shared Reading using “The Coral Reef Crisis” from Exploring Nonfiction 3rd grade. Katherine introduces a chart as a focus for the lesson: How to use context clues to make meaning of the text. Students will be asked to generate main ideas and supporting details. Katherine also guides participants through the reading and chunking of the text. Prior to the lesson, participants are provided an observation protocol.
Analyzing Data to Determine Students' Strengths and Needs Focus: 5th Grade
Katherine Casey demonstrates how to analyze CELDT data and determine students’ strengths and needs. In addition, Katherine models how to take old CELDT data and hook it into ELD standards.
A Model for the Preparation of Shared Reading and Read Aloud Lessons, with a
Focus on 8th Grade
In preparation for a Shared Reading and Read Aloud lessons with 8th grade students, Katherine Casey discuses Balanced Literacy approaches and models the process of lesson planning. Four points of the model were addressed: (1) CST Strands and Reporting Clusters, (2) Text selection, (3) Reading to make meaning, and (4) Naming the skills and strategies used to understand the text.
9th Grade Read Aloud Using: "All Summer In A Day" Lesson #2
9th grade students participate in a day two Read Aloud lesson using Ray Bradbury’s “All Summer In A Day.” Prior to the lesson, Katherine Casey briefly explains the importance of: knowing genres, engaging students in deeper conversations, student partnerships, and room arrangement.
9th Grade Read Aloud Using: "All Summer In A Day" Lesson #1
Katherine Casey models a Read Aloud lesson using “All Summer In A Day” by Ray Bradbury. The focus for participants is to compare and contrast what we see in our own practice with what Katherine is modeling. Participants are asked, “What is this educator trying to do in order to engage students in meaning making?”
What Are Students' Responsibilities in Read Aloud?
Having observed two 9th grade Read Aloud lessons, participants share out their observations of what students are beginning to believe their responsibility is in a Read Aloud.
What We Do As Adults To Make Meaning of What We Read Text Focus: "All Summer In A Day"
Participants read and analyze Ray Bradbury’s “All Summer In A Day” and focus on what adults do as readers to make meaning of the text. Katherine Casey underlines the importance of reading a variety of texts in order to guide participants through the metacognitive reading process.
What We Do As Readers Text Focus: "PO KARE KARE"
Katherine Casey provides a rationale for focusing on comprehension: What does reading mean? Participants are guided through a Shared Reading of “PO KARE KARE” in order to highlight decoding skills versus comprehension skills.
Introducing Staff to Read Aloud Approach
Shelley Harwayne explains why to start with Read Alouds. She highlights the importance of finding good literature that inspires the work. Resources used and/or referenced were Leadership Jazz by Max Dupree, “Bittersweet” by Lavonne J. Adams, Neighborhood Odes by Gary Soto, and Teaching With Fire, When Jo Lewis Won the Title. Harwayne guides participants through a Read Aloud questionnaire in order to prioritize areas of focus.
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