2015 Spring semester mini grant winners
Comprehension Focus groups engage student in genre and content study. The study is organized through a series of reading and writing lessons on specific comprehension strategy which analyzes relationships and applies it to more text.
Small group setting of students or min-lesson for reading/writing workshop for an entire class would benefit between 4-25 students depending on the extent of the instruction and implementation of the strategy. This collection of books would be shared between Title and intervention structures and small groups in the district, but could also be used in classrooms across the district for construction of explicit instructions lessons.
Students will have explicit examples from notable authors to learn about comprehension strategies. Using these mentor text, will provide focus, models, and encourage transfer for students in other book selections.
The second grade staff has been implementing the workshop model since November using "Rooted in Reading" for November activities. The teachers were excited bout the student engagement they saw in their classrooms and how the workshop framework was utilized. Hopeful, the previous united (October, December, January) and the newest unit (February) could be purchased upon acceptance of the grant and then the following monthly themes when they are available. This project would enhance the district's goal of supporting academic rigor of reading so that 100% of the students improve by one grade level or more. The curriculum of this project supports the Common Core in reading, writing, and language arts. The rooted in Reading" activities and lessons would be used for all second grade students. It is based on the workshop framework of "I do" teacher modeling, "we do" working with peers, "you do" independent work, and "share" student share out their learning. This helps scaffold students to reading and writing more independently. Second grade will have mentor text to incorporated across curricular areas. Mentor texts will enable replication of lessons across classrooms so all students receive common instruction using authentic literacy examples to make connections, inference, point of view, author's craft; all skills and strategies aligned to the Iowa Core Literacy Standards Using mentor text validates the reciprocity between reading and writing through strong examples by notable authors.
The mentor texts selected will be used by the second grade teachers to model reading, language and writing strategies, skills and behaviors to 47-50 students distributed between each classroom. Reading workshop occurs simultaneously across all three classrooms in the morning, therefore, each teacher would greatly benefit from having their own copies of the mentor text as they go back and reference them often throughout the unit of study. All students greatly benefit from common instructional resource to ensure consistent unit and lesson and standards coverage across second grade.
Fourth grade consists of three classroom instructors with approximately 56 students. All students are in Lit. Discussion Groups., and purchasing these text titles and quantities will facilitate providing enough text for close reading to make connections and locating evidence between pages, books and media. Lit. Discussion Groups promote focus and function or reading, writing, and discussing literature in a social setting of respect and responsibly. Students are empowered to choose a text, then vocabulary and comprehension is encapsulated in the lesson.
We are currently using the Literature Discussion Groups in the classrooms. However, this is an opportunity teaching literacy skills simultaneously and spiral books selections between classrooms in order to ensure all fourth graders had the same learning opportunities. This author study provides enough text level variance to support all readers within an equitable presentation of text.
Lit Discussion Groups enhance literacy skills, behaviors and strategies along with modeling and transfer for independence. These text selections provide multicultural, gender fair representation of society. They also develop the understandings of social justice and respect through the cooperative learning and peer-led discussions resulting from reading t various text using genre, themes, author study and content selections. Being a critical listener, reader, and learner are essential traits fro preparing students for the world in which thy will live.
Fifth grade consists of three classroom instructors with approximately 58 students. All students are in Lit. Discussion Groups, and purchasing these text titles and quantities will facilitate providing enough text for close reading to ma connections and locating evidence between pages, books and media. Lit. Discussion Groups promote focus and function of reading, writing, and discussing literature in social setting of respect and responsibility. students are empowered to choose a text, then vocabulary and comprehension is encapsulated in the lesson.
We are curtly using Literature Discussion Groups in Jill's classroom. The opportunity of have three instructors in one grade level teaching literacy skills simultaneously, provided an opportunity to spiral books selections between classrooms in order to ensure all fifth graders had the same learning opportunities. Lit. Discussion Groups enhance literacy skills, behaviors and strategies along with modeling and transfer for independence. They also develop the understanding of social justice and respect through the cooperative learning and peer-led discussions resulting from reading the various text using genre, themes author study and content selections. Being a critical listener, reader, and learner are essential traits for preparing students for the work in which they will live.