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Literacy in brighton

Literacy in brighton






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    Literacy in brighton Literacy in brighton Presentation Transcript

    • By Lanni Maszerowski
      Literacy in Brighton
    • The town of Brighton
      • First ring suburb of Rochester, NY
      • 3rd smallest town in Monroe County
      • Population of 36,000
      • 25% of the households have school-aged children
      • The median income for a family is $70,000
    • Brighton memorial library
      • Children’s Center
      • Play areas with puppets, costumes,
      and other storytelling props
      • Daily Story Time
      • Child-Friendly Computers
      • Library Club (kids age 8–10)
      • Summer Reading Program
      • Adult Programs
      • Literature Circles
      • Poetry Readings
      • Creative Writing Seminars
      • Book Swaps
      • Every Child Ready to Read
      • Literacy Program implemented by the Brighton children’s librarians
      • Targeted to parents with children ages 0–5
      • Provides parents with Early Childhood Literacy Kits
    • Brighton Recreation Department
      • Baby American Sign Language classes
      • Teach basic signs to parents and their children (6 months – 2 years)
      • Use songs, books, and games
      • Claims to help children develop larger vocabularies
      • Parent/Toddler Classes
      • Incorporate active play and the development of motor skills
      • Most have an emphasis on increasing exposure to books, songs, and creative activities
      • Literature Circles
      • Seasonal Activities
      • The Art of Telling Ghost Stories
      • Letters to Santa
      • Valentine’s Poetry
      • Typing/Internet Safety Classes
    • Brighton Central School District
      • 3,507 enrolled for the 2011-2012 school year
      • 4 schools
      • Council Rock Primary School (K-2)
      • French Road Elementary School (3-5)
      • Twelve Corners Middle School (6-8)
      • Brighton High School (9-12)
      • Average student to teacher ratio is 12:1
      • Participates in the Rochester Urban-Suburban Program
    • French road elementary school
      • Grades 3-5
      • 781 students
      • Average class size is 21
      • 3% of students are English language learners
      • 6% of students have documented disabilities
      • 2011 National Blue Ribbon School
      #1 Fund-Raising School in the American Heart Association’s Jump Rope For Heart – 12 years in a row!
    • nysela exam
      Serious Academic
      Needs Extra Help Meets Standards Exceeds Standards
    • Special education @ FRES
      • Partial Inclusion
      • Three 12:1:1 classrooms, one per grade level
      • Students move between their inclusive homeroom and the special education room
      • Segregation
      • Two 6:1:1 classrooms made up of students from all three grade levels
      • Students need substantial academic and behavioral support
      • Each student has an aide
      • Some mainstreaming
      • Some students have “jobs” helping around the school
      • Some students may visit classrooms during specific times
      • Use Houghton MiffinReading anthology at each grade level
      • Use the Balanced Literacy Approach
      • Reading Workshop
      • Writing Workshop
      • Word Study
      • Listening andSpeaking Studies
      • 3rd grade teachers utilize the Daily 5
    • Reading workshop
      • Independent Reading
      • Read Aloud
      • Guided Reading
      • Teacher chooses material based on student needs
      • Teacher works with a small group on a specific skill
      • Claim that struggling readers may benefit from daily guided reading instruction
      • Literature Circles
      • Implemented 0-4 times a year, depending on the teacher
    • Writing workshop
      • Independent Writing
      • Students write using a prompt, topic, or genre
      • Process-Oriented
      • Rough Draft
      • Peer Conference
      • Revised Rough Draft
      • Teacher Conference
      • Final Copy
      • 6+1 Writing Traits
      • Idea Development, Organization, Word Choice, Voice, Sentence Fluency, Conventions, Presentation
      • Guided Writing
      • New Word Study program
      • Revamped over the summer
      • Eliminated grade level spelling lists
      • New emphasis on patterns and sounds instead of just spelling
      • Students are informally assessed periodically by the classroom teacher to determine a phonics skill to focus on
      • During the week students participate in Fountas and Pinnell word study activities at school and at home
      • Students are assessed on their ability to spell the words and to sort the words and explain their thinking
    • Listening and speaking studies
      • Components of effective listening
      • Eyes on speaker
      • Sitting attentively
      • Note important information (retell, summarize)
      • Components of effective speaking
      • Enunciating
      • Pacing
      • Audibility
      • Good posture
      • Eye contact
      • Confidence
      • AIMSweb Reading Fluency Assessment [September, January, June]
      • Fountas and Pinnell Benchmark Assessment [September, February, June]
      • MAP (Measuring Academic Progress) Assessment [date varies by grade]
      • Practice NYS ELA exam [January]
      • NYS ELA exam [May]
    • FRES Library
      • Each class visits the library for a lesson with the librarian every six days (once a cycle)
      • The Library Club meets once a week before school and is open to all students
      • The Rochester Regional Library Council named the FRES library the 2011 School Library of the Year
    • Literacy SPECIALISTS
      • 1 Literacy Coach
      • Observes each teacher during ELA several times a year
      • Leads seminars presenting current research and curriculum updates
      • Releases a monthly literacy newsletter for teachers
      • Pushes in to model strategies for teachers
      • Helps teachers set goals and meet goals
      • Reading Specialists
    • Before school intervention
      • Early Morning Reading
      • 3rd grade students are recommended due to deficits with decoding
      • Meets three times a week before school
      • Teachers implement the Wilson Reading Program
      • Reinforce skills on the computer using Lexio SOS, a reading program
      • Publisher’s Club
      • 4th grade students are recommended due to deficits with and and writing to a prompt
      • Meets twice a week before school
      • Goal is to improve skills before the NYS ELA exam
      • Principal sends out a monthly “Literacy Connection” newsletter for parents
      • Parents are encouraged to be volunteers
      • Library helpers
      • Guest Speakers
      • Read Alouds
      • Scholastic Book Orders go home monthly
      • Intergenerational Committee
      • Made up of members of the community
      • Meets monthly to plan activities for people of all ages
      • PTSA
    • A CLOSER LOOK: A 5th grade class
      • 20 students (4 ELLs, 3 students in ELA AIS)
      • Daily ELA Schedule
      • Daily Oral Language (10-15 minutes daily)
      • Reading Workshop (45-60 minutes daily)
      • SQUIRT (15 minutes)
      • Word Work (15 minutes)
      • Guided Reading (15 minutes)
      • Reading Response Journals (15 minutes)
      • Writing Workshop (45-60 minutes daily)
      • Independent Writing (15 minutes)
      • Writing Conferences (15 minutes)
      • Guided Writing (15 minutes)
      • Guided Reading Groups – “Survival” Unit
      • Hatchet by Gary Paulsen (middle level)
      • Island of the Blue Dolphins by Scott O’Dell (middle level)
      • Far North by Will Hobbs (high level)
      • Read Aloud
      • Walk Two Moons by Sharon Creech
      • Reader’s Response Journals
      • Frindle by Andrew Clements (read during the previous week)
      • Independent Reading (SQUIRT)
      • Student selected
    • Teacher’s views
      • Methods
      • Guided Reading is the main part of her ELA instruction
      • Students are put in groups based on F & P reading level
      • Constantly assessing her students informally
      • Emphasizes the importance of daily independent reading
      • Goals (set yearly with mentor)
      • Implement the new Word Study program effectively
      • Increase the reading levels of her ELL students
      • Read more literature — both YA books and current educational research
      • Advice
      • Use literature that is relevant and authentic
      • Get parents involved — the difference is enormous
    • My views
      • My experience in the Brighton Central School District
      • Attended BCSD schools for K-12, graduated in 2007
      • Run a summer camp at French Road
      • Currently a substitute teacher in the district
      • Brighton’s strengths with literacy
      • Research-based programs, constantly evolving
      • Assessment leads to instruction
      • Whole group, small group, partner, and individual activities
      • Areas for improvement
      • Group students by a skill they need to improve, not just reading level
      • Spend more time doing independent reading
      • More integration of ELA with social studies and science
    • resources
      • Brighton Central School District homepage
      • http://bcsd.org
      • French Road Elementary School
      • K-6 Literacy
      • Instructional Support
      • FRES Library
      • Town of Brighton homepage
      • http://townofbrighton.org
      • Brighton Memorial Library
      • Brighton Recreation and Parks