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Supplemental Literacy By Design Curriculum

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Melanie Sweeney

on 3 May 2016

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Transcript of Supplemental Literacy By Design Curriculum

"Where We Are" and " Why We Can't Stay Here"
What do OUR students need ?
"What We Need to Become"
"What We Need to Become"
"What We Need to Become"
"What We Need to Become"
How Do We Get There?
Supplemental Literacy By Design Curriculum
Using Retelling, Summarizing, and Anchor Skills with Authentic Texts
Designed for the 2nd Grade at Dorothy L. Bullock Elementary School for the 2015-2016 School Year
Authentic literature selections provide in depth discussions, celebrate diverse cultures, contribute to the development of students' background knowledge and expose students to a variety of genres.
Partner Reading

Whole Group Reading
Social Studies
Reader's Workshop
Guided Reading

Independent Reading

What if we had universal essential questions that would have students better understand their experiences while forming "big ideas", which can then be transferred to future experiences?
Goals of Supplemental Literacy By Design Curriculum:
(1) realign the current Literacy By Design themes to align with Lucy Calkins Units of Study

(2) provide teachers with a supplement to the current reading program by integrating outside authentic texts and literature into their daily classroom.

(3) introduce formalized procedures for retelling and summarizing.
Each Unit Includes:
* Literacy By Design Themes

* Unit Essential Question

* Anchor Skills

* Anchor Skill Essential Questions

* Related Standards

* Authentic Texts that include the author, publishing date, reading level, genre, cluster skills, and synopsis
Example of Authentic Text List from 2nd Grade: Stories From Our Past
* Ongoing, interactive process that requires individuals to be actively engaged in designing, developing, implementing and evaluating the curriculum.

* 2nd Grade - Pilot Supplemental Literacy By Design Curriculum for the 2015-2016 school year

* 1st and 3rd - Realign Literacy By Design themes to align with Lucy Calkins Units of Study for the 2015-2016 school year

* Design of a Supplemental Curriculum for the 2016-2017 school year for 1st and 3rd grades based on the 2nd grade curriculum.
* Purchase of authentic texts for each grade level.
What is Next?
* Creation of a book room for the 2016-2017 school year to make the authentic texts more accessible for teachers.
* Authentic texts create a natural progression into Writer's Workshop and the ability to use them as mentor texts
* Curriculum is based on students' needs and best practices
* Ability to integrate more science and social studies content areas prior to the end of the year.
* Universal themes and concepts (Essential Questions)
* Curriculum created for teachers by teachers.
* Focuses on culture, emerging outcomes, and top-down, bottom-up commitment.
* Focus on retelling and summarizing will help build comprehension skills needed
* Reading and writing units will end simultaneously
* Using rich literature is a more authentic and natural and authentic approach to teaching reading.
Throughout any school reform, it is important to convey “where we are", "why we can’t stay here” and furthermore be clear on “what we need to become”
(Evans, 1996).

School Demographics, Reading Benchmarks and State Testing
"What We Need to Become"
2nd Grade Literacy By Design Supplemental Curriculum Overview
* Collaborative model of teaching to help foster a culture that enables the sharing and evaluation of data as well as instructional ideas.
* Collaboration amongst the teachers to formulate lesson plans using the authentic texts that will include highlighting the features of the book, vocabulary, and cluster skills associated with the book.
* Establish retelling routines consistently and creating rubrics for summarizing fiction and nonfiction texts throughout the grade levels.
"engaging students in literate conversations with their peers, (10 minutes a day) improves standardized test scores, regardless of students' family background or reading level" (Nystrand, 2006).
"when students encounter characters they can connect to, they will engage and share experiences - and begin to appreciate the ways that literature impacts their lives" (Hefflin and Barksdale-Ladd, 2001).
"rich literature nurtures the imagination, provides enjoyment, and supports the understanding of ourselves, others, and the world we live" (Raphael, 2000).
"What We Need to Become"
1st Trimester
Schoolwide Essential Questions
How can we use our own lives or the lives of others to get ideas for stories?
2nd Trimester
How does thinking like a scientist help us understand our world?
3rd Trimester
How can we use information to help support our opinions with the goal of making social change?
"Define your school's literacy plan. Ensure it's driven by professional learning, shared beliefs, and best practices - not a program."
- Regie Routman
"What We Need to Become"
Anchor Skills and Strategies
The focus is 8 Comprehension Skills in Literacy By Design:

- Making Connections
- Asking Questions
- Determining Importance
- Creating Images
- Drawing Inferences
- Synthesizing
- Monitor Understanding
- Fix-Up Strategies
Full transcript