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Anne Mason Elementary

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Katie Berner

on 21 November 2013

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Transcript of Anne Mason Elementary

Area 1: Improving Reading
Area 2: Improving Writing
Gap group for writing is Novice and Apprentice
Area 3: Interventions for Early Readers
According to the school's 2012 CSIP, teachers and administrators wanted to focus on catching struggling readers early in their education.
What Makes Anne Mason Elementary Unique?
What Makes Anne Mason Elementary Unique?
Data from the School Report Card
Strategy 2
Strategy 2
Implementation Plan
Strategy 1
Strategy 1
Strategy 2
Strategy 2
Strategy 1:
Reciprocal Teaching
Strategy 1
Strategy 2:
iPod Shuffles
The Benefits of iPod Shuffles
Implementation Plan
Student Involvement
2012-2013 KY School Report Card
"Every child, Every day, Whatever it takes!" (Comprehensive School Improvement Plan, 2013, p. 5)
Teacher-Parent Communication
According to the 2013 Tell Survey, 100% of teachers surveyed believed that teachers provided parents/guardians with useful information about student learning.
What Makes Anne Mason Elementary Unique?
89.5% of teachers reported that they thought their school was a good place to work and learn.
-Tell Survey, 2013
Literature Circles
Literature Circles are a strategy that can allow teachers to work with all students on their reading level.
The Principal expressed interest in being able to service students who could read above grade level.
The CSIP highlights the need to focus on reading improvement in GAP students.

The question–answer relationship (QAR) strategy helps students understand the different types of questions.
QAR-Question Answer Relationship
This is an interactive pre-reading strategy that frontloads students’ knowledge of text information and also allows them to become familiar with phrasing and content words. It was adapted from Kylene Beer’s book “When Kids Can’t Read.”
It's a Tea Party!
49% of AME Students scored Proficient and Distinguished on the reading portion of the KPREP.
The principal expressed interest in challenging these students.
The CSIP also recognizes the need to focus on the GAP students who only 35.5% scored Proficient & Distinguished.
First Graders 134
Second Graders 109
Third Graders 127
Fourth Graders 108
Fifth Graders 127

TOTAL STUDENTS 728


127
Students at Anne Mason Elementary
Over 200 students participate in staff created and led clubs.

Financial aid is offered so no one is excluded for financial reasons
GAP Students
12% of student population is receives special education services.
19% of students fall into a minority category.
14 different languages are spoken by students.
45% receive free or reduced lunch.
This gives AME a 55% GAP percentage.

First Graders 134
Second Graders 109
Third Graders 127
Fourth Graders 108
Fifth Graders 123

TOTAL STUDENTS 728
Work on short answer and extended responses (Comprehensive Improvement Plan, 2013)
Blogging
"children are no longer all forced to learn the same thing the same way" (Juke, I., 2013).
CCSS.ELA-Literacy.W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
3.8 Paragraph
1. "Topic sentence with three (3) points about the subject
2-3. "Two sentences that explain and give detail about the first point in the first sentence"
4-5. "Two sentences that explain and give detail about the second point in the first sentence"
http://www.loudoun.k12.va.us/cms/lib4/VA01000195/Centricity/Domain/5860/3-8Paragraph.pdf
8. "Restate the first sentence again in a different way as a summary"
6-7. "Two sentences that explain and give detail about the third point in the first sentence"
http://www.loudoun.k12.va.us/cms/lib4/VA01000195/Centricity/Domain/5860/3-8Paragraph.pdf
Example of 3.8 Paragraph
A study by Ewa McGrail and Anne Davis found that students "developed a new understanding and appreciation of the audience" (2011, p. 431)
References
"How to crowdsource", 2013)
("B-tips- free blogging tips & tricks")
(Marshall, M., 2010)
CCSS.ELA-Literacy.W.5.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose
**(Common core state standards, 2013).**
**("Common core state standards", 2013)**
("The 3.8 paragraph")
B-tips- free blogging tips & tricks. Retrieved from https://www.google.com/
searchq=Blogging&source=lnms&tbm=isch&sa=X&ei=ECdpUtDhLY6A9gSggoH4BQ&ved=0CAcQ_AUoAQ&biw=1280&bih=877
Bell, D. (Photographer). (2009-2013). How do you get kids interested in writing.
Retrieved from http://debrabell.com/2013/04/how-do-you-get-kids-interested-in-writing/
Boeglin-Quintana & Donovan (2013). Storytime using iPods: Using technology to reach all learners. Tech Trends, 57(6), 49-56.
Common core state standards: English language arts standards. (2012). Retrieved
from http://www.corestandards.org/ELA-Literacy/W/3/6
Common core state standards: English language arts standards. (2012). Retrieved
from http://www.corestandards.org/ELA-Literacy/W/5
Ferriss, L. (Photographer). (2012, Oct 11). Revolving around the writing revolution. Retrieved
from http://chronicle.com/blogs/linguafranca/2012/10/11/inspiration-in-the-writing-revolution/
How to crowdsource your blog. (2013). Retrieved from
http://ufostart.blogspot.com/2013/02/how-to-crowdsource-your-blog.html
Kentucky Department of Education, (2013).Kentucky School Report Card:
Assessment. Retrieved from website: http://applications.education.ky.gov/src/Assessment.aspx
Letter to parents. Retrieved from https://www.google.com/search?
q=writing&source=lnms&tbm=isch&sa=X&ei=0nlpUqylIKax2AXAqIHYBw&ved=0CAcQ_AUoAQ&biw=1280&bih=899
Marshall, M. (2010). Blogging in the elementary classroom [Web]. Retrieved from
www.youtube.com/watch?v=ySpKh5GJ3nY
McGrail, E., & Davis, A. (2011). The influence of classroom blogging on Elementary
student writing. Journal of Research in Childhood Education, 25(4), 415-437. doi:10.1080/02568543.2011.605205
Myers, P. (2005). The princess storyteller, clara clarifier, quincy questioner, and the wizard: reciprocal teaching adapted for kindergarten students. The Reading Teacher, 59 (4), 314-324.
The 3.8 paragraph. Retrieved from https://www.google.com/search?
q=writing&source=lnms&tbm=isch&sa=X&ei=0nlpUqylIKax2AXAqIHYBw&ved=0CAcQ_AUoAQ&biw=1280&bih=899
Writing. (2006-2013). Retrieved from
http://www.fanpop.com/clubs/writing/images/29931875/title/writing-photo
Anne Mason Elementary
Literacy Improvement Plan

Myers (2005) discussed reciprocal teaching.
She discovered that kindergartners are not too young for this strategy.

This study showed that this strategy was beneficial for English Language Learners and students who had trouble with expressive vocabulary.
To make reciprocal teaching work the teacher used puppets during her read-aloud.
Princess Storyteller
Clara Clarifier
Quincy Questioner
The Wizard
The Roles
Princess Storyteller would summarize the story
The Wizard would predict what would happen next in the story.
The Roles
Quincy Questioner asked easy questions about literal details from the story.
Clara Clarifier asked questions which have answers that may or may not be in the story.
Strategy 1:
The Success of Reciprocal Teaching
"They were able to retell stories succinctly but with appropriate details. The students asked questions when they needed to clarify their comprehension of a read-aloud. They were able to make logical predictions about what would happen next in the story," Myers (2005, p. 320).
Boeglin-Quintana & Donovan (2013) discussed kindergarten ELL students using an iPod Shuffle during silent reading time at school.
Students were more motivated to complete a reading during reading time with the iPod shuffle.

The use of technology helped students become more focused during reading time.

Students were able to decode more words after listening to them.

Enrichment opportunity for older students.
By the end of the 2013-2014 school year, at least one kindergarten or first grade teacher should try reciprocal teaching during read-aloud time.
Common Core Connections
RLK.1:
With prompting and support, ask and answer questions about key details in a text.
Common Core Connections
SLK:2
Confirm understanding of a text read aloud
or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
Email us:

Katherine Berner katherine.berner@clark.kyschools.us
Geri Ann Redmon geri.redmon@scott.kyschools.us
Questions about Different Strategies?
Jessica Blevins jjoslin0@georgetowncollege.edu
How Can We Afford iPods?
Ask for used iPods from parents and community

Grants or programs like Donors Choose (www.donorschoose.org)

Work with PTA to fundraise
_______________________________
Implementation Plan
Strategy
Grade Level
Timeline
Literature Circles
5th grade
Try once before the
end of the school year
Q-A-R
4th and 5th grade
Teach students before the end
of the year. Revisit the types
of questions and answers at
least once per unit.
Tea Party Strategy
4th and 5th grade
Implement at least once
before Christmas
Implementation Plan
Blogs
3.8 Paragraph
Strategy
Grade Level
Timeline
2nd and 3rd grade
5th grade
At least once before the end of the school year
Twice before the end of the school year
Implementation Plan
Strategy
Grade Level
Timeline
Reciprocal
Teaching
Kindergarten
and 1st grade
Use at least once during read-aloud time by the end of the school year
iPod Shuffle or
MP3 Player
Kindergarten
through
2nd grade
Work on funding this school year.
Implement during silent reading next school year.
Full transcript