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Teachers need to better understand how to implement ReadyGEN to be sure ALL students are accessing complex text and reaching rigorous outcomes demanded by the standards

What do the CORE Actions look like in the classroom.  Provide PD for teachers on the CORE Actions

Provide systematic phonics program for K-2 students

What does "scaffolding the text" look like and how do we support implementation?

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Calusa Elementary School

 

Our teachers need to know:

 

-Having students real more (a lot)  all day

-Domain specific acceleration

-Complex grade level text

  Our school success plan might support this work…

-Clear instruction on WHAT reading and math instruction
should look like.

-monitor and look for evidence

-best way to close gaps with students in poverty

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Calusa Elementary School

 

Our teachers need to know:

 

-Having students real more (a lot)  all day

-Domain specific acceleration

-Complex grade level text

  Our school success plan might support this work…

-Clear instruction on WHAT reading and math instruction
should look like.

-monitor and look for evidence

-best way to close gaps with students in poverty

# data[].attributes.body
Teachers need to know the benefits and purposes of our RG resource and how it fits into a balanced literacy block. Teachers also need to be made aware of how to plan with the end in mind using the Core Actions in PLC's. We need to explore and introduce the phonics mapping for
K-2.

SUP - does support the focus of literacy learning today.  Goals are aligned to further our learning in the reading/writing connection of the ELA block.

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-Teachers need to know the Core Actions and support to plan with those in mind during PLCs

-Teachers need PD and support with questioning strategies to allow student to develop deeper understanding of text

-SUP will support with specific action steps and monitoring benchmarks to support teachers

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1.)
-Same as during SIP check-out
-PD on IPG
-Support and PD w/ questioning
-Intervention work
-Support w/Reading Block  ->How to use time & quality writing instruction

2.)
Goals are already aligned

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SSP:  Weekly ALU planning supported by the ELA Framework of Instruction to design daily/weekly benchmark, mini, and learning pathway lessons.

Teachers need to know the expected components of Literacy instruction and how to build it all in to the time of their daily blocks.

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Teachers need to understand the indicators of the IPG and would benefit from seeing models of purposeful questions paired with appropriate text. Coaching in developing the questions within the PLC's would assist. (Our SuP includes the IPG for monitoring Core Action 2- Questioning)

Additionally we need to explore the Canvas resource on mapping phonics for our K-2 classrooms.

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Teachers need to have a greater depth of understanding of the standards. Teachers need ongoing PD using the IPG.
Our SUP needs to include a goal that reflects analyzing texts.

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Help teachers make connections: IPG, Marzano, Standards.
Intentionally planning questions.
Writing daily to make reading connections.

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*to focus on HII we need to...
1.  Reintroduce the IPG and 3 core actions
2.  Share out phonics plan for K-2
3.  Develop intentional questions during PLCs
4. Find the Guide for "Disfluency" in order to identify intermediate needs

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-Teachers need to know how to focus on scaffolding strategies using complex text with our most as risk students.

-Teachers need to know the IPG.

-Our school success plan outlines how we are including our Tier III students in basic classrooms.

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•Teachers need to be very familiar with the IPG.
•We need to include PD (ie: the IPG guide) around humanities in addition to the other subjects for which we have already planned.