Teachers 11%

Students 41%

No one 48%

Annotation

Collaboration for standards-based text evidence

Turn & Talk (checks for understanding)

Independent reading with writing for summary

Questionings (check for understanding)

Strategies the teacher used were fluency practice for all students on grade level text.

After modeling their thinking, the teacher assigned an excerpt for students to read independently to practice the benchmark.

3 students were pulled into a small group and they chorally read the portion of the text with the teacher to support their reading. Students also within this group whisper read aloud another portion simultaneously while the teacher listened in before asking the questions aligned to the benchmark.

Reading strategies observed included chunking, tracking, partner reading, and choral reading - each supporting student engagement, comprehension, and fluency.

Students were doing the reading and interacting with the text. We definitely noticed and increase of student reading when this expectation was communicated.

The reading strategies I have observed were: Ask and Answer Questions, Activate Prior Knowledge, Monitor and Clarify, Summarizing,

Students were reading, and the adults were guiding.

Strategies used were: blending sounds, using morphology to decode words and to make meaning of new vocabulary words.

Reading strategies seen: echo reading, tracking, teacher reads aloud and pauses to allow for the students to fill in the space demonstrating reading along, Choral reading.

In 5th grade ELA, the teacher reads aloud while asking the students to follow along. Students were posed a question to be able to answer when the teacher completes the page/section of reading, and then is tasked with writing their response on the graphic organizer.

1. Meet with ELA teachers to determine common language for annotating with a purpose while reading

2. Share reading and writing strategy with other core content areas (SOAPstone and annotation)

The teacher set a purpose for reading the text in the ELA classrooms -students were given specific lookfors to prepare for Socratic Seminars.

Students read through the science text in order to identify lab procedures, use of instruments, and key vocabulary.

Students engaged in student choice silent reading the first 10 minutes of class while the teacher conferred with a couple of students. (ELA Classrooms)

In Intensive Reading I observed students reading passages within My Lexia and responding to questions.

Within the ELA classrooms, students were reading both informational and fictional texts. In some classrooms, the teacher was reading out loud to the students. In some rooms, Amplify was playing the text for the students. Yet in some rooms, snippets of text were on the classroom display/individual student devices to answer questions/interact with the text.

Students were answering Amplify questions, summarizing, and answering questions being presented by the teacher.

Uncertain as to impact - still deciphering which teachers are making intentional changes or it's already embedded in their practice. Need more data.

On-grade level or above standards

Planning for the readers, not the reading

Setting the purpose for learning as a reader

Types of Text

Structures for Reading Grade Level Text

Chunk Chew Chat

and many more.

We collected teacher reflections from the PL.

The literacy coach provided more PL to all teams of teachers (to include all subjects)

We saw students echo reading, choral reading, and partner reading. We also noticed that teachers incorporated some of the explicit strategy instruction that was modeled in the PL we delivered.

What I have noticed is that my teachers are having students Read in their classrooms to gain knowledge. Lessons are also built around text. This is our push and we will continue this throughout the 25-26 School Year.

Coaches will also push into targeted grade levels to model reading instruction for whole group and small group settings as needed. Targets will be determined by data and observation. New teachers will also receive this service.

We incorporated the Chunk/Chew/Chat strategy in our ELA/Reading PLT. In addition, we scheduled 1/2 day planning PLT's with our ELA teachers where we're incorporating the High Leverage Thinking Moves to Comprehend Any Text. Within this 1/2 day planning we used the planning for direct instruction questions to plan for the reader.

Tomorrow the Chunk/Chew/Chat reading strategy is being offered to all of our teachers during our KU's cafe's.

We have not walked for transfer yet as this is our week of training. We will walk next week specifically look for planning transfer and the implementation of the Chunk/Chew/Chat strategy.

During Common Planning our Literacy Coaches reviewed the Purposeful Planning for Direct Instruction, plus the Structures for Reading Grade Level Text, Scaffolds, and Chunk, Chew, and Chat.

Our Literacy Coaches focus while leading the Literacy Leadership Committee was to go over Cultivating Readers Learning, provide the resources gained during the Committee Meeting.

After the 1st Week of Focused Walks, I emailed the Faculty what we saw related to the four questions around Who is Doing the Reading, and what our Next Steps are for us as a school.

After the 2nd Week of Focused Walks, I emailed those results and included both student and teacher moves that we observed. From there, I provided suggestions to move the learning forward, and continued Next Steps for us as a school.

The individual walks we did yesterday resulted in each classroom had students reading.

The Lit. Coach delivered the presentation and I was there to support and guide the learning. We have seen an increase in teacher intentional planning for student reading and interaction with the text. This was apparent with our Instructional Review on Sept. 29th with 25 ELA classes being visited and 24 had students doing the reading and interacting purposefully with the text. This trend has continued through the month and yesterday we conducted 15 ELA walks with 100% of the classrooms having students doing the reading and interacting with the text.

My Math Coach has implemented the reading strategies they discussed in their training to attack word problems. We have noticed teachers being more mindful using these strategies in math.

We will walk together and upon gathering data we will develop coaching plans if applicable and further professional learning...

Literacy coach modeled specific chunk-chew-chat strategy for staff members.

Masterful reads, annotation, and review of structure.

Math- specific time dedicated to math vocabulary, which in turn will support student reading in word problems.

Social studies- more focused articles on specific historical events / figures. Aligned closely with ELA teams as students may frequently see historical articles/reading ... on FAST tests.

PL cafes' on reading strategies for whole staff.