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2014-15 Professional Development Unit

2014-15 Professional Development Unit. By: Ellen Malan School/ Network Based Guided Reading Plus. What new instructional strategies did I implement in my classroom/practice during the course of the Network Guided Reading Plus PDU?.

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2014-15 Professional Development Unit

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  1. 2014-15Professional Development Unit By: Ellen Malan School/Network Based Guided Reading Plus

  2. What new instructional strategies did I implement in my classroom/practice during the course of the Network Guided Reading Plus PDU?

  3. How did I apply the Guided Reading Plus strategies in my classroom? (examples)

  4. What three strategies did I implement from the study section of the PDU? What strategy worked best? Why?

  5. What changes have I made in my guided reading instruction based on the Guided Reading Plus professional development? • Use of the Guided Reading Plus lesson planning template for one targeted group of learners. Plans are sustainable and can be used the following year and among teachers. • Implemented a book introduction focused on meaning, visual, and structural information rather than a picture walk to access prior knowledge. • Scheduling a reading and writing day that is planned together. • Incorporating a writing practice page for students to try out words before creating sentence. • Use of instructional cues and prompts that can be applied school wide. • Use of a new set of high frequency words to charge instruction and word work. • Every student has a personalized learning focus for every lesson in both reading and writing.

  6. Explain why Guided Reading Plus is important to my students learning and to my growth as a professional? • .

  7. GRP Data AnalysisReflecting on the data you have collected, how did this experience impact instruction, progress monitoring, student performance, and your own practice? • Instruction: It completely changed my lesson planning, book orientation, schedule & routines. • Progress Monitoring: Students are more routinely monitored and running records can be shared with peers in cases of SIT interventions or referrals. • Student Performance: All students in group are on grade level or above (DRA 4 & 6). Writing grew alongside reading.

  8. How will I apply my new learning in the future to further my practice? What are my next steps?

  9. Reading Day Lesson

  10. Reading Day Reflection • Identify 3 strengths of your reading day lesson: Connecting students to individual learning focus, comprehension discussion is strong and students are ready to discuss reading, HFW practice is fast paced • Identify 2 areas of growth : Build confidence in delivery and pacing, Be more consistent with book orientation focusing on MSV • Describe how following this lesson planner will support student’ growth in reading: Students will be actively engaged in word work, comprehension, decoding, and strategy discussions.

  11. Writing day lesson

  12. Writing Day Reflection • Identify 3 strengths of your writing day lesson: Set timer for tighter practice, students use the practice page instead of working ahead, the writing prompts are becoming more engrained in my teaching • Identify 2 areas of growth: T1 and T2, deciding which writing strategy to use • Describe how following this lesson planner will support students’ growth in writing about reading: Students connect reading to writing and transfer skills. The practice page signifies that writing is a process encouraging growth.

  13. Running Record for Student 1

  14. Running Record Reflection Student 1 • Discuss the strengths of the students: Put finger on word at difficulty, Uses meaning and visual and looks at beginning sound to problem solve word. • Determine a student’s instructional focus based on the Change Over Time chart: Maintain 1 to 1 match without pointing, Initiate attempts consistently

  15. Running Record Student 2

  16. Running Record Reflection Student 2 • Discuss the strengths of the students: Ollie stops when it doesn’t make sense, attempts sounding out of unknown words, reads for MSV • Determine a student’s instructional focus based on the Change Over Time chart: Maintain 1 to 1 match without pointing, Slow Check

  17. Running Record for Student 3

  18. Running Record Reflection Student 3 • Discuss the strengths of the students: Cued in to visual, reads fluently to unknown word, attempts to sound out rather than appeal • Determine a student’s instructional focus based on the Change Over Time chart: Integrate & cross check meaning & structure with some visual

  19. Running Record Student 4

  20. Running Record Reflection for Student 4 • Discuss the strengths of the students: Reads for meaning, has an excellent memory for story lines and details, Uses meaning and structure • Determine a student’s instructional focus based on the Change Over Time chart: Slow Check

  21. Exit Ticket • How can we support your professional growth in future PDUs? Continue to focus on GRP if that is the expectation for all teachers, honor the time of teachers to learn the GRP process, share lessons digitally for adjustments to individual students • Explain how you will implement your learning of GRP into the 2015/2016 school year. : Start the year with the planner, adjust my roll out of sight words to the GRP HFW, follow a tight routine and schedule

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