At our early release this Friday, I will have a very brief staff meeting in the media center to review the collective commitments below. Please bring your Jan Richardson resource and sources of ELA student data (instructional reading levels, MAP data, anecdotal notes, letter/sound checklist, assessment summary, etc.) for planning a guided reading lesson. From now, until we meet again with Carolyn in January, here are some of the collective commitments, we'll need to agree upon at the Friday meeting.
Collective Commitments
- Provide letter tracing and small group instruction for Pre-A learners and guided reading for readers at the Emergent, Early, Transitional and Fluent levels.
- Use our PLCs to plan guided reading and commit to using student data to drive the process. Below are the Jan Richardson resources to use to analyze student data.
- Pre-A lesson: Letter/Sound Checklist (306)
- Emergent Lesson: Assessment Summary (61)
- Early Lesson: Assessment Summary (114)
- Transitional lesson: Assessment Summary (168)
- Fluent lesson: Assessment Summary Assessment Summary (229)
- Engage students in meaningful literacy activities when not involved in guided reading. When these activities are writing based: think authentic writing yes, worksheets no.
- Instructional coaching (four touch points) provided to each classroom teacher. Lesson planning meeting prior to teaching, observing the coach teach a lesson (or you teach and Amanda observes), coach observes you teach and a debriefing meeting with you and Amanda.
- In each regular education classroom (K-5) at least one guided reading group should be done with fidelity, from now until January, following all of the Jan Richardson components. This builds the foundation for a guaranteed and viable guided reading curriculum.
- Support implementation through PD, the PLC process, coaching support and classroom walk-throughs.
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