1. Whole Class Literacy Profile Sarah Frasier EDRDG 680 July 16, 2010

2. Fabulous First Grade About Us: We are the “Fab 4” first grade teachers at W.D. Richards Elementary School! Together, Kelly Stultz (cooperating teacher), Melissa Voils, Theresa Westerfeld, and Sarah Frasier have many years of teaching experience. We have diverse literacy backgrounds that will allow us to create the best whole class literacy profile for our students. We believe in teaching our students to become independent, motivated, engaged, and lifelong readers and writers!

4. If a student(s) is working above grade level, then we need to make sure that we are challenging him/her to meet his/her needs.

5. If we plan on using small group instruction, then how will we determine the make-up of our flexible groups?

6. If we are teaching students on individual needs, then how will they be able to master weekly language arts skills that are tested if they are not yet at that level of learning? How will we assign them grades?

8. How Can We Foster Reading Comprehension?A Common Struggle For Our Young Readers Develop automaticity & word recognition skills Build/Activate student schemata through a “think aloud” Match appropriate books to readers Help students interpret punctuation marks Ask questions (5 W’s and how) Make predictions Summarize text (beginning, middle, end) Make connections to story (text-to-text, text-to-self, text-to-world) Reciprocal teaching Fix-up strategies

9. Class Literacy Profile Assessments Professor Garfield Reading & Writing Interest Inventories Sight Word Assessment Treasures Placement Test Café Conferring Notes Writing Conferences ISTEP+ Weekly Assessments Running Records/STAR Test Indiana Reading Diagnostic Assessment (IRDA) Quarterly BCSC Writing Prompts Quarterly Standard Checklists

10. Assessment-Driven Instruction How will we implement the assessments? How will the assessments guide our instruction? Focus lessons Small-group instruction (strategy/skill groups) Individual instruction 6+1 Writing Traits Instruction The assessments will be implemented in three different ways: Whole-group instruction Small-group instruction Individual instruction

11. Assessment Timeline

12. CLP Implications Classroom assessments drive daily instruction! 1. Literacy assessment information is kept on each student in the teacher’s “Pensieve” data binder. 2. Determines types of books and themes placed in classroom library for student motivation 3. Provides tiered instruction and remediation 4. Drives student use of comprehension, accuracy, fluency, and vocabulary strategies from the Café menu

13. CLP Implications Cont… 5. Students select one comprehension goal and one other goal from the Café menu for independent practice. 6. Determines individual instruction, strategy groups, and skills groups 7. Students declare a 6 Traits writing goal to improve and guide writing instruction. 8. Writing binders and writing folders include self-assessments, 6 Traits information, and BCSC/class rubrics to promote student choice of topics. 9. Determines daily focus lessons 10. Determines overall strengths and weaknesses of class and/or grade level

14. What We’ve Learned… Through the implementation of our CLP assessments and daily instruction, our students will be able to: Become independent workers, readers, and writers Become avid readers who are engaged, show emotion, and make connections when they are reading Select “just right” books and know how to look for and use books for specific purposes Become lifelong readers and writers!