Meeting+3

September 29, 2009 Burbank 8:00-4:00 (Lunch on own)
 * Meeting #3

__Agenda Items:__** Introductions

Review Ground Rules

Review information about credit from Ashland -Action Research -1 semester hr of credit for $222.50 (Fall) ($50 of that is instructor fee, UA puts that back in an Instructional Fund) -a rep from Ashland will come after spring bring

Look at work on wiki - Reading, Writing and Communications sections (to be completed by this meeting) -begin a list of valuable resources that all teachers should have access to -work on the wiki is a springboard -incorporate literacy goals in work plan -discussion about middle school reading and language arts classes -while working on wiki, unsure who audience is -focused on resources - people should have access to this -think aloud maybe it's own piece, encompassing reading and writing, having a reading think aloud and writing think aloud -possibly a K-2/3-5/6-8 framework, a K-5/6-8 framework? -how do we break it apart so we are thinking about development of kids -overall umbrella with grade level breaks -intermediate - modeled writing on computer and projected, rather than on chart paper - thoughts are broader - Craft Writing it's own section? -Heinemann - website has great PD section - check it out! http://www.heinemann.com/ -How to manage district resources -Greensview - Literacy Support Group - once a month for 1 hour from 3-4, based on a topic selected by teachers -companion document - think aloud is important, make a purpose statement

Resources Walk -Look through resources from curriculum dept. -Prioritize your top 3 needs -If there are resources that we don't have, record them on the "Wanted Resources" page

Begin creating UA's Framework for Balanced Literacy K-8 -is this a visual graphic, chart, document, etc. - Brainstorm and start drawing! -What is the framework, how to support the framework, and instructional strategies to teach the framework

-Assessment, Planning, Instruction; Heart of it all (learning, teaching); what do kids need to know and be able to do -Umbrella - overarching balanced literacy, underneath is reading, writing, communication; underneath is k-2, 3-5, 6-8 for each area, companion documents that supported teaching, showing gradual release of responsibility from teacher to student -Arch of balanced literacy components, then a companion document that defines each component with strategies and ideas, etc -Wheel of balanced literacy, standards, assessments, reader's workshop. writer's workshop, word study -House - balanced literacy is basement, top is currriculum, instruction, assessment, pillars are reading, writing, communication; something linking all together - rope, chain? vehicle? using a car with each of the 4 wheels being reading, writing, etc; visual of something taking kids somewhere, literacy is not stagnant, it is constantly moving; road map with overlays (one for student's journey, on top of that would be one for teacher's journey, on top of that would be for district's journey), Ladders...

-Discussion of using the workshop model in grades 6-8

-Restrictions when posting on intranet? Would restrictions limit our framework choices?

Next Steps (conferences, resources, videos, catalogs, etc) Next meeting -Decisions to be made: defining workshop at K-5, 6-8 -What does Assessment, Planning & Instruction look like for each component?

Next Meeting - Thursday, October 22nd, 8-4, Burbank, Lunch on your own Bring resources


 * __Meeting Notes__**