Meeting+2

July 9, 2009 Burbank 9:00-12:00
 * Meeting #2

__Agenda Items:__** Introductions Review Ground Rules Discussion about Credit Resources Look at Collective Work re: Components of a Balanced Literacy Program Begin creating UA's Framework for Balanced Literacy K-8 Next Steps (conferences, resources, videos, catalogs, etc) Next meeting

Discussion on work to be done throughout the year: - We are researching. -Anyone in need of credit needs to let Julie know and she can fill out and submit paperwork to get Ashland credit (at least 1 semester hour). Will be action/research credit. Approximately $244 for 1 semester hour. Credit will be applied sometime in winter. Julie will write up the proposal.
 * __Meeting Notes (Leslie Watkins, scribe)__**

Resources: "Writing Workshop: The Essential Guide" by Ralph Fletcher and JoAnn Portalupi "Good-bye Round Robin: 25 Effective Oral Reading Strategies" by Michael F. Opitz and Timothy V. Rasinski

Julie has learned that for many districts, the literacy framework has become just a piece of paper. Reinforced in her mind the need for the next step to ensure implementation in the classrooms. Idea presented: get something on paper; get ourselves involved in more literature, conferences, etc. then go back to the paper and make it come alive. Idea presented: go to local schools that have active/good literacy programs being practiced to witness what they are doing End of our goal: what are the next steps for literacy?

Need to take what is on our list of essential components of a balanced literacy program and give teachers a structure to make it happen in their classrooms. -need the steps of the process -structure for implementation -literature/research to back it up -skills and strategies -suggested materials list (what teachers will need to have in their classrooms) -suggested professional resources list -need opportunities to observe others practicing the strategies -Web resources/dvds - - visual aids -scope and sequence for teachers to follow

To add to Reading/Reading Workshop list: Choral reading (for fluency)

Need to make a list of what we want to accomplish and who's going to do it (who will go to what conferences, read/research what materials, etc)

"The Literacy Connection" - structure is to bring in an author of current research; choose one of their books; form groups regionally; work with the book; decide on a project to do; come together and share projects; author comes in April and does demonstration teaching in the classroom while others watch via video then discuss with author after. Usually begin to come together in October. Typical cost is $125-150. Kylene Beers will be the choice author this year.

"Choice Literacy" Conferences - when you leave, you walk away with resources to use (hardback children's books; a professional book; video/dvd for professional development). Definitely something that one person can go to and share with the rest of the group. 1-2 day conference

"Dublin Literacy Conference" - has set the date but have no other information out right now. Usually Saturday, Sunday, Monday.

"Ohio Council of Teachers of Language Arts" (OCTLA)

Include IB training in the mix. May be able to bring back helpful information from that.

Who would like to do what? : (initial interest) Dublin Literacy Conference - - Leslie, Kim, Kate Literacy Connection - - Julie, Elizabeth, Kim, Kathleen, Michele Reading Recovery - - Shelly, Kathleen, Julie, Elizabeth, Michele, Kim, Leslie Solon (visiting) - - Julie, Shelly, Elizabeth Lakota (visit) - - Shelly, Elizabeth (will contact) Dublin (visit) Max Bend - - Michele (will contact)

Essential Components list discussion...cont: vision - to have it live on the new district web site; will be a resource center for others in the district Initial job is to define it/create the framework Need to define it; make a list of components - this will help us to determine the visuals to use/create, etc. Vehicles Skills/Strategies Components Outcomes - practical ways to use it in the classroom Need to work off of the anchor of modeled (read aloud & think aloud), shared (interactive), guided, independent, investigative (children use skills to independently read and write in various areas); strategy off to the side (fluency, comprehension, word study/vocabulary) = pedagogy - include methods and research quotes

Need to define skills/strategies (at a later time)

Want to tie it to curriculum (COS minus curricular materials that we think are important and need to be in everyone's hands), instruction (what we are talking about with "model, share, guide, etc"), assessment.

Questions to answer when breaking it down: -1) What are the skills students need? -2) What are the strategies that will help them? -3) What are the teaching methods teachers need/can use to teach it? -4) How do we assess? --First work this in broad terms (across all grade levels); later break it down into grade levels (will help teachers to know how to approach each grade level as well as students who are not at the same level as the rest of the class...either ahead or behind). I.e. work in general terms first and break down later into K-2, 3-5, 6-8

How to break it down: define each term talk about methods at each step (model, share, etc) Then for whole section (reading, writing, etc): identify the skills/strategies students need/need to know and they will be assessed

Julie will decide where communication should go and what we should say; also focus on guided writing

Michele will focus on Modeled Reading and Think aloud

Elizabeth will focus on Independent writing

Kathleen will focus on Modeled Writing and Think aloud

Kim will focus on guided reading

Shelley will focus on independent reading

Leslie will focus on investigative reading

Kate will focus on shared reading

Angie will focus on shared/interactive writing

Next meeting date: September 29th; all day; release