Heart Maps

The most effective way to let students know you care about them as writers is to allow them to write about what they know a lot about, what is important to them. Typically in grades 2-up students compile a list of what they know a lot about, what is important to them in what is referred to as "Writing Territories." For our youngest writers, "territories" may be too complex for them to wrap their brains around.
Here is a really great example of how Miss Sarah and Miss Beth honored their Kindergarten writers by assisting them in creating "Heart Maps". These maps are what the students know a lot about, what is important to them. The process entailed the teachers sitting with their individual students to discuss what they know a lot about, what is important to them and then the teachers searched on-line for the images, copied, and pasted them onto the heart.
These maps are kept in the student's writing notebooks as a point of reference when choosing writing topics.
Please contact your literacy coach to learn more about Miss Sarah and Miss Beth's process.

EOU Benchmark Testing Protocol

After feedback from teachers across the district and a conversation with the curriculum guide committee about the degree of text difficulty in the EOU Benchmarks we have prepared a small change in the protocol of administration.

The EOU Benchmarks are still in their infancy and we’ll most likely find small errors throughout the guides. In order to honor what you have already taught and any planning you might have done for future units we do not want to alter entire assessments. Please use the protocol when administering your assessments.

EOU Benchmark Testing Protocol:

• Prior to the day of the assessment, teachers may read the text aloud or have students read the text to become familiar with the text. Teachers do not set a purpose for the reading, other than to become familiar with the passage.
• Teachers administer the assessment with the text, allowing students to reread text on their own and use text to answer questions. Teachers may follow accommodations for students with IEPs or LAPs.
• Teacher scores the assessment following the proficiency levels AND protocols, as listed on the assessment.

New Literacy Learning Labs!

Attention TCSD Literacy Lovers -

Our new learning labs are scheduled for second semester! Boy, do we have some extra special literacy love planned for you! 

Choose the literacy lab that's write for you!  Sign Up Here:  Literacy Learning Labs

Barometer Children

We all have a couple kids in our classrooms that struggle with stamina.  In the Two Sisters' Tip of the Week, they suggest small confined spaces for students to read.  Allowing students their "own space" often cuts back on the maintenance that goes with barometer children! 

Check out the link and more pictures at the Daily Cafe. 

Building Reading Fluency

Independent and performance strategies for building reading fluency have been add to the Documents page in the file titled Building Reading Fluency. Please check out these resources and provide comments based on strategies you have found to be successful with your students.

Write To Learn FAQ

"What do I type for a prompt in WTL if I want students to use one or more of their writing pieces they submit to the district?"
If you choose to use the same writing piece for WTL and the District you can create a prompt as such:

5^th Grade

Narrative Piece (Unit 2)

Write a narrative a piece about a real or imaginary experience or event with an introduction, sequenced events, descriptions, pacing and a related conclusion.

Opinion Piece (Unit 3)

Write an opinion piece on a topic or text with an introduction with reasons and information supported by facts and details and a conclusion.

Informational Piece (Unit 3)

Write an informative piece about a topic with an introduction, organized paragraphs with facts, definitions, details, quotations and information, and a conclusion.

7^th Grade

Narrative Piece (Unit 2)

Write a narrative to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Opinion Piece (Unit 3)

Write an opinion piece that supports claims with clear reasons and relevant evidence.

Informational Piece (Unit 3)

Write an informative/explanatory text to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

These come directly from the learning goals on the curriculum guides. Please let me know if you need further clarification. Best of Success!

Building Reading Fluency

Small-group and partner strategies for building reading fluency have been add to the Documents page in the file titled Building Reading Fluency. Please check out these resources and provide comments based on strategies you have found to be successful with your students.