1 of 2
Downloaded 42 times
Recommended
Virtual Leadership
Virtual LeadershipCynthia Clay
油
Introduces the skills needed by virtual leaders, including the 3C model, the need for collaborative awareness, building motivation, and coaching. Strategic Mangement For Under Grad Animated
Strategic Mangement For Under Grad AnimatedUlhas Wadivkar
油
The document discusses strategic management, including definitions, levels of decisions, roles of strategists, and the strategic management process. It defines strategic management as determining goals and courses of action to achieve them. Strategic decisions are made at various levels from corporate to functional. Strategists include the board, CEO, managers, and consultants. The strategic management process involves defining vision and mission, analyzing the environment, setting objectives and strategies, implementing plans, and evaluating performance.Lli power point december 2011
Lli power point december 2011Susan Robertson
油
LLI is a small-group intervention program designed to help struggling readers and writers in grades K-6. It provides daily 30-minute supplemental lessons in groups of no more than 3 students. Lessons focus on developing skills in reading, writing, word study, fluency, and comprehension. The program is designed to bring students up to grade level within 18-24 weeks through a structured, fast-paced curriculum with leveled texts, ongoing assessment, and connections to classroom instruction. Teachers receive training and support through materials such as DVDs, manuals, and ongoing professional development.Fountas & Pinnell - Leveled Literacy Intervention
Fountas & Pinnell - Leveled Literacy Interventionmoran23
油
The Leveled Literacy Intervention (LLI) system was developed by Irene Fountas and Gay Su Pinnell to provide small-group literacy intervention for struggling readers in grades K-3. LLI lessons follow a consistent format of phonics, fluency, comprehension, and writing activities using leveled texts matched to students' abilities. Two studies found that LLI significantly improved students' reading achievement over the course of 14-20 weeks of daily small-group instruction. Fountas and Pinnell continue expanding LLI to serve students through middle school.Leveled Literacy Intervention
Leveled Literacy Interventionjohnse78
油
LLI is a short-term literacy intervention developed by Fountas and Pinnell to prevent literacy difficulties. It works to bring students to grade-level performance through 30-minute small group lessons 5 times a week that include rereading, phonics, introducing new books, and word work. Students' progress is monitored weekly through running records to determine when they are ready to advance to the next level. LLI is designed to be completed within 12-18 weeks.Fountas and pinnell
Fountas and pinnellStanley Gill-espie
油
This document provides an overview and history of the Fountas and Pinnell Benchmark Assessment System for literacy. It describes how Fountas and Pinnell developed the system over 20 years through research and collaboration with teachers. They created a text gradient from levels A-Z and benchmark books to match each level. Studies show the system is effective at improving students' reading skills and aligns with standardized test score gains. Teachers receive training from literacy coaches to properly administer and interpret the assessments.Fountas and Pinnell BAS handout for inservice
Fountas and Pinnell BAS handout for inserviceAndrea Hnatiuk
油
The document discusses the Fountas & Pinnell Benchmark Assessment System, which is used by Good Spirit School Division to measure students' reading levels. It assesses decoding, fluency, vocabulary, and comprehension. The purpose is to inform instruction, group students, identify reading levels, and monitor progress. Teachers administer the assessment individually to obtain a student's independent, instructional, and hard text levels to guide reading material selection and intervention needs.LLI Procedures Flowchart
LLI Procedures Flowchartnpiercey
油
The document outlines the steps for selecting students for an LLI (Leveled Literacy Intervention) program and monitoring their progress. It includes:
1) The school LLI team will select students for the program based on F&P (Fountas and Pinnell) data and records, and submit their selections to the LLI coach.
2) The LLI teacher will carry out the intervention program following district expectations, with support from literacy coaches and regular meetings with classroom teachers.
3) Upon completion of each LLI group, the school LLI team will update the student grouping template and submit it to the LLI coach within one week.Our assessment journey teachers edition
Our assessment journey teachers editionAndrea Hnatiuk
油
This document discusses assessment strategies for improving student learning. It distinguishes between formative and summative assessment. Formative assessment involves collecting information during learning to inform instruction and provide feedback to students. Summative assessment evaluates student learning at the end to communicate performance. The document emphasizes the importance of formative assessment for improving learning outcomes and cites research showing it can double student learning speeds when implemented well. It provides examples of formative assessment activities and stresses using assessment data to guide instructional decisions and shift the focus to more formative practices.Rad feb 1
Rad feb 1Andrea Hnatiuk
油
The document discusses strategies for teaching reading comprehension. It begins by stating the learning targets, which are for teachers to be able to identify and implement instructional strategies to help students comprehend text and increase learning outcomes. It emphasizes using formative assessment to monitor student progress. The document then describes various reading comprehension strategies like predicting, making inferences, connecting to prior knowledge, summarizing, and note-taking. It provides details on how to teach each strategy and explains their importance for developing strong comprehension skills.Understanding by design board retreat 2013 final
Understanding by design board retreat 2013 finalAndrea Hnatiuk
油
This document provides an overview of Understanding by Design (UbD). It explains that UbD is a multifaceted and complex process for designing curriculum and instruction. Key aspects of UbD include establishing learning targets, essential questions, outcomes, assessments, and differentiated learning plans. Deeper understanding is developed through big ideas, essential questions, knowing what students will know and be able to do, and gathering evidence of understanding through observations, conversations and products. The document emphasizes establishing learning targets and involving students in the learning process.Lets talk about talking!(1) 1 communication
Lets talk about talking!(1) 1 communicationAndrea Hnatiuk
油
The document discusses social constructivism and collaborative learning. It emphasizes that students construct meaning through communication, organizing ideas, and applying their learning in new contexts. Effective instructional strategies promote collaboration, clarify student understanding, and allow students to reflect on and assess their own learning. Creating a safe classroom environment where students participate and communicate is important for social constructivism.Teachers enactment of content area literacy in strategies in secondary scienc...
Teachers enactment of content area literacy in strategies in secondary scienc...Andrea Hnatiuk
油
This study examined how 26 secondary science and mathematics teachers implemented literacy strategies in their classrooms after participating in professional development on integrating literacy practices into their content instruction. The researchers found that although all teachers were using specific literacy strategies introduced in the workshops, the ways they enacted the strategies varied and influenced student learning outcomes. The researchers developed a framework to characterize these differences and discuss implications of enacting strategies in various ways. The study aims to provide a deeper understanding of how teachers implement literacy strategies beyond just whether or not they use them.But i am not an english teacher!! 2
But i am not an english teacher!! 2Andrea Hnatiuk
油
This document provides an overview of content area literacy strategies for teachers. It discusses the importance of literacy in various content areas and defines basic, intermediate, and discipline-specific literacy. Several instructional strategies are presented, such as teaching word origins and using multiple representations in math. The document emphasizes that students need support to develop advanced literacy skills in high school. It also lists learning targets for a professional development session, which are to identify and implement effective cross-curricular literacy strategies.Our assessment journey teachers edition
Our assessment journey teachers editionAndrea Hnatiuk
油
This document discusses formative and summative assessment strategies. It begins with an introduction to assessment for, as, and of learning. It then explores the distinctions between formative and summative assessment. Formative assessment involves collecting information about student learning to inform instruction, while summative assessment evaluates student learning at the end of a period of instruction. The document emphasizes that formative assessment, when implemented well, can significantly improve student learning outcomes. It provides examples of formative assessment activities and discusses using assessment data to guide instructional decisions. The goal is to shift the balance more towards formative assessment practices.Guided reading the romance and the reality (2012)
Guided reading the romance and the reality (2012)Andrea Hnatiuk
油
1. Guided reading has become an essential element of literacy education in many classrooms around the world. It focuses on observing individual student strengths and providing instruction to help students meet the challenges of increasingly difficult texts over time.
2. Key aspects of guided reading that have been embraced include differentiating instruction through small groups, using leveled books to ensure students are reading at an appropriate level, conducting benchmark assessments to determine reading levels, and using running records to assess reading progress.
3. Implementing guided reading well requires continuous professional development to refine teaching practice and ensure this approach remains powerful in helping all students become proficient readers.Our assessment journey feb 26
Our assessment journey feb 26Andrea Hnatiuk
油
This document discusses assessment in education. It defines assessment as being systematically conducted to contribute to an overall picture of each student's achievement. There are three types of assessment discussed: formative assessment which informs practice and provides feedback for improvement, summative assessment which evaluates student mastery of outcomes, and assessment as/for learning which involves student self-assessment. The document provides examples of formative assessment activities and notes assessment evidence can come from observations, conversations, and student products. The purpose of assessment is to understand what students have learned and still need to learn in order to improve instruction.Educational Leadership November 2011 Grading
Educational Leadership November 2011 GradingAndrea Hnatiuk
油
The passage discusses the importance of summarization in an age of information overload. It notes that with the massive amounts of data available online, being able to quickly understand the key points of lengthy documents, articles, or reports is crucial. The ability to produce clear, concise summaries helps people save time by getting the gist of new information without having to read entire lengthy sources.GSSD Literacy Model
GSSD Literacy ModelAndrea Hnatiuk
油
The document outlines the key areas of learning and cross-curricular competencies in the curriculum, including developing thinking, identity, literacies, and social responsibility. It also describes an outcome-based curriculum focused on what students need to know and do in each subject. Finally, it provides the contexts and goals for English Language Arts, which are comprehending and responding to material, composing and creating works, and assessing and reflecting on the learning process.
Gssd fountas and pinnell targets recalibrated 2012
Gssd fountas and pinnell targets recalibrated 2012Andrea Hnatiuk
油
This document outlines target instructional reading levels for students in different grades according to the Fountas and Pinnell reading assessment system. It provides levels from A to Z that students should meet in the fall and spring for pre-reading through 8th grade to determine if they are not yet meeting expectations, approaching expectations, meeting expectations, or exceeding expectations based on grade level.Class act
Class actAndrea Hnatiuk
油
The Good Spirit School Division employs three full-time Literacy Coaches - Andrea Hnatiuk, Janine Neufeld-Ruetz, and Nicole Piercey. The Coaches provide a variety of support roles to teachers including assisting with curriculum implementation, improving classroom instruction, aligning instruction with student data, and expanding teachers' resource knowledge. They work collaboratively with teachers at designated schools to help achieve the division's literacy goals and ensure student growth in reading comprehension.
Sk curriculum my writing
Sk curriculum my writingAndrea Hnatiuk
油
Students engage in writing as a process that involves pre-writing, drafting, revising, and finalizing. During pre-writing, students generate ideas and develop initial plans by considering purpose, audience, point of view, and format. In drafting, students focus on content over mechanics as they compose rough versions. Through revising, students refine their writing by reorganizing ideas, adding or removing content, and providing feedback to peers. Finally, students produce polished drafts and decide whether to share or publish their work. The writing process is recursive, and teachers support students by modeling strategies, creating a collaborative environment, and maintaining resources to facilitate writing development.6 + 1 traits info
6 + 1 traits infoAndrea Hnatiuk
油
The document discusses the 6+1 Traits model for writing assessment and instruction. The 6+1 Traits include ideas, organization, word choice, sentence fluency, conventions, presentation, and voice. Using this common language and framework, teachers can provide specific feedback to help students improve their writing. The traits are divided into revision traits like ideas and organization, and editing/publishing traits like conventions. Teachers should embed the traits into teaching the full writing process from the beginning stages of developing content to the final stages of editing.
More Related Content
More from Andrea Hnatiuk (20)
Our assessment journey teachers edition
Our assessment journey teachers editionAndrea Hnatiuk
油
This document discusses assessment strategies for improving student learning. It distinguishes between formative and summative assessment. Formative assessment involves collecting information during learning to inform instruction and provide feedback to students. Summative assessment evaluates student learning at the end to communicate performance. The document emphasizes the importance of formative assessment for improving learning outcomes and cites research showing it can double student learning speeds when implemented well. It provides examples of formative assessment activities and stresses using assessment data to guide instructional decisions and shift the focus to more formative practices.Rad feb 1
Rad feb 1Andrea Hnatiuk
油
The document discusses strategies for teaching reading comprehension. It begins by stating the learning targets, which are for teachers to be able to identify and implement instructional strategies to help students comprehend text and increase learning outcomes. It emphasizes using formative assessment to monitor student progress. The document then describes various reading comprehension strategies like predicting, making inferences, connecting to prior knowledge, summarizing, and note-taking. It provides details on how to teach each strategy and explains their importance for developing strong comprehension skills.Understanding by design board retreat 2013 final
Understanding by design board retreat 2013 finalAndrea Hnatiuk
油
This document provides an overview of Understanding by Design (UbD). It explains that UbD is a multifaceted and complex process for designing curriculum and instruction. Key aspects of UbD include establishing learning targets, essential questions, outcomes, assessments, and differentiated learning plans. Deeper understanding is developed through big ideas, essential questions, knowing what students will know and be able to do, and gathering evidence of understanding through observations, conversations and products. The document emphasizes establishing learning targets and involving students in the learning process.Lets talk about talking!(1) 1 communication
Lets talk about talking!(1) 1 communicationAndrea Hnatiuk
油
The document discusses social constructivism and collaborative learning. It emphasizes that students construct meaning through communication, organizing ideas, and applying their learning in new contexts. Effective instructional strategies promote collaboration, clarify student understanding, and allow students to reflect on and assess their own learning. Creating a safe classroom environment where students participate and communicate is important for social constructivism.Teachers enactment of content area literacy in strategies in secondary scienc...
Teachers enactment of content area literacy in strategies in secondary scienc...Andrea Hnatiuk
油
This study examined how 26 secondary science and mathematics teachers implemented literacy strategies in their classrooms after participating in professional development on integrating literacy practices into their content instruction. The researchers found that although all teachers were using specific literacy strategies introduced in the workshops, the ways they enacted the strategies varied and influenced student learning outcomes. The researchers developed a framework to characterize these differences and discuss implications of enacting strategies in various ways. The study aims to provide a deeper understanding of how teachers implement literacy strategies beyond just whether or not they use them.But i am not an english teacher!! 2
But i am not an english teacher!! 2Andrea Hnatiuk
油
This document provides an overview of content area literacy strategies for teachers. It discusses the importance of literacy in various content areas and defines basic, intermediate, and discipline-specific literacy. Several instructional strategies are presented, such as teaching word origins and using multiple representations in math. The document emphasizes that students need support to develop advanced literacy skills in high school. It also lists learning targets for a professional development session, which are to identify and implement effective cross-curricular literacy strategies.Our assessment journey teachers edition
Our assessment journey teachers editionAndrea Hnatiuk
油
This document discusses formative and summative assessment strategies. It begins with an introduction to assessment for, as, and of learning. It then explores the distinctions between formative and summative assessment. Formative assessment involves collecting information about student learning to inform instruction, while summative assessment evaluates student learning at the end of a period of instruction. The document emphasizes that formative assessment, when implemented well, can significantly improve student learning outcomes. It provides examples of formative assessment activities and discusses using assessment data to guide instructional decisions. The goal is to shift the balance more towards formative assessment practices.Guided reading the romance and the reality (2012)
Guided reading the romance and the reality (2012)Andrea Hnatiuk
油
1. Guided reading has become an essential element of literacy education in many classrooms around the world. It focuses on observing individual student strengths and providing instruction to help students meet the challenges of increasingly difficult texts over time.
2. Key aspects of guided reading that have been embraced include differentiating instruction through small groups, using leveled books to ensure students are reading at an appropriate level, conducting benchmark assessments to determine reading levels, and using running records to assess reading progress.
3. Implementing guided reading well requires continuous professional development to refine teaching practice and ensure this approach remains powerful in helping all students become proficient readers.Our assessment journey feb 26
Our assessment journey feb 26Andrea Hnatiuk
油
This document discusses assessment in education. It defines assessment as being systematically conducted to contribute to an overall picture of each student's achievement. There are three types of assessment discussed: formative assessment which informs practice and provides feedback for improvement, summative assessment which evaluates student mastery of outcomes, and assessment as/for learning which involves student self-assessment. The document provides examples of formative assessment activities and notes assessment evidence can come from observations, conversations, and student products. The purpose of assessment is to understand what students have learned and still need to learn in order to improve instruction.Educational Leadership November 2011 Grading
Educational Leadership November 2011 GradingAndrea Hnatiuk
油
The passage discusses the importance of summarization in an age of information overload. It notes that with the massive amounts of data available online, being able to quickly understand the key points of lengthy documents, articles, or reports is crucial. The ability to produce clear, concise summaries helps people save time by getting the gist of new information without having to read entire lengthy sources.GSSD Literacy Model
GSSD Literacy ModelAndrea Hnatiuk
油
The document outlines the key areas of learning and cross-curricular competencies in the curriculum, including developing thinking, identity, literacies, and social responsibility. It also describes an outcome-based curriculum focused on what students need to know and do in each subject. Finally, it provides the contexts and goals for English Language Arts, which are comprehending and responding to material, composing and creating works, and assessing and reflecting on the learning process.Gssd fountas and pinnell targets recalibrated 2012
Gssd fountas and pinnell targets recalibrated 2012Andrea Hnatiuk
油
This document outlines target instructional reading levels for students in different grades according to the Fountas and Pinnell reading assessment system. It provides levels from A to Z that students should meet in the fall and spring for pre-reading through 8th grade to determine if they are not yet meeting expectations, approaching expectations, meeting expectations, or exceeding expectations based on grade level.Class act
Class actAndrea Hnatiuk
油
The Good Spirit School Division employs three full-time Literacy Coaches - Andrea Hnatiuk, Janine Neufeld-Ruetz, and Nicole Piercey. The Coaches provide a variety of support roles to teachers including assisting with curriculum implementation, improving classroom instruction, aligning instruction with student data, and expanding teachers' resource knowledge. They work collaboratively with teachers at designated schools to help achieve the division's literacy goals and ensure student growth in reading comprehension.Sk curriculum my writing
Sk curriculum my writingAndrea Hnatiuk
油
Students engage in writing as a process that involves pre-writing, drafting, revising, and finalizing. During pre-writing, students generate ideas and develop initial plans by considering purpose, audience, point of view, and format. In drafting, students focus on content over mechanics as they compose rough versions. Through revising, students refine their writing by reorganizing ideas, adding or removing content, and providing feedback to peers. Finally, students produce polished drafts and decide whether to share or publish their work. The writing process is recursive, and teachers support students by modeling strategies, creating a collaborative environment, and maintaining resources to facilitate writing development.6 + 1 traits info
6 + 1 traits infoAndrea Hnatiuk
油
The document discusses the 6+1 Traits model for writing assessment and instruction. The 6+1 Traits include ideas, organization, word choice, sentence fluency, conventions, presentation, and voice. Using this common language and framework, teachers can provide specific feedback to help students improve their writing. The traits are divided into revision traits like ideas and organization, and editing/publishing traits like conventions. Teachers should embed the traits into teaching the full writing process from the beginning stages of developing content to the final stages of editing.