Staff Development – Adult Learners
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Project Title: Improving Reading
Achievement – Implementing Literature Study Groups |
Grade Level:
Kindergarten |
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Subject/Topic
Area(s) Reading - Reading for Literary Experience |
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Designed By: Glenda Weikel |
Date: July 2000 |
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School District: Baltimore County
Public Schools |
School: Winand
Elementary |
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Goal: Students will
demonstrate their ability to construct, extend, and examine meaning for a
variety of texts by using strategic behavior and integrating both their prior
knowledge about reading and topic familiarity. Students will
demonstrate their ability to vary their orientation to the text by
interacting with a variety of texts for different purposes. Students will read for literary experience
(novels, plays, short stories, poems), to be informed (content texts,
newspaper/magazine articles, editorials), and to perform a task (manuals,
cookbooks, written instructions/directions). Students will
demonstrate their ability to interact with texts through four stances: global
understanding, developing interpretation, personal reflection/response, and
critical stance to construct, extend and examine meaning. |
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Content Standards:
Reading for Literary Experience 1.
Students will
identify the main idea of a selection/identify the main character(s) and
setting of a selection/identify an event in the text to develop a global
understanding of the text. 2.
Students will use
words that describe and compare (characters, setting, etc.) within
texts/retell the selection in their own words/predict what will happen in a
given situation/compare predictions against actual story events to develop an
interpretation of the text. 3.
Students will
recall prior knowledge and experiences related to the selection/compare the
character(s) in the text to real people or someone known/compare the
character’s actions, feelings, and experiences with their own when in a
similar situation/compare the setting to their own community or environment
to develop a personal reflection response to the text. 4. Students will analyze the author’s use of illustration in the story/analyze the effectiveness of the title. |
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Project Summary: This staff development project will instruct teachers how to implement the strategy of Literature Study Groups paired with electronic discussions to improve student understanding when reading for literary experience. |
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Objectives/Desired
Results (What will the learners
understand as a result of this project?)
The adult learners will identify the benefits of Literature Study
Groups as opposed to traditional book discussions. The adult learners
will identify the benefits of integrating technology to improve student
achievement. The adult learners
will implement electronic discussions in conjunction with Literature Study Groups. The adult learners
will identify the materials and resources needed to get started. Plans for
Facilitation: The staff development will begin with a simulation that will
show a traditional book discussion vs. a Literature Study Group. Teachers will be asked to identify the
characteristics of both. The
multimedia presentation will guide the staff through a review of MSPAP
reading goals and outcomes, the examination of our current test scores, the
benefits of Literature Study Groups, how to incorporate electronic
discussions, identify the materials needed to get started, and provide
teacher resources. The presentation
will be paused throughout to allow for discussion, reflection, and questions. Time for hands-on practice using
electronic discussion boards will be provided. |
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Instructional Resources: computer, overhead, LCD panel, internet access, multiple copies of two books for the simulation |
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Type of Assessment
Used (e.g. observations, work samples, electronic discussions,
dialogues) The adult learners will
complete a pre and post self-assessment on both technology integration and
Literature Study Groups. |
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Scoring tool (e.g.
rubric) to be used for evaluation. Be as specific as possible. The teachers will rank themselves before
and after the presentation. Literature Study GroupsI have a good
understanding of Literature Study Groups.
I would feel comfortable, or already am facilitating one in my
classroom. (3) I have a fair
understanding of Literature Study Groups.
I need more information to get started. Please list. ___________________________ (2) I am unsure of the benefits of a Literature Study Group, or I am unsure how to get started. (1) Technology IntegrationI have a good
understanding of how to use an electronic discussion board with my students.
(3) I have a fair understanding of how to use an
electronic discussion board with my students. (2) I am unsure how to use an electronic
discussion board with my students. (1) Stance Questions I am comfortable using stance questions with my students. (3) I am somewhat comfortable using stance questions with my students. (2) I am not comfortable using stance questions with my students. (1) Smaller study
groups will then be formed and meet at later dates to meet the needs of
teachers as indicated on the post self-assessments. |