LITERACY+MAP

Literacy Map DEPARTMENT: ELA (2009-2010) TEACHER NAMES: Tracy Schultz, Melissa Miller, Lori Bieler, Leanne Downey, Kari Palermo, Adrianna Lepkyj GRADE: 6-8 QUESTION ON READING AND WRITING RESPONSE TO QUESTION ON READING AND WRITING. How will your department members have students read, write and discuss a topic or activity related to a lesson each day? Members will relate activities to help our students read, write and discuss topics related to daily lessons through: • Activating prior knowledge • Summarizing text • Verifying and forming new predictions • Student generated graphic organizers or outlines converted into Step-Up-to Writing short responses • Reflecting on what was read through journal writing • Examining questions and responding through writing short responses based on the main idea or theme • Discussing daily lessons in small group rotations • Ruby Payne • Study guides • Anticipation guides • Visualizing (five senses) • Teacher generated plot diagrams, chapter maps • Opinion blogs • QAR • Sponge activities related to past and present lessons • Cloze passages RTI Intervention Model Strategies Differentiated Instruction Strategies that address student needs

Identify one of the four guiding principles that your department will focus on for the next ten weeks. The department will continue to employ explicit teaching strategies that address the following identified gaps in our curriculum: • Vocabulary • Critical analysis • Inferencing • Drawing conclusions

How will your department members demonstrate a literacy rich classroom (refer to the checklist in your packet). Members will demonstrate a literacy rich classroom through: • Constructing GO's in written form (literature vocabulary, JOT's, exit slips, fact outlines) • Visualizing- Displayed student work, prediction log using images before, during, and after reading • Activating Prior Knowledge- sponge activities What three RWAC strategies will your department use on a consistent basis to ensure reading comprehension skills are being taught? 1.Modeled writing (SUTW)

2.Short Formative Assessments

3.Exit slips

How will you check for writing quality (e.g., spelling, punctuation, and agreement of subject and verb, control of verb tenses)? Proofreading, editing, and revision should be expected. Members will continue to utilize: • Teacher generated self-check rubrics • Peer editing • Writing portfolios • Mini-lessons and short formative assessments focusing on grammar, punctuation, and sentence structure