Recent Changes

Welcome to the Adolescent Literacy Project 2014 Wikispace!
The wikispace should be used for anything that will not be closed to the ALP 2014 group since anyone with the link will be able to view the pages. There are pages set up for each day, each school, and for general resources.
Add your name and some information about yourself to your school's wikipage, then explore the other school pages to learn more about your cohort.
Enjoy the institute!

Penny brought us together once again as we started with the community building. We were told to stand up and not talk. We then had to line ourselves up alphabetically by first name (cover your name tags!!!). With this quickly accomplished, we joined with our first-day partner and shared either our "powerful piece of learning" or to revisit what we wanted to accomplish in our 5-day session (from the first day of community building).
Housekeeping details:
(8-3) with breakfast and lunch included. newbies (like PhillipPhilip and myself, whole staff.
We
Next, we were then
{stick figure 1.JPG} Kumar's struggling reader {stick figure 2.JPG} Katie's struggling reader
We were then asked by Penny to write the stick figure and write what this envisioned scholar does well. We were encouraged to not look at literacy with a "deficit perspective" and to focus on our "positive lens" when we look at our scholars so that we can help them become independent readers and writers.

The math break out group then used their feedback to work on creating and revising student reflection prompts.
Whole Group:
the week.
htmldiff1School group: htmldiff2Next
School Groups:
Next we met implement it.
{school reflection.JPG} Westport Middle hard at work.
{school reflection 2.JPG} TJ Middle Hard at work.
{school reflection 3.JPG} Stuart Middle hard at work.

Amy S. continued to work with the math break out session in which she modeled using a math journaling prompt that engages students in productive struggle.
From Amy S:
mathematics classroom.
{math breakout.JPG} productive struggle in the math break out!
Writing Time:
{response group 2.JPG} Marsha leading response group with Jeremy participating.
Math Group: Writing Time
reflection prompts.
Whole Group:
the week. Then
htmldiff1School group: htmldiff2Next we broke intomet with our school groups to chartand discussed our "take-aways."literacy plans. We worked on what things we wanted to take back with us and how we will implement it.

Next we went examined some LDC templates for argument, informational or explanatory and narrative on-demand writing tasks. Based on our own individual content-area text sets we were asked to decide which templates we could use effectively.
{on demand 3.JPG} Elizabeth writing her on-demand prompt using the provided LDC templates.
journaling prompt and helpedthat engages students in productive struggle.
From Amy S:
Following the math prompt, they analyzed the Standards for Mathematical Practices (SMPs). Teachers commented that SMPs challenge students to break down thinking using manipulatives.engage in work that challenges their problem solving skills as well as perserverance. By incorporating more challenging and relevant tasks, we may open student thought and engage more students through writing in the mathematics classroom.
{math breakout.JPG} productive struggle in the math break out!
Writing Time:
During writing time, we were encouraged to finish our on-demand prompt and draft a model of a response to it.
{writing time.JPG} Sandy working on her draft during writing time.
ResponseMath PQP:
The math break out group broke into PQP response group in order to get feedback concerning their student reflections, math journal prompts, and their inquiry questions.
Response groups: PQP for other contents:
Then, we went into content-based response groups to get feedback on our prompts and drafts.
{response group 1.JPG} Derek and Elizabeth interacting in response groups.
{response group 2.JPG} Marsha leading response group with Jeremy participating.
School group: NextMath Group: Writing Time
The math break out group then used their feedback to work on creating and revising student reflection prompts.
Whole Group:
The whole group got together to share "aha" moments from the week. Then we met with ourbroke into school groups and discussedto chart our literacy plans. We worked on what things we wanted to take back with us and how we will implement it."take-aways."