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Solving School-Based Problems Systemically: Creating Networked Learning Communities Blaine, Grandview, and Mt. Baker School Districts

Characteristics of Network Learning Community Grassroots or ‘bottom up’ development and implementation. All participants have a stake in the progress of a LC. Intrinsic ownership & shared responsibility are critical. Ideas are defined and developed within a learning community. Involvement: Active participation with assigned tasks and responsibilities exist for all members.

Shift in Learning Traditional Learning Teacher at the center Teacher directs the learning T S P S S Networked Learning Student at the center Student directs the learning L L L L P L L L L

Online Literature Circle Network Learning Community Online Literature Circles Project Classroom Teacher- Onsite and remote Pre-Service College Student Mentor Classroom Students Content Specialist Technology Support Parents State & National Standards School District Instructional Specialist OSPI & ESD Resources Building Administrator Community Resources

Goals Building Goals Raise Reading Scores Motivate Low Readers Research Question How does participation in online learning communities motivate low readers to effectively participate in reading and critical analysis of literature through the use of literature circles process?

Online Literature Circle Process Setting up Groups Managing Logistics Blackboard How does it work? Student samples……

Writing EALRS The student writes clearly and effectively 1.1 develop concept and design develop a topic or theme; organize written thoughts with a clear beginning, middle, and end; use transitional sentences and phrases to connect related ideas; write coherently and effectively 2.2 write for different purposes such as telling stories, presenting an analytical response to literature, persuading, conveying technical information, completing a team project, explaining concepts and procedures

Reading EALRS The student understands the meaning of what is read. 2.1 comprehend important ideas and details 2.2 expand comprehension by analyzing, interpreting, and synthesizing information and ideas 2.3 think critically and analyze authors’ use of language, style, purpose, and perspective

Island of Blue Dolphins January Calendar 31 #1 read response from #2 & #3 initiate #1,2, &4 read pgs 59-73 Stickies #3 read @ home 30 #2 responds to #1 online #1,3, &4 read pgs 49-58 Stickies 29 #1 initiates online #2-4 read pgs 41-48 Stickies 28 Catch-up and AR 25 Choose 2 stickies Discuss in groups Journal 24 Read pgs 25-40 Stickies 23 Read pgs 15-24 Stickies 22 Read pgs 1-14 Stickies 21 ML King Day No School Friday Thursday Wednesday Tuesday Monday

Island of Blue Dolphins January Calendar WWU 31 read pgs 59-73 Stickies Student respond 30 read pgs 49-58 Stickies WWU partner respond 29 read pgs 41-48 Stickies Student respond 28 Catch-up and AR WWU partner respond 25 Choose 2 stickies Discuss in groups Journal Student respond 24 Read pgs 25-40 Stickies WWU partner respond 23 Read pgs 15-24 Stickies Student respond 22 Read pgs 1-14 Stickies WWU partner initiate 21 ML King Day No School Friday Thursday Wednesday Tuesday Monday

Forms Literature Interest Graph Student Sample Essay Defensible Answer Rubric Discussion Self-reflection Observation Notes Are You Ready? Journal Response Sheet Bookmarks Sticky Notes

Stickies for In-class Discussion

In-class Literature Discussion

Defensible Answer for Literature Circles Online DEFENSIBLE ANSWER PARAGRAPH ESSAY Self–evaluation Grading Rubric Pre-writing/brainstorming 0 1 2 3 Gather three or more reasons in a web, list, or outline. Elaborate with explanations and examples/experiences. Number ideas for organization. Topic sentence 0 1 2 3 Restate the question including your point of view. Don't use because or by . Remember to indent. Supporting sentences Include three reasons with explanations and examples or experiences for each . Reason #1 0 1 2 3 Reason #2 0 1 2 3 Reason #3 0 1 2 3 Transition words/phrases 0 1 2 3 Words used correctly that show location, time, emphasize a point, add information, or show order of importance. Don’t repeat. Above and beyond 0 1 2 3 Writer shows he/she cares about the topic. (Voice) Selects important details to make writing convincing. Ends with a bang (not a fizzle). Conventions 0 1 2 3 4 5 Error free editing ____ Total (25) 25-23=A 22-20=B 19-18=C 17-15=D

Accelerated Reader Reading Log Reading Plan Goal Chart Expectations

WWU Student Perspective Before vs. Now Improvements Time Involvement Preparation for teaching Opinions of Worthiness

Harriet Thompson Elementary School Classroom Students Classroom Teacher- Onsite and remote Classroom Teachers School District Instructional Specialist Content & Research Specialist Reading Readiness Project Technology Support State & National Standards Building Administrator Content Specialist Parents OSPI & ESD Resources

Grandview Primary Learning Community

Learning is a Social Activity Effective Learners Students acquire an awareness of how they are learning.....

Rich Learning Environment Classroom atmosphere Students interact comfortably and see themselves as part of a learning community Technology is a catalyst for students’ own motivation

Literacy Centers Mini-environment Centers: Choice-results in a feeling of ownership Student-led learning Teach for in-depth responses in writing

Literature Circles Modeling Journaling Questioning Brainstorming Keyboarding Networking Dialogue (email)

Assessment SUCCESS strengthens a feeling of self worth Creating meaning by linking information with REAL life experience Completion of task sheets for performance-based assessment

Digital Tools Learning Community Blaine Judy Tucker [email_address] Melanie Helt [email_address] Grandview Jo Hotchkiss [email_address] Julie Wysong [email_address] Mt. Baker Bernie Barker [email_address] David Tucker [email_address]

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