Two 'fer One: Strategies for Gaining Two Years' Reading ...

Two 'fer One: Strategies for Gaining Two Years' Reading ...

The Key for Two Years Reading Growth for One Year of Instruction: Assessment Presented by: Quality Quinn For more information www.qualityquinn.com Click on presentations Find your state on the map

Click! Process for Leadership Challenge the process search for opportunities change status quo Inspiring a shared vision imagine the ideal situation Enabling others to act foster cooperation

modeling the way Encouraging the heart to begin the journey The Professional Development Focus Curriculum-Implementation-Data Analyses

Theory Modeling and demonstration Low-risk feedback loops Modification Evaluation of curriculum impact State of the Nation Annual testing in the US Texas: the tail that wags the dog The Real Agenda: The STEMs

Science,Technology,Engineering,Mathematics Social Studies Recent Headlines and Quotes More than half of California 9th Graders Flunk Exit Exam, Education Week It will take at least ten years to reach proficiency for all learnersNCLB adequate yearly progress NCLB Reading is the New Requisite for Math Education Week

How we can help? Prepare for early success Prevent learners from falling behind Intervene for below level learners Challenge above grade level learners The Model Rigorous state Standards that raise expectations Curriculum and benchmarks aligned to state standards Quality, on-going professional development for teachers who support and teach reading

Resources to support new instructional strategies and classroom management strategies Informal classroom diagnostic assessment for reading and growth Maximizing Federal Dollars (Title 1) to buy more TIME STATE TEST ALIGNED to STANDARDS The 3 BIG Instructional Strategies Lesson Design Content alignment: vertical and horizontal teaming Assessment driving instruction

Classroom Management Instruction in terms of minutes Collaboration Whole class, small group, think-pair-share, indep. Literacy-a new expectation for ALL learners Interactive learning What the brain likes Reading for MATH The Challenge

37% of all 8th graders scored below Basic on the NAEP After third grade, the achievement gap with minority, second language, and low-income learners widens substantially The prospect of exit exams yields an increase in drop-outs The goal of the teacher is to create an environment that allows every reader to move as quickly as possible to grade level, content area reading

without selling-out and just attempting to teach to the test. What immediate steps will ensure growth were looking for growth! You Cant Tutor What Hasnt Been Taught

You cant tutor what hasnt been taught You cant tutor what hasnt been taught You cant tutor what hasnt been taught You cant tutor what hasnt been taught You cant tutor what hasnt been taught You cant tutor what hasnt been taught You cant tutor what hasnt been taught Three Flavors of Assessment

Formal = External Reporting Scorekeeping Broad data for identifying specific populations Program evaluation and budget indicators Informal Assessment =Internal Reporting Intervention: Do something differently, immediately (STOP Spray and Pray!) Progress monitoring over time for individual students Data used to plan next move for instruction

Getting a Grade =Comfort the troubled, trouble the comfortable Public relations A,B,C,D,F: Coin of the realm The Challenge After third grade, the achievement gap with minority, second language, and low-income learners widens substantially Incomplete beginning reading instruction Serious vocabulary deficit Very limited knowledge of text structure

Text Structures Language Arts Language Arts Whose woods these are I think I know: his house is in the village, though. He will not mind me stopping here to watch his woods fill up with snow. My little horse must think it queer to stop without a farmhouse near. He gives his harness bells a shake, to ask if there is some mistake.The only other sounds the

sweep of easy wind and downy flake. The woods are lovely dark and deep,but I have promises to keep and miles to go before I sleep. And miles to go before I sleep. Pronouns, demonstrative adjectives Science Science The Hall-Heroult process is essentially the electrolytic decomposition of purified bauxite. In a cell made of iron, a solution of Al2O3 in molten cryolite, Na3AlF6,

conducts the current. Procedural words, ordinals, first, then, next, etc. Social Studies 8 TAKS Question Compare the funding of Jeffersons Lewis and Clark expedition and that of Ferdinand and Isabella funding for

Columbus voyage to the New World. Social Studies/History Although The Confederacy represented the Southern states, its army attacked Gettysburg from the North. The Confederate Generals, having spent a tough winter and spring in the Shenandoah Valley, were desperate for supplies, particularly shoes. Gettysburg, Pennsylvania, a farming and shoe manufacturing community would hopefully provide the much needed supplies. Subordinating conjunctions: since, while, because,

although, yet, if, as if, however, etc. Math Math The architect and contractor were conferring over the blueprints of the new ten story parking garage. It needed to be ten floors and have space for compact cars. Each floor required twenty-two I beams, plus one additional beam for each additional floor after the first. Determine

the number of I beams and show a possible structural configuration. Math Research Embed in real world:make it engaging, generating more questions Create a language rich classroom Justifying, generalizations, highly verbal, highly visual students Draw pictures, create mental images, foster visualization

Build from charts, graphs & tables- also, the misinterpretation of data Dont leave out measurement The three most important words for the struggling reader: VOCABULARY VOCABULARY VOCABULARY Words-words-words-words-words-words-words-wordswords-words-words-words-words-words-words-wordswords-words-words-words-you get it!!!!

Registers of Language R. Payne Frozen: Language that is always the same Formal: Standard sentence syntax of work and school. Consultative: Formal register when used with conversation. Discourse patterns slightly less formal. Casual: Language between friends: 400-800 word vocabulary. Non-specific word-choice; nonverbal assists determine meaning. Sentence syntax often incomplete.

Intimate: Language between lovers or twins. The language of sexual harassment. Vocabulary Instruction Concept vocabulary Big idea words: attrition, populism, hypothesis Context vocabulary Words that have multiple meanings: economy, mine, elements, book, state, set, case Vocabulary structure

Words with recognizable Latin cognates: migratory, revolt, spectator Jim Cummins-Word Harvesting What Words to Teach Bringing Words to LifeROBUST Vocabulary Instruction Isabel Beck ,Nancy MacKowen First tier words Words that you wish students knew, hope they can get, but you dont have time to teach.

Second tier words High utility words that they need to know in your class, and everyone elses. Third tier words Extremely specific words in your content area that require considered and deliberate and in depth instruction

Lets Demystify Reading Three Muscles: Early Language Experience Phonemic awareness and concept development Vocabulary, academic language and alphabetic principle Decoding muscle Three ways of getting meaning off the page (1)phonicsprimary decoding strategy (2)semantics and vocabulary (3) syntax and structure

Fluency muscle Reads a lot of words fast w/ comprehension* Class libraries of leveled or decodable text Every day, every reader reading at a level of success of self-selected quality literature News Flash!!!!! 26 letters and 44 sounds 17 reliable letters, (letters that always sound the same) q,w,,t,p,d,f,h,j,k,l,z,x,v,n,m,b, 4 that are switch hitters... s,g,c&r

3 that are pests ...a,o,u 3 that will make you CRAZY!!!!i,e,y Double vowels: oa, oo, ee, ea, oi, ou, au Blends: ch, sh, wh, st,str, pl, sl, fl, gl, cl, bl, kl,cr,scr, Vocabulary and Phonics

stench de-hu-man-ize in-e-qui-ty cru-el-ty in-hu-man e-con-o-my shame em-path-y

ap-pal-ling intro-spec-tion el-e-ments re-a-li-ty in-hu-man-i-ty col-lab-o-ra-tion hur-dle re-con-struc-tion mine Teaching Word Attack (phonics) in Science

Con-ser-va-tion bun-dle Ac-cel-er-a-tion state Force

base Mass mol-e-cule Grav-i-ta-tion-al force gas-e-ous Ter-min-al vel-o-city Grav-i-ta-tion-al at-trac-tion Mo-men-tum anthropologically An-thro-po-log-i-cal-ly australopithecine

Aus-tra-lo-pith-e-cine Definition of Comprehension Comprehension is defined as: intentional thinking during which meaning is constructed through interactions between the text and the reader (Harris & Hodges,1995) STRATEGIES Clarifying Comparing and contrasting

Connecting to prior experiences Inferencing (including generalizing and drawing conclusions) Predicting Questioning the text Recognizing the authors purpose Seeing causal relationships

Summarizing visualizing an excerpt Draped for the formal unveiling May 31 with only an insouciant topknot and Horton The Elephants trunk peeking out the sculptures frolic on the wide green linking the city library and its four museums that gave wing to the authors imagination.--

Struggling Older Reader Incomplete beginning reading instruction Lacks metacognitive strategies Limited prior knowledge

Limited word study skills and spelling No text available at level of success No adults modeling reading No history of reading success Five Keys to No Child Left Behind Vertical team study of pre-k-4 reading curriculum with evidence of student work Phonemic Awareness &Phonics training for pre-k through 5rd grade teachers Vocabulary instruction training geared more

toward word harvest Ready availability of compelling leveled text with conditional assessment Classroom management strategies that provide intensity and focus for below level readers Process for Leadership Challenge the process search for opportunities change status quo Inspiring a shared vision

imagine the ideal situation Enabling others to act foster cooperation modeling the way Encouraging the heart to begin the journey The Old Syllable-the part of a word controlled by a vowel- In English, there are 6 types Syllable that is a single letter, single vowel, as in a-bout,

i-dent-i-fy, e-lec-tric, a-vail-a-ble Syllable ending in vowel, as in cru-el-ty, Syllable ending in a consonant, as in al-co-hol, con-su-mer, athlete Syllable ending in -tion-sion, as in in-tro-duc-tion

Syllable ending in -le, as in tin-gle, pic-kle, bi-cy-cle Syllable ending with a vowel, consonant, silent e, as in shame, dime, kite, mon-o-tone, val-en-tine O-le Que-so Cam-e-ro-nes Teaching Comprehension Directly Monitor the use of the strategy Offer less coaching as less is called for Ask what strategy they are using & why,

therefore bringing the strategy to the students awareness Give students continued opportunity to observe more modeling Provide multiple and ongoing opportunities for students to interact w/other using a variety of text How do I teach those strategies? Decide which strategy you want to model and which text to use Tell your students which strategy you are going to practice while you read

Read the passage to the students modeling the strategy you are using..think aloud During real reading, give your students multiple chances to practice Continue modeling as the genre or text structure changes Give students a chance to practice without your coaching or support Recent Headlines and Quotes More than half of California 9th Graders Flunk

Exit Exam, Education Week It will take at least ten years to reach proficiency for all learnersNCLB adequate yearly progress President Bush Still Leaving Children Behind Krista Kafta, Heritage Foundation Reading is the New Requisite for Math Education Week Grammar IS Syntax The power the lowly preposition The power of the subordinating

conjunction Persuasive State opinion

Support with clear evidence or examples Personalize Appeal to the emotions Graphic imagery Structured argument All to action Phoneme Isolation Children recognize individual sounds in a word. Teacher: What is the first sound in van?

Children: The first sound in van is /v/. Phoneme Identity Children recognize the same sounds in different words. Teacher: What sound is the same in fix, fall, and fun? Children: The first sound, /f/, is the same.

Phoneme Categorization Children recognize the word in a set of three or four words that has the odd sound. Teacher: Which word doesnt belong? Bus, bun, rug. Children: Rug does not belong. It doesnt begin with /b/. Phoneme Blending Children listen to a sequence of separately spoken

phonemes, and then combine the phonemes to form a word. Teacher: What word is /b/ /i/ /g/? Children: /b/ /i/ /g/ is big. Teacher: Now lets write the sounds in big: /b/ /i/ /g/. (Teacher writes big.) Now were going to read the word big.

Phoneme Segmentation Children break a word into its separate sounds, saying each sound as they tap out or count it. Teacher: How many sounds are in grab? Children: /g/ /r/ /a/ /b/. Four sounds. Teacher: Now lets write the sounds in grab: /g/ /r/ /a/ /b/. (Teacher writes grab.) Now were going to read the

word grab. Phoneme Deletion Children recognize the word that remains when a phoneme is removed from another word. Teacher: What is smile without the /s/? Children: Smile without the /s/ is mile.

Phoneme Addition Children make a new word by adding a phoneme to an existing word. Teacher: What word do you have if you add /s/ to the beginning of park? Children: Spark. Phoneme Substitution Children substitute one phoneme for

another to make a new word. Teacher: The word is bug. Change /g/ to /n/. Whats the new word? Children: Bun. What should be done? 1. Dedicated developmental reading testing preparedness program 5th through 8th 2. Continued professional development for ALL

teachers in reading intervention 5-12 3. Initiate on-going professional development in science, social studies, and math reading & writing 4. Integrate a testwiseness curriculum for state testing programs with strong emphasis on the content areas Reader Response

Review the story Select a sentence or phrase that lingers Write down two reasons for selecting that Share your sentence and reasons w/others Come to consensus Be prepared to share to group What is being done?

Mandatory summer school Same thing, but LOUDER Expensive intervention programs with uneven results Teacher training institutions changing reading requirements Testwiseness: An Important Piece of a Comprehensive Intervention Strategy 1. On-going, sustained test readiness and rehearsal, i.e. testwiseness

2. Phonics instruction for those who received hit-or-miss decoding during whole language approach 3. Build fluency with an every day, every child reads at a level of success approach 4. Use regular non-fiction writing events to teach science & soc. studies syntax Five Steps to Two Years Growth for One Year of Instruction Vertical team study of k-8 reading curriculum with evidence of student work

Phonics training for 3rd through 8th grade teachers Vocabulary instruction training geared more toward word harvest Ready availability of compelling leveled text with conditional assessment Classroom management strategies that provide intensity and focus for below level readers The Goal: Show Improvement Growth triggers funding Data is the gatekeeper No improvement: no money

Show enough growth to secure funding What will be considered growth? What you can do in the classroom? Discipline Use the adult voice first, then the parent voice. To avoid arguments with parents and students, use the adult voice. Use discipline interventions as an opportunity for instruction. Use the parent voice to stop behaviors. Use the

parent voice to change behaviors. Useful References Adams, M.J. (2000). Beginning to Read: thinking and learning about print. Cambridge, MA: The MIT Press. Alexander, K. & Entwisle, D. (1996). Schools and children at risk. In A. Booth & J. Dunn (Eds.). Family-school links: How do they affect educational outcomes? Hillsdale, NJ: Erlbaum. Baker, L. (1994). Contexts of emergent literacy: Everyday home experiences of urban pre-kindergarten children. College Park, MD: National Reading Research Center. Baker, L., D. Scher, and K. Mackler. (1997). Home and family

influences on motivations for reading. Educational Psychologist 32(2): 69:82. Burns, M.S., Griffin, P., & Snow, C.E. (1999). Starting out right: A guide to promoting childrens reading success. Washington, DC: National Academy Press. Baker, L., Allen. J., Schockley, B, Pelligrini, A.D., Galda, L. & Stahl, S. (1996). Connecting school and home: Constructing partnerships to foster reading development in L. Baker, P. Afflerbach & D. Reinking (Eds.), Developing engaged readers in home and school communities, Mahwah, New Jersey: Lawrence Erlbaum, pp. 21-41.

Burns, M.S., Griffin, P., & Snow, C.E. (1999). Starting out right: A Guide to promoting childrens reading success. Washington, DC: National Academy Press. Bus. A.G., M.H. van Ijzendoorn, and A.D. Pellegrini. (1995). Joint book reading makes for success in learning to read: A meta-analysis

on intergenerational transmission of literacy. Review of Educational Research: 65(1): 1-21. Center for the Improvement of Early Reading Achievement. (2001). Put reading first: The research building blocks for teaching children to read. Jessup, MD: Partnership for Reading. Available: www.nifl.gov. Edwards, P.A. (1995). Empowering low income mothers and fathers to share books with young children. The reading teacher 48: 4888564. Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., & Simmons, B.S. (1997). School, family and community partnerships: Your handbook for action. Thousand Oaks, CA: Corwin Press. Gallimore, R., & Goldenberg, C. (1993). Activity settings of early literacy: Home and school factors in childrens emergent literacy. In

E. Forman, N. Minick, & A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in childrens development (pp. 315-335). New York: Oxford University Press. Gentile, L. M., & McMillan, M.M. (1992). Literacy for students at-risk; Developing critical dialogues. Journal of Reading, 35, 636-640. Hart, Betty & Risley, Todd R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Paul H Brookes Pub Co. Lyon, G.R. (1998). Overview of reading and literacy initiatives. Testimony Provided to the Committee on Labor and Human Resources, United States Senate. Bethesda, MD: National Institute of child Health

and Human Development. Moats, L. (1999, June). Teaching Reading is Rocket Science. Wahington, DC: American Federation of Teachers. Available online: http://www.aft.org/edissues/rocketscience.htm National Center for Education Statistics (1998). Characteristics of childrens early care and Education programs: Data from, the 1995 National Household Education Surveys (NCES No. 98-128). National Reading Panel. (1999). Teaching children to read: An evidence-based Assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Washington DC: National Institute of Child Health and Human Development. Available: www.nichd.nih.gov/publications/pubskey.

ODonnell, M.P., & Wood, M. (1992). Becoming a reader: A developmental instruction. Boston: Allyn & Bacon.

Oldfather, P. & Wigfield, A. (1996). Childrens motivations for literacy learning in Developing. In L. Baker, C. Afflorbach & D. Reinking (Eds.). Developing engaged readers in home and school communities. (pp. 89-113, Mahwah, New Jersey: Lawrence Erlbaum. Riley, J. (1996). The teaching of reading, London: Paul Chapman. Robbins, C., and L.C. Ehri. (1994). Reading storybooks to kindergarteners helps them learn new vocabulary words. Journal of Educational Psychology 86(1): 54-64. Snow, Catherine E., M. Susan Burns, and Peg Griffin. (1998). Preventing Reading Difficulties in Young Children. Washington D.C., National Academy Press. Sonnenschein, S., Brody, G., & Munsterman, K. (1996). The influence

of family beliefs and practices on childrens early reading development, In L. Baker, P. Afflerback & D. Reinking (Eds.). Developing engaged readers in home and school communities. Mahwah, New Jersey: Lawrence Erlbaum. PP. 3-20. U.S. Department of Education. (1999). Start early, finish strong: How to help every child become a reader (America Reads Challenge), Washington, D.C.: author. Available online: http://www.ed.gov.pubs/startearly/

Recently Viewed Presentations

  • Development of Islamic Windows of Conventional Banks: Global ...

    Development of Islamic Windows of Conventional Banks: Global ...

    İslami Finansın Birleşik Krallık'ta Gelişimi. Professor Humayon Dar. Yönetim Kurulu Başkan, Başkan & CEO. Edbiz Consulting Ltd. 'Edbiz Danışmanlık Ltd.) [email protected]
  • Building Building Vocabulary Vocabulary for for Better Better

    Building Building Vocabulary Vocabulary for for Better Better

    Building Vocabulary for Better Literacy. The objective of this PPT is to explore the research and strategies around pre-teaching vocabulary and relating this to improving literacy levels and learning outcomes for children and young people. This PPT will address the...
  • The Arminghall Henge in space and time

    The Arminghall Henge in space and time

    The Arminghall Henge in space and time Willem Beex and John Peterson Location The first view of the Henge Photographed by Wing Commander Insall, V.C on 18th June 1928 Published: Antiquity 3.2 (1929) N Neolithic and Bronze Age environment Landscape...
  • COMS W1004 Introduction to Computer Science

    COMS W1004 Introduction to Computer Science

    COMS S1007 Object-Oriented Programming and Design in Java July 24, 2008 Previously Basic Graphics Sections 2.11 to 2.13 and 3.9 Event Handling Sections 9.6 to 9.10 and 10.9 to 10.11 Use the handout/notes as reference Today Graphical User Interfaces Sections...
  • Brazed connector - University of California, Los Angeles

    Brazed connector - University of California, Los Angeles

    Summary of FUSKITE results on materials, modeling and data analysis. Iván Fernández. CIEMAT. 2nd EU-US DCLL Workshop, University of California, Los Angeles, Nov. 14-15th, 2014
  • Transportation Experiences Among Returning Citizens

    Transportation Experiences Among Returning Citizens

    "I start my day running to drop my urine (drug testing). Then I go to see my children, show up for my training program, look for a job, go to a meeting (Alcoholics Anonymous) and show up at my part-time...
  • Cell Structure & Function

    Cell Structure & Function

    Most living organisms. Plant Animal * "Typical" Animal Cells * "Typical" Plant Cell Common features of all cells (organelles) Cell Parts Cell Membrane Outer membrane of cell that controls movement in and out of the cell. It is like a...
  • Grammar / Comprehensive - Brabourne

    Grammar / Comprehensive - Brabourne

    Kent Test (11+) Registration opens - 1 June 2018 Apply before - 2nd July 2018 On-line or post 6th September 2018 Kent Tests held in school Shepway Test on Saturday 8th September 2018- 9am to 2pm Shepway Test Folkestone Girls,...