Post on 15-Dec-2015
transcript
Targeting K-1 Struggling Learners through an Ongoing,
Collaborative Professional Development Model in Literacy
Targeting K-1 Struggling Learners through an Ongoing,
Collaborative Professional Development Model in Literacy
Today’s AgendaToday’s Agenda
Presentation of our professional development model
Presentation of a model of reading Modeling and role-playing of
selected strategies Case studies
Presentation of our professional development model
Presentation of a model of reading Modeling and role-playing of
selected strategies Case studies
The Problem #1The Problem #1
Conventional wisdom Not true! Influential study (Connie Juel,
1988) Students behind in reading at
end of first grade; 88% were still behind at end of fourth grade
Conventional wisdom Not true! Influential study (Connie Juel,
1988) Students behind in reading at
end of first grade; 88% were still behind at end of fourth grade
The Problem # 2The Problem # 2
Typical professional development One-shot Not open to teachers’ views &
experiences Out of context, not integrated with
current curriculum and organization
No time for modeling, practicing, sharing, fine-tuning
No time for professional sharing
Typical professional development One-shot Not open to teachers’ views &
experiences Out of context, not integrated with
current curriculum and organization
No time for modeling, practicing, sharing, fine-tuning
No time for professional sharing
What do teachers say they need?
What do teachers say they need?
Team planning periods Mentoring by another teacher Regular collaboration with
others
-- Teacher Quality: A Report on the Preparation and Qualifications of Public School Teachers
Team planning periods Mentoring by another teacher Regular collaboration with
others
-- Teacher Quality: A Report on the Preparation and Qualifications of Public School Teachers
The Problem # 3The Problem # 3
Teaching reading is Complex!
Teaching Reading Is Rocket Science by Louisa Moats
Teaching reading is Complex!
Teaching Reading Is Rocket Science by Louisa Moats
Our Solutions #1Our Solutions #1
Early Intervention--Catch them before they fall
Target struggling learners in kindergarten and first grade
Early Intervention--Catch them before they fall
Target struggling learners in kindergarten and first grade
Our Solutions # 2Our Solutions # 2
Ongoing collaboration with coaching, institutes, workshops, study groups, and distance Problem-solving Modeling Self-assessments Peer learning Food!
Ongoing collaboration with coaching, institutes, workshops, study groups, and distance Problem-solving Modeling Self-assessments Peer learning Food!
Our Solutions # 3Our Solutions # 3Efficient professional development:
Integrating a model of reading development; efficient
instructional strategies; and the cyclical progression of assessment,
diagnosis and instruction, in all that we do.
Efficient professional development:
Integrating a model of reading development; efficient
instructional strategies; and the cyclical progression of assessment,
diagnosis and instruction, in all that we do.
Our Goals # 1Our Goals # 1
Rapid acceleration of struggling learners’ reading level
Rapid acceleration of struggling learners’ reading level
Our Goals # 2Our Goals # 2
Teachers’ enhanced understanding of early reading development
Teachers’ enhanced understanding of early reading development
Our Goals # 3Our Goals # 3
Teachers’ daily use of diagnostic thinking about reading development and instruction
Teachers’ daily use of diagnostic thinking about reading development and instruction
Linking a Model of Reading with Assessment
Linking a Model of Reading with Assessment
Vocabulary Word
Meanings
Fluency
Word Identification
Motivation and
Engagement(Ginsberg, Amendum, & Klausman, 2005)
Com
pre
hen
sion
Comprehension
Com
preh
ension
Vocabulary Word
Meanings
Fluency
Word Identification
Motivation and
Engagement(Ginsberg, Amendum, & Klausman, 2005)
Com
pre
hen
sion
Comprehension
Com
preh
ension
NC K-2 Lit Assmt: Running Record
Linking a Model of Reading with Assessment
Linking a Model of Reading with Assessment
Linking a Model of Reading with Assessment
(Ginsberg, Amendum, & Klausman, 2005)
Word Identification
Phonics Knowledge NC K-2 Lit Assmt: Assessment of Letter Knowledge (Sounds)
Phonemic Awareness SkillNC K-2 Lit Assmt: Phonemic Awareness Inventory, Segmenting Words into Phonemes
Sight Word KnowledgeNC K-2 Lit Assmt: Dolch Basic Sight Vocabulary Lists
Phonemic Awareness SkillNC K-2 Lit Assmt: Phonemic Awareness Inventory, Blending Onset-rimes
Phonemic Awareness SkillTRI Word Work-Recording Sheet
Linking a Model of Reading with Assessment
Linking a Model of Reading with Assessment
(Ginsberg, Amendum, & Klausman, 2005)
Fluency
Oral Reading FluencyNC K-2 Lit Assmt: Running Record
Oral Reading Fluency NC K-2 Lit Assmt: Fluency Assessment
Oral Reading FluencyTRI Reading for Fluency Progress-Recording Sheet
Linking a Model of Reading with Assessment
Linking a Model of Reading with Assessment
(Ginsberg, Amendum, & Klausman, 2005)
VocabularyWord
Meanings
Story RetellingNC K-2 Lit Assmt: Retelling
Story VocabularyTRI Word Work and Guided Oral Reading-Recording Sheet
Comprehension
RetellingNC K-2 Lit Assmt: Retelling
Understanding Story Events and SequenceAccelerated Reader Tests
Making predictions, connections, and inferencesAnecdotal notes from discussions during Interactive Read-Alouds
Linking a Model of Reading with Assessment
(Ginsberg, Amendum, & Klausman, 2005)
Linking a Model of Reading with Assessment
Linking a Model of Reading with Assessment
Vocabulary Word
Meanings
Fluency
Word Identification
Motivation and
Engagement
Com
pre
hen
sion
Comprehension
Com
preh
ension
(Ginsberg, Amendum, & Klausman, 2005)
What is the fundamental, developmental need in
reading for most struggling K & 1st grade
learners?
What is the fundamental, developmental need in
reading for most struggling K & 1st grade
learners?Word Recognition
• Alphabetic Principle
• Phonics Knowledge
• Phonemic Awareness Skills
• Orthographic Recognition
Automatized Word Identification
More Sophisticated Word Identification Strategies
More Complex Phonics Knowledge
Word Identification Strategies
Blending
Segmenting
Letter-Sound Knowledge
Alphabetic Principle
Word Identification
Development
Sight Words
What Strategies Best Target the Needs of K-1st
Struggling Readers?
What Strategies Best Target the Needs of K-1st
Struggling Readers? Daily individual or small group
instruction of Engaging, interactive read alouds Word Work Rereading for Fluency Guided Oral Reading
Daily individual or small group instruction of Engaging, interactive read alouds Word Work Rereading for Fluency Guided Oral Reading
Today’s StrategiesToday’s Strategies
Interactive Book Reading Word Work
Look, Say, & Write Change One Sound Write & Say Read, Write, & Say
Interactive Book Reading Word Work
Look, Say, & Write Change One Sound Write & Say Read, Write, & Say
Why the Need?Why the Need?
Reading on mother’s lap Middle-income children ~ 1000 hours by age
5 Low income children ~ 25 hours by age 5
Some K children know 20,000 words; some know 5,000
RESULT? Differences in vocabulary knowledge,
emotional connections with books, print knowledge, background knowledge, and comprehension skills and strategies
Reading on mother’s lap Middle-income children ~ 1000 hours by age
5 Low income children ~ 25 hours by age 5
Some K children know 20,000 words; some know 5,000
RESULT? Differences in vocabulary knowledge,
emotional connections with books, print knowledge, background knowledge, and comprehension skills and strategies
Why else?Why else?
Delores Durkin’s 1979 comprehension study: teachers assign comprehension tasks but do NOT teach comprehension strategies
30 years of research on learners and comprehension strategiesall children can be taught and learn a variety of comprehension strategies that benefits their reading achievement
Delores Durkin’s 1979 comprehension study: teachers assign comprehension tasks but do NOT teach comprehension strategies
30 years of research on learners and comprehension strategiesall children can be taught and learn a variety of comprehension strategies that benefits their reading achievement
Why else?Why else? NC Standard Course of Study
Competency Goal 2 The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.
2.01 Read aloud independently with fluency and comprehension any text that is appropriately designed for emergent readers.2.02 Demonstrate familiarity with a variety of texts (storybooks, short chapter books, newspapers, telephone books, and everyday print such as signs and labels, poems, word plays using alliteration and rhyme, skits and short plays).2.03 Read and comprehend both fiction and nonfiction text appropriate for grade one using: prior knowledge, summary, questions, and graphic organizers.
2.04 Use preparation strategies to anticipate vocabulary of a text and to connect prior knowledge and experiences to a new text.2.05 Predict and explain what will happen next in stories.2.06 Self-monitor comprehension by using one or two strategies (questions, retelling, summarizing).2.07 Respond and elaborate in answering what, when, where, and how questions.2.08 Discuss and explain response to how, why, and what if questions in sharing narrative and expository texts.2.09 Read and understand simple written instructions..
NC Standard Course of Study Competency Goal 2 The learner will develop and apply
strategies and skills to comprehend text that is read, heard, and viewed.
2.01 Read aloud independently with fluency and comprehension any text that is appropriately designed for emergent readers.2.02 Demonstrate familiarity with a variety of texts (storybooks, short chapter books, newspapers, telephone books, and everyday print such as signs and labels, poems, word plays using alliteration and rhyme, skits and short plays).2.03 Read and comprehend both fiction and nonfiction text appropriate for grade one using: prior knowledge, summary, questions, and graphic organizers.
2.04 Use preparation strategies to anticipate vocabulary of a text and to connect prior knowledge and experiences to a new text.2.05 Predict and explain what will happen next in stories.2.06 Self-monitor comprehension by using one or two strategies (questions, retelling, summarizing).2.07 Respond and elaborate in answering what, when, where, and how questions.2.08 Discuss and explain response to how, why, and what if questions in sharing narrative and expository texts.2.09 Read and understand simple written instructions..
Why else?Why else?NC Standard Course of Study Competency Goal 4 The learner will apply strategies
and skills to create oral, written, and visual texts. 4.01 Select and use new vocabulary and language
structures in both speech and writing contexts (e.g., oral retelling using exclamatory phrases to accent an idea or event).4.02 Use words that describe, name characters and settings (who, where), and tell action and events (what happened, what did ___ do) in simple texts. 4.03 Use specific words to name and tell action in oral and written language (e.g., using words such as frog and toad when discussing a nonfiction text). 4.04 Extend skills in using oral and written language:
clarifying purposes for engaging in communication. using clear and precise language to paraphrase messages. engaging in more extended oral discussions. producing written products. completing graphic organizers.
NC Standard Course of Study Competency Goal 4 The learner will apply strategies
and skills to create oral, written, and visual texts. 4.01 Select and use new vocabulary and language
structures in both speech and writing contexts (e.g., oral retelling using exclamatory phrases to accent an idea or event).4.02 Use words that describe, name characters and settings (who, where), and tell action and events (what happened, what did ___ do) in simple texts. 4.03 Use specific words to name and tell action in oral and written language (e.g., using words such as frog and toad when discussing a nonfiction text). 4.04 Extend skills in using oral and written language:
clarifying purposes for engaging in communication. using clear and precise language to paraphrase messages. engaging in more extended oral discussions. producing written products. completing graphic organizers.
The Power of Interactive Read Alouds
The Power of Interactive Read Alouds
Engagement in reading Builds vocabulary knowledge Builds background knowledge Scaffolds students where they are Guides students to learn comprehension
strategies Texts can be at students’ listening
comprehension level, not their reading level
Engagement in reading Builds vocabulary knowledge Builds background knowledge Scaffolds students where they are Guides students to learn comprehension
strategies Texts can be at students’ listening
comprehension level, not their reading level
How to Scaffold Students’ Comprehension
How to Scaffold Students’ Comprehension
Before Develop or retrieve background
knowledge related to the text Make a prediction Preview the text Present key vocabulary; concepts Motivate—hook them! Set purpose for reading
Before Develop or retrieve background
knowledge related to the text Make a prediction Preview the text Present key vocabulary; concepts Motivate—hook them! Set purpose for reading
How to Scaffold Students’ Comprehension
How to Scaffold Students’ Comprehension
During Read with excitement, expression, and
verve! Talk aloud; teach students to:
Monitor their comprehension Make connections between the text and their lives,
or to other books Retrieve background knowledge related to the text Retell/summarize
Develop lacking background knowledge
During Read with excitement, expression, and
verve! Talk aloud; teach students to:
Monitor their comprehension Make connections between the text and their lives,
or to other books Retrieve background knowledge related to the text Retell/summarize
Develop lacking background knowledge
How to Scaffold Students’ Comprehension
How to Scaffold Students’ Comprehension
After Retell/Summarize Synthesize (taking information and
re-creating it into a new form) Reflect
After Retell/Summarize Synthesize (taking information and
re-creating it into a new form) Reflect
National Research Center on Rural Education
Support
National Research Center on Rural Education
Supportwww.nrcres.org
Reading Early Literacy Initiative
www.nrcres.orgReading Early Literacy
Initiative