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Reading First Action Seminar

Los Angeles Unified Schools

October 28, 2004

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BenvenueWillkommenBienvenidos

Welcome

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“The most effective professional development happens at the school when the principal is

leading the effort.”

Beth Fuller, PrincipalTheresa Hughes Elementary

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“In order to improve the implementation of the English language arts curriculum, we need to understand what good

instruction looks like.”

Leo García, PrincipalLiberty Avenue Elementary

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“We know that when teachers fully implement the Open Court

Reading Program, student outcomes improve.”

Jim Morris, Assistant SuperintendentElementary Education

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PERB report:

1. Preparing to Read2. Reading and Response3. Integrating the Curriculum

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“Principals need to lead the instructional agenda at the

school. It cannot be delegated.”

Dale Vigil, Superintendentlocal District 6

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Leading Instruction:

1. Have a regular time to meet with your leadership (instructional) team.

2. Plan with your leadership team how to deliver effective professional

development.

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Leading Instruction:

3. Work with your leadership team to support improved instruction.

4. Facilitate effective grade-level meetings.

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What can we do to CHANGE the culture?

• Students need teachers who teach until it’s working and everyone learns.

• Students need teachers who understand how we need to take responsibility for improving achievement by focusing on improving the teaching that each child receives.

• Students need coherent, systematic, and explicit teaching with multiple opportunities to learn, practice, and apply.

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What can we do to CHANGE the culture?

• Teachers need coaches and administrators who coach until it’s working and everyone is teaching at a skilled level.

• Teachers need coaches and administrators who understand how we need to take responsibility for improving achievement by focusing on improving the teaching that each child receives.

• Teachers need coherent, systematic, and explicit coaching with multiple opportunities to learn, practice, and apply.

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Road map

Decoding

Comprehension

Vocabulary

Writing

Fluency

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Objectives:

1. To learn specifically what you should see happening during vocabulary instruction in an Open Court classroom.

2. To understand the intended student learning as a result of the vocabulary instruction.

3. To plan your specific actions to improve vocabulary instruction in your school.

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Student achievement results at each school need to guide the areas/topics for professional development.

-Cindy Harrison

President of the National Staff Development Council

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Los Angeles Unified School District Grade 3 Open Court Reading Assessment Data

Unit 1 - 2004-2005

5256

74

51

40

18

61

85 85

5953

22

46

55

70

5044

14

52 55

73

50

39

18

8073

88

73

58

35

0

10

20

30

40

50

60

70

80

90

100

FluencyAverage

Read Comp Check Skills Spelling Vocabulary OverallWriting

LAUSD (17,836) White (288) Black (998) Hispanic (15,997) Asian (282)

Percentage of students at or above benchmark.

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District 6OCR

3rd Grade , Unit 1Average Fluency

2004 - 2005

85%

50%

26%

10%

1%

30%

17%

54%

3%

66%

9%

21% 21% 21%

4%

18%13% 13% 12%

4%6%

29%

53%

69%

95%

52%

70%

33%

85%

30%

0%10%20%30%40%50%60%70%80%90%

100%

EL

D 1

EL

D 2

EL

D 3

EL

D 4

EL

D 5

EO

IFE

P

LE

P-U

nkn

ow

n L

EP

RF

EP

Un

kn

ow

n

Intensive Level Strategic Above Target

(170) (682)(18)

(189)

(24)

(416)(489)(141)(537)(1175)

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District 6OCR

3rd Grade , Unit 1Reading Comprehension

2004 - 2005

74%

47%

38%

14%

5%

17% 14%

61%

4%

43%

5%

18%11% 10%

2%

16%

5%

22%

3%

20%21%

35%

51%

76%

93%

67%

81%

17%

93%

37%

0%10%20%30%40%50%60%70%80%90%

100%

EL

D 1

EL

D 2

EL

D 3

EL

D 4

EL

D 5

EO

IFE

P

LE

P-U

nkn

ow

n L

EP

RF

EP

Un

kn

ow

n

Intensive Level Strategic Above Target

(170) (18)(189)

(23)

(417)(489)(141)(536)(1175)(684)

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District 6OCR

3rd Grade , Unit 1Vocabulary2004 - 2005

79%

66%

50%

28%

16%

38%

26%

78%

19%

63%

5%12%

16% 16%

7%13% 14%

4%

13%

23%16%

22%

34%

56%

77%

49%

60%

17%

68%

14%

0%10%20%30%40%50%60%70%80%90%

100%E

LD

1

EL

D 2

EL

D 3

EL

D 4

EL

D 5

EO

IFE

P

LE

P-U

nkn

ow

n L

EP

RF

EP

Un

kn

ow

n

Intensive Level Strategic Above Target

(170) (188)

(23)

(415)(487)(140)(535)(1175)(684)(18)

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Team Discussion

As you look at your data, what questions should be asked about vocabulary instruction at your school site?

Discuss crossover relationships evident in the data:

vocabulary-fluency vocabulary-comprehension

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Six Models of Teaching

• Mnemonics

• Direct Instruction

• Writing Process Strategies

• Strategy Instruction

• Concept Formation

• Inquiry Based Learning

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Team Discussion

What is the difference between vocabulary strategies and vocabulary development?

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Strategy InstructionThe use of these strategies is taught using a think aloud model and extensive engagement.

• to assist the learner to apply a set of proven

strategies

• to unpack the meaning of text

• to be able to figure out the meaning of words

(Beck & Pressley).

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Vocabulary Strategies

•Word Structure

•Cognates

•Apposition

•Context Clues

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Vocabulary Development

A robust approach to vocabulary involves directly explaining the meanings of words along with thought-provoking, playful, and interactive follow-up.

We can start by describing such robust instruction as instruction that offers rich information about words and their uses, provides frequent and varied opportunities for students to think about and use words, and enhances students’ language comprehension and production.

(Isabel L. Beck, Bringing Words to Life)

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The Teacher’s Role EvolvesIn strategy instruction, teachers follow the "gradual release of responsibility" model (Pearson and Gallagher 1983), explicitly presenting learning strategies and then gradually handing over responsibility to students, while modeling and guiding."

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Where is vocabulary strategy instruction taught and practiced?

Where is vocabulary developed?

Story 2000 2002Monster Tracks

66A-75F 82A-91J

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VOCABULARY INSTRUCTIONTaught and Practiced

Identify and record the section in the lesson where vocabulary instruction occurs.

Vocabulary Strategy Vocabulary Development

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Refine

Teach

Reflect STUDY

The Lesson Study Process

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Study the lesson:

•Plan the vocabulary selection lesson using the guiding questions.

•Reference “Instruction Based on All Students Can Learn” and Gibbons

•Read the Routine Card

•Read the Lesson - page 66I (2000) - page 82N (2002)

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Guiding Questions

1. What is the intended student learning?

2. How long should the lesson take?

3. What misconceptions and challenges do you anticipate students facing?

4. How will the teacher model and explain the expectations clearly?

5. What culturally-relevant strategies will be incorporated to engage all students?

6. What accommodations will be used to support English Language Learners?

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Refine

Teach

Reflect Study

The Lesson Study Process

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What would you have done differently?

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Reflect on the Teaching:

1. How did the teacher establish the purpose and procedure of the lesson (orientation)?

2. Cite evidence of the students’ understanding of the use of vocabulary strategies?

3. What culturally relevant strategies were used to promote engagement and cooperative learning? Cite examples.

4. Which questions and follow-up responses were effective in guiding the discussion? Which questions/follow-up responses took the focus off of the purpose of the lesson?

5. How could the teacher have phrased responses to keep the lesson focused on strategy instruction? Be specific.

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School Team Action Plans

What are your objectives?

How will your team improve vocabulary instruction at your school site?

What are your plans for following through on the professional development?

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An Opportunity to Share

Pair up with another school team.

Share your action plan.

Team A Team B (5 minutes)

Team B Team A (5 minutes)

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Next Steps for January

•Share with your partner school the successes and challenges that you have experienced as your action plan was implemented.

•Share observations from lessons on vocabulary strategy instruction at your school site.