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Suggested “Planned Variation” Experiment for the Adolescent Literacy:INSTRUCTIONAL Direct, explicit instruction
Vocabulary and extended word study in Content Areas Substantial increase in Reading Fluency in Content Areas Text Comprehension strategies in Content Areas
Effective instructional principles embedded in content Motivation and self-directed learning Text-based collaborative learning Strategic tutoring Diverse texts Intensive writing A technology component Ongoing formative assessment of students
Suggested “Planned Variation” Experiment for the Adolescent Literacy:INFRASTRUCTURAL
Extended time for learningProfessional developmentOngoing summative assessmentTeacher teams LeadershipA comprehensive and coordinated literacy
program
15 Elements of Effective Adolescent Literacy Direct, explicit instruction Effective instructional principles embedded in content Motivation and self-directed learning Text-based collaborative learning Strategic tutoring Diverse texts Intensive writing A technology component Ongoing formative assessment of students * Extended time for learning Professional development * Ongoing summative assessment * Teacher teams Leadership A comprehensive and coordinated literacy program
You Can’t Tutor What Hasn’tBeen TaughtYou can’t tutor what hasn’t been taughtYou can’t tutor what hasn’t been taughtYou can’t tutor what hasn’t been taughtYou can’t tutor what hasn’t been taughtYou can’t tutor what hasn’t been taughtYou can’t tutor what hasn’t been taughtYou can’t tutor what hasn’t been taught
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… we’re looking for growth!
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 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 Misconceptions about fluency Lack of meaningful early comprehension assessment
Three Flavors of Assessment Summative Assessment = External Reporting
Scorekeeping Broad data for identifying specific populations Program evaluation and budget indicators
Formative 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 (lesson
design --GLM) Getting a Grade =Comfort the troubled, trouble the
comfortable Public relations A,B,C,D,F: Coin of the realm
The Zone of Proximal Development
Moving readers from their level of success to the appropriate level of difficulty
Using Coached Reading to identify the independent reading supports—how does the reader solve her problem? How do you or the materials you employ help?
Fluency is not about how fast you read, but what is it that is slowing you down.
The Gradual Release Model
Read Aloud
and Think Alouds
Shared Reading and Shared Thinking
Guided or Coached Reading and Thinking
Independent Reading and Thinking
New expectation for ALL learners Interactive learning and discourse for meaning What the brain likes-MULTISENSORY Reading for MATH
Analyzing Data Moving from being data rich to analysis poor SOAP
Subjective, Objective, Analyze-Assess, Plan ELL, Spec. Ed.
5 Critical Elements for Rapid Growth
5 Critical Elements for Rapid Growth
Lesson Design Reading Content alignment: vertical and horizontal teaming—
ELL, Spec.Ed. Assessment driving differentiated instruction
Classroom Management Instruction in terms of minutes Collaboration
Whole class, small group, think-pair-share, indep.
Grade Level Meetings Agendas, increased frequency, evidence driven Student specific with proofs of instruction/learning The Role of the Literacy Coach
Grade Level Meetings Student specific
Find and use ALL data (bring to meeting)
Do analysis for strength and weaknessPrioritize needsSet goals (what % of sub groups will grow
04-05)
Brainstorm specific strategiesResults indicatorsAction Plan
The Bones of a Lesson Design
What do they need to learn?
Federal Mandates
State Testing
District IdentifiedCurriculum objectivesAnd the prerequisite
learning required
Who are THEY?(name names)
ELL Students Special Ed. StudentsEconomically
DisadvantagedStudents
What Resources are
Available?
Verticalcurriculumknowledge
•Grade level expertise•Second lang. specialist•Special Ed. specialist
•Reading specialist•Time
Materials and programs that
help differentiateinstruction
Assessment(ACTIONABLE
DATA)
Your State’s Summative
assessmentDisaggregated down
to item analysis
All formative assessments
Fluency checks andOral retellings
Listening comprehensionAnd reading comp.
The Janet Factor
I have heard the word, but I do not know what it means.
I have never heard the word.I can sound out or chunk the word, but I do
not know what it means.I need help reading this word.Once I asked for help reading this word, I
knew what it meant.
How we can help?
Prepare for early success
Prevent learners from falling behind
Intervene for below level learners
Challenge above grade level learners
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 Misconceptions about fluency Lack of meaningful early comprehension assessment
The three most important words for the struggling reader:VOCABULARYVOCABULARYVOCABULARY Words-words-words-words-words-words-words-
words-words-words-words-words-words-words-words-words-words-words-words-words-you get it!!!!
Five Types of Vocabulary
Listening VocabularyThinking VocabularySpeaking VocabularyReading VocabularyWriting Vocabulary
Writing for SuccessQuestion: “Are people motivated to
achieve by personal satisfaction rather than by fame or money?”
My view of the idea that it is personal satisfaction rather than money or fame that motivates people to achieve is sometimes wrong because in sports some people do it for personal satisfaction because they love the game and some people do it for the money because it pays well.
Student response
Even though we live in a capitalist society, I still cannot help but believe, despite my own cynicism, that people are more motivated to achieve something for personal satisfaction rather than monetary gains.
Five Elements of Reading
Phonemic AwarenessPhonicsVocabularyFluencyText Comprehension
What Spanish and English have in Common
Spanish is 90% LatinEnglish is 67% LatinBoth languages are alphabeticBoth languages have the same vowels
How Spanish and English are Different
Spanish is a language of segmentationEnglish is a language blendingSpanish has three types of syllablesEnglish has six types of syllablesEnglish has words that must be learned by
sight (sight words are also called high frequency words)
What the Research Indicates
Identify the language demands of the content
Emphasize academic vocabularyActivate and strengthen prior knowledgePromote oral interaction and extended
academic talkReview academic vocabulary and content
concepts
Registers of Language –R. Payne
Frozen: Language that is always the sameFormal: 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; non-verbal 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 TeachBringing Words to Life—ROBUST Vocabulary InstructionIsabel Beck ,Nancy MacKowen
First tier words Words that you wish students knew, hope they can get, but you don’t have time to teach.
Second tier words High utility words that they need to know in your class, and everyone else’s.
Third tier words Extremely specific words in your content area that require considered, deliberate and in depth instruction.
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)phonics…primary decoding strategy (2)semantics and vocabulary (3) syntax and structure
Fluency muscle Reads a lot of words fast w/ comprehension* Class libraries of high-interest content related articles Every day, every reader reading at a level of success of self-
selected quality literature (fiction or non-fiction)
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 sound’s 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.
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
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 Don’t leave out measurement
Let’s 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)phonics…primary decoding strategy (2)semantics and vocabulary (3) syntax and structure
Fluency muscle Reads a lot of words fast w/ comprehension* Class libraries of high-interest content related articles Every day, every reader reading at a level of success of self-
selected quality literature (fiction or non-fiction)
News Flash!!!!!
26 letters and 44 sounds 16 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 ap-pal-ling de-hu-man-ize in-tro-spec-tion in-e-qui-ty el-e-ments cru-el-ty re-a-li-ty in-hu-man-i-ty in-hu-man col-lab-o-ra-tion e-con-o-myhur-dle shame re-con-struc-tion em-path-y 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
author’s purpose Seeing causal
relationships Summarizing visualizing
…an excerpt
Draped for the formal unveiling May 31 – with only an insouciant topknot and Horton The Elephant’s trunk peeking out – the sculptures frolic on the wide green linking the city library and its four museums that gave wing to the author’s imagination.--
Process for LeadershipProcess for Leadership
Challenge the processChallenge the process search for opportunitiessearch for opportunities change status quochange status quo
Inspiring a shared visionInspiring a shared vision imagine the ideal situationimagine the ideal situation
Enabling others to actEnabling others to act foster cooperationfoster cooperation modeling the waymodeling the way
Encouraging the heart to begin the journeyEncouraging the heart to begin the journey
-el words
Towel Trowel Compel Dispel Dowel Repel Bushel Shovel Pummel Level revel travel dishevel
Testwiseness: An Important Piece of a Comprehensive Intervention Strategy1. On-going, sustained test readiness and
rehearsal, i.e. testwiseness2. Phonics instruction for those who received
“hit-or-miss” decoding during whole language approach; analyze spelling errors
3. Build fluency with an “every day, every child reads at a level of success” approach; assess for oral expression, pace and accuracy
4. Use regular non-fiction writing events to teach science & soc. studies syntax; CRCT high-level comprehension objectives
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 student’s awareness
Give students continued opportunity to observe more modeling
Provide multiple and ongoing opportunities for students to interact w/others 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 learners”NCLB
“adequate yearly progress” President Bush
Still Leaving Children Behind Krista Kafta, Heritage Foundation
Reading is the New Requisite for Math Education Week
Struggling Older Reader
Incomplete beginning reading instructionLacks metacognitive strategiesLimited prior knowledgeLimited word study skills and spellingNo text available at level of successNo adults modeling readingNo history of reading success
Five Keys to No Child Left Behind
Vertical team study of 4-9 reading curriculum with evidence of student work
Phonemic Awareness &Phonics training for 4th through 9th 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 LeadershipProcess for Leadership
Challenge the processChallenge the process search for opportunitiessearch for opportunities change status quochange status quo
Inspiring a shared visionInspiring a shared vision imagine the ideal situationimagine the ideal situation
Enabling others to actEnabling others to act foster cooperationfoster cooperation modeling the waymodeling the way
Encouraging the heart to begin the journeyEncouraging 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, ath-leteSyllable 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
Grammar IS Syntax
The power the lowly prepositionThe power of the subordinating
conjunction
Persuasive
State opinionSupport with clear evidence or examplesPersonalizeAppeal to the emotionsGraphic imageryStructured argumentAll 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 doesn’t belong? Bus, bun, rug.
Children: Rug does not belong. It doesn’t 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 let’s write the sounds in big: /b/ /i/ /g/. (Teacher
writes big.) Now we’re 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 let’s write the sounds in grab: /g/ /r/ /a/ /b/.
(Teacher writes grab.) Now we’re 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/. What’s 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 storySelect a sentence or phrase that lingersWrite down two reasons for selecting that Share your sentence and reasons
w/othersCome to consensusBe prepared to share to group
What is being done?
Mandatory summer schoolSame thing, but LOUDERExpensive intervention programs with
uneven resultsTeacher training institutions changing
reading requirements
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 children’s 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 children’s 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: 4888-564.
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 children’s emergent literacy. In E. Forman, N. Minick, & A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children’s 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 children’s 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.
O’Donnell, M.P., & Wood, M. (1992). Becoming a reader: A developmental instruction. Boston: Allyn & Bacon.
Oldfather, P. & Wigfield, A. (1996). Children’s 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 children’s 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/
Take Me Out to the Ballgame
Take out to the ballgame Take me out to the crowd Buy me some peanuts and crackerjacks I don’t care if I ever get back Let me root, root ,root for the home team If they don’t win it’s a shame For it’s one, two, three strikes you’re out At the old ball game
What is fluency
Attaching sounds quickly to lettersBlending and segmenting quicklyKnowing most of the words you are
readingPaying attention
Your students the practice
Give your students the prac-tice, To read with ease and con-fi-dence And wa----tch ac-c-u-ra-cy and Un-der-sta-a-a-n-ding. Soar by: Mo-del flu-et read-ing Do re-pea-ted read-ing Promote phrased read-ing En-list tu-tors (to help) And try readers’ theater in class
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