big ticket items for literacy instruction
TRANSCRIPT
BIG TICKET ITEMS FOR LITERACY
INSTRUCTIONL I S A K I N G , C K E C L I T E R A C Y C O N S U LTA N T
L I S A . K I N G @ C K E C . O R G
SESSION OVERVIEW
• What are the big ticket items in literacy instruction?• What student and teacher behaviors should I see?• How do I coach teachers around these behaviors?
“EFFECTIVE TEACHERS MATTER MUCH MORE THAN CURRICULUM MATERIALS, PEDAGOGICAL APPROACHES OR PROVEN PROGRAMS” RICHARD ALLINGTON, 2001
Small Group Reading /Work
Stations
Shared Reading/ Independ
ent Reading
BALANCED LITERACYFRAMEWORK
EFFECTIVE ELEMENTARY LITERACY INSTRUCTION
TimeTexts
Teach
TasksTalkTests
Richard Allington, 2001
READING AND WRITING VS STUFF50/50 ratio
*WORKSHEETS*TEST PREP*COPYING DEFINITIONS
EXEMPLARY CLASSROOMS INCLUDE MORE…….
Guided Reading and Writing
Independent Reading and Writing
Content Reading and Writing
STUDENT BEHAVIORS
• Reading and researching to build background knowledge• Writing to learn and process information• Responding to more thinking prompts vs worksheet completion• Citing, using text to support thinking
How could you integrate more Reading and Writing?What are some activities you could replace?
VARIETY OF TEXTS
COMMON CORE…..PRACTICE WITH COMPLEX TEXT
Shared Reading
Read Alou
d
How do you select texts throughout your day?
How might you scaffold the reading experience?Is the text easy, instructional
or hard?
HOW TEACHERS TEACH
I do , we do, you do
WHAT TEACHERS TEACH
Vertical AlignmentScaffolded instruction
A FEW COACHING QUESTIONS….•What is the focus for today’s lesson? What standard are you working toward mastering?•How did the activities you use support your focus?•What is an example of ways you scaffolded or supported individual learners?
MORE CONVERSATIONAL TALKMore open than closed
questionsUse of Academic
Language
TASKSLonger assignments
LessMultiple short tasks
Student choice
A FEW COACHING QUESTIONS• In what ways are kids given choice and responsibility during the lesson? • How could you integrate more choice?• What structures and routines do you teach your students to facilitate
productive learning experiences?• What is the focus of the project, lesson exercise? What standards does it
cover?• How does this project, activity scaffold students towards mastery of
content?
TESTS……EVALUATE EFFORT AND IMPROVEMENT
RubricsStudent Responsibility
Very little test prep
Formative
A FEW COACHING QUESTIONS• What do you want students to do at the end of the learning cycle?• How are you assessing students?• How are you providing feedback? Responding to students?• What evidence do you have that students are/ are not using the skill or
strategy taught?• How might students take responsibility for their learning?• If you did this lesson again, how might you change it?
EFFECTIVE ELEMENTARY LITERACY INSTRUCTION
Time 50/50Texts accessible
Teach direct and explicit
Tasks choice
Talk ConversationalTests effort and improvement
Richard Allington, 2001
“EFFECTIVE TEACHERS MATTER MUCH MORE THAN CURRICULUM MATERIALS, PEDAGOGICAL APPROACHES OR PROVEN PROGRAMS” RICHARD ALLINGTON, 2001
WEBSITE: WWW.CKEC.ORGTWITTER: @CKYECFACEBOOK: CENTRAL KENTUCKY EDUCATIONAL COOPERATIVEINSTAGRAM: CENTRAL_KY_EDUCATIONAL_COOPPINTEREST: CENTRAL KENTUCKY EDUCATIONAL COOPERATIVE
Connect with CKEC
#CKECguidedreading