connected learning experiences taffy e. raphael university of illinois at chicago [email protected]...
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Connected Learning Connected Learning Experiences Experiences
Taffy E. RaphaelTaffy E. Raphael
University of Illinois at ChicagoUniversity of Illinois at Chicago
[email protected]@uic.edu
International Reading AssociationInternational Reading Association
Preconvention Institute 2003Preconvention Institute 2003
Connecting Across our Connecting Across our
Dual ObligationsDual Obligations
Talking Points 1 - 4Talking Points 1 - 4
Key Talking Points #1Key Talking Points #1
Students who struggle to read in 3rd grade Students who struggle to read in 3rd grade and above tend to read a year to several and above tend to read a year to several years below their age levelsyears below their age levels
Most instructional programs designed for Most instructional programs designed for struggling readers 3rd grade and above struggling readers 3rd grade and above focus on continuing to help students build focus on continuing to help students build world level skills and fluencyworld level skills and fluency
This creates an artificial dichotomy of This creates an artificial dichotomy of “learning to read” and “reading to learn”“learning to read” and “reading to learn”
Key Talking Points #2Key Talking Points #2
Instructional programs designed for struggling Instructional programs designed for struggling readers 3rd grade and above rarely emphasize readers 3rd grade and above rarely emphasize interacting critically (reading, talking about, interacting critically (reading, talking about, writing in response to) age-appropriate writing in response to) age-appropriate materials.materials.
Peers of struggling readers who read at or Peers of struggling readers who read at or above grade level have more years of above grade level have more years of experience interacting with age-appropriate experience interacting with age-appropriate materials. materials.
Talking Points #3Talking Points #3
When students do not think about, talk about, When students do not think about, talk about, and write in response to age-appropriate and write in response to age-appropriate materials, they fall further and further behind materials, they fall further and further behind their same-grade peers.their same-grade peers.
When (optimistically) skills, strategies, fluency When (optimistically) skills, strategies, fluency abilities “kick in,” students are not successful in abilities “kick in,” students are not successful in comprehension and critical thinking (i.e., “my comprehension and critical thinking (i.e., “my students can read the words, but they don’t have students can read the words, but they don’t have a clue what they mean!”)a clue what they mean!”)
Talking Points #4Talking Points #4
Thus, effective literacy instruction involves Thus, effective literacy instruction involves the dual commitments ofthe dual commitments of teaching students to read using high quality teaching students to read using high quality
materials appropriate to their instructional materials appropriate to their instructional levellevel
ANDAND Teaching students to think about, write in Teaching students to think about, write in
response to, and talk about high quality response to, and talk about high quality literature that is appropriate to their age level.literature that is appropriate to their age level.
Designing Curriculum Designing Curriculum to Meet Our Dual to Meet Our Dual
ObligationsObligations
The Michigan Teachers Learning The Michigan Teachers Learning Collaborative:Collaborative:
Connecting Across BordersConnecting Across Borders
Linking across communitiesLinking across communities
= TLC Network Participant School District Location
The Questions We AddressedThe Questions We Addressed
Why are many of our children -- especially Why are many of our children -- especially 2nd & above able to read words but do not 2nd & above able to read words but do not understand what they are reading?understand what they are reading?
Why do some of our students seem to fall Why do some of our students seem to fall further and further behind instead of further and further behind instead of catching up with their peers?catching up with their peers?
What can we do about it?What can we do about it?
Designing Curriculum: What Designing Curriculum: What did we need?did we need?
An instructional framework that would help An instructional framework that would help accelerate our struggling readers’ progressaccelerate our struggling readers’ progress
An instructional framework that would help us:An instructional framework that would help us: use our time well use our time well include writing in meaningful waysinclude writing in meaningful ways teach skills and strategiesteach skills and strategies have many opportunities to practice what has been have many opportunities to practice what has been
taughttaught focus on important ideas, not just processfocus on important ideas, not just process motivate and engage our studentsmotivate and engage our students
The Goal of The Goal of Book Club Book Club PlusPlus
Meet our Dual Meet our Dual Obligations!Obligations!
age-appropriate text access
student-led discussion within instructional context created by teacher
students apply taught strategies within student-led book clubs
reading-level appropriate text access
teacher-led discussion around specific skills/strategies/words to be taught
students learn new strategies within guided reading group
Book Club Literacy Block
Reading Writing
Book Club
Community Share
Guided Reading
Unit Work
Working with Words
Journaling
Process Writing
Read Aloud
Sustained Silent Reading
Book Club Plus: Maintaining Our Dual Commitments
Scheduling Blocks: 75 or 120 Minutes
Monday Tuesday Wednesday Thursday Friday
Book Club [75 minutes]: opening community share reading writing fishbowl or book clubs closing community share
Guided Reading [45 minutes] group #1 group #3 group #2 group #1
[Independent Work during Guided Reading:journals, skills work, independentreading, unit project work, writersworkshop
Guided Reading [75 minutes] group #1 group #1 group #2 group #2 group #3 group #3[Independent Work during Guided Reading:journals, skills work, independentreading, unit project work, writersworkshop
Book Club [45 minutes]: opening community share reading writing fishbowl or book clubs closing community share
“Swing” day
Connecting Ideas and Connecting Ideas and Processes through Processes through
Literature StudyLiterature StudyThe Theme: Storied LivesThe Theme: Storied Lives
The Unit: Family StoriesThe Unit: Family Stories
Rich Literature for ALL Students
And...Babushka's DollThe Keeping QuiltThank You Mr. FaulkerThe Bee Tree
Book ClubBook Club Guided Guided ReadingReading
Viewing:Viewing:
Read AloudRead Aloud
How Does Writing Fit In?How Does Writing Fit In?Writing Writing IntoInto the Unit: Build theme/content the Unit: Build theme/content
Writing Writing ThroughThrough the Unit: Comprehension/Analysis the Unit: Comprehension/Analysis
Writing Writing OutOut of the Unit: Applying What We’ve of the Unit: Applying What We’ve LearnedLearned
Writing Into: Life-TimelineWriting Into: Life-Timeline
Writing Through Writing Through Character Development Over TimeCharacter Development Over Time
Writing Through #2:Writing Through #2: Tripod Format - Choice and VariationTripod Format - Choice and Variation
Writing Out: Memory BooksWriting Out: Memory Books
Grade 8
Writing Out:Alternative Forms of Expression
Connecting Instruction and Connecting Instruction and AssessmentAssessment
Using standard district-mandated Using standard district-mandated measures, how did our students do?measures, how did our students do?
Using project-specific measures, how Using project-specific measures, how did our students do?did our students do?
Standard Assessments:Standard Assessments:
On On Metropolitan Achievement Test:Metropolitan Achievement Test: Equal performance to control group, but Equal performance to control group, but
spent spent halfhalf the time in traditional the time in traditional skills/strategy programskills/strategy program
On On Quality Reading Inventory:Quality Reading Inventory: 100% made at least 1 years growth100% made at least 1 years growth 83% made >1 years growth83% made >1 years growth 42% achieved independence at grade 42% achieved independence at grade
levellevel
Rikki’s Response Log EntriesRikki’s Response Log Entries
When I was litel IWhen I was litel I
Owes was afad ofOwes was afad of
Sperts. But Im still afrad Sperts. But Im still afrad
Of sperts. I covered MyOf sperts. I covered My
Self at night.Self at night.
I have a queshten on the end of chapter 3.
Was litel Willy in the race or was he pracising? Thats the reason I was getting comefused. I like the book alot so far. I wonder what's going to happen next. This book is so exicting so far. it's like you are in the book. I'm getting comfused thogh. Was litel Willy's granfather alive or dead? Because litel Willy is talking to his granfather. Dous he have any parints arond? dous litel Willy have any frenids? Well I don't know!"
Early Fall Late Spring
From Language Arts, Nov 01
Owning LiteracyOwning LiteracyBook Club Grade 3: Stone FoxBook Club Grade 3: Stone Fox
Stone Fox Stone Fox Grade 3: Video Clip Not Grade 3: Video Clip Not
Available on www.Available on www.
Concluding CommentsConcluding Comments
Content Knowledge CurriculumContent Knowledge Curriculum There is value-added in substantive content in the There is value-added in substantive content in the
texts and tasks required for early literacy learning texts and tasks required for early literacy learning and developmentand development
AgencyAgency Students benefit from “finding” and “having” a Students benefit from “finding” and “having” a
voice, something often unavailable to young and voice, something often unavailable to young and poor childrenpoor children
Building Cultural CapitalBuilding Cultural Capital Thematic focus from “Self” to “Family” to “Culture” Thematic focus from “Self” to “Family” to “Culture”
built students’ cultural capital in the classroombuilt students’ cultural capital in the classroom
Concluding Comments (cont.)Concluding Comments (cont.)
EngagementEngagement Students worked in patterns of “coming Students worked in patterns of “coming
together - going apart - coming together,” a together - going apart - coming together,” a pattern reflected in the teachers’ pattern reflected in the teachers’ professional development experiencesprofessional development experiences
Professional DevelopmentProfessional Development Teachers from Grades 1 through 8 Teachers from Grades 1 through 8
engaged in meaningful conversation, engaged in meaningful conversation, betting understanding where their betting understanding where their curriculum work fit curriculum work fit