Reaching and Teaching Thoughtful Literacy to Readers Who Struggle: Increasing Motivation and Achievement

Currents of Change: An Innovative Design for Title I Summer Services Dr. Kathleen WallisCarroll County Public Schools, Title I SupervisorWestminster, Maryland

Dr. Debra A. MillerMcDaniel College, Professor of Education

National Title I Conference, 2014

Focus for Todays SessionCreating an evidence-based literacy partnership with highly qualified instructors and extended school year services

Developing systematic and ongoing assessment techniques

Designing personally relevant, motivating and engaging theme-based experiences

Employing instructional approaches that guide readers through developmentally appropriate text and active word study

Implementing explicit strategy instruction for thoughtful literacy with intentional vocabulary development opportunities

Establishing school and home connections and honoring parents voices

Promoting reflective practices and examining evidence-based implications

Summer Reading SetbackResearch ConclusionsSummer reading setback is one of the most influential factors contributing to the reading achievement gap between children of poverty and more-advantaged peers.

Children from lower income families tend to have more restricted access to reading materials, both in and out of school.

Correlational evidence suggests that better readers read more than less able readers supporting the importance of more successful reading experiences.

Substantial evidence links engaging experiences with the motivation to read voluntarily; particularly through matching children with developmentally appropriate books and materials.

Summer Reading SetbackImplicationsSchools must play an even more substantive role in ensuring that each and every child has year-round access to appropriate books.

Intervention designs must reflect evidence-based best practices in which children need a vast amount of reading, both in and out of school, to become capable, independent readers who desire to read.

Source: Allington, R. & McGill-Frazen, A. (2010). Use students summer-setback months to raise minority achievement.In Johnson, P., Ed. Response to intervention: Responsive and comprehensive. Newark, DE: International Reading Assoc.

Creating A Collaborative PartnershipHigher EducationTitle One IRA Role of Reading SpecialistCandidate Eligibility for McDaniel Reading ClinicComprehensive Practicum Experience Clinic Director and MentorsIntegrate School-Based Theme

High Quality InstructorsStudent Identification and Selection for Summer SchoolExtended Day/Year Evidence-Based Opportunities for StudentsSupervisor and Site-Based CoordinatorSchool-Based ThemesDeveloping Systematic, Ongoing AssessmentTitle OneHigher EducationOrganize Pre-assessment DataStudent Documentation FoldersDaily Log & Lesson PlansWork Samples (2 per week)Final ReportEvaluation of Summer SchoolPost-Assessment Student DataParent Involvement Parent Surveys Final Celebration

Review Student DataDiagnostic AssessmentsIndividualized Student Goals for Reading, Word Study, & WritingDesign & Deliver Evidence-Based InstructionCollect and Analyze Post Assessment DataParent Conferences and Final Report to School & Parents

Developing Systematic, Ongoing AssessmentAnalyze strengths as well as areas of need and build on strengths rather than over-focusing on needs

Develop specific goals and communicate goals with students

Monitor progress toward meeting goals to impact student learning and create new goals as students experience success

Motivation and Engagement: Designing Theme Based ExperiencesCreating a literate environment Physical AppealingSocially AccessibleInstructional RoutinesDifferentiation

Sustaining the environmental literacy theme from Title One Extended Day

Motivating every child as active member of an authentic community of learners

Motivation and Engagement: Valuing the Whole ChildShare products and have personal pride in accomplishmentsHighlight and capitalize on students personal interestsSee oneself as reflected in the environment and the instructional materials, and as a capable reader and writer

Camping Theme

Print-Rich, Student Friendly Environment

IndependentReadingOpportunities

Employing Instructional Approaches:Guided Reading InstructionDevelopmentally appropriate leveled textGradual increase in text complexity and difficultySystematic ongoing assessments to monitor progress and to identify teaching pointsClose reading and rereading of familiar textsEffective teacher prompts & cues for students

Employing Instructional Approaches:Active Word StudyWord Knowledge assessment using multiple tools: informal spelling inventories, writing samples, and running recordsDevelopmentally appropriate word study using assessment dataSocially interactive, engaging, and hands-onApplication in authentic reading and writing experiences

Employing Instructional Approaches:Vocabulary DevelopmentWord-rich environmentStrategic word selection to develop/enhance vocabulary and comprehensionPersonal word choices, associations, and empowerment with wordsIndependent vocabulary learning techniques and resources (specialized dictionaries, idioms, etc.)

Implementing Explicit Strategy Instruction: Teacher Modeling of Close Reading

Implementing Explicit Strategy Instruction: Anchor Charts

Implementing Explicit Strategy Instruction: Mentor Texts

Establishing School/Home Connections: Summer School Celebration

Establishing Home/School ConnectionsParent TrainingPhoto Essay and Daily Log Template

Classroom Visitation and Guided Observation

Debriefing On Parent Observations

Parent Conference Protocol: Parent Friendly Language

Final Report for Parents and School

Individualized Summer Learning Kits

Parent SurveyPromoting Reflective Practices and Developing Implications(Summative Data Findings: Reading Growth)Reading Growth According to Guided Reading LevelsSummer, 2013(n = 55)Improved Three Or More Levels

9%Improved Two Reading Levels

20%Improved One Reading Level

36%Maintained June 15th Level

35%Decreased Reading Level

0%Promoting Reflective Practices and Developing Implications(Sample Data Findings)Promoting Reflective Practices and Developing Implications(Summative Data Findings: Attendance)Summer Session AttendanceSummer, 2013(n = 55)100% of Sessions

26%90-99% of Sessions

33%80-89% of Sessions 24%

70-79% of Sessions

16%60-69% of Sessions

2%Promoting Reflective Practices and Developing Implications(Parent Surveys: Three-Year Data)Item(1 = Low Agreement to 4 = High Agreement)Total Clinic Average Response(Scale of 1 to 4)N = 103 Families, 64% Return RateRate your satisfaction with the expectations that have been set for your child.3.69Rate your satisfaction on how your childs individual needs were addressed.3.75Rate your childs progress during the reading camp experience.3.75Rate the quality of communication with your childs instructors.3.65Rate your overall satisfaction with the McDaniel College Reading Camp.3.91To what degree would you recommend McDaniel College Reading Camp to other parents?3.96Promoting Reflective Practices and Developing Implications(Parent Survey Data)I was very pleased with the program. My child has more pride in herself when reading out-loud. This program I feel has helped her in many ways. Thank you for the program and thank you to the teachers who helped her through the program.

I see my child reading more than usual. My child would wake up all by himself. Teachers called to set up a meeting so I can help my child during the summer.

OUR goal was the confidence building and continuing reading for the summer. My child was very happy everyday and positive about going and this was something he needed as well. The teachers are also eager and excited about communicating and see progress we are very happy and we are lucky to have been able to participate.

My daughter was very happy. Teachers are amazing and worked with my daughter really well she enjoyed the program and did not want it to end. Notes were consistent on what they were doing, I would love a progress report, and really enjoyed having a parent day and seeing how the program is run. Teachers were amazing, great atmosphere, and learning experience.Promoting Reflective Practices and Developing Implications(Parent Survey Data)Strategic reading looking at pictures, words, sentences, and now making predictions before reading.

My daughter is actually able to read to me really well in full sentences and is now able to break down words that she does not know.

I saw improvements in fluency and vocabulary.

This really helped keep my child on task during the summer.

With the evaluation form from the teacher, I know what to work on with my son at home, a big help!! Handouts with important information worked well. Teachers came up with new ways to make learning fun. My child has been in the program the past three years. He has made much progress!!

These are professional teachers!! They were adapting to each childs learning style to accomplish teaching objectives. There was a lot more going on than just instruction.

Promoting Reflective Practices and Developing Implications(Conclusions: Summer Reading Setback)Reduces the reading achievement gap between children of poverty and their more advantaged counterparts;

Provides access to reading materials during and after the program;

Offers high quality summer reading experiences;

Increases the motivation t0 read voluntarily;

Promotes the development of capable, independent readers through evidence-based intervention designs.

Common Core State StandardsConnections & FocusesInstruction focuses on teaching close reading.

Instruction incorporates providing textual evidence to support responses.

Instruction promotes authentic opportunities for thoughtful writing.

Instruction scaffolds the learning process to build confidence and student success.

Instructional decision-making encompasses all facets of text complexity: quantitative, qualitative, and reader/task variables.

Selected Practitioners Guides Bear, D.R., Invernizzi, M., Templeton, S. & Johnston, F. Words their way: Word study for phonics, vocabulary, and spelling instruction, 4th ed. Beck, I., McKeown, M. & Kucan, L. Creating robust vocabulary.Clay, M.M. Literacy lessons designed for individuals: Parts I & II. Culham, R. 6 + 1 Traits of writing: The complete guide grades 3 and up.Fountas, I.C. & Pinnell, G.S. Teaching for comprehension and fluency: Thinking, talking, and writing about reading, K-8.Harvey, S. & Goudvis, A. Strategies that work: Teaching comprehension to enhance understanding, 2nd ed. Hoyt, L. Interactive read-alouds: Linking standards, fluency, and comprehension. ** Pinnell, G.S. & Fountas, I.C. The continuum of literacy learning; Grades Pre K-8. A guide to teaching, 2nd ed.Pinnell, G.S. & Fountas, I.C. When readers struggle: Teaching that works. Rasinski, T. The fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension. Spandel, V. Creating writers through 6-trait writing: Assessment and instruction, 5th ed. Spandel, V. Creating young writers: Using the six traits to enrich writing process in primary classrooms.

Engaged Readers, Writers, and Thinkers

Currents of Change: An Innovative Design for Title I Summer Services Dr. Kathleen Walliskmwalli@carrollk12.org

Dr. Debra A. Millerdamiller@mcdaniel.edu

National Title I Conference, 2014