Formative Formative Assessments: The Key Assessments: The Key to Effective Planning to Effective Planning and Preparationand Preparation

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Experiment for the Experiment for the Adolescent Literacy:Adolescent Literacy:INSTRUCTIONALINSTRUCTIONAL Direct, explicit instructionDirect, explicit instruction

Vocabulary and extended word study in Content AreasVocabulary and extended word study in Content Areas Substantial increase in Reading Fluency in Content AreasSubstantial increase in Reading Fluency in Content Areas Text Comprehension strategies in Content AreasText Comprehension strategies in Content Areas

Effective instructional principles embedded in contentEffective instructional principles embedded in content Motivation and self-directed learningMotivation and self-directed learning Text-based collaborative learningText-based collaborative learning Strategic tutoringStrategic tutoring Diverse textsDiverse texts Intensive writing Intensive writing A technology componentA technology component Ongoing formative assessment of studentsOngoing formative assessment of students

Suggested Experiment for Suggested Experiment for the Adolescent Literacy:the Adolescent Literacy:INFRASTRUCTURALINFRASTRUCTURAL Extended time for learningExtended time for learning Professional developmentProfessional development Ongoing summative assessmentOngoing summative assessment Teacher teams Teacher teams LeadershipLeadership A comprehensive and coordinated literacy A comprehensive and coordinated literacy

programprogram

15 Elements of Effective 15 Elements of Effective Adolescent LiteracyAdolescent Literacy

Direct, explicit instruction Direct, explicit instruction Effective instructional principles embedded in contentEffective instructional principles embedded in content Motivation and self-directed learningMotivation and self-directed learning Text-based collaborative learningText-based collaborative learning Strategic tutoringStrategic tutoring Diverse textsDiverse texts Intensive writing Intensive writing A technology componentA technology component Ongoing formative assessment of studentsOngoing formative assessment of students * * Extended time for learningExtended time for learning Professional developmentProfessional development * * Ongoing summative assessmentOngoing summative assessment * * Teacher teams Teacher teams LeadershipLeadership A comprehensive and coordinated literacy programA comprehensive and coordinated literacy program

You Can’t Tutor What You Can’t Tutor What Hasn’tHasn’tBeen TaughtBeen Taught

You can’t tutor what hasn’t been taughtYou can’t tutor what hasn’t been taught You can’t tutor what hasn’t been taughtYou can’t tutor what hasn’t been taught You can’t tutor what hasn’t been taughtYou can’t tutor what hasn’t been taught You can’t tutor what hasn’t been taughtYou can’t tutor what hasn’t been taught You can’t tutor what hasn’t been taughtYou can’t tutor what hasn’t been taught You can’t tutor what hasn’t been taughtYou can’t tutor what hasn’t been taught You can’t tutor what hasn’t been taughtYou can’t tutor what hasn’t been taught

The goal of the teacher The goal of the teacher is to create an is to create an environment that environment that allows every reader to allows every reader to move as quickly as move as quickly as possible to grade level, possible to grade level, content area readingcontent area reading

The ChallengeThe Challenge

37% of all 8th graders scored below Basic 37% of all 8th graders scored below Basic on the NAEPon the NAEP

After third grade, the achievement gap After third grade, the achievement gap with minority, second language, and low-with minority, second language, and low-income learners widens substantiallyincome learners widens substantially

The prospect of exit exams yields an The prospect of exit exams yields an increase in drop-outsincrease in drop-outs

The ChallengeThe Challenge

After third grade, the achievement gap After third grade, the achievement gap with minority, second language, and with minority, second language, and low-income learners widens low-income learners widens substantiallysubstantially Incomplete beginning reading instructionIncomplete beginning reading instruction Serious vocabulary deficitSerious vocabulary deficit Very limited knowledge of text structureVery limited knowledge of text structure Misconceptions about fluencyMisconceptions about fluency Lack of meaningful early comprehension assessmentLack of meaningful early comprehension assessment

Five Essential Components Five Essential Components for Readingfor Reading Phonemic awarenessPhonemic awareness

The ability to hear, identify and manipulate The ability to hear, identify and manipulate individual sounds in spoken wordsindividual sounds in spoken words

PhonicsPhonics The understanding that there is a predictable The understanding that there is a predictable

relationship between phonemes and graphemesrelationship between phonemes and graphemes VocabularyVocabulary

Development of stored information about the Development of stored information about the meaning of words and pronunciation of wordsmeaning of words and pronunciation of words

FluencyFluency The ability to read text accurately and quicklyThe ability to read text accurately and quickly

ComprehensionComprehension Understanding, remembering, and communicating Understanding, remembering, and communicating

with others about what has been readwith others about what has been read

Three Flavors of Three Flavors of AssessmentAssessment

Summative AssessmentSummative Assessment = = External ReportingExternal Reporting ScorekeepingScorekeeping Broad data for identifying specific populationsBroad data for identifying specific populations Program evaluation and budget indicatorsProgram evaluation and budget indicators

Formative AssessmentFormative Assessment = =Internal ReportingInternal Reporting Intervention: Do something differently, immediately Intervention: Do something differently, immediately

(STOP Spray and Pray!)(STOP Spray and Pray!) Progress monitoring over time for individual studentsProgress monitoring over time for individual students Data used to plan “next move” for instruction (lesson Data used to plan “next move” for instruction (lesson

design --GLM)design --GLM) Getting a GradeGetting a Grade = =Comfort the troubled, trouble the Comfort the troubled, trouble the

comfortablecomfortable

Public relationsPublic relations A,B,C,D,F: Coin of the realmA,B,C,D,F: Coin of the realm

The Zone of Proximal The Zone of Proximal DevelopmentDevelopment

Moving readers from their level of success Moving readers from their level of success to the appropriate level of difficultyto the appropriate level of difficulty

Using Coached Reading to identify the Using Coached Reading to identify the independent reading supports—how does independent reading supports—how does the reader solve her problem? How do the reader solve her problem? How do you or the materials you employ help?you or the materials you employ help?

Fluency is not about how fast you read, Fluency is not about how fast you read, but what is it that is slowing you down.but what is it that is slowing you down.

The Gradual Release ModelThe Gradual Release ModelRead AloudRead Aloud

andand Think Think AloudsAlouds

Shared Shared Reading Reading andand Shared Shared ThinkingThinking

Guided or Guided or Coached Coached Reading Reading andand ThinkingThinking

IndependentIndependent Reading and Reading and

ThinkingThinking

New expectation for ALL learnersNew expectation for ALL learners Interactive learning and discourse for meaningInteractive learning and discourse for meaning What the brain likes-MULTISENSORYWhat the brain likes-MULTISENSORY Reading for MATHReading for MATH

Analyzing DataAnalyzing Data Moving from being data rich to Moving from being data rich to analysis pooranalysis poor ELL, Spec. Ed.ELL, Spec. Ed.

5 Critical Elements for 5 Critical Elements for Rapid GrowthRapid Growth

5 5 Critical Elements for Critical Elements for Rapid GrowthRapid Growth Lesson DesignLesson Design

Reading Content alignment: vertical and horizontal Reading Content alignment: vertical and horizontal teaming—ELL, Spec.Ed.teaming—ELL, Spec.Ed.

Assessment driving differentiated instructionAssessment driving differentiated instruction Classroom ManagementClassroom Management

Instruction in terms of minutesInstruction in terms of minutes CollaborationCollaboration

Whole class, small group, think-pair-share, indep.Whole class, small group, think-pair-share, indep. Grade Level MeetingsGrade Level Meetings

Agendas, increased frequency, evidence drivenAgendas, increased frequency, evidence driven Student specific with proofs of instruction/learningThe Student specific with proofs of instruction/learningThe

Role of the Literacy CoachRole of the Literacy Coach

Grade Level Meetings Grade Level Meetings Student specificStudent specific Find and use ALL data (Find and use ALL data (bring to meeting) bring to meeting)

Do analysis for strength and weaknessDo analysis for strength and weakness Prioritize needsPrioritize needs Set goals (what % of sub groups will grow Set goals (what % of sub groups will grow

04-0504-05))

Brainstorm specific strategiesBrainstorm specific strategies Results indicatorsResults indicators Action PlanAction Plan

The Bones of a Lesson The Bones of a Lesson DesignDesign

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.

What do THEY need to What do THEY need to learn?learn?

What do they need to learn?

Federal Mandates

State Testing

District IdentifiedCurriculum objectivesand the prerequisite

learning required

Who Are They?Who Are They?

Who are THEY(name names) ?

English Language Learners

Special EducationStudents

EconomicallyDisadvantaged

Students

What Resources are Available?What Resources are Available?

What Resources are

Available?

Verticalcurriculumknowledge

•Grade level expertise•Second lang. specialist•Special Ed. specialist

•Reading specialist•Time

Materials and programs that

help differentiateinstruction

AssessmentAssessment

Assessment(ACTIONABLE

DATA)

Your State’s summative assessment data

disaggregated down to item analysis

All formative assessments

DIBELSOral retellings

Listening comprehensionProgress monitoring

Cambridge ModelCambridge Model

Planning and PreparationPlanning and Preparation EnvironmentEnvironment InstructionInstruction AssessmentAssessment LeadershipLeadership

The three most The three most important words for important words for the struggling reader:the struggling reader:

VOCABULARYVOCABULARYVOCABULARYVOCABULARYVOCABULARYVOCABULARY Words-words-words-words-words-words-words-Words-words-words-words-words-words-words-

words-words-words-words-words-words-words-words-words-words-words-words-words-words-words-words-words-words-words-words-you get words-words-words-words-words-words-you get it!!!!it!!!!

Five Types of VocabularyFive Types of Vocabulary

Listening VocabularyListening Vocabulary Thinking VocabularyThinking Vocabulary Speaking VocabularySpeaking Vocabulary Reading VocabularyReading Vocabulary Writing VocabularyWriting Vocabulary

Writing for SuccessWriting for Success Question: “Are people motivated to Question: “Are people motivated to

achieve by personal satisfaction rather achieve by personal satisfaction rather than by fame or money?”than by fame or money?”

My view of the idea that it is personal My view of the idea that it is personal satisfaction rather than money or fame satisfaction rather than money or fame that motivates people to achieve is that motivates people to achieve is sometimes wrong because in sports some sometimes wrong because in sports some people do it for personal satisfaction people do it for personal satisfaction because they love the game and some because they love the game and some people do it for the money because it pays people do it for the money because it pays well. well.

Student responseStudent response

Even though we live in a capitalist Even though we live in a capitalist society, I still cannot help but believe, society, I still cannot help but believe, despite my own cynicism, that people are despite my own cynicism, that people are more motivated to achieve something for more motivated to achieve something for personal satisfaction rather than personal satisfaction rather than monetary gains.monetary gains.

Five Elements of ReadingFive Elements of Reading

Phonemic AwarenessPhonemic Awareness PhonicsPhonics VocabularyVocabulary FluencyFluency Text ComprehensionText Comprehension

What Spanish and English What Spanish and English have in Commonhave in Common

Spanish is 90% LatinSpanish is 90% Latin English is 67% LatinEnglish is 67% Latin Both languages are alphabeticBoth languages are alphabetic Both languages have the same vowelsBoth languages have the same vowels

How Spanish and English How Spanish and English are Differentare Different

Spanish is a language of segmentationSpanish is a language of segmentation English is a language blendingEnglish is a language blending Spanish has three types of syllablesSpanish has three types of syllables English has six types of syllablesEnglish has six types of syllables English has words that must be learned English has words that must be learned

by sight (by sight (sight words are also called high frequency sight words are also called high frequency words)words)

What the Research What the Research IndicatesIndicates

Identify the language demands of the Identify the language demands of the contentcontent

Emphasize academic vocabularyEmphasize academic vocabulary Activate and strengthen prior knowledgeActivate and strengthen prior knowledge Promote oral interaction and extended Promote oral interaction and extended

academic talkacademic talk Review academic vocabulary and content Review academic vocabulary and content

conceptsconcepts

Registers of Language Registers of Language ––R. PayneR. Payne FrozenFrozen:: Language that is always the same Language that is always the same FormalFormal: Standard sentence syntax of work : Standard sentence syntax of work

and school.and school. ConsultativeConsultative: Formal register when used : Formal register when used

with conversation. Discourse patterns with conversation. Discourse patterns slightly less formal.slightly less formal.

CasualCasual: Language between friends: 400-: Language between friends: 400-800 word vocabulary. Non-specific word-800 word vocabulary. Non-specific word-choice; non-verbal assists determine choice; non-verbal assists determine meaning. Sentence syntax often incomplete.meaning. Sentence syntax often incomplete.

IntimateIntimate: Language between lovers or twins. : Language between lovers or twins. The language of sexual harassment.The language of sexual harassment.

Vocabulary InstructionVocabulary Instruction

Concept vocabularyConcept vocabulary Big idea words: Big idea words: attrition, populism, hypothesisattrition, populism, hypothesis

ContextContext vocabulary vocabulary Words that have multiple meanings: Words that have multiple meanings: economy, economy,

mine, elements, book, state, set, casemine, elements, book, state, set, case Vocabulary structureVocabulary structure

Words with recognizable Latin cognates: Words with recognizable Latin cognates: migratory, revolt, spectatormigratory, revolt, spectator

Jim Cummins-Word HarvestingJim Cummins-Word Harvesting

What Words to TeachWhat Words to TeachBringing Words to LifeBringing Words to Life—ROBUST Vocabulary Instruction—ROBUST Vocabulary InstructionIsabel Beck ,Nancy MacKowenIsabel Beck ,Nancy MacKowen

First tier wordsFirst tier words Words that you wish Words that you wish students knew, hope they can get, but you students knew, hope they can get, but you don’t have time to teach.don’t have time to teach.

Second tier wordsSecond tier words High utility words High utility words that they need to know in your class, and that they need to know in your class, and everyone else’s. everyone else’s.

Third tier wordsThird tier words Extremely specific words Extremely specific words

in your content area that require considered, in your content area that require considered, deliberate and in depth instruction.deliberate and in depth instruction.

Three Muscles:Three Muscles:

Early Language ExperienceEarly Language Experience Phonemic awareness and concept developmentPhonemic awareness and concept development Vocabulary, academic language and alphabetic principleVocabulary, academic language and alphabetic principle

Decoding muscleDecoding muscle Three ways of getting meaning off the pageThree ways of getting meaning off the page

(1)phonics…primary decoding strategy(1)phonics…primary decoding strategy (2)semantics and vocabulary (2)semantics and vocabulary (3) syntax and structure(3) syntax and structure

Fluency muscleFluency muscle Reads a lot of words fast w/ comprehension* Reads a lot of words fast w/ comprehension* Class libraries of high-interest content related articlesClass libraries of high-interest content related articles Every day, every reader reading at a level of success of Every day, every reader reading at a level of success of

self-selected quality literature (fiction or non-fiction)self-selected quality literature (fiction or non-fiction)

Text StructuresText Structures

Language ArtsLanguage Arts

Language ArtsLanguage Arts

Whose woods these are I think I know: his Whose woods these are I think I know: his house is in the village, though. He will not house is in the village, though. He will not mind me stopping here to watch his woods fill mind me stopping here to watch his woods fill up with snow. My little horse must think it queer up with snow. My little horse must think it queer to stop without a farmhouse near. He gives his to stop without a farmhouse near. He gives his harness bells a shake, to ask if there is some harness bells a shake, to ask if there is some mistake. The only other sound’s the sweep of mistake. The only other sound’s the sweep of easy wind and downy flake. The woods are easy wind and downy flake. The woods are lovely dark and deep, but I have promises to lovely dark and deep, but I have promises to keep…and miles to go before I sleep. And keep…and miles to go before I sleep. And miles to go before I sleep.miles to go before I sleep.

ScienceScience

ScienceScience

The Hall-Heroult process is essentially The Hall-Heroult process is essentially the electrolytic decomposition of purified the electrolytic decomposition of purified bauxite. In a cell made of iron, a solution bauxite. In a cell made of iron, a solution of Alof Al22OO33 in molten cryolite, Na in molten cryolite, Na33AlFAlF66, ,

conducts the current. conducts the current. Procedural words, ordinals, first, then, Procedural words, ordinals, first, then,

next, etc.next, etc.

Social StudiesSocial Studies

8

Social Studies/HistorySocial Studies/History

Although The Confederacy represented the Although The Confederacy represented the Southern states, its army attacked Gettysburg Southern states, its army attacked Gettysburg from the North. The Confederate Generals, from the North. The Confederate Generals, having spent a tough winter and spring in the having spent a tough winter and spring in the Shenandoah Valley, were desperate for Shenandoah Valley, were desperate for supplies, particularly shoes. Gettysburg, supplies, particularly shoes. Gettysburg, Pennsylvania, a farming and shoe Pennsylvania, a farming and shoe manufacturing community would hopefully manufacturing community would hopefully provide the much needed supplies. provide the much needed supplies.

Subordinating conjunctions: since, while, Subordinating conjunctions: since, while, because, although, yet, if, as if, however, etc. because, although, yet, if, as if, however, etc.

MathMath

MathMath

The architect and contractor were The architect and contractor were conferring over the blueprints of the new conferring over the blueprints of the new ten story parking garage. It needed to be ten story parking garage. It needed to be ten floors and have space for compact ten floors and have space for compact cars. Each floor required twenty-two “I” cars. Each floor required twenty-two “I” beams, plus one additional beam for beams, plus one additional beam for each additional floor after the first. each additional floor after the first. Determine the number of “I” beams and Determine the number of “I” beams and show a possible structural configuration.show a possible structural configuration.

Math ResearchMath Research

Embed in real world:make it engaging, Embed in real world:make it engaging, generating more questionsgenerating more questions

Create a language rich classroomCreate a language rich classroom Justifying, generalizations, highly verbal, highly Justifying, generalizations, highly verbal, highly

visual studentsvisual students Draw pictures, create mental images, foster Draw pictures, create mental images, foster

visualizationvisualization Build from charts, graphs & tables- also, the Build from charts, graphs & tables- also, the

misinterpretation of datamisinterpretation of data Don’t leave out measurement Don’t leave out measurement

Let’s Demystify Let’s Demystify ReadingReading

Three Muscles:Three Muscles:

Early Language ExperienceEarly Language Experience Phonemic awareness and concept developmentPhonemic awareness and concept development Vocabulary, academic language and alphabetic principleVocabulary, academic language and alphabetic principle

Decoding muscleDecoding muscle Three ways of getting meaning off the pageThree ways of getting meaning off the page

(1)phonics…primary decoding strategy(1)phonics…primary decoding strategy (2)semantics and vocabulary (2)semantics and vocabulary (3) syntax and structure(3) syntax and structure

Fluency muscleFluency muscle Reads a lot of words fast w/ comprehension* Reads a lot of words fast w/ comprehension* Class libraries of high-interest content related articlesClass libraries of high-interest content related articles Every day, every reader reading at a level of success of Every day, every reader reading at a level of success of

self-selected quality literature (fiction or non-fiction)self-selected quality literature (fiction or non-fiction)

News Flash!!!!!News Flash!!!!!

26 letters and 44 sounds26 letters and 44 sounds 16 reliable letters, (letters that always sound 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,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&r4 that are switch hitters... s,g,c&r 3 that are pests ...a,o,u3 that are pests ...a,o,u 3 that will make you CRAZY!!!!…i,e,y3 that will make you CRAZY!!!!…i,e,y Double vowels: oa, oo, ee, ea, oi, ou, auDouble vowels: oa, oo, ee, ea, oi, ou, au Blends: ch, sh, wh, st,str, pl, sl, fl, gl, cl, bl, Blends: ch, sh, wh, st,str, pl, sl, fl, gl, cl, bl,

kl,cr,scr, kl,cr,scr,

Vocabulary and PhonicsVocabulary and Phonics

stenchstench ap-pal-lingap-pal-ling de-hu-man-de-hu-man-izeize in-tro-spec-tionin-tro-spec-tion in-e-qui-tyin-e-qui-ty el-e-mentsel-e-ments cru-el-tycru-el-ty re-a-li-tyre-a-li-ty in-hu-man-i-tyin-hu-man-i-ty in-hu-manin-hu-man col-lab-o-ra-col-lab-o-ra-tiontion e-con-o-mye-con-o-myhur-dhur-dlele shshameame re-con-struc- re-con-struc-tiontion em-path-yem-path-y mmineine

Teaching Word Attack Teaching Word Attack (phonics) in Science (phonics) in Science

Con-ser-va-tionCon-ser-va-tion bun-dlebun-dle Ac-cel-er-a-tionAc-cel-er-a-tion statestate Force Force basebase MassMass mol-e-culemol-e-cule Grav-i-ta-tion-al forceGrav-i-ta-tion-al force gas-e-ousgas-e-ous Ter-min-al vel-o-cityTer-min-al vel-o-city Grav-i-ta-tion-al at-trac-tionGrav-i-ta-tion-al at-trac-tion Mo-men-tumMo-men-tum

anthropologicallyanthropologically

An-thro-po-log-i-cal-lyAn-thro-po-log-i-cal-ly

australopithecineaustralopithecine

Aus-tra-lo-pith-e-cineAus-tra-lo-pith-e-cine

Definition of Definition of ComprehensionComprehension

Comprehension is defined as:Comprehension is defined as: “ “intentional thinking during which meaning intentional thinking during which meaning

is constructed through interactions between is constructed through interactions between the text and the reader” the text and the reader” (Harris & (Harris & Hodges,1995)Hodges,1995)

STRATEGIESSTRATEGIES

ClarifyingClarifying Comparing and Comparing and

contrastingcontrasting Connecting to prior Connecting to prior

experiencesexperiences Inferencing (including Inferencing (including

generalizing and generalizing and drawing conclusions)drawing conclusions)

PredictingPredicting Questioning the textQuestioning the text Recognizing the Recognizing the

author’s purposeauthor’s purpose Seeing causal Seeing causal

relationshipsrelationships SummarizingSummarizing visualizingvisualizing

……an excerptan excerpt

Draped for the formal unveiling May 31 – Draped for the formal unveiling May 31 – with only an insouciant topknot and with only an insouciant topknot and Horton The Elephant’s trunk peeking out Horton The Elephant’s trunk peeking out – the sculptures frolic on the wide green – the sculptures frolic on the wide green linking the city library and its four linking the city library and its four museums that gave wing to the author’s museums that gave wing to the author’s imagination.--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-el words

TowelTowel TrowelTrowel Compel Compel DispelDispel DowelDowel RepelRepel BushelBushel ShovelShovel PummelPummel Level revel travel dishevelLevel revel travel dishevel

Testwiseness: An Important Piece Testwiseness: An Important Piece of a Comprehensive Intervention of a Comprehensive Intervention StrategyStrategy1.1. On-going, sustained test readiness and On-going, sustained test readiness and

rehearsal, i.e. rehearsal, i.e. testwisenesstestwiseness2.2. Phonics instruction for those who received Phonics instruction for those who received

“hit-or-miss” decoding during whole “hit-or-miss” decoding during whole language approach; language approach; analyze spelling analyze spelling errorserrors

3.3. Build fluency with an “every day, every Build fluency with an “every day, every child reads at a level of success” child reads at a level of success” approach; assess for oral approach; assess for oral expression, expression, pace and accuracypace and accuracy

4.4. Use regular Use regular non-fiction writing eventsnon-fiction writing events to to teach science & soc. studies syntax; teach science & soc. studies syntax; CRCT CRCT high-level comprehensionhigh-level comprehension objectivesobjectives

Teaching Comprehension Teaching Comprehension DirectlyDirectly Monitor the use of the strategyMonitor the use of the strategy Offer less coaching as less is called forOffer less coaching as less is called for Ask what strategy they are using & why, Ask what strategy they are using & why,

therefore bringing the strategy to the student’s therefore bringing the strategy to the student’s awarenessawareness

Give students continued opportunity to observe Give students continued opportunity to observe more modelingmore modeling

Provide multiple and ongoing opportunities for Provide multiple and ongoing opportunities for students to interact w/others using a variety of students to interact w/others using a variety of texttext

How do I teach those How do I teach those strategies?strategies? Decide which strategy you want to model Decide which strategy you want to model

and which text to useand which text to use Tell your students which strategy you are Tell your students which strategy you are

going to practice while you readgoing to practice while you read Read the passage to the students modeling Read the passage to the students modeling

the strategy you are using..think aloudthe strategy you are using..think aloud During real reading, give your students During real reading, give your students

multiple chances to practicemultiple chances to practice Continue modeling as the genre or text Continue modeling as the genre or text

structure changesstructure changes Give students a chance to practice without Give students a chance to practice without

your coaching or supportyour coaching or support

Recent Headlines and Recent Headlines and QuotesQuotes

More than half of California 9th Graders Flunk More than half of California 9th Graders Flunk Exit Exam, Exit Exam, Education WeekEducation Week

““It will take at least ten years to reach It will take at least ten years to reach proficiency for all learners”NCLBproficiency for all learners”NCLB

““adequate yearly progress” adequate yearly progress” President BushPresident Bush

Still Leaving Children Behind Still Leaving Children Behind Krista Kafta, Heritage Krista Kafta, Heritage FoundationFoundation

Reading is the New Requisite for MathReading is the New Requisite for Math Education Education WeekWeek

Struggling Older ReaderStruggling Older Reader

Incomplete beginning reading instructionIncomplete beginning reading instruction Lacks metacognitive strategiesLacks metacognitive strategies Limited prior knowledgeLimited prior knowledge Limited word study skills and spellingLimited word study skills and spelling No text available at level of successNo text available at level of success No adults modeling readingNo adults modeling reading No history of reading successNo history of reading success

Five Keys to No Child Left Five Keys to No Child Left BehindBehind

Vertical team study of 4-9 reading Vertical team study of 4-9 reading curriculum with evidence of student workcurriculum with evidence of student work

Phonemic Awareness &Phonics training Phonemic Awareness &Phonics training for 4th through 9th grade teachers for 4th through 9th grade teachers

Vocabulary instruction training geared Vocabulary instruction training geared more toward “word harvest”more toward “word harvest”

Ready availability of compelling leveled Ready availability of compelling leveled text with conditional assessmenttext with conditional assessment

Classroom management strategies that Classroom management strategies that provide intensity and focus for below level provide intensity and focus for below level readers 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 Old Syllable-the part the part of a word controlled by a vowel- In of a word controlled by a vowel- In English, there are 6 typesEnglish, there are 6 types

Syllable that is a single letter, single vowel, as in Syllable that is a single letter, single vowel, as in aa--bout, bout, ii-dent--dent-ii-fy, -fy, ee-lec-tric, -lec-tric, aa-vail--vail-aa-ble-ble

Syllable ending in vowel, as in cru-el-ty,Syllable ending in vowel, as in cru-el-ty, Syllable ending in a consonant, as in Syllable ending in a consonant, as in alal-co--co-holhol, , concon-su--su-mermer, ,

athath-lete-leteSyllable ending in -tion-sion, as in in-tro-duc-Syllable ending in -tion-sion, as in in-tro-duc-tiontion

Syllable ending in -le, as in tin-gSyllable ending in -le, as in tin-glele, pic-, pic-klekle, bi-cy-, bi-cy-clecle Syllable ending with a vowel, consonant, silent “e”, as in Syllable ending with a vowel, consonant, silent “e”, as in

shameshame, , dimedime, , kitekite, mon-o-, mon-o-tonetone, val-en-, val-en-tinetine O-leO-le Que-soQue-so Cam-e-ro-nesCam-e-ro-nes

Grammar IS SyntaxGrammar IS Syntax

The power the lowly prepositionThe power the lowly preposition The power of the subordinating The power of the subordinating

conjunctionconjunction

PersuasivePersuasive

State opinionState opinion Support with clear evidence or examplesSupport with clear evidence or examples PersonalizePersonalize Appeal to the emotionsAppeal to the emotions Graphic imageryGraphic imagery Structured argumentStructured argument All to actionAll to action

Phoneme IsolationPhoneme Isolation

Children recognize individual sounds in a Children recognize individual sounds in a word.word.

Teacher:Teacher: What is the first sound in What is the first sound in vanvan??

Children:Children: The first sound in The first sound in vanvan is / is /vv/./.

Phoneme IdentityPhoneme Identity

Children recognize the same sounds in Children recognize the same sounds in different words.different words.

Teacher:Teacher: What sound is the same in What sound is the same in fixfix, , fallfall, and, and fun fun??

Children:Children: The first sound, /The first sound, /ff/, is the same./, is the same.

Phoneme CategorizationPhoneme Categorization

Children recognize the word in a set of three or Children recognize the word in a set of three or four words that has the “odd” sound.four words that has the “odd” sound.

Teacher:Teacher: Which word doesn’t belong? Which word doesn’t belong? BusBus, , bunbun, , rugrug..

Children:Children: RugRug does not belong. It doesn’t begin with / does not belong. It doesn’t begin with /bb/./.

Phoneme BlendingPhoneme Blending

Children listen to a sequence of separately Children listen to a sequence of separately spoken phonemes, and then combine the spoken phonemes, and then combine the phonemes to form a word.phonemes to form a word.

Teacher:Teacher: What word is /What word is /bb/ // /ii/ // /gg/?/?

Children:Children: //bb/ // /ii/ // /gg/ is / is bigbig..

Teacher:Teacher: Now let’s write the sounds in big: /Now let’s write the sounds in big: /bb/ // /ii/ // /gg/. (Teacher /. (Teacher

writes writes bigbig.) Now we’re going to read the word .) Now we’re going to read the word bigbig..

Phoneme SegmentationPhoneme Segmentation

Children break a word into its separate sounds, Children break a word into its separate sounds, saying each sound as they tap out or count it.saying each sound as they tap out or count it.

Teacher:Teacher: How many sounds are in How many sounds are in grabgrab??

Children:Children: //gg/ // /rr/ // /aa/ // /bb/. Four sounds./. Four sounds.

Teacher:Teacher: Now let’s write the sounds in Now let’s write the sounds in grabgrab: /: /gg/ // /rr/ // /aa/ // /bb/. /.

(Teacher writes (Teacher writes grabgrab.) Now we’re going to read .) Now we’re going to read the word the word grabgrab..

Phoneme DeletionPhoneme Deletion

Children recognize the word that remains Children recognize the word that remains when a phoneme is removed from when a phoneme is removed from another word.another word.

Teacher:Teacher: What is What is smilesmile without the / without the /ss/?/?

Children:Children: SmileSmile without the / without the /ss/ is / is milemile..

Phoneme AdditionPhoneme Addition

Children make a new word by adding a Children make a new word by adding a phoneme to an existing word.phoneme to an existing word.

Teacher:Teacher: What word do you have if you add /What word do you have if you add /ss/ to the / to the

beginning of beginning of parkpark??

Children:Children: SparkSpark..

Phoneme SubstitutionPhoneme Substitution

Children substitute one phoneme for Children substitute one phoneme for another to make a new word.another to make a new word.

Teacher:Teacher: The word is The word is bugbug. Change /. Change /gg/ to // to /nn/. What’s /. What’s

the new word?the new word?

Children:Children: BunBun..

What should be done?What should be done?

1.1. Dedicated developmental reading testing Dedicated developmental reading testing preparedness program 5th through 8thpreparedness program 5th through 8th

2.2. Continued professional development for ALL Continued professional development for ALL teachers in reading intervention 5-12teachers in reading intervention 5-12

3.3. Initiate on-going professional development in Initiate on-going professional development in science, social studies, and math reading & science, social studies, and math reading & writingwriting

4.4. Integrate a “testwiseness” curriculum for state Integrate a “testwiseness” curriculum for state testing programs with strong emphasis on the testing programs with strong emphasis on the content areascontent areas

Reader ResponseReader Response

Review the storyReview the story Select a sentence or phrase that lingersSelect a sentence or phrase that lingers Write down two reasons for selecting that Write down two reasons for selecting that Share your sentence and reasons Share your sentence and reasons

w/othersw/others Come to consensusCome to consensus Be prepared to share to groupBe prepared to share to group

What is being done?What is being done?

Mandatory summer schoolMandatory summer school Same thing, but LOUDERSame thing, but LOUDER Expensive intervention programs with Expensive intervention programs with

uneven resultsuneven results Teacher training institutions changing Teacher training institutions changing

reading requirementsreading requirements

Five Steps to Two Years’ Five Steps to Two Years’ Growth for One Year of Growth for One Year of InstructionInstruction

Vertical team study of k-8 reading curriculum Vertical team study of k-8 reading curriculum with evidence of student workwith evidence of student work

Phonics training for 3Phonics training for 3rdrd through 8 through 8thth grade grade teachers teachers

Vocabulary instruction training geared more Vocabulary instruction training geared more toward “word harvest”toward “word harvest”

Ready availability of compelling leveled text Ready availability of compelling leveled text with conditional assessmentwith conditional assessment

Classroom management strategies that Classroom management strategies that provide intensity and focus for below level provide intensity and focus for below level readers readers

The Goal: Show The Goal: Show ImprovementImprovement

Growth triggers fundingGrowth triggers funding

Data is the gatekeeper Data is the gatekeeper

No improvement: no moneyNo improvement: no money

Show enough growth to secure fundingShow enough growth to secure funding

What will be considered growth?What will be considered growth?

What you can do in the What you can do in the classroom?classroom?

DisciplineDiscipline Use the adult voice first, then the parent Use the adult voice first, then the parent

voice.voice. To avoid arguments with parents and To avoid arguments with parents and

students, use the adult voice.students, use the adult voice. Use discipline interventions as an Use discipline interventions as an

opportunity for instruction.opportunity for instruction. Use the parent voice to stop behaviors. Use Use the parent voice to stop behaviors. Use

the parent voice to change behaviors.the parent voice to change behaviors.

Useful ReferencesUseful References Adams, M.J. (2000). Beginning to Read: thinking and learning Adams, M.J. (2000). Beginning to Read: thinking and learning

about print. Cambridge, MA: The MIT Press.about print. Cambridge, MA: The MIT Press. Alexander, K. & Entwisle, D. (1996). Schools and children at risk. Alexander, K. & Entwisle, D. (1996). Schools and children at risk.

In A. Booth & J. Dunn (Eds.). In A. Booth & J. Dunn (Eds.). Family-school links: How do they Family-school links: How do they affect educational outcomes?affect educational outcomes? Hillsdale, NJ: Erlbaum. Hillsdale, NJ: Erlbaum.

Baker, L. (1994). Baker, L. (1994). Contexts of emergent literacy: Everyday home Contexts of emergent literacy: Everyday home experiences of urban pre-kindergarten childrenexperiences of urban pre-kindergarten children. College Park, MD: . College Park, MD: National Reading Research Center.National Reading Research Center.

Baker, L., D. Scher, and K. Mackler. (1997). Home and family Baker, L., D. Scher, and K. Mackler. (1997). Home and family influences on motivations for reading. Educational Psychologist influences on motivations for reading. Educational Psychologist 32(2): 69:82.32(2): 69:82.

Burns, M.S., Griffin, P., & Snow, C.E. (1999). Burns, M.S., Griffin, P., & Snow, C.E. (1999). Starting out right: A Starting out right: A guide to promoting children’s reading successguide to promoting children’s reading success. Washington, DC: . Washington, DC: National Academy Press.National Academy Press.

Baker, L., Allen. J., Schockley, B, Pelligrini, A.D., Galda, L. & Stahl, Baker, L., Allen. J., Schockley, B, Pelligrini, A.D., Galda, L. & Stahl, S. (1996). Connecting school and home: Constructing S. (1996). Connecting school and home: Constructing partnerships to foster reading development in L. Baker, P. partnerships to foster reading development in L. Baker, P. Afflerbach & D. Reinking (Eds.), Afflerbach & D. Reinking (Eds.), Developing engaged readers in Developing engaged readers in home and school communitieshome and school communities, Mahwah, New Jersey: Lawrence , Mahwah, New Jersey: Lawrence Erlbaum, pp. 21-41.Erlbaum, pp. 21-41.

Burns, M.S., Griffin, P., & Snow, C.E. (1999). Burns, M.S., Griffin, P., & Snow, C.E. (1999). Starting out right: Starting out right: A Guide to promoting children’s reading successA Guide to promoting children’s reading success. Washington, . Washington, DC: National Academy Press.DC: National Academy Press.

Bus. A.G., M.H. van Ijzendoorn, and A.D. Pellegrini. (1995). Bus. A.G., M.H. van Ijzendoorn, and A.D. Pellegrini. (1995). Joint book reading makes for success in learning to read: A Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. meta-analysis on intergenerational transmission of literacy. Review of Educational ResearchReview of Educational Research: 65(1): 1-21.: 65(1): 1-21.

Center for the Improvement of Early Reading Achievement. Center for the Improvement of Early Reading Achievement. (2001). (2001). Put reading first: The research building blocks for Put reading first: The research building blocks for teaching children to readteaching children to read. Jessup, MD: Partnership for Reading. . Jessup, MD: Partnership for Reading. Available: Available: www.nifl.govwww.nifl.gov..

Edwards, P.A. (1995). Empowering low income mothers and Edwards, P.A. (1995). Empowering low income mothers and fathers to share books with young children. fathers to share books with young children. The reading teacher The reading teacher 4848: 4888-564.: 4888-564.

Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., & Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., & Simmons, B.S. (1997). Simmons, B.S. (1997). School, family and community School, family and community partnerships: Your handbook for actionpartnerships: Your handbook for action. Thousand Oaks, CA: . Thousand Oaks, CA: Corwin Press.Corwin Press.

Gallimore, R., & Goldenberg, C. (1993). Activity settings of Gallimore, R., & Goldenberg, C. (1993). Activity settings of early literacy: Home and school factors in children’s emergent early literacy: Home and school factors in children’s emergent literacy. In E. Forman, N. Minick, & A. Stone (Eds.), Contexts for literacy. In E. Forman, N. Minick, & A. Stone (Eds.), Contexts for learning: learning: Sociocultural dynamics in children’s developmentSociocultural dynamics in children’s development (pp. (pp. 315-335). New York: Oxford University Press.315-335). New York: Oxford University Press.

Gentile, L. M., & McMillan, M.M. (1992). Gentile, L. M., & McMillan, M.M. (1992). Literacy for students at-Literacy for students at-risk; Developing critical dialogues. risk; Developing critical dialogues. Journal of ReadingJournal of Reading, 35, 636-, 35, 636-640.640.

Hart, Betty & Risley, Todd R. (1995). Meaningful Differences in the Hart, Betty & Risley, Todd R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Paul H Everyday Experience of Young American Children. Paul H Brookes Pub Co.Brookes Pub Co.

Lyon, G.R. (1998). Overview of reading and literacy initiatives. Lyon, G.R. (1998). Overview of reading and literacy initiatives. Testimony Provided to the Committee on Labor and Human Testimony Provided to the Committee on Labor and Human Resources, United States Senate. Bethesda, MD: National Resources, United States Senate. Bethesda, MD: National Institute of child Health and Human Development.Institute of child Health and Human Development.

Moats, L. (1999, June). Teaching Reading is Rocket Science. Moats, L. (1999, June). Teaching Reading is Rocket Science. Wahington, DC: American Federation of Teachers. Available Wahington, DC: American Federation of Teachers. Available online: online: http://www.aft.org/edissues/rocketscience.htmhttp://www.aft.org/edissues/rocketscience.htm National National Center for Education Statistics (1998). Center for Education Statistics (1998). Characteristics of children’s Characteristics of children’s early care and Education programs: Data from, the 1995 National early care and Education programs: Data from, the 1995 National Household Education Surveys Household Education Surveys (NCES No. 98-128).(NCES No. 98-128).

National Reading Panel. (1999). National Reading Panel. (1999). Teaching children to read: An Teaching children to read: An evidence-based Assessment of the scientific research literature on evidence-based Assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the reading and its implications for reading instruction: Reports of the subgroupssubgroups. Washington DC: National Institute of Child Health and . Washington DC: National Institute of Child Health and Human Development. Available: Human Development. Available: www.nichd.nih.gov/publications/pubskeywww.nichd.nih.gov/publications/pubskey..

O’Donnell, M.P., & Wood, M. (1992). O’Donnell, M.P., & Wood, M. (1992). Becoming a reader: A Becoming a reader: A developmental instructiondevelopmental instruction. Boston: Allyn & Bacon.. Boston: Allyn & Bacon.

Oldfather, P. & Wigfield, A. (1996). Children’s motivations for Oldfather, P. & Wigfield, A. (1996). Children’s motivations for literacy learning in Developing. In L. Baker, C. Afflorbach & D. literacy learning in Developing. In L. Baker, C. Afflorbach & D. Reinking (Eds.). Reinking (Eds.). Developing engaged readers in home and school Developing engaged readers in home and school communitiescommunities. (pp. 89-113, Mahwah, New Jersey: Lawrence . (pp. 89-113, Mahwah, New Jersey: Lawrence Erlbaum.Erlbaum.

Riley, J. (1996). Riley, J. (1996). The teaching of readingThe teaching of reading, London: Paul Chapman., London: Paul Chapman. Robbins, C., and L.C. Ehri. (1994). Reading storybooks to Robbins, C., and L.C. Ehri. (1994). Reading storybooks to

kindergarteners helps them learn new vocabulary words. kindergarteners helps them learn new vocabulary words. Journal Journal of Educational Psychologyof Educational Psychology 86(1): 54-64. 86(1): 54-64.

Snow, Catherine E., M. Susan Burns, and Peg Griffin. (1998). Snow, Catherine E., M. Susan Burns, and Peg Griffin. (1998). Preventing Reading Difficulties in Young ChildrenPreventing Reading Difficulties in Young Children. Washington . Washington D.C., National Academy Press.D.C., National Academy Press.

Sonnenschein, S., Brody, G., & Munsterman, K. (1996). The Sonnenschein, S., Brody, G., & Munsterman, K. (1996). The influence of family beliefs and practices on children’s early reading influence of family beliefs and practices on children’s early reading development, In L. Baker, P. Afflerback & D. Reinking (Eds.). development, In L. Baker, P. Afflerback & D. Reinking (Eds.). Developing engaged readers in home and school communitiesDeveloping engaged readers in home and school communities . . Mahwah, New Jersey: Lawrence Erlbaum. PP. 3-20.Mahwah, New Jersey: Lawrence Erlbaum. PP. 3-20.

U.S. Department of Education. (1999). Start early, finish strong: U.S. Department of Education. (1999). Start early, finish strong: How to help every child become a reader (America Reads How to help every child become a reader (America Reads Challenge), Washington, D.C.: author. Available online: Challenge), Washington, D.C.: author. Available online: http://www.ed.gov.pubs/startearly/http://www.ed.gov.pubs/startearly/

Take Me Out to the Take Me Out to the BallgameBallgame

Take out to the ballgameTake out to the ballgame Take me out to the crowdTake me out to the crowd Buy me some peanuts and crackerjacksBuy me some peanuts and crackerjacks I don’t care if I ever get backI don’t care if I ever get back Let me root, root ,root for the home teamLet me root, root ,root for the home team If they don’t win it’s a shameIf they don’t win it’s a shame For it’s one, two, three strikes you’re out For it’s one, two, three strikes you’re out At the old ball gameAt the old ball game

What is fluencyWhat is fluency

Attaching sounds quickly to lettersAttaching sounds quickly to letters Blending and segmenting quicklyBlending and segmenting quickly Knowing most of the words you are Knowing most of the words you are

readingreading Paying attention Paying attention

Your students the Your students the practice practice

Give your students the prac-tice,Give your students the prac-tice, To read with ease and con-fi-denceTo read with ease and con-fi-dence And wa----tch ac-c-u-ra-cy andAnd wa----tch ac-c-u-ra-cy and Un-der-sta-a-a-n-ding. Soar by:Un-der-sta-a-a-n-ding. Soar by: Mo-del flu-et read-ingMo-del flu-et read-ing Do re-pea-ted read-ingDo re-pea-ted read-ing Promote phrased read-ingPromote phrased read-ing En-list tu-tors (to help)En-list tu-tors (to help) And try readers’ theater in classAnd try readers’ theater in class

The ChallengeThe Challenge

After third grade, the achievement gap After third grade, the achievement gap with minority, second language, and with minority, second language, and low-income learners widens low-income learners widens substantiallysubstantially Incomplete beginning reading instructionIncomplete beginning reading instruction Serious vocabulary deficitSerious vocabulary deficit Very limited knowledge of text structureVery limited knowledge of text structure Misconceptions about fluencyMisconceptions about fluency Lack of meaningful early comprehension assessmentLack of meaningful early comprehension assessment