literacy coaches content chairs august 2008 minute block... · literacy coaches content chairs...
TRANSCRIPT
•Think about your personal and/or professional life.•Write down 3 famous slogans, sayings, or lines of poetry that seem appropriate for describing your personal life or professional career.•"The early bird catches the worm" • "Do unto others as you would have them do unto you“•“A rolling stone gathers no moss!”
Icebreaker
Welcome to a New Year!
“This is what it is. We can’t change it. We just have to decide how we’ll react to it. We cannot change the cards we are dealt, just how we play the hand.”
How will you react? Are you Tigger or Eeyore?
Randy Pausch
The Last Lecture
ELA Instructional Coaches
� Kathy Kelly� [email protected]� ELA District Chair
� Cindy LaRiccia� [email protected]
� Norman Kennedy� [email protected]
� Edith Bacon � [email protected]� Kindergarten
WilsonSmith
Stubbs*West ParkMcVey*
PulaskiMarshallMaclary
PalmerJonesGallaher *
BrooksideLeasure*Downes
BancroftKeene*Brader
Cindy LaRicciaNorm KennedyKathy Kelly
*indicates home schools
Instructional Coach Contacts
Instructional Coach Roles
� Coaches support the instructional initiatives of the district by directly providing coaching and technical support to schools
� Professional Learning Communities
� Inclusionary Practices (including Response to Intervention)
� School Improvement Plans (SIP)
� Coaching Support for Teachers
� School Instructional Focus
Literacy Coach and Content Chair Roles
� Literacy Coach� Take district level professional
development back to teachers and staff at building level
� Assist teachers with:
� Differentiated instruction
� Model lessons
� Analyze data
� Ensure fidelity to 90 minute block and core curriculum
� Provide assistance with DIBELS assessments and progress monitoring
� Content Chair� Take district level professional
development back to teachers and staff at building level
� Common Assessments
� Collect data on common assessments
� Analyze data
� Make instructional decisions that align with 90 minute block and core curriculum
� Website resources
Response to Intervention
� “If students do not receive high quality initial instruction, and do not have available to them reasonable interventions if they struggle in the classroom, then far too many students will be judged to have learning disabilities” (Torgeson, 2007)
What is Response to Intervention (RtI)?
� Practice of providing high-quality instruction and interventions matched to student needs
� Practice of using progress monitoring(learning rate over time and level of performance) to make important educational decisions
RtI Model
� FROM……
� Problem resides within child
� TO…….
� Assume first that student problem is with instruction
RTI Instructional Model
� 3 Components of RTI� High quality initial instruction along with small group instruction that is differentiated according to student needs
� Reliable screening and progress monitoring to identify students falling behind
� Interventions for struggling readers provided by the classroom teacher and/or reading support personnel
RTI Instructional Model
� 3 Tiers of RTI
� Tier 1: High Quality Instruction
� Tier 2: Interventions provided by the classroom teacher in differentiated small groups
� Tier 3: Intense Intervention (which could lead to possible identification and qualification for special education services)
High Quality Core Instruction
Focus
Program
Interventionist
Setting
Grouping
Time
Assessment
For all students
Scientific-based curriculum and instruction implemented with
fidelity (Houghton Mifflin)
General education teacher
General education classroom
Flexible grouping
90 minutes or more per day (reading)
Screening assessment at beginning, middle,
and end of the academic year (3 x yearly)
DIBELS w/ Progress Monitoring
Five Strands
Scientifically-based instruction in reading
� Phonemic Awareness
� Phonics
� Fluency
� Vocabulary
� Comprehension
Reschly RTI
Teaching Methodology
Explicit Instruction� Modeling
� Guided practice
� Practice to automaticity
� Application
Reschly RTI
Routine Assessment of Progress
� Screen all students, begin in K; 3 times per year with appropriate early literacy measure (DIBELS)
� More intense instruction and monitoring within classroom for students below trajectories
� Increase assessment as per RtI regulations
� Must use standardized data (uniformity in administration, scoring, interpretation)
Reschly RTI
90 Minute Block Overview
� Interactive Read Aloud
� 30-45 minutes whole group core instruction
� 45-60 minutes differentiated small group instruction (15-20 minutes per group)
� Strategic group (phonics & fluency)
� Intensive group (Phonics, phonemic awareness, and/or fluency)
� Benchmark group (vocabulary & comprehension plus extension)
Small Group FormatTimes are only guidelines…they are not set in stone!
Application of new skill utilizing text (decodable text, leveled reader, phonics reader, etc)
10-15 minutes
Skill focus on no more than 2 concepts (phonemic awareness, phonics, fluency, vocabulary, comprehension)
10-15 minutes
Explicit instruction reviewing previous day’s skills/reading warm up
(partner read, whisper read-with teacher guidance and corrective feedback)
No more than 5 minutes
Strategic Group-Grades 1 & 2 (possibly 3)
Application of skills with a phonics reader, decodable text, leveled reader, etc.
5-10 minutes
Phonics/Decoding/Word Recognition
White boards, letter tiles, word sorts, magnetic boards
www.fcrr.org
5-10 minutes
Fluency
Partner reader, whisper read
High Frequency Words, leveled readers, letter sounds
5-10 minutes
Strategic Group Grades 3-5Word Recognition and Fluency
Phonics work (sounding and blending)
4 minutes
Decodable text-whisper reading4 minutes
High Frequency Words (introduce new/review old)
4 minutes
Decodable text-whisper reading3 minutes
Strategic Group Grades 3-5Fluency and Comprehension
Choral or echo read new text portion
5 minutes
Summary or inference questions8 minutes
Partner or whisper read same text portion
5 minutes
Pre-teach difficult words2 minutes
Intensive Group Lower Grades
Application of phonic skills to words or with a phonics reader, decodable text, etc.
10 minutes
Phonics/Phonemic Awareness/Decoding
Phonics/Decoding/Word Recognition
White boards, letter tiles, word sorts, magnetic boards
www.fcrr.org
10-15 minutes
Explicit instruction of:
High Frequency Words
Letter names/sounds
Segmenting and blending
Say-it-and-move-it (Road to the Code)
5 minutes
Intensive Group Upper Grades
Application of phonic skills to words or with a phonics reader, decodable text, etc.
10 minutes
Phonics/Phonemic Awareness/Decoding
Phonics/Decoding/Word Recognition
White boards, letter tiles, word sorts, magnetic boards
www.fcrr.org
10-15 minutes
Explicit instruction of:
High Frequency Words
Letter Patterns
Whisper/Partner Read (if applicable)
5 minutes
Benchmark GroupFluency and Comprehension
Summary or inference questions8 minutes
Partner or whisper read same text portion
5 minutes
Choral or echo read new text portion
5 minutes
Pre-teach difficult words2 minutes
Benchmark GroupVocabulary and Comprehension
Comprehension discussion4 minutes
Whisper read or teacher read aloud
7 minutes
Review comprehension strategy1 minute
Pre-teach vocabulary3 minutes
Independent Practice Ideas
� Look for materials already in the core
� Daily paired readings and re-readings
� Writing in response to reading
� Activity related to read aloud
� Independent read with accountability
� Extension from small group work
90 Minute Block Overview
� Start right away with management
� Get students into the routines
� Build in accountability for all students at all times
� Set expectations for independent practice
90 Minute Block Overview
� One step at a time…
� Establish and post your 90 minute block schedule (include whole group and needs based instruction)
� Assess
� Determine your groups based on your data
� Identify needs and plan for explicit instruction
� Target the intensive group
� Bring in the strategic and benchmark groups
What tools should I use to target student needs?
� Spelling Inventory
� Phonics Inventory
� Fry Sight Word Inventory
Practice
� Let’s take some time to practice…
� Spelling inventory
� Phonics inventory
� Fry sight word inventory
Internet
� http://www.christina.k12.de.us/LiteracyLinks/ElemResources.htm
� Pacing guides
� Spelling inventory, phonics inventory, fry sight word inventory
� Planning template
� Sample schedule
� Weekly overview
� Elementary Literacy Plan
Florida Center for Reading Research
� http://www.fcrr.org/
� Student center activities search tool
� http://www.fcrr.org/assessment/ET/index.html
� Empowering teachers
Literacy Coach Meetings8:30-3:30 Gauger Staff Development Room unless otherwise noted
� August 19th
� September 12th (12pm-3pm)� September 26th
� October 3rd, 24th
� November 7th, 21st
� December 5th (Eden Library)� January 16th
� February 13th
� March 6th
� April 3rd
� May 8th