summit 9 foundational skills in early literacy lawonda smith ospi program supervisor title i part a...
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Summit 9Foundational Skills in Early Literacy
LaWonda Smith
OSPI Program Supervisor
Title I Part A
Amy Ripley
OSPI Specialist
Teaching & Learning ELA
WHEN STRUGGLING READERS THRIVE: DREAMS COME TRUE – JUNE 23, 2015
THE WASHINGTON VISION
Every Washington public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the 21st century.
STRUGGLING READERS SUMMIT 8 2015
Foundational Skills In Early Literacy Goals
STRUGGLING READERS SUMMIT 2015
• Understand system-wide development of Foundational Reading Skills for early learners• Common Core State Standards
• Incorporate best practices for early literacy instruction
• Operationalize socio-emotional culturally responsive pedagogy
• Familiarize participants with resources that support early literacy
STRUGGLING READERS SUMMIT 2015
The Comprehensive Literacy Plan
• The Comprehensive Literacy Plan for Birth to 12
• Expanded definition of literacy
• Integrates the Common Core State Standards
• Supports a multi-level instructional framework
Washington’s Approach To Literacy Foundational reading skills, in literacy are paramount before students can move to conventional literacy. An improved vocabulary and higher order thinking (comprehension) are the result.
Emergent Early Conventi
onal
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LITERACY
Grouping Structures for InstructionStructure What? Who and When? Why?
Whole-Group Phonics Phonemic
Awareness Fluency Core program
All students Every day (30-45
minutes)
Teach grade level material
oral language vocabulary Model
strategies/skills
Small-groups Pre-teach, re-teach, explicit work on Foundational Skills
Flexible groups with similar needs
Lower readers meet more often
20-30 minutes
Focus on specific skills and strategies
Scaffold/support
One-on-one Assess, conference
Listen to reading
All students at least once a week (3-5 min)
Progress monitoring
Touching base about reading
5 Powerful Questions Teachers Can Ask If you are like many of us, question-asking is one area in which you might wish to grow. Start tomorrow with these five:
1. What do you think? 2. Why do you think that? 3. How do you know this? 4. Can you tell me more? 5. What questions do you still have?
How do you ask questions in your classroom, and what have you found that works well?www.edutopia.org/five-powerful -questions-teachers-ask-students-rebecca-alber
Literacy Work Stations & Traditional Centers
Literacy Work Stations• Teacher models with materials • Reflect reading levels, familiar strategies, and topics • Year-long stations with daily visits• Differentiated materials
Traditional Centers• Random materials • Changed weekly• Only if work is finished• Same activities • Teacher prepares • Small groups do the same activity
STRUGGLING READERS SUMMIT 2015
Elements of Effective Work Stations
Listening
Classroom Library
Writing
Big Books or Pocket Chart
Content Area
ABC/Word Work
Phonemic Awareness
Cognitive Strategy: Bead Counting
Purpose: To assist students in blending and segmenting phonemes.
Process:1. Make individual bead strings with six beads on a long cord.2. String the beads on the cord and tie a knot at the end. 3. Call out a word card from a deck of word cards.4 .Have students use their bead counters to count the number of
phonemes in the word.
Variation: Stack unifix cubes, use bingo chips with Elkonin Boxes, Finger/body tapping, etc. -Lane & Pullen, 2004
Fluency Accuracy, intonation, rate
Choral Reading – entire class reads one text in unison Refrain – One student reads most of text, and the whole group chimes in to read key segments chorally Echo – Teacher reads first, then students echo chorally Cloze – Teacher reads aloud and stops; then students finish the sentence or the missing word.
- Rasinski, 2003
Phonics Cognitive Strategy: Word Pockets
Purpose: To assist students in word building.Process:
1. Distribute word pockets and letter cards to students.2. Use large pocket chart to model word building procedure.3. Students build words using their letter cards and individual
word pockets
-Lane & Pullen, 2004
Get Ready…Get Set…Go!
• Train students in rules, routines, and structure• Practice and build stamina• Begin literacy work stations, one at a time• Once students are functioning well at work stations then
the teacher will be able to implement small-group differentiated instruction.
• Begin with only one group during the independent work time, then gradually add another.
Think back to the beginning…• Regular practice with complex text and academic language
• Reading, writing, and speaking grounded in evidence from literary and non-fiction texts
• Building knowledge through content-rich non-fiction texts
Focus on the System-Wide Development, Delivery, and Diverse Learners
STRUGGLING READERS SUMMIT 2015
Literacy Development
Social Emotional
BalanceClosing the
Opportunity Gap
Comprehension
Vocabulary Development
Literacy Work Stations
Small Groups
Core InstructionBig Five
Culturally Responsive Pedagogy
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Is the achievement gap a function of poverty or
race?
Opportunity Gap . . . opportunity gap refers to inputs—the unequal or inequitable distribution of resources and opportunities—while achievement gap refers to outputs—the unequal or inequitable distribution of educational results and benefits.
Hidden curriculum (2014, August 26)
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Achievement Gap and Vocabulary
Meaningful Differences in the Everyday Experience of Young American ChildrenBetty Hart and Todd R. Risley, Brookes Publishing, 1995 (4th printing, January 2003)
Age 3 to Third Grade Accomplishments
Dale Walker, recruited 29 of the 42 families to participate in a study of their children's school performance in the third grade, when the children were nine to 10 years old. It was discovered that accomplishments at age 3 predicted measures of language skill at age 9-10.
http://www.aft.org/ae/spring2003/hart_risley
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Culturally Responsive Teaching
Geneva Gay (Culturally Responsive Teaching, 2000) defines culturally responsive teaching as using the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective for them; it teaches to and through the strengths of these students.
Brown-Jeffy, Shelly & Cooper, Jewell E. Toward a Conceptual Framework of Culturally Relevant Pedagogy: An Overview of the Conceptual and Theoretical Literature. Teacher Education Quarterly, Winter 2011.
Conceptual Framework
Culturally Relevant Pedagogy
Equity and Excellence
Developmental Appropriateness
Identity and Achievement
Teaching the Whole
Child
Student Support
Intervention Goal
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“Because the goal of an intervention would be to equalize children's early experience, we need to estimate the amount of experience children of
different SES groups might bring to an intervention that began in preschool at age 4.”
http://www.aft.org/ae/spring2003/hart_risley
How might your current instruction and/or intervention goal for struggling/vulnerable learners adjust in consideration of poverty
and/or race?
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Great reading, writing, and communication practice.
Targeted and useful assessments to gauge literacy skills and drive instructional choices.
ESSB 5946:◦ Communicate with parents◦ Support teachers’ careful
attention to learning trajectories.◦ Build system-wide supports for
each child needing extra assistance.
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Resources Support Literacy for ALL Kids
http://www.k12.wa.us/SSEO/pubdocs/ESSB5946AAG.pdf
Educator and Family Resources
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Your Child's Progress
Early Learning & Development Guidelines
Explore the early years of a child’s development.
Understand the whole child.
Maximize each child’s learning potential.
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Statewide Coordination and Collaboration
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Washington
Be More Awesome! Be More Awesome
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ELA/Literacy Support
STRUGGLING READERS SUMMIT 2015
LaWonda Smith, [email protected]
Amy Ripley, MBA, [email protected]
General Email:[email protected]://www.k12.wa.us
References
References
Diller, D. (2003). Literacy work stations: Making centers work. Portland, Me.: Stenhouse.
Diller, D. (2007). Making the most of small groups: Differentiation for all. Portland, Me.: Stenhouse.
Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.
Paratore, J. R., Cassano, C. M., & Schickendanz, J. A. (2011). Supporting Early (and later) literacy development at home and at school. In M. L. Kamil (Author), Handbook of reading research: Volume IV (Vol. IV, pp. 108-125). New York, NY: Routeldge: Taylor and Francis Group.
University of Oregon: Center for Teaching and Learning. (2015). Big ideas in beginning reading. Retrieved from http://reading.uoregon.edu/
STRUGGLING READERS SUMMIT 2015