Jackie Clark and Linda Bailey October 18, 2013

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Jackie Clark and Linda BaileyOctober 18, 2013

Reading Really Matters

Practices that encourage successful readersFocus today: how to assist the struggling reader, an overview of instructional strategies, accommodations, & resources. 1Introduction and OutcomesChildren who enjoy reading will naturally spend more time reading. Students who enjoy reading will become more successful readers.They usually do better in school, score average to above on assessments, and will do better in higher education.Most children who enjoy reading will grow up to have better opportunities in life.With CCSS, ALL students are expected to achieve, to become College & Career Ready. Mention UDL, SDI, LRE, and Collaboration is the key.

2 Share your Favorite Book Pair /Share Activity

1. Count off!2. Move to the designated area.3. Share your favorite childrens book.4. This is my favorite book because

Where is the Data? According to a 2011 U.S. Department of Education Report68% of 12th graders from low SES backgrounds graduated with a diploma in 2008 vs. 91% from non-poverty backgrounds.Nationally, 25% of college freshmen drop-out.The average student today will have 10-14 jobs during their lifetime.

SES- Socio-economic status. CCSS goal: to include ALL students. Clearly, as educators, our goal is to more effectively reverse these trends by focusing on effective practices. Student engagement, motivation = closing the gap, improving student achievement. Ask participants to check their state and district websites.

4 Other FactorsApproximately 2/3 of U.S. 3rd graders are reading below grade level according to NAEP.

Research shows that 8/10 students with disabilities have average to above average cognitive ability. (2.6 of these students have a behavior disability and 4.2% have an intellectual disability)

Consider: What are concerns in your district as it relates to reading?

NAEP- National Association Educational Progress. Resource: SDI (specially designed instruction). Ky district is a model for SDI, & rates #5 per NAEP5The Pipeline (Common Core Standards)Year# of StudentsLevel of Completion19853,800,000Kindergarten19882,810,000High School19981,843,000College Freshmen20021,292,000College Graduates2002150,000STEM majors20061,200PhD. STEM majors

*CCSS and Marilyn Yager Adams-guided reading and speech recognition are keys to good reading instruction.Read & Reflect: CCSS: goal for ALL students to achieve success. Learning progressions ( similar to strands) will require COLLABORATION..among teachers, grade-levels.6 Words mean more than what is set down on paper. It takes the human voice to infuse them with the shades of a deeper meaning. ---Maya Angelou

Children entering school reading or reading ready have heard an average of 5000 words vs. 500 words for children who struggle to read. Eric Jensen: Teaching with Poverty in Mind; What Schools Can Do Structures and supports are addressed in his book, today we will look at universal strategies leading to success.7 Resources and ResearchersThe Daily 5-( The Sisters-Gail Boushey and Joan Moser)- Focus on learning and motivation. This program fosters literacy and independence. Sherelle Walker-( CEO of Scientific Learning)- Provides strategies for combining good teaching, content, and effective practices that overcome barriers to learning, thereby closing the achievement gap. David Sousa-(How The Brain Learns to Read)- Age, experiences, language proficiency, and cultural factors are relevant.Marcia Tate-(Reading Worksheets Dont Grow Dendrites)- 20 Instructional Strategies that Engage the Brain.Eric Jensen-Teaching with Poverty in Mind: What Being Poor Does to Kids Brains and What Schools Can Do About ItProfessor Richard Milner- Works on Literacy, Language, and Culture. Former Professor Dept. of Teaching & Learning. Vanderbilt University. These philosophies and strategies all point to various ways to close the gap. Share others? Common philosophies & practicesGoal for this session to serve as an overview can use this frame to suit your class, department or district. Note: collaboration among teachers, literacy coaches, administrators, parents, and students are key.

8If impediments were removed , there would be more engagement, more encouragement, and more success/achievement. - Sherelle Walker Read and Reflect-Note: Impediments = language/cultural factors & barriers, background knowledge, relevance, teacher perception, classroom management & environment, school resources. These barriers mostly noted by all researchers/consultants. CCSS focus: ALL students. Activity: Reflect-Ask Common Barriers & How Addressed? Common Post-its or share out

9The Daily 5Literacy Learning & Motivation 5 Literacy Tasks

Reading to selfReading with someoneWritingWord Work (Vocabulary)Listening to reading

Daily 5, research-based, effective, easy to implement; can be modified based on time, grade. 1 major difference, it incorporates classroom mgmt. Note: strong correlation between reading & writing. As we become better readers, we become better writers; as we become better writers, we become better readers. Note: MNPS Literacy focus this year = ; language & literacy immersion.Ask-your district?

10Dinah ZikeReading & Study Skills FoldablesVocabularyInteractive lessons & activitiesChapter specific ( Content Area )Sentence stripsConcept mapUse for content areas, differentiation instruction, centers & small group, accommodations & modifications, enrichment & remediation, SDI, UDL, DI, and PBL. All of these are related to CCSS and Closing the achievement gap. Collaboration is the key to making all this happen.

11Vocabulary and Summarizing

Additionally, these foldables can be used for recording questions and answers, and note taking. Examples above (Expansion of Texas, Vocabulary Book, and Q&A. 12Concept Maps

Use to write facts about people, a place, or thing under the tabs. These are strategies and resources that may be used in teaching CCSS, DI, and SDI. Note: Three effective strategies to close the achievement gap are visual supports, concept maps, and peer-mediated instruction.

13Project Board with Tabs

TSW write or draw under the tabs ( note: choice between writing or drawing). Differentiated Instruction , Grading for Learning, and Project-Based Learning example (allows all students access to the general curriculum)

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Marcia Tate (Brain-based research)

Growing Dendritesclosing the achievement gap: 20 Instructional Strategies that engage the brain.Brain-Compatible Strategies: Which will you use to deliver content?Graphic Organizers/ Semantic Maps/Word Webs Humor Manipulatives/Experiments/Labs Models Metaphor/Analogy/SimileBrainstorming/Discussion Drawing/Artwork Field Trips GamesMnemonic Devices Movement Music/Rhythm/Rhyme/Rap Project/Problem-based Instruction Reciprocal Teaching/Cooperative Learning Role Play/Drama/Pantomime Storytelling Technology Visualization /Guided Imagery Visuals Work Study/Apprenticeships Writing/Journals Using slide 15 discuss strategies that engage the brain. Ask: how does this change your perspective/insight re: reading? Basket activity/index cards on key chain

15Strategies /ActivitiesI Have/ You HaveSilent Gallery WalkElbow PartnerTake 5Quiz-Quiz TradeMorning Meeting or Class Conference5 WsResponse CardsNote takingVisualizationMarcia Tate Video: 1/20 strategies- using similes: brain is like jello & tofu ( compare known to unknown) These allow access to any reading lesson or activity. Especially in Science and Social Studies where we see reading deficits often with larger class sizes.

16Whats a teacher to do???Building Blocks for Readingphonemic awareness; phonics, fluency, vocabulary, comprehensionStruggling readershow to remediate?

Building blocks = Put Reading First; Note- gaps can be filled; reading is not a normal developmental activity. Important to use proven strategies. Common Barriers-learning and/or language barriers; skill deficits;home need not met; irrelevant curriculum; weak educational foundation; teachers perception(per Sherelle Walker)

17Steps to Effective ReadingEssential Skills (Teaching and Strategies)Differentiated Instruction based on assessment resultsExplicit InstructionProgress MonitoringReteachingFeedbackCBM,DSA, Dibels, RTI, RR, SDI, UDL, *LRE18Putting Reading FirstThe Research Building Blocks for Teaching Children to ReadPhonemic awareness instructioncan be taught and learned; helps children learn to read, spell;most effective w/focus on only 1-2 types of phoneme manipulation

Phonics instructionexplicit instruction more effective than non-systematic or no phonics instruction; significantly improves K and 1st gr word recognition and spelling; significantly improves reading comprehension; effective for children from various backgrounds; most effective when introduced early

Fluency instructionrepeated and monitored oral reading improves reading fluency and overall reading achievement activities for repeated oral reading practice: student-adult reading; choral reading; tape-assisted reading; partner reading; readers theatre

Vocabulary instructionchildren learn the meaning of most words indirectly, through everyday experiences with oral and written language; vocabulary instruction should include teaching specific words, extended instruction, repeated exposure, dictionaries, word parts and context clues Text comprehension instructioncan be improved with the use of specific comprehension strategies ( monitoring comprehension = checking for understanding, ie: Main Idea Glove, 5 Facts. ; restating the sentence or passage; looking back through the text; using graphic organizers; answering/generating questions; recognizing story structures, cooperative learningThese instructional practices universal; can be modified to fit a student, class, etc. Note: Up to 3rd grade we learn to read; later we read to learn. This mean our instructional approach is adjusted to remediate skill deficit, and to teach reading skills ( story elements, comprehension, vocabulary, inference, etc)

19David SousaHow the Brain Learns to ReadPhonics should not be taught in isolation; it is good for spelling instructionVisual processing is important to recognize/master alphabetic conceptThe brain of beginning readers analyzes each new word it encounters (it pulls apart and associates letters and sounds)Best practices include: questioning; summarizing; clarifying; predicting; pre-teaching vocabulary; partner reading; tracking or using page markers; and classroom management Brainstorm: Why is classroom management important?Discuss: classroom mgmt re: reading. More later about instructional practices & accommodations; Sousa & others discussed today FOCUS on strategies, interventions vs programs w/goal of closing the achievement gap.

20make classroom expectations clear; establish rapport; give constructive, positive criticism; allow for wait-time; prompting; teach to the childs strengths; use multi-sensory approach; use scientific-based strategies; learn the childs history; use buddy system; avoid appeals to try harder

has few or no strategies for recognizing words; reads haltingly; reads slowly; reads to finish vs. to understand; cannot state the main idea; has limited sight word vocabulary; does not visualize the context; does not predict; does not make inferences; has difficulty recalling information; difficulty spelling; cannot discern reading for information vs. pleasure; avoids reading; says its boring and dumb; stops reading at the sign of difficulty; does not recognize cause/effect; cannot discuss how one genre differs from another; cannot express/explain thoughtsRemediation for struggling readers

Characteristics of Struggling ReadersKylene BeersWhen Kids Cant Read: What Teachers Can DoNotice remediation and interventions embedded in behaviors/characteristics of struggling readermain idea; cause/effect,visualization

21Kylene Beers

What good readers do?

Does teaching strategies mean I have less time to teach content?

Example: Developmental Spelling Analysis--Spelling Word Strips, Sentence Strips, Level Readers, Guided Reading, Vocabulary, Paragraphs, Essays, and StoriesRecognize the purpose for reading;use a variety of comprehension strategies( predicting; summarizing; questioning & visualizing; make a range of inferences; monitor their understanding of the text; questions the authors purpose/ point of view; aware of text features such as graphs, charts, bold face and italicized items.2. Yes, to not do so means that the gap broadens. The extra time pays off when students become more strategic readers. QAR, Think- Pair-Share, RAFT, I have/you have, project based learning,quiz-quiz trade, elbow partners,22Accommodations & ModificationsWays to accommodateWhen to modifyDefinition-changes in how a student accesses information & demonstrates learning; instructional level, content or performance not significantly changed.Examples:Oral testingAdditional timeUse of computerPeer supportHighlighting Underlining

Definition-changes in what a student is expected to learn; the goal to provide meaningful & productive opportunities to the curriculum & activities.Examples:An outlineWord bankAlternate materialsPeer tutoring

Say: while the IEP must be implemented, it is NOT necessary for a student to have an IEP to provide accommodations. Note the pattern-many strategies & best practices similar among consultants, reading specialists.

23Assessment ToolsWoodcock JohnsonDibelsRunning RecordsInformal AssessmentsFormative & SummativeProject-based Learning ( w/rubric)Exit TicketsTeacher ObservationsFBA\BIPStudent and Parent SurveysCumulative File ReviewFeedback from Consultations (all stakeholders)

These are some of the assessments tools from a list of many. Collaborated with team members to get current and accurate data24Summing it all up.Whats a teacher to do???Instructional Practices, Strategies, Interventions, Accommodations & Modifications model, model, modelchunking (divide & teach content; segment)scaffoldingcooperative learning small group1:1immediate, specific feedbackusing background knowledge & relevancefacilitating (walking around, checking for understanding, prompting)rhymingsequencing ( before/during/after)main idea glovewho-what-when-where-why questions ( use graphics; elbow partners)skim and scanbox-in & read the title; trace ; number the paragraphs; stop & think ( identify key points; circle or write key words in margins; read & label words in the questions; prove your answer; mark your answer, R. Payne)use analogiesteach context clueshighlightingunderliningexit tickets

Stress: strategies, instructional practices, accommodations, modifications all similar ( good teaching); If time, have groups to discuss/share 1-3

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Exit Ticket I LearnedI WonderI Will Use

Use the index cards on your table. Write your exit ticket responses. Leave your index cards on the table. Thank You!

Questions addressed via Parking Lot or get email contact.26Reading Matters Resourceswww.carlscorner.comwww.hubbardscupboardwww.heidisongs.comwww.scientificlearning.comwww.tel.com ( Tennessee Electronic Library)www.ccss.org ( or google CCSS)www.ahaprocess.comwww.seppub.com ( Shell Education Publishing)Marcia TateDavid SousaSherelle Walkerhttp://www.shelleducation.com/professional-development/Kylene BeersJanet AllenThe Daily 5 (www.the2sisters.com)Dinah Zike ( foldables, & activities for all grades & content areas)Kagan StrategiesLexile Framework for Reading (books, materials for lessons )Fast ForWord & JumperGym ( helps with sounds; memory; attention, & processing)Marilyn Goodman, Ed.D ( focus to engage children in enjoying , dico0verying, & learning)Sally ShaywitzCarol Ann TomlinsonRuby PayneMarzanoMarjorie Frank ( good source for reading & writing)ShaonMacDonald..om (music bag activities, topic and theme activities)

Experience has taught us that no one mix of instructional strategies and curriculum materials on teaching reading will work for every child.

---David Sousa

Our goal today was to provide the foundation for instructional practices to encourage successful readers.28