Summit 9 Foundational Skills in Early Literacy LaWonda Smith OSPI Program Supervisor Title I Part A Amy Ripley OSPI Specialist Teaching & Learning ELA.

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

STRUGGLING READERS SUMMIT 8 2015

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

STRUGGLING READERS SUMMIT 2015

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)

STRUGGLING READERS SUMMIT 2015

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

STRUGGLING READERS SUMMIT 2015

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

STRUGGLING READERS SUMMIT 2015

“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?

STRUGGLING READERS SUMMIT 2015

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.

STRUGGLING READERS SUMMIT 2015

Resources Support Literacy for ALL Kids

http://www.k12.wa.us/SSEO/pubdocs/ESSB5946AAG.pdf

Educator and Family Resources

STRUGGLING READERS SUMMIT 2015

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.

STRUGGLING READERS SUMMIT 2015

Statewide Coordination and Collaboration

STRUGGLING READERS SUMMIT 2015

Washington

Be More Awesome! Be More Awesome

STRUGGLING READERS SUMMIT 2015

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