Transcript Two ‘fer One: Strategies for Gaining Two Years’ Reading

Pieces of Eight
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Process for Leadership
 Challenge the process
 search for opportunities
 change status quo
 Inspiring a shared vision
 imagine the ideal situation
 Enabling others to act
 foster cooperation
 modeling the way
 Encouraging the heart to begin the journey
State of the Nation
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Annual testing -NO CHILD LEFT BEHIND
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The Real Agenda: The STEMs
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Science,Technology,Engineering,Mathem
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atics
Social Studies
How we can help?
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Prepare for early success
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Prevent learners from falling behind
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Intervene for below level learners
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Challenge above grade level learners
The Model
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Rigorous state Standards that raise
expectations
Curriculum and benchmarks aligned to state
standards
Quality, on-going professional development for
teachers who support and teach reading
Resources to support new instructional
strategies and classroom management
strategies
Informal classroom diagnostic assessment for
reading and growth
Maximizing Federal Dollars (Title 1) to buy more
TIME
Teaching Comprehension
Directly
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Monitor the use of the strategy
Offer less coaching as less is called for
Ask what strategy they are using & why, therefore
bringing the strategy to the student’s awareness
Give students continued opportunity to observe
more modeling
Provide multiple and ongoing opportunities for
students to interact w/others using a variety of text
You Can’t Tutor What Hasn’t
Been Taught
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You can’t tutor what hasn’t been taught
You can’t tutor what hasn’t been taught
You can’t tutor what hasn’t been taught
You can’t tutor what hasn’t been taught
You can’t tutor what hasn’t been taught
You can’t tutor what hasn’t been taught
You can’t tutor what hasn’t been taught
Three Flavors of Assessment
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Summative Assessment = External Reporting
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Scorekeeping
Broad data for identifying specific populations
Program evaluation and budget indicators
Formative Assessment =Internal Reporting
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Intervention: Do something differently, immediately (STOP
Spray and Pray!)
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Progress monitoring over time for individual students
Data used to plan “next move” for instruction
Getting a Grade =Comfort the troubled, trouble the comfortable
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Public relations
A,B,C,D,F: Coin of the realm
The Challenge
After third grade, the achievement gap
with minority, second language, and
low-income learners widens
substantially
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Incomplete beginning reading instruction
Serious vocabulary deficit
Very limited knowledge of text structure
Misconceptions about fluency
Lack of meaningful early comprehension assessment
Let’s Demystify
Reading
Three Muscles:
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Early Language Experience
 Phonemic awareness and concept development
 Vocabulary, academic language and alphabetic principle
Decoding muscle
 Three ways of getting meaning off the page
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(1)phonics…primary decoding strategy
(2)semantics and vocabulary
(3) syntax and structure
Fluency muscle
 Reads a lot of words fast w/ comprehension*
 Class libraries of leveled or decodable text
 Every day, every reader reading at a level of success of selfselected quality literature
News Flash!!!!!
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26 letters and 44 sounds
17 reliable letters, (letters that always sound 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&r
3 that are pests ...a,o,u
3 that will make you CRAZY!!!!…i,e,y
Double vowels: oa, oo, ee, ea, oi, ou, au
Blends: ch, sh, wh, st,str, pl, sl, fl, gl, cl, bl, kl,cr,scr,
Definition of Comprehension
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Comprehension is defined as:
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“intentional thinking during which meaning is
constructed through interactions between the text
and the reader” (Harris & Hodges,1995)
…an excerpt
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Draped for the formal unveiling May 31 – with
only an insouciant topknot and Horton The
Elephant’s trunk peeking out – the sculptures
frolic on the wide green linking the city library
and its four museums that gave wing to the
author’s imagination.--
STRATEGIES
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Clarifying
Comparing and
contrasting
Connecting to prior
experiences
Inferencing (including
generalizing and
drawing conclusions)
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Predicting
Questioning the text
Recognizing the
author’s purpose
Seeing causal
relationships
Summarizing
visualizing
Teaching Comprehension
Directly
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Monitor the use of the strategy
Offer less coaching as less is called for
Ask what strategy they are using & why, therefore
bringing the strategy to the student’s awareness
Give students continued opportunity to observe
more modeling
Provide multiple and ongoing opportunities for
students to interact w/others using a variety of text
Text Structures
Language Arts
Language Arts
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Whose woods these are I think I know: his house is
in the village, though. He will not mind me stopping
here to watch his woods fill up with snow. My little
horse must think it queer to stop without a
farmhouse near. He gives his harness bells a shake,
to ask if there is some mistake.The only other
sound’s the sweep of easy wind and downy flake.
The woods are lovely dark and deep,but I have
promises to keep…and miles to go before I sleep.
And miles to go before I sleep.
Pronouns, demonstrative adjectives
Science
Science
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The Hall-Heroult process is essentially the
electrolytic decomposition of purified bauxite.
In a cell made of iron, a solution of Al2O3 in
molten cryolite, Na3AlF6, conducts the
current.
Procedural words, ordinals, first, then, next,
etc.
Social Studies
Social Studies/History
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Although The Confederacy represented the
Southern states, its army attacked Gettysburg from
the North. The Confederate Generals, having spent
a tough winter and spring in the Shenandoah Valley,
were desperate for supplies, particularly shoes.
Gettysburg, Pennsylvania, a farming and shoe
manufacturing community would hopefully provide
the much needed supplies.
Subordinating conjunctions: since, while, because,
although, yet, if, as if, however, etc.
Math
Math
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The architect and contractor were conferring
over the blueprints of the new ten story
parking garage. It needed to be ten floors and
have space for compact cars. Each floor
required twenty-two “I” beams, plus one
additional beam for each additional floor after
the first. Determine the number of “I” beams
and show a possible structural configuration.
Math Research
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Embed in real world:make it engaging, generating
more questions
Create a language rich classroom
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Justifying, generalizations, highly verbal, highly visual
students
Draw pictures, create mental images, foster
visualization
Build from charts, graphs & tables- also, the
misinterpretation of data
Don’t leave out measurement
The three most important
words for the struggling
reader:
 VOCABULARY
 VOCABULARY
 VOCABULARY
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Words-words-words-words-words-words-words-words-wordswords-words-words-words-words-words-words-words-wordswords-words-you get it!!!!
Registers of Language –R. Payne
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Frozen: Language that is always the same
Formal: Standard sentence syntax of work and
school.
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Consultative: Formal register when used with
conversation. Discourse patterns slightly less
formal.
 Casual: Language between friends: 400-800
word vocabulary. Non-specific word-choice;
non-verbal assists determine meaning.
Sentence syntax often incomplete.
 Intimate: Language between lovers or twins.
The language of sexual harassment.
Vocabulary Instruction
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Concept vocabulary
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Context vocabulary
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Big idea words: attrition, populism, hypothesis
Words that have multiple meanings: economy, mine,
elements, book, state, set, case
Vocabulary structure
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Words with recognizable Latin cognates: migratory,
revolt, spectator
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Jim Cummins-Word Harvesting
What Words to Teach
Bringing Words to Life—ROBUST Vocabulary Instruction
Isabel Beck ,Nancy MacKowen
First tier words Words that you wish
students knew, hope they can get, but you don’t
have time to teach.
Second tier words
High utility words that
they need to know in your class, and everyone
else’s.
Third tier words
Extremely specific words in
your content area that require considered and deliberate
and in depth instruction
Teaching Word Attack
(phonics) in Science
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Con-ser-va-tion
bun-dle
Ac-cel-er-a-tion
state
Force
base
Mass
mol-e-cule
Grav-i-ta-tion-al force
gas-e-ous
Ter-min-al vel-o-city
Grav-i-ta-tion-al at-trac-tion
Mo-men-tum
anthropologically
An-thro-po-log-i-cal-ly
australopithecine
Aus-tra-lo-pith-e-cine
Struggling Older Reader
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Incomplete beginning reading instruction
Lacks metacognitive strategies
Limited prior knowledge
Limited word study skills and spelling
No text available at level of success
No adults modeling reading
No history of reading success
Useful References
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Adams, M.J. (2000). Beginning to Read: thinking and learning about
print. Cambridge, MA: The MIT Press.
Alexander, K. & Entwisle, D. (1996). Schools and children at risk. In
A. Booth & J. Dunn (Eds.). Family-school links: How do they affect
educational outcomes? Hillsdale, NJ: Erlbaum.
Baker, L. (1994). Contexts of emergent literacy: Everyday home
experiences of urban pre-kindergarten children. College Park, MD:
National Reading Research Center.
Baker, L., D. Scher, and K. Mackler. (1997). Home and family
influences on motivations for reading. Educational Psychologist 32(2):
69:82.
Burns, M.S., Griffin, P., & Snow, C.E. (1999). Starting out right: A
guide to promoting children’s reading success. Washington, DC:
National Academy Press.
Baker, L., Allen. J., Schockley, B, Pelligrini, A.D., Galda, L. & Stahl, S.
(1996). Connecting school and home: Constructing partnerships to
foster reading development in L. Baker, P. Afflerbach & D. Reinking
(Eds.), Developing engaged readers in home and school communities,
Mahwah, New Jersey: Lawrence Erlbaum, pp. 21-41.
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Burns, M.S., Griffin, P., & Snow, C.E. (1999). Starting out right: A
Guide to promoting children’s reading success. Washington, DC:
National Academy Press.
Bus. A.G., M.H. van Ijzendoorn, and A.D. Pellegrini. (1995). Joint
book reading makes for success in learning to read: A metaanalysis on intergenerational transmission of literacy. Review of
Educational Research: 65(1): 1-21.
Center for the Improvement of Early Reading Achievement. (2001).
Put reading first: The research building blocks for teaching children
to read. Jessup, MD: Partnership for Reading. Available:
www.nifl.gov.
Edwards, P.A. (1995). Empowering low income mothers and fathers
to share books with young children. The reading teacher 48: 4888564.
Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., & Simmons,
B.S. (1997). School, family and community partnerships: Your
handbook for action. Thousand Oaks, CA: Corwin Press.
Gallimore, R., & Goldenberg, C. (1993). Activity settings of early
literacy: Home and school factors in children’s emergent literacy. In
E. Forman, N. Minick, & A. Stone (Eds.), Contexts for learning:
Sociocultural dynamics in children’s development (pp. 315-335).
New York: Oxford University Press.
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Gentile, L. M., & McMillan, M.M. (1992). Literacy for students at-risk;
Developing critical dialogues. Journal of Reading, 35, 636-640.
Hart, Betty & Risley, Todd R. (1995). Meaningful Differences in the
Everyday Experience of Young American Children. Paul H Brookes
Pub Co.
Lyon, G.R. (1998). Overview of reading and literacy initiatives.
Testimony Provided to the Committee on Labor and Human
Resources, United States Senate. Bethesda, MD: National Institute of
child Health and Human Development.
Moats, L. (1999, June). Teaching Reading is Rocket Science.
Wahington, DC: American Federation of Teachers. Available online:
http://www.aft.org/edissues/rocketscience.htm National Center for
Education Statistics (1998). Characteristics of children’s early care
and Education programs: Data from, the 1995 National Household
Education Surveys (NCES No. 98-128).
National Reading Panel. (1999). Teaching children to read: An
evidence-based Assessment of the scientific research literature on
reading and its implications for reading instruction: Reports of the
subgroups. Washington DC: National Institute of Child Health and
Human Development. Available:
www.nichd.nih.gov/publications/pubskey.
O’Donnell, M.P., & Wood, M. (1992). Becoming a reader: A
developmental instruction. Boston: Allyn & Bacon.
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Oldfather, P. & Wigfield, A. (1996). Children’s motivations for literacy
learning in Developing. In L. Baker, C. Afflorbach & D. Reinking
(Eds.). Developing engaged readers in home and school
communities. (pp. 89-113, Mahwah, New Jersey: Lawrence Erlbaum.
Riley, J. (1996). The teaching of reading, London: Paul Chapman.
Robbins, C., and L.C. Ehri. (1994). Reading storybooks to
kindergarteners helps them learn new vocabulary words. Journal of
Educational Psychology 86(1): 54-64.
Snow, Catherine E., M. Susan Burns, and Peg Griffin. (1998).
Preventing Reading Difficulties in Young Children. Washington D.C.,
National Academy Press.
Sonnenschein, S., Brody, G., & Munsterman, K. (1996). The
influence of family beliefs and practices on children’s early reading
development, In L. Baker, P. Afflerback & D. Reinking (Eds.).
Developing engaged readers in home and school communities.
Mahwah, New Jersey: Lawrence Erlbaum. PP. 3-20.
U.S. Department of Education. (1999). Start early, finish strong: How
to help every child become a reader (America Reads Challenge),
Washington, D.C.: author. Available online:
http://www.ed.gov.pubs/startearly/