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

Two ‘fer One:
Strategies for Leaving No
Child Behind
Presented by:
Quality Quinn
State of the Nation
 Annual testing in the US
 Backlash by certain states
 Texas: the tail that wags the dog
 Science and Social Studies Content
Recent Headlines and Quotes
 More than half of California 9th Graders Flunk
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Exit Exam, Education Week, June 2001
“It will take at least ten years to reach proficiency
for all learners” Sec. of Ed., PA
“adequate yearly progress” Pres. Bush
Still Leaving Children Behind Krista Kafta, Heritage
Bush Seems to Ease Stance on School
Accountability, New York Times, July 2001
Reading is the New Requisite for Math Education
Week,January 2002
The Goal: Show Improvement
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Growth triggers funding
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Data is the gatekeeper
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No improvement: no money
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Show enough growth to secure funding
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What will be considered growth?
The Challenge
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37% of all 8th graders scored below Basic on the
NAEP
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After third grade, the achievement gaps with
minority, second language, and low-income learners
widens substantially
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The prospect of exit exams at the 9th grade yields
an increase in drop-outs
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
Text Structures
Science
Social Studies
Language Arts
Math
The Model
 Rigorous state rdg.standards that raise the bar
 Reading Curriculum aligned to state standards
 Quality, on-going professional development for
teachers
 Materials to support new instructional
strategies
 Informal classroom diagnostic assessment
 Maximize the variable of time (Title I)
 STATE TEST ALIGNED to STANDARDS
Three Flavors of Assessment
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Formal = External Reporting
Informal Diagnostic Assessment =
Internal Reporting
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Intervention
Getting a Grade = Progress Monitoring
Over Time
The goal of the teacher is to
create an environment that allows
every reader to move as quickly
as possible to grade level,
regardless of content area.
Without selling-out and just attempting to
teach to the test.
What other immediate steps will ensure
growth… I’m looking for growth!
Let’s Demystify Reading
Three Muscles:
 Early Language Experience
 Phonemic awareness and concept development
 Vocabulary, academic language and alphabetic principle
 Decoding muscle
 Three ways of getting meaning off the page
 (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!!!!!
 26 letters and 44 sounds
 17 reliable letters, (letters that always sound
the same) q,w,r,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, pl, sl, fl, gl, cl, bl, kl,cr,scr
Definition of
Comprehension
 Comprehension is defined as:
 “intentional thinking during which meaning
is constructed through interactions between
the text and the reader” (Harris &
Hodges,1995)
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
Phoneme Isolation
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Children recognize individual sounds in a
word.
Teacher:
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What is the first sound in van?
Children:
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The first sound in van is /v/.
Phoneme Identity
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Children recognize the same sounds in
different words.
Teacher:
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What sound is the same in fix, fall, and fun?
Children:
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The first sound, /f/, is the same.
Phoneme Categorization
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Children recognize the word in a set of three or four
words that has the “odd” sound.
Teacher:
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Which word doesn’t belong? Bus, bun, rug.
Children:
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Rug does not belong. It doesn’t begin with /b/.
Phoneme Blending
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Children listen to a sequence of separately spoken
phonemes, and then combine the phonemes to form
a word.
Teacher:
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Children:
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What word is /b/ /i/ /g/?
/b/ /i/ /g/ is big.
Teacher:
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Now let’s write the sounds in big: /b/ /i/ /g/. (Teacher writes
big.) Now we’re going to read the word big.
Phoneme Segmentation
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Children break a word into its separate sounds,
saying each sound as they tap out or count it.
Teacher:
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Children:
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How many sounds are in grab?
/g/ /r/ /a/ /b/. Four sounds.
Teacher:
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Now let’s write the sounds in grab: /g/ /r/ /a/ /b/. (Teacher
writes grab.) Now we’re going to read the word grab.
Phoneme Deletion
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Children recognize the word that remains
when a phoneme is removed from another
word.
Teacher:
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What is smile without the /s/?
Children:
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Smile without the /s/ is mile.
Phoneme Addition
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Children make a new word by adding a
phoneme to an existing word.
Teacher:
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What word do you have if you add /s/ to the
beginning of park?
Children:
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Spark.
Phoneme Substitution
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Children substitute one phoneme for another
to make a new word.
Teacher:
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The word is bug. Change /g/ to /n/. What’s the
new word?
Children:
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Bun.
Five Steps to Two Years’ Growth for
One Year of Instruction
 Vertical team study of k-8 reading
curriculum with evidence of student work
 Phonics training for 3rd through 8th grade
teachers
 Vocabulary instruction training geared
more toward “word harvest”
 Ready availability of compelling leveled
text with conditional assessment
 Classroom management strategies that
provide intensity and focus for below level
readers
What should be done?
1. Dedicated developmental reading testing
preparedness program 5th through 8th
2. Continued professional development for ALL
teachers in reading intervention 5-12
3. Initiate on-going professional development in
science, social studies, and math reading &
writing
4. Integrate a “testwiseness” curriculum for state
testing programs with strong emphasis on the
content areas
What is being done?
 Mandatory summer school
 Same thing, but LOUDER
 Expensive intervention programs with
uneven results
 Teacher training institutions changing
reading requirements
Testwiseness: An Important
Piece of a Comprehensive
Intervention Strategy
1. On-going, sustained test readiness and
rehearsal, i.e. testwiseness
2. Phonics instruction for those who received
“hit-or-miss” decoding during whole
language approach
3. Build fluency with an “every day, every child
reads at a level of success” approach
4. Use regular non-fiction writing events to
teach science & soc. studies syntax
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
Five Steps to Two Years’ Growth for
One Year of Instruction
 Vertical team study of k-8 reading
curriculum with evidence of student work
 Phonics training for 3rd through 8th grade
teachers
 Vocabulary instruction training geared more
toward “word harvest”
 Ready availability of compelling leveled
text with conditional assessment
 Classroom management strategies that
provide intensity and focus for below level
readers
E-mail for this
presentation’s notes
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Useful References
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