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

Two Years’ Growth for One Year of
Instruction: Research-Based Curriculum and
Instruction
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
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” President Bush
• Still Leaving Children Behind Krista Kafta, Heritage
Foundation
• Reading is the New Requisite for Math Education
Week,January 2002
The Challenge
• 37% of all 8th graders scored below Basic on the
NAEP
• After third grade, the achievement gaps with
minority, second language, and low-income
learners widens substantially
• The prospect of exit exams at the 9th grade yields
an increase in drop-outs
How we can help?
• Prepare for early success
• Prevent learners from falling behind
• Intervene for below level learners
• Challenge above grade level learners
The Model
• Rigorous state reading Standards that raise
expectations
• Reading curriculum 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 growth
• Maximize the variable of time (Title I)
• STATE TEST ALIGNED to STANDARDS
Three Flavors of Assessment
• Formal = External Reporting
• Informal Diagnostic Assessment =
Internal Reporting
– Intervention
• Getting a Grade = Progress Monitoring
Over Time
You Can’t Tutor What Hasn’t
Been
•
•
•
•
•
•
•
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
The goal of the teacher is to create an
environment that allows every reader to
move as quickly as possible to grade
level reading, 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!
Text Structures
Language Arts
Language Arts
• 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.
Science
Science
• 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.
Social Studies
Social Studies/History
• 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.
Math
Math
• 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….blah…blah…blah
Vocabulary Instruction
• Concept vocabulary
– Big idea words: attrition, populism, hypothesis
• Context vocabulary
– Words that have multiple meanings: economy, mine,
elements, book, state, set, case
• Vocabulary structure
– Words with recognizable Latin cognates: migratory,
revolt, spectator
– Jim Cummins-Word Harvesting
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 self-selected
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
…an excerpt
• 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.--
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)
Vocabulary and Phonics
•
•
•
•
•
•
•
•
in-just-ice
de-hu-man-ize
in-e-qui-ty
cru-el-ty
in-hu-man
e-con-o-my
shame
em-path-y
stench ap-pal-ling
per-spec-tive
el-e-ments
re-al i-ty
in-hu-man-i-ty
col-lab-o-ra-tion
hur-dle
stench
mine re-con-struc-tion
STRATEGIES
• Clarifying
• Comparing and
contrasting
• Connecting to prior
experiences
• Inferencing (including
generalizing and
drawing conclusions)
• Predicting
• Questioning the text
• Recognizing the
author’s purpose
• Seeing causal
relationships
• Summarizing
• visualizing
Teaching Comprehension
Directly
• 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/other using a variety of text
How do I teach those strategies?
• Decide which strategy you want to model and
which text to use
• Tell your students which strategy you are going
to practice while you read
• Read the passage to the students modeling the
strategy you are using..think aloud
• During real reading, give your students multiple
chances to practice
• Continue modeling as the genre or text structure
changes
• Give students a chance to practice without your
coaching or support
Struggling Older Reader
•
•
•
•
•
•
•
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
Five Keys to Leaving No Child
• 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 more information
[email protected]
Grammar IS Syntax
• The power the lowly preposition
• The power of the subordinating
conjunction
Persuasive
•
•
•
•
•
•
•
State opinion
Support with clear evidence or examples
Personalize
Appeal to the emotions
Graphic imagery
Structured argument
All to action
Reader Response
•
•
•
•
•
•
Review the story
Select a sentence or phrase that lingers
Write down two reasons for selecting that
Share your sentence and reasons w/others
Come to consensus
Be prepared to share to group
Phoneme Isolation
• Children recognize individual sounds in a
word.
• Teacher:
– What is the first sound in van?
• Children:
– The first sound in van is /v/.
Phoneme Identity
• Children recognize the same sounds in
different words.
• Teacher:
– What sound is the same in fix, fall, and fun?
• Children:
– The first sound, /f/, is the same.
Phoneme Categorization
• Children recognize the word in a set of three or
four words that has the “odd” sound.
• Teacher:
– Which word doesn’t belong? Bus, bun, rug.
• Children:
– Rug does not belong. It doesn’t begin with /b/.
Phoneme Blending
• Children listen to a sequence of separately
spoken phonemes, and then combine the
phonemes to form a word.
• Teacher:
– What word is /b/ /i/ /g/?
• Children:
– /b/ /i/ /g/ is big.
• Teacher:
– 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
• Children break a word into its separate sounds,
saying each sound as they tap out or count it.
• Teacher:
– How many sounds are in grab?
• Children:
– /g/ /r/ /a/ /b/. Four sounds.
• Teacher:
– 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
• Children recognize the word that remains
when a phoneme is removed from another
word.
• Teacher:
– What is smile without the /s/?
• Children:
– Smile without the /s/ is mile.
Phoneme Addition
• Children make a new word by adding a
phoneme to an existing word.
• Teacher:
– What word do you have if you add /s/ to the
beginning of park?
• Children:
– Spark.
Phoneme Substitution
• Children substitute one phoneme for
another to make a new word.
• Teacher:
– The word is bug. Change /g/ to /n/. What’s
the new word?
• Children:
– Bun.
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
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
The Goal: Show
Improvement
• Growth triggers funding
• Data is the gatekeeper
• No improvement: no money
• Show enough growth to secure funding
• What will be considered growth?
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
Useful References
• 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.
• 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 meta-analysis 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: 4888-564.
• 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.
• 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 evidencebased 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.
• 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. 89113, 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/