Transcript Implementing the Common Core: Stories from the Field

CCSS LITERACY: WHAT IT LOOKS LIKE IN
CLASSROOMS
David Liben
CONTACT INFO
David Liben [email protected]
Emily Climer [email protected]
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LETTER FROM A PRINCIPAL
“We continue to struggle with the gaps in vocabulary
development and background knowledge when
students engage in close reading of a complex
passage. We continue to model and assist students
navigating through complex informational and
fictional text, and hope that the efforts will help
them carry skills to the next piece of text they
encounter.”
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FIVE ESSENTIAL STUDIES
• Hernandez 2011 “Double Jeopardy”
• Lesnick et al 2010 “Reading on Grade Level in
Third Grade: How Is it Related to High School
Performance and College Enrollment?”
• Fletcher and Lyon 1998 74 percent of third
graders who read poorly still struggling in 9th grade
• Snow et al 1998 “A person who is not at least a
modestly skilled reader by the end of third grade is
quite unlikely to graduate from high school”
• Juel 1988 First grade reading scores “reliable
predictor of later reading scores”
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WHY?
• How is it that tests so early can predict results so
many years later?
• What are we doing in schools that might be
perpetuating these trends?
• What are we not doing in schools that might be
perpetuating these trends?
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WHAT ARE NOT THE CAUSES?
• Lack of critical thinking
• Failure to know or use comprehension strategies
• Failure to master the standards
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WHAT ARE THE CAUSES?
• Vocabulary: Failure to grow sufficient vocabulary
• Knowledge: Failure to develop wide background
knowledge
• Fluency: Failure to become a fluent reader
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WHY VOCABULARY IS SO IMPORTANT
• Nearly a century of research (Whipple 1925, NAEP
2012)
• Feature of complex text that likely causes greatest
difficulty (Nelson et al 2012)
• Having to determine the meaning of too many
words slows readers up; a far greater problem with
complex text
• Not knowing words on the page is debilitating
• “30 Million Word Gap”
• After much research…
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WHY KNOWLEDGE IS SO IMPORTANT
• Similar history of research (Kintsch 1998, Most of
John Guthrie's work, Adams 2009…)
• Makes sense as knowledge of words and
knowledge of the world go together
• Take a look at the SAT, ACT and new
CC tests
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WHY FLUENCY IS SO IMPORTANT
• Name who you think is one of the wisest, most
intelligent people to ever live on our planet. Just
one please.
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DEVELOPING FLUENCY IN ELEMENTARY
SCHOOL
•
Choose a program that provides abundant, easily implemented
materials for all students to learn to decode
•
Careful about “bait and switch” when students are learning to
decode
•
Assess fluency and address it in Guided Reading and Tier 2/3
interventions; be sure to include prosody
•
Take a careful look at your Guided Reading in practice not theory
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Fluency center
Listening Center
Buddy reading
Poetry center
Fluency instruction is built into close reading
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DEVELOPING FLUENCY IN MIDDLE AND HIGH
SCHOOL
• Assess fluency and address in Tier 2/3
intervention; include comprehension
• Fluency instruction is part of close reading
• Students need to know what fluency is and is not
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FLUENCY PACKETS
• What it is
• Why it works
• Can be found on Engage NY for grades 2-8 &
http://achievethecore.org/ for grades 4-8 (grades
2-3 and 9-10 coming soon!)
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VOCABULARY AND BACKGROUND
KNOWLEDGE
• This will take more time to catch up than fluency
• Thus, the earlier you start the better
• The later the grade the more time you will need to
devote to this in order for students to catch up
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VOCABULARY AND BACKGROUND
KNOWLEDGE IN ELEMENTARY SCHOOL
• Will not happen without a volume of reading
• New basals provide some of this, but not enough
• Need to add text sets aligned to basals and/or
social studies and science standards
• Read Aloud K-2, students read 3-5
• Or, “Assigned Readings”
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WORD STUDY IN ELEMENTARY SCHOOL
• Why we need word study programs
• Programs that provide this
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“Words Their Way”
Zaner- Bloser the publisher
“Wordly Wise” from EPS
Word Nerds from Stenhouse Publisher
Online games and puzzles
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VOCABULARY AND BACKGROUND
KNOWLEDGE IN MIDDLE AND HIGH SCHOOL
• Will not happen without volume of reading
• Sufficient volume of reading will not happen
without bringing in science and social studies
classes
• Text sets and gradated text sets
• Assigned readings
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WORD STUDY IN HIGH SCHOOL
• Can be built into close reading – see
Engage NY
• “Wordly Wise” and “Greek and Latin Roots” both
from EPS
• Zaner-Bloser materials
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HELP WITH TEXT SETS AND ASSIGNED
READINGS ALL GRADES
• ELA SCASS Navigating Text Complexity
http://www.ccsso.org/Navigating_Text_Complexity.
html
• ReadWorks
– http://www.readworks.org/
• Reading A-Z
– http://www.readinga-z.com/
• EBSCO Databases (state membership)
– http://cdn.lexile.com/m/cms_page_media/135/RTData_Jul
y_13.pdf
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CLOSE READING
• Dual nature of close reading
• Numerous examples on our website
• Videos for all grades on America
Achieves
• By itself will not grow the knowledge and vocabulary
needed for success with these standards
• Needs to be regular weekly part of instruction
• Will not work if it is only ELA
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CONCLUSION
• Not easy stuff
• Will take time
Feel free to email me: [email protected] &
copy [email protected]
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Thank You!