Presentation on theme: "Literacy Coach’s Kick-off: Goals for the Year"— Presentation transcript:
1Literacy Coach’s Kick-off: Goals for the Year Sharon WalpoleMichael C. McKenna
2Goals for the Day Present our overall plans to improve differentiation Guide you to examine your data from last year to see where differentiation is most neededProvide you a chance to see differentiation in action in each grade level
3Key Features of this year’s PD Cohort 1 and Cohort 2 will be mergedWe will all be doing one comprehensive book studyWe will be focusing attention on coaches supporting teachers to plan and implement differentiated instruction
5Why focus on Tier 2?Our data indicate that we are very successful with the children who start out at least at benchmark achievement.Our data indicate that we are doing increasingly better with children who start out at intensive -- and we also know that implementation of intervention is varied.Our data indicate that our success rate for children who begin at strategic is relatively stable.
7Effectiveness of Core Instruction In both Cohort 1 and Cohort 2, we are nearing our goal of 90% of beginning-of-year benchmark students maintaining that status at the end of the yearOur basic program of whole-group and small-group instruction is working for them.
9Effectiveness of Interventions For children who begin the year with intensive needs, Cohort 1 schools have made small improvements towards our goal of 50% moving out of that category. Cohort 2 schools will be able to focus more attention this year.Our basic program of whole-group, small-group, and intensive intervention instruction is beginning to work for them.
11Effectiveness of Differentiated Instruction For our students starting the year at the strategic level of achievement, we have had fairly stable results across years in Cohort 1 and in the first year of Cohort 2. We had hoped for 75% success for them.Our basic program of whole-group and small-group instruction is not yet working for enough of them.
12Things for you to consider These data are aggregated across the grade levels.In your school, you will find grade-level scores that are very different from the state trends; use them to focus your attention.Remember that these data only include children who were present at both fall and spring; your own data will also include children there at any one time point.
13This text will help to keep all of us focused on planning differentiated instruction.
14Here are our strategies: Coaches deepen the concept of differentiation by presenting the module that your Regional Coordinator shared.Coaches spend more extended time planning and observing differentiated lessons with teachers.
15Remember the Big Ideas Gather your resources Instructional materials Assessment toolkitConsider your children’s needsPhonemic awareness and phonicsPhonics and fluencyFluency and vocabularyVocabulary and comprehensionPlan and implement three weeks of instruction
16We have made templates for you These will be posted on the Architects’ site so that you can print them or adapt them.They are meant to target your thinking.Refer to your template as we explain them.
17Generally,The first page reviews the needs of each group, identifies the group members, lists assessment data that will help in planning, and reminds you of the instructional strategies and materials you will needThe second page reminds you to select the actual letters, words, patterns, and texts teachers will use each day for three weeks with that group
18Remember our groups Phonemic Awareness and Phonics/Word Recognition Need letter names, sounds, full segmentationPhonics/Word Recognition and FluencyCan segment and blend, but need to work on decoding and automatic word recognitionFluency and ComprehensionFew decoding problems, but weak automaticityVocabulary and ComprehensionAt or above grade level in fluency measures
19PA/Phonics/WR: Assessment Data PA LevelABC LevelUnknown LettersUnknown SoundsHF WordsSyllableOnset-RimePhonemeSing ABCsSay ABCsTrack ABCsThese data may be gathered from multiple sources. They are likely to be necessary for planning for this group.
20Instructional Strategies for PA Initial Sound SortingSegmenting/BlendingSay it and Move itPicturesPictures or word listsElkonin Boxes, markers, word listsTeachers can choose any one of these strategies. There are sections in the book to describe exactly how to use them.
21Instructional Strategies for Phonics/Word Recognition Letter Names and SoundsSounding and BlendingLetter patternsHigh Frequency WordsLetter cards or plastic lettersWord listsWord lists, word cardsWord cards, Elkonin boxesTeachers can choose any two of these strategies. There are sections in the book to describe exactly how to use them.
22Phonemic Awareness/Phonics and Word Recognition Planning This chart reminds coaches and teachers to select the actual items for instruction in advance. All phonemic awareness strategies require lists of words or pictures. Word recognition strategies require letters or words.Manipulatives can make the lessons more interactive.
23Phonics/WR/Fluency: Assessment Data Unknown LettersUnknown SoundsUnknown PatternsHFWordsText ReadingPhonics-controlled Below LevelGrade-Level?
24Instructional Strategies for Phonics/Word Recognition Letter Names and SoundsSounding andBlendingLetter patternsHigh Frequency WordsDecoding byAnalogyLetter cards or plastic lettersWord listsWord lists, word cardsWord cards, Elkonin boxesClue words, new wordsThese strategies are the same as before, with the addition of decoding by analogy.
25Instructional Strategies for Fluency Echo, Choral, Partner, WhisperTimed Repeated ReadingChoral Partner ReadingFluency Develop-ment LessonFORITextsTexts, stop-watch, chartBasalStoryThe same text can be used more that one day, but we should consider ways to maximize the number of texts that children read.
26Phonics/Word Recognition/Fluency Planning Again, select the words and texts in advance. This sort of comprehensive planning will allow teachers to really focus their instructional attention on repetitive strategies and to monitor student progress.
27Fluency/Comprehension Assessment Data Unknown PatternsHigh Frequency WordsReading RateText levelBelow grade levelOn grade levelThese children may need a dash of word recognition work; it can be accomplished very quickly.
28Phonics/Word Recognition/Fluency Strategies These are the same as those described for the previous group; the instructional strategies overlap.
30For our final group, add vocabulary to comprehension! Tier Two WordsELL StorybookConcept of DefinitionSemantic Feature AnalysisConcept SortingTextsWordsScriptTexts, segmentedWords, definitions, examplesTexts, Words, Word MapsTexts,Related Words,Feature ChartWord Cards
31Don’t panic!We will roll out each of these groupings gradually over the year; you don’t have to do all of them now.We will improve our planning templates as we hear from you and from your regional coaches.We are excited to work with you to improve differentiation!