Presentation on theme: "Texas Literacy Initiative overview Routines/Strategies & Summer InSTITUTE Focus: Grades 6 - 12 2014 - 2015 Presented by PACE EARLY COLLEGE HIGH SCHOOL."— Presentation transcript:
1 Texas Literacy Initiative overview Routines/Strategies & Summer InSTITUTE Focus: Grades Presented by PACE EARLY COLLEGE HIGH SCHOOL TLI Teacher Specialist Patricia Cisneros YoungIntroduce self and welcome participants.
4 Comprehension Purpose Questions (CPQs) Thoughtful “questions appear to be effective for improving learning from reading because they:give students a purpose for reading;focus students’ attention on what they are to learn;help students to think actively as they read;encourage students to monitor their comprehension; andhelp students to review content and relate what they have learned to what they already know” (CIERA, 2003).Say: A thoughtful comprehension purpose question can enhance comprehension because it provides a support for students. A purpose question acts as a scaffold to help students navigate through text and to think about the critical information we want them to understand.Copyright 2012 Texas Education Agency and the University of Texas System
5 Going From Good to Great! A good CPQ:Is answered in the text either explicitly or implicitly.Involves student thinking.Will focus on comprehension.Relates to student learning.A great CPQ:Cannot be completely answered until students have read the entire text.Involves higher order thinking, inferences, text evidence or synthesis of information.Will deepen and extend comprehension. Gets at the heart of what you want students to understand.Relates to the cognitive strategy(ies) currently being taught.Say: Remember our Good to Great card? These are very similar for elementary and high school. Pictured here is the high school card. If we use this card wisely, we should see teachers setting strong CPQs. Let’s review this card now.Click for first bullet.Say: A good CPQ is answered through reading the text. Sometimes we might think of a question that is not answered in the text, either directly or indirectly. That would not be a good CPQ. For example: if I am reading Goldilocks, “Why do the bears like porridge?” would not be a good CPQ because it is not answered in the text.Click for second bullet.Say: A great CPQ, however, is not answered until students have read the entire text. If a question can be answered on the first or second page, we would choose a different CPQ.Click for third bullet.Say: Good CPQs will lead our students to think, not just pick out details from the text.Click for fourth bullet.Say: A great CPQ will lead our students to use higher order thinking. They may have to make inferences, combining text evidence with their background knowledge.Click for fifth bullet.Say: Good CPQs help our students focus on meaning and the important information in a text.Click for sixth bullet.Say: Great CPQs will lead our students to understand more deeply each time they read a text. While my first CPQ might address the story as a whole, with each reading I ask my students to dig deeper and be more thoughtful in their reading.Click for seventh bullet.Say: A good CPQ will not just deepen understanding, but will help our students make links to information they’ve learned previously.Click for final bullet.Say: A great CPQ will link to a comprehension strategy or skill I’m currently teaching. For example, if I’m teaching my students to analyze characters, I might use the question, “How would you describe Goldilocks and why?” because it links to that skill.We have provided you with a Good to Great card that you may wish to keep close by as you plan CPQs.
6 Think-Turn-Talk Introduce yourself and welcome participants. Say: Let’s begin by reviewing the materials you need for this training.(Hold items up as you talk.)Say: You have 2 sets of handouts. You should have 1 set that says Think-Turn-Talk PowerPoint Handout, and one that says Additional Handouts.Now that we have all of our materials ready, let’s begin our session.
8 3 seconds 1.5 seconds Think-time Positive effects on students: “The length and correctness of their responses increase.The number of their ‘I don't know’ and no answer responses decreases.The number of volunteered, appropriate answers by larger numbers of students greatly increases.The scores of students on academic achievement tests tend to increase.”(Stahl, 1994)3 seconds1.5 secondsClick for 1.5 seconds to appear.Say: Mary Budd Rowe (in Stahl, 1994) was the first to investigate wait-time/think-time (periods of silence that followed teacher questions and students' completed responses). She found that think-time “rarely lasted more than 1.5 seconds in typical classrooms” (Stahl, 1994). Often, shorter amounts of think-time are provided to students who are perceived as “slow” or “poor” learners (Cotton, 2001). Researchers have discovered, however, that when these periods of silence lasted at least…Click for 3-5 seconds to appear.Say: 3 seconds, many positive things happened to both students' and teachers' behaviors and attitudes.Click for positive effects on students to appear. Read slide.Copyright 2012 Texas Education Agency and the University of Texas System
9 Application“…the brain learns best when it ‘does’, rather than when it ‘absorbs’ [Pally, 1997]. Thus, all students must think at a high level to solve knotty problems and to transform the ideas and information they encounter.”(Tomlinson & Kalbfleisch, 1998, p. 54)Say: PATRICIA WILL GIVE ANECDOTAL EVIDENCE OF WHAT HAS WORKED WITH HER STUDENTS: GROUP WORK (SIOP), PRESENTING GRAPHIC ORGANIZERS AS A GROUP AND INDIVIDUALLYThink-Turn-Talk allows students to apply learned strategies or skills in context. Brain research tells us that when teachers allow in depth discussion in their classrooms among students and teachers and students with students, knowledge is embedded. What has been your experience in your classrooms with student led discussion? What has been successful in your classrooms? What would you change? What would you improve?Read slide.Copyright 2012 Texas Education Agency and the University of Texas System
20 Making Connections Grades 6-12 Introduce self and welcome participants.Let’s begin by reviewing the materials you need for this training.(Hold items up as you talk.)Say: You will have two sets of handouts. You will have a PowerPoint Presentation Handout and Additional Handouts. You will also need the blue and white Cognitive Strategy Routine card, and the orange Cognitive Strategy Lesson Planning card.
23 “Inferences are really important and great readers make them all the time. An inference is something a reader knows from reading, but the author doesn’t include it in the book. It helps you understand the story more deeply and helps make books mean something very personal to you.”(Keene & Zimmermann, 2007, p. 148)Say: Here is another example of Step 3.Read slide.
25 Annotating the Text“Annotating text is one of the most common comprehension-enhancing strategies used by proficient readers (Daniels & Steineke, 2011, p. 41).“When students capture their thinking while reading, they are more likely to return to texts, participate in discussion and have an easier time starting writing assignments. They also use their marked text to review and study” (Tovani, 2004, p. 68).Say: Daniels and Steineke (2011) tell us that …Read slide. How do you use annotation in your classroom? Do you model first? What do you do? What has worked? What has been effective? Share your experiences about annotation with the rest of us?
26 Annotating the TextTextExcerpt87 years ago (1776 when the Declaration of Independence was signed) marked the beginning of our nation.CPQ: What is Lincoln saying in this speech?Say: MODELING We’ve selected to use the Gettysburg Address for our think-aloud. This is a famous yet complicated text. Many have a difficult time understanding and interpreting exactly what Lincoln is saying in this speech. This is a good example to show students how to annotate the text to increase comprehension.Sample Script for modeling the think-aloud:When we read historical speeches, it can sometimes be difficult to understand the speaker’s message. They often use language that is formal and different from the way we speak today. Let’s read Abraham Lincoln’s speech The Gettysburg Address. When we read this speech, I’m going to show you how I annotate the text to help me understand it better. Making notes on the text allows me to look for the important information. I can take that text evidence along with my background knowledge to make inferences to help me interpret the meaning of the speech.My CPQ is simply going to be, What is Lincoln saying in this speech?BEGIN READING. STOP READING AFTER: “… a new nation ...”Say: Let me stop here because this part is already a bit confusing. No one I know says Fourscore and seven years ago. So how long is that? I happen to know that it is 87 years ago. If I think about the fact that he’s making this speech in 1863, then, 87 years ago would be in That’s when the Declaration of Independence was signed. (click). He’s saying that this marked the beginning of our nation.Let me read this paragraph again.Reread the paragraph.Say: The fact that he chose this phrase from the Declaration of Independence to share helps us to know that he thinks this is very important. What’ most interesting about this, is that I know that Lincoln was set on abolishing slavery. I think he’s saying (click read the sticky note).The country was founded on the idea that all men are created equally. At the time of this speech, Lincoln was looking to abolish slavery.
31 Creating Mental Images “Visualizing strengthens our inferential thinking. When we visualize, we are in fact inferring, but with mental images rather than words and thoughts. When we create mental images we take the words from the text and mix them with our background knowledge to create a picture in our mind. We use all of our senses to create mental images. In literary texts, this helps us to understand what the setting looks like, what a character looks like, how characters are behaving, etc. In informational text, creating mental images helps us to understand the dimensions of size, space and time.”(Harvey & Goudvis, 2007, p. 130)Read slide.
32 Why Should We Teach Creating Mental Images? Increase motivation and engagementImprove literal comprehensionImprove integration of new information with background knowledgeAid in making inferences, identifying main ideas, and determining importanceHelp students to uncover text structuresMakes texts memorable and increases retention(Kelley, & Clausen-Grace, 2013, Zwiers, 2010, Wilhelm, 2004)Say: We teach students to create mental images because it leads to deeper understanding. Creating Mental Images during reading has many other benefits as well.When students are encouraged to create mental images while reading, we see an increase in motivation and engagement. The most effective teachers have been found to promote high levels of student engagement (Taylor, Pearson, Clark & Walpole, 1999). Because Creating Mental Images brings the text alive, it is often one of the most enjoyable strategies to teach and learn. Thus, our students become more motivated.When students create mental images while reading we see improvement in literal comprehension, as well, we see improvement in integration of new information with existing background knowledge.Creating Mental Images can also support other cognitive strategies. That is why we often make the decision to teach it before we teach making inferences, determining importance, or asking questions. This strategy helps students uncover text structures as well, it makes texts memorable and increases retention.
34 Big Ideas Don’t make assumptions. All 5 senses and emotions. Mental images vary.Vivid text.Say: Today we have discussed a variety of ways to teach our students to create mental images. Let’s take a moment to revisit the Big Ideas:We discussed the importance of not assuming all students automatically know how to create mental images. This means we must make our thinking visible to our students through the use of think-alouds.It’s important to remember that when we create mental images, we not only use visual imagery but also all five of our senses and our emotions or feelings.We also learned that the mental images we create are not the same for everyone. Each of us uses our own background knowledge along with the text to create images that belong to us.The final Big Idea for today is the importance of selecting text that uses vivid language for modeling the strategy.With these ideas in mind, I’ll leave you with this quote: Click for next slide.
36 Say: As we look at and discuss the strategy of Determining Importance & Summarizing, we want to keep in mind that the purpose is to support our students by providing one more piece of the comprehension puzzle.Remember, although we may highlight or focus on one strategy to make the strategy explicit, we need to ensure that our students know that strategies don’t happen in isolation. For example, we don’t just create mental images or just make inferences and predictions as we read, instead, we use multiple strategies automatically, interchangeably and usually, we use more than one at a time. It’s especially important for us to reinforce this notion at the middle and high school level. We do not want to teach isolated strategies for very long at all.Michael Pressley (2000) tells us that, “Strategies are taught just a few at a time and students learn to coordinate multiple strategies as they read. Strategies instruction is long-term and woven through the content areas so students learn to apply appropriate strategies to comprehend a wide range of genres” (Isreal & Duffy, 2009, p. 512).
37 Why Should We Teach Determining Importance & Summarizing? It helps readers to…Improve overall comprehension.Manage excessive amounts of information.Focus attention.Extract relevant information.Build relationships among concepts contained in text.(CIERA 2003; Coyne, Chard, Zipoli, & Ruby, 2007; Duke & Pearson, 2002;Keene & Zimmermann, 2007 Silver, Strong, & Perini, 2000; Thiede & Anderson, 2003))Say: Being able to determine importance and summarize is critical to being a successful student. This cognitive strategy has a number of benefits . It helps readers to …Read bulleted statements on slide. Continue reading bullets on next slide.
38 Why Should We Teach Determining Importance & Summarizing? It helps readers to…Understand author’s purpose.Remember text.Identify theme.Make connections.Monitor understanding.(CIERA 2003; Coyne, Chard, Zipoli, & Ruby, 2007; Duke & Pearson, 2002;Keene & Zimmermann, 2007 Silver, Strong, & Perini, 2000; Thiede & Anderson, 2003)Read bulleted statements on slide.
39 Determining Importance & Summarizing? How Should We TeachDetermining Importance & Summarizing?
40 Topic, Main Idea, or Summary? TermDefinitionExampleTopicWho or what the text is about; can often be expressed in one or two words.SharksMain IdeaWhat the text says about the topic; can often be expressed in one sentence or less.Sharks do many things.SummaryA synthesis of the important ideas in a text; may be of varying length, expressed in the reader’s own words and should reflect the structure of the text.Sharks swim through the oceans hunting for prey, such as fish and seals. Sometimes, they work together to attack prey and may even engage in playful activities.Say: Take out Handout 2 and follow along as we go over this chart. This is a simple example for discussion purposes.In order for teachers to explain Determining Importance and Summarizing to students, we must clarify the associated terms in our own minds. Our state standards, the TEKS , expect students to distinguish between topic, main idea, and summary. What are the differences between these three terms?The topic of a text is “who” or “what” it is about (Silver, Strong & Perini, 2000). The topic can often be expressed in one or two words. For an informational book about sharks, the topic may be, simply, “sharks.”The main idea is a brief statement of what the text says about the topic (Silver, Strong & Perini, 2000). The main idea may be expressed as a single sentence or less. If the informational book describes things that sharks do, the main idea might be: “Sharks do many things.”A summary is more complicated than a main idea, as “constructing main ideas [is] .. a critical component of the summarization process” (Johnston & Afflerbach, 1985). A summary synthesizes the important ideas from a text, and the reader expresses them in his or her own words (CIERA, 2003). Summaries include main idea statements from various parts of the text, but they are more than simply stringing together main ideas. The relationships between these main ideas must be probed and interpreted, then expressed in a succinct format – often a few sentences or less. A summary may be as long as necessary to express the important ideas in a text and how they are related and it should reflect the structure of the text that is being summarized. For example, if a text is a compare and contrast piece, then the summary should be written using a compare and contrast structure.Now that we share a common understanding of these components, let’s think about how we might teach them to students.(Silver, Strong, & Perini, 2000; CIERA, 2003)
45 Determining Importance Toolbox Say: THIS IS A NEAT PINUP TO HAVE LAMINATED FOR YOUR CLASSROOMS SO THAT YOU CAN REMEMBER WHAT TO DO.After reading the text Mathematical Formulation in our opening activity, we discussed that good readers use many tools to help them determine what is important in a text. For example, before reading, good readers think about their purpose for reading and rely on their background knowledge. During reading, they think about text structure and where the important information might be presented. Important information is sometimes found at the beginning or ending of a paragraph in descriptive text like it was in the math paragraph example. Important information may also be repeated several times like it was in our example. These are the types of tools good readers rely on to make sense of challenging informational text.In addition to these tools, information text provides us with a wealth of text features which may also indicate importance. They include, but are not limited to: headings, font effects (such as italics or bold text), graphics and maps, definitions of terms, and captions (Harvey & Goudvis, 2007).After reading, good readers reread parts they found confusing or thought might be important. They certainly take time to process the text by continuing to think or discuss what they have read.We have provided you a handout that includes the scaffolds in our “Determining Importance Toolbox.” It is Handout 3. You may want to enlarge this handout and hang it in the classroom as a reference for students and may even add to it as you discover other “tools” that help you to determine importance.It is important to be explicit about how these tools can help readers determine importance while reading. If we present all of these tools at once to our students, they may become overwhelmed. Therefore, in a single lesson, the teacher must decide in advance which tools to reinforce in their think-aloud lesson. In other words, the teacher must determine which tools are most important, in a given situation, to help students determine importance.Let’s now take some time to talk in-depth about each of these tools or scaffolds. Remember, the way we teach each of these scaffolds to students is by following our Cognitive Strategy Routine. You will notice that the tools have been organized by what good readers do before, during and after reading.
60 Texas Literacy Initiative Highlights 2014 LEADERSHIP SUMMIT &TLI SUMMER INSTITUTEDistrict Level Support of theTexas State Literacy PlanPresenter Notes:Welcome to the Texas Literacy Initiative Highlights. I am_________________.Say: I will be providing the Texas Literacy Initiative highlights that were presented throughout the 3 days of the 2014 Leadership, Summit, and Institute this summer.A Letter by Kathy Stewart addresses the Texas Literacy Initiative Educators on the TEA & TLI team with the intent to: “further refine your comprehensive literacy plan by utilizing the Draft Version 2.0 of the Texas State Literacy Plan (TSLP).NOTE: Show copy of new spiral version book of the Lasers on Literacy TSLP State Plan book.Prepared by, BISD DLL’s at UT Health Science Center at Houston
61 Presenter Notes:Read Slides highlighted by state level TLI Director (left to right) during the Opening sessionsSay: There are reports like the comparison from NAEP that indicates High School seniors’ performance in math and reading has become idle since 2009.(Top right quadrant.)Say: Whereas, looking at TLI at a Glance, 75% of reported 4 yr old children made significant gains in oral language after first year of implementation.(Bottom left quadrant)Say: Since the implementation of federal and state literacy initiatives, special education programs noted a decrease of students served from 11.8% to 8.7% over the past ten years.Say: The last quadrant compares the percent of TLI Districts with all Texas districts from grades 3 to 8 in both reading and writing demonstrating greater percent increase (gains) during the 2012 to 2014 years. (Read green numbers)
62 Presenter Notes:Say: The TLI State Literacy Director Kathy Stewart provided these visuals that exemplify the pathway to ensure Student Success.Read #1. The instruction and teachers are key for students’ success.Read #2. If only the core instruction is being done and interventions are done without any consideration as to what was covered within the core instruction. Then everyone is out of alignment. But if there are intentional plans on what intervention to support the student with from the core program, the student has a better opportunity to grasp the learning. In other words, interventionists and core teachers need to plan or communicate to better serve the student.Read #3. A key element to plan for effective and explicit instruction.Read #4. TLI focuses on Age 0 to Grade 12.Read #5. The LASERS framework of Leadership, Assessment, Student Based Instruction, Effective Instructional Frameworks, Reporting and Accountability, lastly, Sustainability.Read #6. PD cannot be visited one time and then it passes by; instead, it is a result of data outcomes to lead us in the direction to improve instruction, with active monitoring and ongoing support that will act as a catalyst for sustaining TLI efforts.
83 2014 Summit Focus & Session Objectives Define your role as a Grant Implementation Team (GIT) in supporting TSLP work.Learn a process for GIT support of TSLP implementation.Apply the process at the district level.Presenter Notes:Say: During the Grant Implementation Team Session the Summit Focus & Session Objectives were stated:Read points section:
84 GIT Support at the District Level What are your district’s current literacy needs and priorities?Which TSLP Action Step is the most commonly selected by sites/campuses?How do the literacy needs and priorities of your district align with the Action Step that was commonly selected? Please explain.For the Action Step selected above, which level C Indicator(s) will be the primary focus for your GIT to support?What action(s) will the GIT take to impact the level C Indicator(s) you have selected?How will the GIT build accountability for the actions planned in question 5?Presenter Notes:Say: Six main questions were discussed as the main framework to support the districts while taking them through the process.
85 Effective Instructional Framework (EIF) Action Steps 2Effective Instructional Framework (EIF) Action StepsPresenter Notes:Say: The EIF Framework in the TSLP newly revised version 2.0 was referenced.Effective Instructional Framework: Action Steps
86 DISTRICT TSLP SUPPORT Modeling - GIT Support for TSLP Implementation 1. What are your district’s current literacy needs and priorities?2. Which TSLP Action Step is the most commonly selected by sites/campuses?3. How do the literacy needs and priorities of your district align with the Action Step that was commonly selected? Please explain.4. For the Action Step selected above, which level C Indicator(s) will be the primary focus for your GIT to support?5. What action(s) will the GIT take to impact the level C Indicator(s) you have selected?6. How will the GIT build accountability for the actions planned in question 5?Presenter Notes:Say:The presenters used the I Do, We Do, You Do to guide and deliver the process and included the documents to write the responses. All districts had the opportunity to present the responses to the following questions.Read Questions:
87 DISTRICT TSLP SUPPORT Defining – Campus TSLP Support 1. How will the GIT monitor the TSLP Implementation Plan Timeline for each site/campus?2. How will the GIT support sites/campuses to make adjustments if implementation slows or stalls?3. How will the GIT provide opportunities for sites/campuses to collaborate?4. For the Action Step selected above, which level C Indicator(s) will be the primary focus for your GIT to support?Presenter Notes:Say: Presenters defined and included scenarios of the four questions posed to the GIT team.All districts had the opportunity to present the responses to the following questions.
88 Returning to Your District – NEXT STEPS DISTRICT TSLP SUPPORTReturning to Your District – NEXT STEPSAccessing Summit Resources:There is a Project Share group where you can access the Summit resources you’ll need.Log into:Find and/or join the group: Texas Literacy Initiative Grantees PLC.Access materials in the Drop Box File: 2014 TLI Leadership Summit.Presenter Notes:Say: The culminating activity was providing the next steps: the GIT turns around and provides the information to their respective districts.Joining the Texas Literacy Initiative Grantees PLCLog into:On your “My Portal” page in Project Share, click on “Collaboration,” and then on “Groups” in the menu on the left.
89 5Final ReflectionHow will we share what was learned and the work we started at the Summit?When will our GIT meet next?What work did not get done today that our GIT will need to continue?What are the most important points from the Summit to convey to our district, and how will we go about disseminating Summit information?Presenter Notes:Say: These were the Final Reflection questions the participants were to include in their NEXT STEPS.
90 “Implementation is a process, not an event “Implementation is a process, not an event. Implementation will not happen all at once or proceed smoothly, at least not at first.”(Blase, K., Fixsen, D., Friedman, R., Naoom, S., & Wallace, F., 2005)Presentation Notes:Say: Listen carefully to this quote as you reflect your thoughts of how Implementation impacts student learning in your content/classroom. (or at your campus)Read quote:Think……Turn to a partner beside you….Talk.
91 Foundations Description Highlights Discuss the foundation on which explicit instruction is based.Describe the research, 16 elements, and three underlying principles of explicit instruction.How well you teach = How well they learnOptimizing academic learning timePromoting high levels of successOptimizing amount of content coveredPresenter Notes:Lets look at the important information covered during the Foundations Module:Read the Description and Foundations motto: How well you teach=How well they learnRosenshine says that explicit instruction is “…a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students.”Read Highlights of the Foundations ModuleArcher and Hughes summarize the Explicit Instruction as:a series of supports or scaffolds; students being guided through the learning process; teachers using clear explanations and demonstrations; and teachers supporting practice with feedback.
92 Lesson Design Description Highlights Outline an explicit instruction lesson: opening, closing, and body (I DO, WE DO, YOU DO).Teaching is never a static procedureOpeningGaining attentionReviewing and previewingBodyTeaching skills and strategiesGuided practiceTypes of promptsClosingAssigning independent workPresenter Notes:Read the Description and Lesson design motto: Teacher is never a static procedureThe lesson opening consists of gaining attention, reviewing previously learned skills, and previewing the skills you are planning to cover.The body of the lesson includes the teaching of skills and strategies, introduction of vocabulary and concepts, or the teaching of rules or facts.The lesson closing involves reviewing what was covered during the body of the lesson, previewing what is to come tomorrow or in future lessons, and assigning independent work.When teaching a skill or strategy during the body of the lesson the teacher can organize the lesson by I do, we do, and you do. During the “I do” the teacher demonstrates and describes while students participate. During the “We do” the teacher continues to demonstrate and describe the skill or strategy and begins to prompt students to do the same. During the “You do” the teacher monitors, checks for understanding and provides guided support while the students perform the skill or strategy. Teachers must be cognizant of the gradual release of responsibility depending on the skills/strategies being taught and the readiness of the students.
93 Lesson Design Description Highlights Outline an explicit instruction lesson: opening, closing, and body (I DO, WE DO, YOU DO).Teaching is never a static procedureOpeningGaining attentionReviewing and previewingBodyTeaching skills and strategiesGuided practiceTypes of promptsClosingAssigning independent workPresenter Notes:Read the Description and Lesson design motto: Teacher is never a static procedureThe lesson opening consists of gaining attention, reviewing previously learned skills, and previewing the skills you are planning to cover.The body of the lesson includes the teaching of skills and strategies, introduction of vocabulary and concepts, or the teaching of rules or facts.The lesson closing involves reviewing what was covered during the body of the lesson, previewing what is to come tomorrow or in future lessons, and assigning independent work.When teaching a skill or strategy during the body of the lesson the teacher can organize the lesson by I do, we do, and you do. During the “I do” the teacher demonstrates and describes while students participate. During the “We do” the teacher continues to demonstrate and describe the skill or strategy and begins to prompt students to do the same. During the “You do” the teacher monitors, checks for understanding and provides guided support while the students perform the skill or strategy. Teachers must be cognizant of the gradual release of responsibility depending on the skills/strategies being taught and the readiness of the students.
94 Classroom Organization DescriptionHighlightsEmphasize the effective use of available space and the development of rules, routines, and procedures.Space communicatesWhat you expect = What you getClassroom organizationGoals and rulesRoutines and proceduresActive engagementBuffer activitiesSponge activitiesPresenter Notes:Read Description and Classroom Organization mottosIn addition to selecting content and designing lessons, the teacher must set the stage for instruction by organizing the physical space and establishing classroom rules and routines. All of this is necessary so that the performance (modeling) can be effective.Read Classroom Organization HighlightsPredictability predicts abilityAvoid the void, for they will fill it
95 Instructional Delivery DescriptionHighlightsActive participationVerbal responsesPartner considerationsTeam considerationsStructured choral responsesWritten responsesResponse slatesResponse cardsAction responsesFocus on fostering active participation and eliciting responses.Many responses, many respondersPresenter Notes:Read the Description and motto for Instructional Delivery: Many responses, many responders”The amount of time students are successfully engaged in academic tasks increases academic achievement. If we increased engagement opportunities for our students and delivered instruction at the appropriate level of difficulty, we would see a strong impact on student achievement.Read Highlights of Instructional DeliveryThese are the many ways to get students to respond to increase participation.When teachers explicitly teach and promote high levels of student engagement they might expect 80% correct responses during initial instruction and 90-95% correct responses during independent practice.
96 Responsive Literacy Instruction DescriptionHighlightsDefining RTIUsing data to identify needsExamining Tier I instructionExamining Tier II strategic interventionsExamining Tier III intensive interventionsDefine response to intervention (RTI). Explore how the RTI model can help us create a framework for all students’ success, not just struggling students.Presenter Notes:Read Description and Highlights for Responsive Literacy InstructionWe can use a tiered RtI model to systematically support students who are struggling. Research says that implementing an RtI framework can increase student achievement. It encourages teacher to intervene before students fall to far behind. Teachers who implement RtI improve instruction for all students and close achievement gaps.Data is used to identify needs and plan for instruction. Tier 1 instruction should be differentiated to meet the needs of all students. Tier II instruction is additional, strategic interventions provided to struggling students, and Tier III is individualized interventions for students who do not respond to Tier II.We know that quality core instruction with skilled intervention can reduce the # of referrals. No student should be in Tier II or Tier III interventions due to lack of effective core instruction.
97 Planning for Tier I Instruction DescriptionHighlightsPlanning steps critical for Tier I instructionPlanning considerations for literacy componentsI DO, WE DO, YOU DO lesson cycle and planning for Tier I instructionReflection on planning for Tier I instructionTake an in--depth look at planning considerations for core literacy instruction.Presenter Notes:Read Description and Highlights for Planning for Tier IWhen planning for Tier I Instruction teachers need to:-Identify students’ learning needs-Prepare and organize instructional materials and resourcesPlan day to day instruction including components of literacy, features of effective instruction, and differentiated instruction- Communicate and collaborate with all stakeholders
98 Planning for Tiers II and III Instruction DescriptionHighlightsTake an in-‐depth look at planning literacy instruction in Tiers II and III.Planning steps critical for Tiers II and III instructionPlanning considerations for literacy componentsI DO, WE DO, YOU DO lesson cycle and planning for Tiers II and III instructionReflection on planning for Tiers II and III instructionPresenter Notes:Read Description and Highlights for Planning for Tier IWhen preparing an intervention lesson in both Tier II and Tier III, we want to be dynamic and flexible. We should plan a full intervention lesson with the thought that if students still struggle with the concept or skill, we will need to make adaptations during the intervention to meet their needs. In addition, we want anything that occurs in Tiers II and III to align with the core Tier I instruction.When we reflect back on the data from our Tier I instruction implemented with our students in Tiers II and III, we can determine the learning gaps and consider individual needs. Again, we should be thoughtful and plan for necessary adaptations and other approaches to help struggling students. Finally, we should plan our intervention instruction carefully, including the components of literacy as well as effective instruction and differentiation.
99 Conclusion Description Highlights Reviewing important learning Identifying goalsIdentifying benefitsIdentifying next stepsRecall what we learned and identify our goals, benefits, and next steps.Presenter Notes:Read Description and HighlightsIn conclusion, participants were able to reflect on how explicit instruction can benefit all the diverse learners we have in our classrooms. They also planned and created goals on how they can better implement explicit instruction in their own schools.
100 ReferencesBlase, K. A., Fixsen, D. L., Naoom, S. F., & Wallace, F. (2005). Operationalizing implementation: Strategies and methods. Tampa: University of South Florida, Louis de la Parte Florida Mental Health Institute. McKinsey & Co. (2007). How the world’s best-performing schools come out on top. Retrieved from Texas Literacy Initiative. (2014). The Texas state literacy plan: A guide for creating comprehensive site/campus-based literacy programs (version 2.0). Texas Education Agency.
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