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Reading First 2003-2008 Professional Development The Highlights.

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Presentation on theme: "Reading First 2003-2008 Professional Development The Highlights."— Presentation transcript:

1 Reading First Professional Development The Highlights

2 Objectives Review key Reading First professional development Identify resources for training new teachers Share your experiences implementing this Professional Development

3 Areas of Professional Development Five Components of Reading Instruction Assessment and Instruction Literacy Coaching Scientifically-based Reading Instruction Three Tier Model, Differentiated Instruction and Response to Intervention (RtI)

4 Five Components of Reading Instruction Professional Development

5 Phonemic Awareness and Phonics Resources from the National Reading First Conference. Lane, H., Nat. Reading First Conference, July Phonemic awareness assessment and instruction. A sound beginning. Woodruff, T., Nat. Reading First Conference, July Phonics instruction: One of the 5 big ideas in reading – why is it necessary and what it should look like.

6 Fluency Presentations Timothy Rasinski, Kent State University, March Effective teaching of reading: From phonics to fluency. Joseph Torgesen, Florida Center for Reading Research, March Reading Fluency as a marker for early reading progress: Strengths and weaknesses

7 Resource Text Timothy Rasinski (2005). The fluent reader: Oral reading strategies for building word recognition, fluency and comprehension. New York, NY: Scholastic Inc.

8 Fostering Fluency Effective, research-based practices for development of automaticity and fluency Massachusetts Dept. of Education, Reading First

9

10 Resource Text Isabel L. Beck, Margaret G. McKeown, and Linda Kucan (2002). Bringing words to life: Robust vocabulary instruction. New York, NY: The Guilford Press

11 “America’s future walks through the doors of our schools everyday.” Mary Jean LeTendre Building Oral Language Skills All Day Long Lesley Maxwell Hanson Initiative for Language & Literacy (HILL) MADOE Reading First Regional Meetings

12 Focus of Presentation Activities for building up oral language across the day Developing oral language at the sentence level Using Think Aloud strategies to expand oral language

13 Developing Oral Language Skills Reading First MA Department of Education November 15, 2006

14 Unlocking Meaning Reading First MA Department of Education

15 Objectives Strategy Instruction (Reciprocal Teaching) Questioning Techniques (QAR) MCAS Prep Assessment

16 Resource Texts Oczkus, L. D. (2003). Reciprocal teaching at work: Strategies for improving reading comprehension. Newark, D.E.: International Reading Association Collins-Block, Rodgers, L.L., & Johnson, R.B. (2004). Comprehension process instruction: Creating reading success in grades K-3

17 Five Ws Plus H of Building Informational Literacy Nell K. Duke Michigan State University Literacy Achievement and Research Center Marlboro, MA March 2007

18 References for Material in this Talk Material for this talk is drawn in part from the book: Reading and Writing Informational Text in the Primary Grades: Research- based Practices, published by Scholastic. The complete citation for the book is: Duke, N. K., & Bennett-Armistead, V. S., with Huxley, A., Johnson, M. McClurkin, D., Roberts, E., Rosen, C., Vogel, E. (2003). Reading and writing informational text in the primary grades: Research-based practices. New York: Scholastic. Many additional citations are provided in the book.

19 Title: As You Like It Regional Meeting Massachusetts Reading First May 2006

20 Objectives Today we will: Define authentic text, both literary and informational, and explore its importance. Link the use of authentic text to our prior knowledge of comprehensive reading instruction. Explore the importance of text features for comprehension. Experience using informational text for standards- based instruction.

21 Written Response to Text Institute Massachusetts Department of Education August 1 & 2, 2007

22 Written response to text Our summer professional development plans: Selecting text that is appropriate for an extended written response Understanding text structures and features and aligning them to the ELA standards Creating items that measure a clear learning target (standard) Develop scoring guidelines

23 Written response to text Next year : Review student work samples Compare your scores to those of your colleagues Rewrite items Plan focused lessons

24 Resource Texts Mass. Dept. of Education, June Massachusetts English language arts curriculum framework. Malden, MA: MADOE Mass. Dept. of Education, June Supplement to the Massachusetts English language arts curriculum framework, Grades 3,5 and 7 grade level standards for vocabulary, reading, and literature. Malden, MA: MADOE

25 Demonstrating Reading Comprehension Through Expository Texts: Helping All K- 3 Students Write About What They Learn The Massachusetts Reading First Plan Advanced Seminar November 7, 2007 Gary A. Troia, Ph.D. Michigan State University

26 Resource Text Steve Graham, Charles A. MacArthur & Jill Fitzgerald (Eds.), Best practices in writing instruction. New York, NY: The Guilford Press

27 Popular Materials for Study Groups Beck, I., McKeown, M.G., & Kucan, L.(2002). Bringing words to life: Robust vocabulary instruction. New York, NY: The Guilford Press Murphy, J. (2004). Leadership for Literacy: Research-based practice, PreK-3. Thousand Oaks, CA: Corwin Press. Oczkus, L. D. (2003). Reciprocal teaching at work: Strategies for improving reading comprehension. Newark, D.E.: International Reading Association Texas Center for Reading and Language Arts (2002). Teacher Reading Academy (TRA) binder. Austin, Tx: University of Texas College of Education.

28 Activity: Time to Share As you turn and talk with your partner, you may use the RF Professional Development Action Plan to record some tools/resources that you will use for future Professional Development. Which DOE resources have been most useful to you in training teachers? Based on this review, are there some tools that you will revisit or adopt for ongoing PD?

29 Assessment and Instruction Professional Development

30 DIBELS Training Resources Good, R.H., & Kaminski, R.A. (2003). Dynamic Indicators of Basic Early Literacy Skills, 6 th Ed. Administration and scoring guide. Longmont, CA: Sopris West. IDEAL Consulting Services, June Collecting, interpreting and utilizing DIBELS data. Text available from DESE Office of Reading website.

31 GRADE Overview MA DOE Summer Reading Academy

32 GRADE Group Reading Assessment and Diagnostic Evaluation Published by AGS Content and Diagnostic Interpretation based on AGS Technical Manual Reading First, Mass. Dept. of Education 2005

33 Resources for Linking Assessment to Instruction Mass. Dept. of Education, October Creating an assessment framework to prevent reading failure and strengthen instruction. Hall, S. L. (2006). I’ve DIBEL’d, now what?: Designing interventions with DIBELS data. Boston, MA: Sopris West. Mass. Dept. of Education, Spring Overview of the MCAS. Hanson Institute for Language and Literacy tools for assessment and instruction U.Mass. Donahue Institute Reading First Evaluations IF network assessment binder: Protocols for conducting data meetings Data management and reports

34 Activity: Time for Feedback As you turn and talk with your partner, you may use the RF Professional Development Action Plan to record some tools/resources that you will use for future Professional Development. Based on this review, which tools have you found most useful in training teachers in administration, scoring and interpretation of DIBELS and GRADE? Are there specific resources that you plan to revisit as you train new teachers? Why?

35 Literacy Coaching Professional Development

36 DOE RF Coaching Presentations Sharon Walpole, University of Delaware & Cecilia Minden-Cupp, Harvard Graduate School of Education, Fall Strategies for coaching. Sharon Walpole, University of Delaware, Jan Targeted time, targeted curriculum, targeted instruction. Janet Hasbrouck & Carolyn Denton, Fall Reading coaches: Ideas and strategies for success. Contact: for hard copies of these presentations

37 Coaching Resources Sharon Walpole & Michael C. McKenna (2004). The literacy coach’s handbook: A guide to research-based practice. New York, NY: The Guilford Press Jan Hasbrouck & Carolyn Denton (2005). The reading coach: A how-to manual for success. Boston, MA: Sopris West. RMC Research Corporation (2005). Leading for success: An introductory guide for Reading First coaches. Austin, Tx: Central Reading First Technical Assistance Center, Vaughn Gross Cener for Language Arts. MADOE/DESE Regional Meeting networks – “None of us is as smart as all of us.” (Ken Blanchard)

38 Coaching Workshops Hanson Institute for Language and Literacy DIBELS Workshop, Aug. 4, 2008 Leading Literacy Change for Coaches, Aug. 5-8, 2008 These workshops will be held at the HILL, 13 th St., Charlestown Navy Yard, MA Literacy Leadership Summit, Aug. 13 and 14, 2008 This workshop is for district/school teams and will be held at the Highlander Charter School, 145 Greeley St., Providence, RI. For more information, contact the HILL at or

39 Activity: Time for Feedback As you turn and talk with your partner, you may use the RF Professional Development Action Plan to record some tools/resources that you will use for future Professional Development. How have you supported coaching in your school/district? Which coaching resources will be most useful in providing PD in your school/district?

40 Scientifically-based Reading Instruction Professional Development

41 Reading First Program-Specific Professional Development Eastern Regional Reading First Technical Assistance Center Florida Center for Reading Research Florida State University Sheryl Turner October 2004

42 Scientifically Based Reading Research (SBRR)  training on the importance of the 5 essential components of reading  instructional principles for effectively teaching those skills to at-risk students 1.phonics 2.phonemic awareness 3.fluency 4.vocabulary 5.comprehension SBRR Training is:

43 More Resources for Scientifically-based Reading Research/Reading Instruction Reviews of core reading programs Gumm,R. & Turner, S. Nat. Reading First Conference, Minneapolis, MN, July minutes plus: Demystifying the literacy block. Available at FCRR: National Institute of Child Health and Human Development (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: U.S. Dept. of Health and Human Services

44 Activity: Time for Feedback As you turn and talk with your partner, you may use the RF Professional Development Action Plan to record some tools/resources that you will use for future Professional Development. How have you enhanced training in the use of the core program? Based on this review, are there some tools that you will adapt for use in your school/district?

45 The Three-Tier Model, Differentiated Instruction and Response to Intervention Professional Development

46 Teaching All Children to Read : Practices from Reading First Schools with Relatively Strong Intervention Outcomes Dr. Joseph Torgesen Florida Center for Reading Research and Eastern Regional Reading First Technical Assistance Center Massachusetts Reading First Summer Conference, August, 2006

47 Three-Tier Model Resources Three documents related to this presentation at 1.Complete report; 2. Executive summary for complete report; 3. “Principal’s guide to intensive interventions for struggling readers in Reading First schools” Free download of 240 independent student learning activities for K-1 classrooms, and 170 activities for 2-3, go to Objective, teacher-written reviews of commercially available intervention programs and materials: Kosanovich, M., Ladinsky,K., Nelson, L. & Torgesen, J. (2006). Differentiated reading instruction: Small group alternative lesson structures for All students;

48 Instruction for English Language Learners Arguelles, M. E., Central Reading First Technical Assistance Center (2006).Components of effective instruction for ELLs. Carlo, M., University of Miami, Fall Should vocabulary instruction differ for English Language Learners? Yes or No? Contact: for a hard copy of these presentations Center on Instruction (2006). Practical guidelines for the education of English Language Learners: Research-based recommendations for instruction and academic interventions. Houston, Tx.: Texas Institute for Measurement, Evaluation, and Statistics, University of Houston.

49 Diversity & Development: Promoting Early Literacy Skills of ELLs Nonie K. Lesaux, PhD Reading First Conference Sturbridge, MA August 16-17, 2006

50 Outline K-12 Population Demographics Pressing Issues Preventing Reading Difficulties: Relevant Findings Misconceptions & Implications

51 Differentiated Instruction Advanced Seminar Massachusetts Reading First Plan and John Silber Early Literacy Initiative Dorothy S. Strickland, Ph. D. Rutgers, The State University of New Jersey

52 Resource Text Dorothy S.Strickland, Kathy Ganske & Joanne K. Monroe (2002). Supporting struggling readers and writers: Strategies for classroom intervention 3-6. Newark, DE: International Reading Association

53 Response-to-Intervention and The Three-Tier Model Reading First MA Department of Education

54 Objectives 1. Introduction to Response to Intervention as a decision-making model based on the 3 Tier Model of instruction 2. The 3 Tier Model as a vehicle for differentiating instruction, particularly for the lowest performing students. 3. How teachers can strengthen Tier 1 instruction for all students, with particular emphasis on the prevention of reading failure for the lowest performing students.

55 Response to Intervention Resources Professional development modules and implementation guidelines for teachers and principals The IRIS Center Curriculum design for all learners Center for Applied Special Technology Student progress monitoring professional development and tools National Center on Student Progress Monitoring Intervention Reports What Works Clearinghouse, Institute of Education Sciences, U.S. Dept of Education.

56 Activity: Time for Feedback As you turn and talk with your partner, you may use the RF Professional Development Action Plan to record some tools/resources that you will use for future Professional Development. How have you helped staff make the link between the Three Tier Model, differentiated instruction and Response to Intervention? Which resources have been helpful in addressing the needs of ELLs through professional development? Based on this review, are there some tools that you plan to use in future trainings?

57 Reading First Professional Development plan Area of Professional Development What I used in past trainings What were the outcomes How I will use this PD review to build on my trainings. 1. Five Components of Reading Instruction 2.Assessment and Instruction 3.Coaching 4. Scientifically-based Reading Research 5. Three Tier Model, Differentiated Instruction, Response to Intervention

58 References American Guidance Services, Mass. Dept. Education Summer Reading Academy, Group Reading and Diagnostic Evaluation Overview Arguelles, M. E., Westborough, MA., 2006.Components of effective instruction for ELLs. Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York, NY: The Guilford Press. Beck, I. L., Westborough, MA., Enhancing student’s vocabulary development. Blanchard, K. H. & Johnson, S. (2002). The one minute manager. New York, NY: Morrow & Co. Inc Block, C.C., Rodgers, L.L., & Johnson, R.B. (2004). Comprehension process instruction: Creating reading success in grades K-3. NY: Guilford Press. Carlo, M., Westborough, MA, Should vocabulary instruction differ for English Language Learners? Yes or No? Center on Instruction (2006). Practical guidelines for the education of English Language Learners: Research-based recommendations for instruction and academic interventions. Houston, Tx.: Texas Institute for Measurement, Evaluation, and Statistics, University of Houston. Duke, N.K. & Bennett-Armistead, V.S. (2003). Reading & writing informational text in the primary grades. New York: Scholastic.

59 Duke, N. K., Best Western, Marlborough, March Five Ws Plus H of Building Informational Literacy. Good, R.H., & Kaminski, R.A. (2003). Dynamic Indicators of Basic Early Literacy Skills, 6th Ed. Administration and scoring guide. Longmont, CA: Sopris West. Graham, S., MacArthur, C.A., & Fitzgerald, J. (Eds.), Best practices in writing instruction. New York, NY: The Guilford Press. Gumm,R. & Turner, S. Nat. Reading First Conference, Minneapolis, MN, July minutes plus: Demystifying the literacy block. Hall, S. L. (2006). I’ve DIBEL’d, now what?: Designing interventions with DIBELS data. Boston, MA: Sopris West. Hasbrouck, J., & Denton, C. (2005). The reading coach: A how-to manual for success. Boston, MA: Sopris West. IDEAL Consulting Services (2004). Collecting, analyzing and utilizing DIBELS data. (Text o nly) Kosanovich, M., Ladinsky,K., Nelson, L. & Torgesen, J. (2006). Differentiated reading instruction: Small group alternative lesson structures for All students. Tallahassee, Fl. : Florida Center for Reading Research. Lane, H., National Reading First Conference, July Phonemic awareness assessment and instruction: A sound beginning.

60 Lesaux, N. K., Massachusetts Reading First Summer Conference, Aug , Diversity and development: Promoting early literacy skills for ELLs. Murphy, J. (2004). Leadership for Literacy: Research-based practice, PreK-3. Thousand Oaks, CA: Corwin Press. Mass. Dept. of Education, June Massachusetts English Language Arts Curriculum Framework. Malden, MA: MADOE Mass. Dept. of Education, June Supplement to the Massachusetts English language arts curriculum framework, Grades 3,5 and 7 grade level standards for vocabulary, reading, and literature. Malden, MA: MADOE Mass. Dept. of Education, Spring GRADE: Content and diagnostic interpretation based on the AGS technical manual. Mass. Dept. of Education Reading First Regional Meetings, Fall Fostering fluency: Effective, research-based strategies for developing automaticity and fluency. Mass. Dept. of Education, 31 st Annual Title 1 Conference, Hyannis, MA. October, Creating an assessment framework to prevent reading failure and strengthen instruction. Mass. Dept. of Education Reading First Regional Meetings, November Unlocking meaning. Maxwell, L., Mass. Dept. of Education Reading First Regional Meetings, November Building oral language skills all day long. Mass. Dept. of Education Reading First Regional Meetings, November Developing oral language skills. Mass. Dept. of Education Reading First Regional Meetings, April Response to Intervention and the Three Tier Model.

61 Mass. Dept. of Education Reading First Regional Meetings, May As you like it: Developing informational text literacy. Mass. Dept. of Education, Spring Overview of the MCAS. Mass. Dept. of Education, Radisson Inn, Marlborough, Aug. 1-2, Written Response to Text Institute National Institute of Child Health and Human Development (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: U.S. Dept. of Health and Human Services Oczkus, L. D. (2003). Reciprocal teaching at work: Strategies for improving reading comprehension. Newark, D.E.: International Reading Association Rasinski, T.V. (2003). The fluent reader: Oral reading strategies for building word recognition fluency and comprehension. New York, NY: Scholastic Inc. Rasinski, T. V., Radisson Inn, Marlborough, MA, March Effective Teaching of Reading: From Phonics to Fluency. RMC Research Corporation (2005). Leading for success: An introductory guide for Reading First coaches. Austin, Tx: Central Reading First Technical Assistance Center, Vaughn Gross Cener for Language Arts. Strickland, D.S., Ganske, K., & Monroe, J.K. (2002). Supporting struggling readers and writers: Strategies for classroom intervention 3-6. Newark, DE: International Reading Association Texas Center for Reading and Language Arts (2002). Teacher Reading Academy (TRA) binder. Austin, Tx: University of Texas College of Education.

62 The Donahue Institute ( ). Evaluation of Massachusetts Reading First Project. University of Massachusetts, Amherst: The Donahue Institute Torgesen, J., March Reading Fluency as a marker for early reading progress: Strengths and weaknesses Torgesen, J., Massachusetts Reading First Summer Conference, Sturbridge, MA., August Teaching all children to read: Practices from Reading First Schools with relatively strong intervention outcomes Turner, S., October Reading First Program-Specific Professional Development. Tallahassee, Fl.: Eastern Region Reading First Technical Assistance Center (ERRFTAC), Florida Center for Reading Research, Florida State University Walpole, S., & McKenna, M.C. (2004). The literacy coach's handbook: A guide to research-based practice. New York, NY: The Guilford Press. Walpole, S. & Minden-Cupp, C., Randolph, MA. Oct Strategies for coaching. Walpole, S., Randolph, MA, Jan Targeted time, targeted curriculum, targeted instruction. Woodruff, T., National Reading First Conference, July Phonics instruction: One of the 5 big ideas in reading – why is it necessary and what it should look like.


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