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Targeting K-1 Struggling Learners through an Ongoing, Collaborative Professional Development Model in Literacy.

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Presentation on theme: "Targeting K-1 Struggling Learners through an Ongoing, Collaborative Professional Development Model in Literacy."— Presentation transcript:

1 Targeting K-1 Struggling Learners through an Ongoing, Collaborative Professional Development Model in Literacy

2 Today’s Agenda  Presentation of our professional development model  Presentation of a model of reading  Modeling and role-playing of selected strategies  Case studies  Presentation of our professional development model  Presentation of a model of reading  Modeling and role-playing of selected strategies  Case studies

3 The Problems We Face

4 The Problem #1  Conventional wisdom  Not true!  Influential study (Connie Juel, 1988)  Students behind in reading at end of first grade; 88% were still behind at end of fourth grade  Conventional wisdom  Not true!  Influential study (Connie Juel, 1988)  Students behind in reading at end of first grade; 88% were still behind at end of fourth grade

5 The Problem # 2  Typical professional development  One-shot  Not open to teachers’ views & experiences  Out of context, not integrated with current curriculum and organization  No time for modeling, practicing, sharing, fine-tuning  No time for professional sharing  Typical professional development  One-shot  Not open to teachers’ views & experiences  Out of context, not integrated with current curriculum and organization  No time for modeling, practicing, sharing, fine-tuning  No time for professional sharing

6 What do teachers say they need?  Team planning periods  Mentoring by another teacher  Regular collaboration with others -- Teacher Quality: A Report on the Preparation and Qualifications of Public School Teachers  Team planning periods  Mentoring by another teacher  Regular collaboration with others -- Teacher Quality: A Report on the Preparation and Qualifications of Public School Teachers

7 The Problem # 3  Teaching reading is Complex! Teaching Reading Is Rocket Science by Louisa Moats  Teaching reading is Complex! Teaching Reading Is Rocket Science by Louisa Moats

8 Our Solutions #1  Early Intervention--Catch them before they fall  Target struggling learners in kindergarten and first grade  Early Intervention--Catch them before they fall  Target struggling learners in kindergarten and first grade

9 Our Solutions # 2  Ongoing collaboration with coaching, institutes, workshops, study groups, and distance  Problem-solving  Modeling  Self-assessments  Peer learning  Food!  Ongoing collaboration with coaching, institutes, workshops, study groups, and distance  Problem-solving  Modeling  Self-assessments  Peer learning  Food!

10 Our Solutions # 3 Efficient professional development: Integrating a model of reading development; efficient instructional strategies; and the cyclical progression of assessment, diagnosis and instruction, in all that we do. Efficient professional development: Integrating a model of reading development; efficient instructional strategies; and the cyclical progression of assessment, diagnosis and instruction, in all that we do.

11 Our Goals # 1  Rapid acceleration of struggling learners’ reading level

12 Our Goals # 2  Teachers’ enhanced understanding of early reading development

13 Our Goals # 3  Teachers’ daily use of diagnostic thinking about reading development and instruction

14 Linking a Model of Reading with Assessment Vocabulary Word Meanings Fluency Word Identification Motivation and Engagement (Ginsberg, Amendum, & Klausman, 2005) Comprehension

15 Vocabulary Word Meanings Fluency Word Identification Motivation and Engagement (Ginsberg, Amendum, & Klausman, 2005) Comprehension NC K-2 Lit Assmt: Running Record Linking a Model of Reading with Assessment

16 (Ginsberg, Amendum, & Klausman, 2005) Word Identification Phonics Knowledge NC K-2 Lit Assmt: Assessment of Letter Knowledge (Sounds) Phonemic Awareness Skill NC K-2 Lit Assmt: Phonemic Awareness Inventory, Segmenting Words into Phonemes Sight Word Knowledge NC K-2 Lit Assmt: Dolch Basic Sight Vocabulary Lists Phonemic Awareness Skill NC K-2 Lit Assmt: Phonemic Awareness Inventory, Blending Onset-rimes Phonemic Awareness Skill TRI Word Work-Recording Sheet

17 Linking a Model of Reading with Assessment (Ginsberg, Amendum, & Klausman, 2005) Fluency Oral Reading Fluency NC K-2 Lit Assmt: Running Record Oral Reading Fluency NC K-2 Lit Assmt: Fluency Assessment Oral Reading Fluency TRI Reading for Fluency Progress-Recording Sheet

18 Linking a Model of Reading with Assessment (Ginsberg, Amendum, & Klausman, 2005) Vocabulary Word Meanings Story Retelling NC K-2 Lit Assmt: Retelling Story Vocabulary TRI Word Work and Guided Oral Reading- Recording Sheet

19 Comprehension Retelling NC K-2 Lit Assmt: Retelling Understanding Story Events and Sequence Accelerated Reader Tests Making predictions, connections, and inferences Anecdotal notes from discussions during Interactive Read-Alouds Linking a Model of Reading with Assessment (Ginsberg, Amendum, & Klausman, 2005)

20 Linking a Model of Reading with Assessment Vocabulary Word Meanings Fluency Word Identification Motivation and Engagement Comprehension (Ginsberg, Amendum, & Klausman, 2005)

21 What is the fundamental, developmental need in reading for most struggling K & 1st grade learners? Word Recognition Alphabetic Principle Phonics Knowledge Phonemic Awareness Skills Orthographic Recognition

22 Automatized Word Identification More Sophisticated Word Identification Strategies More Complex Phonics Knowledge Word Identification Strategies Blending Segmenting Letter-Sound Knowledge Alphabetic Principle Word Identification Development Sight Words

23 What Strategies Best Target the Needs of K-1st Struggling Readers?  Daily individual or small group instruction of  Engaging, interactive read alouds  Word Work  Rereading for Fluency  Guided Oral Reading  Daily individual or small group instruction of  Engaging, interactive read alouds  Word Work  Rereading for Fluency  Guided Oral Reading

24 Today’s Strategies  Interactive Book Reading  Word Work  Look, Say, & Write  Change One Sound  Write & Say  Read, Write, & Say  Interactive Book Reading  Word Work  Look, Say, & Write  Change One Sound  Write & Say  Read, Write, & Say

25 Why the Need?  Reading on mother’s lap  Middle-income children ~ 1000 hours by age 5  Low income children ~ 25 hours by age 5  Some K children know 20,000 words; some know 5,000  RESULT?  Differences in vocabulary knowledge, emotional connections with books, print knowledge, background knowledge, and comprehension skills and strategies  Reading on mother’s lap  Middle-income children ~ 1000 hours by age 5  Low income children ~ 25 hours by age 5  Some K children know 20,000 words; some know 5,000  RESULT?  Differences in vocabulary knowledge, emotional connections with books, print knowledge, background knowledge, and comprehension skills and strategies

26 Why else?  Delores Durkin’s 1979 comprehension study: teachers assign comprehension tasks but do NOT teach comprehension strategies  30 years of research on learners and comprehension strategies  all children can be taught and learn a variety of comprehension strategies that benefits their reading achievement  Delores Durkin’s 1979 comprehension study: teachers assign comprehension tasks but do NOT teach comprehension strategies  30 years of research on learners and comprehension strategies  all children can be taught and learn a variety of comprehension strategies that benefits their reading achievement

27 Why else?  NC Standard Course of Study  Competency Goal 2 The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.  2.01 Read aloud independently with fluency and comprehension any text that is appropriately designed for emergent readers Demonstrate familiarity with a variety of texts (storybooks, short chapter books, newspapers, telephone books, and everyday print such as signs and labels, poems, word plays using alliteration and rhyme, skits and short plays) Read and comprehend both fiction and nonfiction text appropriate for grade one using: prior knowledge, summary, questions, and graphic organizers.  2.04 Use preparation strategies to anticipate vocabulary of a text and to connect prior knowledge and experiences to a new text Predict and explain what will happen next in stories Self-monitor comprehension by using one or two strategies (questions, retelling, summarizing) Respond and elaborate in answering what, when, where, and how questions Discuss and explain response to how, why, and what if questions in sharing narrative and expository texts Read and understand simple written instructions..  NC Standard Course of Study  Competency Goal 2 The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.  2.01 Read aloud independently with fluency and comprehension any text that is appropriately designed for emergent readers Demonstrate familiarity with a variety of texts (storybooks, short chapter books, newspapers, telephone books, and everyday print such as signs and labels, poems, word plays using alliteration and rhyme, skits and short plays) Read and comprehend both fiction and nonfiction text appropriate for grade one using: prior knowledge, summary, questions, and graphic organizers.  2.04 Use preparation strategies to anticipate vocabulary of a text and to connect prior knowledge and experiences to a new text Predict and explain what will happen next in stories Self-monitor comprehension by using one or two strategies (questions, retelling, summarizing) Respond and elaborate in answering what, when, where, and how questions Discuss and explain response to how, why, and what if questions in sharing narrative and expository texts Read and understand simple written instructions..

28 Why else? NC Standard Course of Study  Competency Goal 4 The learner will apply strategies and skills to create oral, written, and visual texts.  4.01 Select and use new vocabulary and language structures in both speech and writing contexts (e.g., oral retelling using exclamatory phrases to accent an idea or event) Use words that describe, name characters and settings (who, where), and tell action and events (what happened, what did ___ do) in simple texts Use specific words to name and tell action in oral and written language (e.g., using words such as frog and toad when discussing a nonfiction text) Extend skills in using oral and written language:  clarifying purposes for engaging in communication.  using clear and precise language to paraphrase messages.  engaging in more extended oral discussions.  producing written products.  completing graphic organizers. NC Standard Course of Study  Competency Goal 4 The learner will apply strategies and skills to create oral, written, and visual texts.  4.01 Select and use new vocabulary and language structures in both speech and writing contexts (e.g., oral retelling using exclamatory phrases to accent an idea or event) Use words that describe, name characters and settings (who, where), and tell action and events (what happened, what did ___ do) in simple texts Use specific words to name and tell action in oral and written language (e.g., using words such as frog and toad when discussing a nonfiction text) Extend skills in using oral and written language:  clarifying purposes for engaging in communication.  using clear and precise language to paraphrase messages.  engaging in more extended oral discussions.  producing written products.  completing graphic organizers.

29 The Power of Interactive Read Alouds  Engagement in reading  Builds vocabulary knowledge  Builds background knowledge  Scaffolds students where they are  Guides students to learn comprehension strategies  Texts can be at students’ listening comprehension level, not their reading level  Engagement in reading  Builds vocabulary knowledge  Builds background knowledge  Scaffolds students where they are  Guides students to learn comprehension strategies  Texts can be at students’ listening comprehension level, not their reading level

30 How?  Scaffold the experience  Before  During  After  Scaffold the experience  Before  During  After

31 How to Scaffold Students’ Comprehension  Before  Develop or retrieve background knowledge related to the text  Make a prediction  Preview the text  Present key vocabulary; concepts  Motivate—hook them!  Set purpose for reading  Before  Develop or retrieve background knowledge related to the text  Make a prediction  Preview the text  Present key vocabulary; concepts  Motivate—hook them!  Set purpose for reading

32 How to Scaffold Students’ Comprehension  During  Read with excitement, expression, and verve!  Talk aloud; teach students to:  Monitor their comprehension  Make connections between the text and their lives, or to other books  Retrieve background knowledge related to the text  Retell/summarize  Develop lacking background knowledge  During  Read with excitement, expression, and verve!  Talk aloud; teach students to:  Monitor their comprehension  Make connections between the text and their lives, or to other books  Retrieve background knowledge related to the text  Retell/summarize  Develop lacking background knowledge

33 How to Scaffold Students’ Comprehension  After  Retell/Summarize  Synthesize (taking information and re- creating it into a new form)  Reflect  After  Retell/Summarize  Synthesize (taking information and re- creating it into a new form)  Reflect

34 Let’s Try It!

35 Now Let’s Try Word Work Strategies

36 National Research Center on Rural Education Support Reading Early Literacy Initiative Reading Early Literacy Initiative


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