Judith.firstname.lastname@example.org Read to Achieve Coordinator Kentucky Department of Education 19 th floor 500 Mero Street Frankfort, KY 40601 502-564-4970 ext. 4101
Webinar Agenda Role of RTA Teachers ELL Teaching Tips Parent/Teacher Conferences
Role of RTA Teachers Identify students needing intervention using a diagnostic assessment Plan individualized intervention instruction Monitor the progress of each student Collect, analyze and interpret assessment data Submit program reports to KDE Participate in quarterly webinars and other PD
Diagnostic Assessment Administer a diagnostic assessment and outcome measure to all primary students in the fall and spring of the school year.
Plan Instruction Plan intensive individualized instruction using the RTA grant-approved program. Grant-approved Read to Achieve Programs may not be changed or replaced but amendments may be submitted for review asking to supplement the current program.
Monitor Progress Using research- recommended progress monitoring tools, consistently monitor the progress of each student. Craft instruction based upon the results of the progress monitoring.
Participate in Professional Development Participate in quarterly webinars at 2 p.m. ET August 28, 2012 November 27, 2012 February 26, 2013 April 30, 2013 Attendance at the KRA annual conference is encouraged but not required. (Oct. 18-20)
Submit Program Evaluations to KDE Program Evaluation Reports are due September 15, 2012 January 15, 2013 May 15, 2013 and can be found on Survey Monkey.
Need Help? www.education.ky.gov Search for RTA on the Kentucky Department of Education website where all forms, newsletters, and program information is available, or type http://www.education.ky.gov/kde/instructional+ resources/read+to+achieve/grant+compliance/rt a+grant+program+laws+and+regulations.htm
States with greatest ELL Student Population Growth from 1994-95 – 2004-05 State # ELL in 2004 - 05 % Growth From 1994 - 95 South Carolina 15,396714.2% Kentucky 11,181 417.4% Indiana 31,956407.8% North Carolina 70,288 371.7% Tennessee 19,355 369.9% Alabama 15,295336.8% Sources: U.S. Department of Education’s Survey of the States’
Teaching ELL Students Build on what they know Communicate with their parents Model expectations Use a multitude of pictures Learn about their culture and use some of their words
Tips for Helping English Language Learners English is best learned when it is the medium of instruction, not the focus of instruction. An integrated approach that combines English language development with content knowledge is proven to be the most effective for English Language Learners.
Academic language proficiency takes much longer to develop than conversational proficiency. It takes 5-7 years to perform as well academically as English speaking peers. (Collier & Thomas, 1999; Cummins 1989)
Recommended Article What Reading Teachers should Know about ESL Learners by Mary J. Drucker
Read Texts from their Culture Iguana Brothers Johnston 1995
Language Experience Approach Student tells of a personal experience and watches as the teacher writes it.
Interactive Writing Students and teacher share the pen. Students are encouraged to write the parts that are instructionally appropriate for them.
Narrow Reading Read authentic writing about the same topic in a number of different texts.
Songs, Poems, Acting Itsy Bitsy Spider Simon Says Going on a Bear Hunt Jump Rope Rhymes
Read Aloud Read aloud to students three times a day.
Excerpt from Ida B. by Katherine Hannigan Ms. Washington would read to us every day after lunch, and her voice was like ten different musical instruments. She could make her voice go low and deep and strong like a tuba, or hop, hop, hop quick and light like a flute. When she’d read, her voice wrapped around my head and my heart, and it softened and lightened everything up. It put a pain in my heart that felt good. When she told stories it made me want to tell stories. I wanted to read like her, so that I could have that feeling anytime.
Choral Reading Choral reading involves the recitation of a poem or short text, along with motions and gestures that help the children dramatically act out the meaning. The many repetitions of reading a selection provide an opportunity to recycle the language, and the dramatic gestures and motions provide contextual clues about the poem's meaning.
Books and Tapes For kindergarten and first-grade students, books and tapes provide an opportunity to hear the sounds of English as well as learn basic literacy practices like page turning, tracking left to right, and making meaningful connections between words and illustrations.
Vocabulary When a student learns vocabulary in isolation it is very difficult to apply it in context. Reading a passage and then going to a dictionary to look up a word and then going back to the passage is also very difficult for the student to maintain the meaning. It is best to label word meanings as close as possible to the word in context.
Paired Reading Pair a skilled reader with a language learner to improve fluency and pronunciation.
Characteristics of Highly Effective Teachers www.education.ky.gov Type hetl in the search box.
Parent Teacher Conferences Findings from a study in Chicago published in the Journal of School Psychology indicated that higher frequencies of school participation among parents with children in preschool and kindergarten and greater participation in activities resulted in higher reading achievement, lower rates of grade retention, and fewer years in special education among children until age 14.
Student Led Conferences Student takes leadership Student shows work he/she has done with help of teacher Student shows work done independently This helps the student reflect, edit and revise the work because he/she knows it will be seen by parents.
Writing Show the writing journal Show examples of common assessments or progress monitoring in writing Show practice pages in writing where the child has worked on specific skills
Reading Have the student choose a book, or a part of a book, to read aloud. If the child is not present, allow the parent to view a video or listen to a tape of the child reading.
Practice A day or two before the conference, sit down with the child and go through the procedure like you are the student. Let the child see how you talk about your work and your growth. Fill out the reflective sheet at the end just as the student will do with the parent.
Back up Plan Another interventionist, a special area teacher, a mentor, the principal or a classroom assistant are all people who could listen to the child present his/her work if the parents are unable to attend.
Goals for Success My strengths are I need to work on Goal 1 To achieve this goal I will Goal 2 To achieve this goal I will People who will help me achieve this goal Distractions that may slow down my achievement