Presentation on theme: "The JCPS / Bellarmine University Literacy Project"— Presentation transcript:
1 The JCPS / Bellarmine University Literacy Project The Principals FellowshipSession 1September 15, 2014Kathleen & Robert Cooter
2 (Ippilito, J., Steele, J, & Samson, J., 2007) … literacy liberates us from dependence on received wisdom and allows us to find and weigh the evidence ourselves. Simply put, literacy is a cornerstone of our freedom.(Ippilito, J., Steele, J, & Samson, J., 2007)
3 Class Agenda Welcome and Introductions Warm-up Activity Name Plates & Class NormsCourse Overview – Review of Syllabus/BookPhD Credit in Literacy LeadershipQUESTION: Why do we HAVE to do this?!“Ugly Baby” ActivityHearing from the TeachersEXECUTIVE SUMMARY: National Reading Panel & What Your Teachers Are LearningWhat is a CAP?What’s next?
5 QUESTION: Why do we HAVE to do this?! R. Cooter, Fall 2014
6 JCPS-Bellarmine Literacy Project A Capacity-Building Model for Teacher Development (Cooter & Cooter, 2003) in Research Based, Culturally Relevant Reading InstructionDeep content knowledge of the reading process and reading instruction (Knowledge)Research-Based, Culturally Relevant Reading Instruction (Skill)Growth vs. fixed mindset (Dispositions)
7 Effective Teachers of Reading……. ObserveInquireDiagnoseDesignEvaluate LearningTeach
8 Proportion of responsibility for task completion Wednesday, October 11, 2006Gradual Release of Responsibility Framework (Pearson and Gallagher, 1983)Proportion of responsibility for task completionAll teacherJoint responsibilityAll studentINDEPENDENT PRACTICE ANDAPPLICATIONMODELINGGUIDED/COLLABORATIVE PRACTICEGRADUALLY RELEASE RESPONSIBILTY TO THE STUDENTT. Magpuri-Lavell, Fall 2006
9 What does scientific research say about fluency? Time on task improves performance!
10 The 5 Essential Components of Effective Reading Instruction (Nat’l Reading Panel) DECODING/WORD RECOGNITIONCOMPREHENSIONVocabularyPhonicsFluencyPhonemic AwarenessComprehension Strategies
11 The Teaching and Learning Cycle The Big 5Build Teacher BackgroundAssessmentStrategize/TeachDifferentiate InstructionFamily Connections
12 Let’s take a look at your teachers first CAPs!!
13 Assessing Fluent Oral Reading Four components:Accurate decoding of textReading rate or speedUse of volume, stress, pitch, and prosodic markersMature phrasing or chunking of text
14 Assessing Fluent Oral Reading Four components:Accurate decoding of textReading rate or speedUse of volume, stress, pitch, and prosodic markersMature phrasing or chunking of text
16 What does scientifically based research tell us about fluency instruction? Repeated and monitored oral reading improves reading fluency and overall reading achievement.No evidence to support instructional time spent on silent, independent reading with minimal guidance improves reading fluency and overall reading achievement.
17 CHORAL READING Three types are effective… UNISON ECHO (also called “ECHOIC”)ANTIPHONAL
18 YOUR TEACHERS’ HOMEWORK ASSIGNMENT: CAP #2 Begin work on CAP #2 Part 2 – Refer to CAP #2 GuidelinesMeet with your Literacy Project CoachDue to your instructor by Session 8**Grade Level Passage Reading and TOWRE-2 completed and entered into Cascade by October 3, 2014 for Grades 1-3