Presentation on theme: "The JCPS / Bellarmine University Literacy Project The Principals Fellowship Session 1 September 15, 2014 Kathleen & Robert Cooter."— Presentation transcript:
The JCPS / Bellarmine University Literacy Project The Principals Fellowship Session 1 September 15, 2014 Kathleen & Robert Cooter
… 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)
Class Agenda Welcome and Introductions Warm-up Activity Name Plates & Class Norms Course Overview – Review of Syllabus/Book PhD Credit in Literacy Leadership QUESTION: Why do we HAVE to do this?! “Ugly Baby” Activity Hearing from the Teachers EXECUTIVE SUMMARY: National Reading Panel & What Your Teachers Are Learning What is a CAP? What’s next?
Course Overview 4 Syllabus Semester Outline
R. Cooter, Fall QUESTION: Why do we HAVE to do this?!
JCPS-Bellarmine Literacy Project Deep content knowledge of the reading process and reading instruction (Knowledge) Research-Based, Culturally Relevant Reading Instruction (Skill) Growth vs. fixed mindset (Dispositions) A Capacity-Building Model for Teacher Development (Cooter & Cooter, 2003) in Research Based, Culturally Relevant Reading Instruction
Effective Teachers of Reading……. ObserveInquireDiagnoseDesign Evaluate Learning Teach
Gradual Release of Responsibility Framework (Pearson and Gallagher, 1983) Proportion of responsibility for task completion All teacher Joint responsibility All student MODELINGGUIDED/COLLABORATIVE PRACTICE GRADUALLY RELEASE RESPONSIBILTY TO THE STUDENT INDEPENDENT PRACTICE AND APPLICATION
What does scientific research say about fluency? 9 Time on task improves performance!
The Big 5 Build Teacher Background Assessment Strategize/Teach Differentiate Instruction Family Connections The Teaching and Learning Cycle
Let’s take a look at your teachers first CAPs!!
Assessing Fluent Oral Reading Four components: Accurate decoding of text Reading rate or speed Use of volume, stress, pitch, and prosodic markers Mature phrasing or chunking of text 13
Assessing Fluent Oral Reading Four components: Accurate decoding of text Reading rate or speed Use of volume, stress, pitch, and prosodic markers Mature phrasing or chunking of text 14
Literacy Profile: Fluency Assessments Grade Level:_____2______Teacher:___Ms. Jones_________ Fall or Spring Student Words Correct per Minute (wcpm) ORF Norms Interpretation (Above, Appropriate, and Below) AccuracyTOWRE SWE SS, Percentile and Interpretation TOWRE PDE SS, Percentile and Interpretation 149Appropriate96%111, 77%, D100, 50%, P 230Below58%95, 37%, S86, 18%, S 381Above100%123, 94%, D112, 79%, D 423Below45%86, 18%, VP85, 16%, VP 560Appropriate100%114, 82%, D105, 63%, P 615Below29%85, 16%, VP81, 10%, VP 7100Above100%138, >99%, D130, 98%, D 833Below64%97, 42%, P90, 25%, S 965Above100%119, 90%, D108, 70%, D 1016Below31%88, 21%, S83, 13%, VP 1198Above100%130, 98%, D120, 91%, D 1277Above100%117, 87%, D107, 68%, D 1338Below74%103, 58%, P94, 35%, S 1475Above100%119, 90%, D108, 70%, D 1523Below45%90. 25%, S85, 16%, VP
What does scientifically based research tell us about fluency instruction? 16 No evidence to support instructional time spent on silent, independent reading with minimal guidance improves reading fluency and overall reading achievement. Repeated and monitored oral reading improves reading fluency and overall reading achievement.
CHORAL READING Three types are effective… UNISON UNISON ECHO ECHO (also called “ECHOIC”) ANTIPHONAL ANTIPHONAL 17
YOUR TEACHERS’ HOMEWORK ASSIGNMENT: CAP #2 Begin work on CAP #2 Part 2 – Refer to CAP #2 Guidelines – Meet with your Literacy Project Coach – Due to your instructor by Session 8 **Grade Level Passage Reading and TOWRE-2 completed and entered into Cascade by October 3, 2014 for Grades