1. Two Years’ Growth for One Year of Instruction: Research-Based Curriculum and Instruction Presented by: Quality Quinn

2. State of the Nation Annual testing in the US Backlash by certain states Texas: the tail that wags the dog Science and Social Studies Content

3. Recent Headlines and Quotes More than half of California 9th Graders Flunk Exit Exam, Education Week, June 2001 “It will take at least ten years to reach proficiency for all learners” Sec. of Ed., PA “adequate yearly progress” President Bush Still Leaving Children Behind Krista Kafta, Heritage Foundation Reading is the New Requisite for Math Education Week,January 2002

4. The Challenge 37% of all 8th graders scored below Basic on the NAEP After third grade, the achievement gaps with minority, second language, and low-income learners widens substantially The prospect of exit exams at the 9th grade yields an increase in drop-outs

5. How we can help? Prepare for early success Prevent learners from falling behind Intervene for below level learners Challenge above grade level learners

6. The Model Rigorous state reading Standards that raise expectations Reading curriculum aligned to state standards Quality, on-going professional development for teachers who support and teach reading Resources to support new instructional strategies and classroom management strategies Informal classroom diagnostic assessment for reading growth Maximize the variable of time (Title I) STATE TEST ALIGNED to STANDARDS

7. Three Flavors of Assessment Formal = External Reporting Informal Diagnostic Assessment = Internal Reporting –Intervention Getting a Grade = Progress Monitoring Over Time

8. You Can’t Tutor What Hasn’t Been You can’t tutor what hasn’t been taught

9. The goal of the teacher is to create an environment that allows every reader to move as quickly as possible to grade level reading, regardless of content area, without selling-out and just attempting to teach to the test. What other immediate steps will ensure growth… I’m looking for growth!

10. Text Structures

11. Language Arts

12. Whose woods these are I think I know: his house is in the village, though. He will not mind me stopping here to watch his woods fill up with snow. My little horse must think it queer to stop without a farmhouse near. He gives his harness bells a shake, to ask if there is some mistake.

13. Science

14. The Hall-Heroult process is essentially the electrolytic decomposition of purified bauxite. In a cell made of iron, a solution of Al 2 O 3 in molten cryolite, Na 3 AlF 6, conducts the current.

15. Social Studies

16. Social Studies/History Although The Confederacy represented the southern states, its army attacked Gettysburg from the North. The Confederate Generals, having spent a tough winter and spring in the Shenandoah Valley, were desperate for supplies, particularly shoes. Gettysburg, Pennsylvania, a farming and shoe manufacturing community would hopefully provide the much needed supplies.

17. Math

18. The architect and contractor were conferring over the blueprints of the new ten story parking garage. It needed to be ten floors and have space for compact cars. Each floor required twenty-two “I” beams, plus one additional beam for each additional floor after the first. Determine….blah…blah…blah

19. Vocabulary Instruction Concept vocabulary –Big idea words: attrition, populism, hypothesis Context vocabulary –Words that have multiple meanings: economy, mine, elements, book, state, set, case Vocabulary structure –Words with recognizable Latin cognates: migratory, revolt, spectator –Jim Cummins-Word Harvesting

20. Let’s Demystify Reading

21. Three Muscles: Early Language Experience –Phonemic awareness and concept development –Vocabulary, academic language and alphabetic principle Decoding muscle –Three ways of getting meaning off the page (1)phonics…primary decoding strategy (2)semantics and vocabulary (3) syntax and structure Fluency muscle –Reads a lot of words fast w/ comprehension* –Class libraries of leveled or decodable text –Every day, every reader reading at a level of success of self-selected quality literature

22. News Flash!!!!! 26 letters and 44 sounds 17 reliable letters, (letters that always sound the same) q,w,r,t,p,d,f,h,j,k,l,z,x,v,n,m,b, 4 that are switch hitters... s,g,c,r 3 that are pests...a,o,u 3 that will make you CRAZY!!!!…i,e,y Double vowels: oa, oo, ee, ea, oi, ou, au Blends: ch, sh, wh, pl, sl, fl, gl, cl, bl, kl,cr,scr

23. …an excerpt Draped for the formal unveiling May 31 – with only an insouciant topknot and Horton The Elephant’s trunk peeking out – the sculptures frolic on the wide green linking the city library and its four museums that gave wing to the author’s imagination.--

24. Definition of Comprehension Comprehension is defined as: – “intentional thinking during which meaning is constructed through interactions between the text and the reader” (Harris & Hodges,1995)

25. Vocabulary and Phonics in-just-icestench ap-pal-ling de-hu-man-izeper-spec-tive in-e-qui-tyel-e-ments cru-el-tyre-al i-tyin-hu-man-i-ty in-hu-mancol-lab-o-ra-tion e-con-o-myhur-dle shamestench em-path-yminere-con-struc-tion

26. STRATEGIES Clarifying Comparing and contrasting Connecting to prior experiences Inferencing (including generalizing and drawing conclusions) Predicting Questioning the text Recognizing the author’s purpose Seeing causal relationships Summarizing visualizing

27. Teaching Comprehension Directly Monitor the use of the strategy Offer less coaching as less is called for Ask what strategy they are using & why, therefore bringing the strategy to the student’s awareness Give students continued opportunity to observe more modeling Provide multiple and ongoing opportunities for students to interact w/other using a variety of text

28. How do I teach those strategies? Decide which strategy you want to model and which text to use Tell your students which strategy you are going to practice while you read Read the passage to the students modeling the strategy you are using..think aloud During real reading, give your students multiple chances to practice Continue modeling as the genre or text structure changes Give students a chance to practice without your coaching or support

29. Struggling Older Reader Incomplete beginning reading instruction Lacks metacognitive strategies Limited prior knowledge Limited word study skills and spelling No text available at level of success No adults modeling reading No history of reading success

30. Five Keys to Leaving No Child Vertical team study of k-8 reading curriculum with evidence of student work Phonics training for 3 rd through 8 th grade teachers Vocabulary instruction training geared more toward “word harvest” Ready availability of compelling leveled text with conditional assessment Classroom management strategies that provide intensity and focus for below level readers

31. E-mail for more information q@qualityquinn.com

32. Grammar IS Syntax The power the lowly preposition The power of the subordinating conjunction

33. Persuasive State opinion Support with clear evidence or examples Personalize Appeal to the emotions Graphic imagery Structured argument All to action

34. Reader Response Review the story Select a sentence or phrase that lingers Write down two reasons for selecting that Share your sentence and reasons w/others Come to consensus Be prepared to share to group

35. Phoneme Isolation Children recognize individual sounds in a word. Teacher: –What is the first sound in van? Children: –The first sound in van is /v/.

36. Phoneme Identity Children recognize the same sounds in different words. Teacher: –What sound is the same in fix, fall, and fun? Children: –The first sound, /f/, is the same.

37. Phoneme Categorization Children recognize the word in a set of three or four words that has the “odd” sound. Teacher: –Which word doesn’t belong? Bus, bun, rug. Children: –Rug does not belong. It doesn’t begin with /b/.

38. Phoneme Blending Children listen to a sequence of separately spoken phonemes, and then combine the phonemes to form a word. Teacher: –What word is /b/ /i/ /g/? Children: –/b/ /i/ /g/ is big. Teacher: –Now let’s write the sounds in big: /b/ /i/ /g/. (Teacher writes big.) Now we’re going to read the word big.

39. Phoneme Segmentation Children break a word into its separate sounds, saying each sound as they tap out or count it. Teacher: –How many sounds are in grab? Children: –/g/ /r/ /a/ /b/. Four sounds. Teacher: –Now let’s write the sounds in grab: /g/ /r/ /a/ /b/. (Teacher writes grab.) Now we’re going to read the word grab.

40. Phoneme Deletion Children recognize the word that remains when a phoneme is removed from another word. Teacher: –What is smile without the /s/? Children: –Smile without the /s/ is mile.

41. Phoneme Addition Children make a new word by adding a phoneme to an existing word. Teacher: –What word do you have if you add /s/ to the beginning of park? Children: –Spark.

42. Phoneme Substitution Children substitute one phoneme for another to make a new word. Teacher: –The word is bug. Change /g/ to /n/. What’s the new word? Children: –Bun.

43. What should be done? 1.Dedicated developmental reading testing preparedness program 5th through 8th 2.Continued professional development for ALL teachers in reading intervention 5-12 3.Initiate on-going professional development in science, social studies, and math reading & writing 4.Integrate a “testwiseness” curriculum for state testing programs with strong emphasis on the content areas

44. What is being done? Mandatory summer school Same thing, but LOUDER Expensive intervention programs with uneven results Teacher training institutions changing reading requirements

45. Testwiseness: An Important Piece of a Comprehensive Intervention Strategy 1.On-going, sustained test readiness and rehearsal, i.e. testwiseness 2.Phonics instruction for those who received “hit-or-miss” decoding during whole language approach 3.Build fluency with an “every day, every child reads at a level of success” approach 4.Use regular non-fiction writing events to teach science & soc. studies syntax

46. Five Steps to Two Years’ Growth for One Year of Instruction Vertical team study of k-8 reading curriculum with evidence of student work Phonics training for 3 rd through 8 th grade teachers Vocabulary instruction training geared more toward “word harvest” Ready availability of compelling leveled text with conditional assessment Classroom management strategies that provide intensity and focus for below level readers

47. The Goal: Show Improvement Growth triggers funding Data is the gatekeeper No improvement: no money Show enough growth to secure funding What will be considered growth?

48. Process for Leadership  Challenge the process  search for opportunities  change status quo  Inspiring a shared vision  imagine the ideal situation  Enabling others to act  foster cooperation  modeling the way  Encouraging the heart to begin the journey

49. Useful References Adams, M.J. (2000). Beginning to Read: thinking and learning about print. Cambridge, MA: The MIT Press. Alexander, K. & Entwisle, D. (1996). Schools and children at risk. In A. Booth & J. Dunn (Eds.). Family-school links: How do they affect educational outcomes? Hillsdale, NJ: Erlbaum. Baker, L. (1994). Contexts of emergent literacy: Everyday home experiences of urban pre-kindergarten children. College Park, MD: National Reading Research Center. Baker, L., D. Scher, and K. Mackler. (1997). Home and family influences on motivations for reading. Educational Psychologist 32(2): 69:82. Burns, M.S., Griffin, P., & Snow, C.E. (1999). Starting out right: A guide to promoting children’s reading success. Washington, DC: National Academy Press. Baker, L., Allen. J., Schockley, B, Pelligrini, A.D., Galda, L. & Stahl, S. (1996). Connecting school and home: Constructing partnerships to foster reading development in L. Baker, P. Afflerbach & D. Reinking (Eds.), Developing engaged readers in home and school communities, Mahwah, New Jersey: Lawrence Erlbaum, pp. 21-41.

50. Burns, M.S., Griffin, P., & Snow, C.E. (1999). Starting out right: A Guide to promoting children’s reading success. Washington, DC: National Academy Press. Bus. A.G., M.H. van Ijzendoorn, and A.D. Pellegrini. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research: 65(1): 1-21. Center for the Improvement of Early Reading Achievement. (2001). Put reading first: The research building blocks for teaching children to read. Jessup, MD: Partnership for Reading. Available: www.nifl.gov.www.nifl.gov Edwards, P.A. (1995). Empowering low income mothers and fathers to share books with young children. The reading teacher 48: 4888-564. Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., & Simmons, B.S. (1997). School, family and community partnerships: Your handbook for action. Thousand Oaks, CA: Corwin Press. Gallimore, R., & Goldenberg, C. (1993). Activity settings of early literacy: Home and school factors in children’s emergent literacy. In E. Forman, N. Minick, & A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children’s development (pp. 315-335). New York: Oxford University Press.

51. Gentile, L. M., & McMillan, M.M. (1992). Literacy for students at-risk; Developing critical dialogues. Journal of Reading, 35, 636-640. Hart, Betty & Risley, Todd R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Paul H Brookes Pub Co. Lyon, G.R. (1998). Overview of reading and literacy initiatives. Testimony Provided to the Committee on Labor and Human Resources, United States Senate. Bethesda, MD: National Institute of child Health and Human Development. Moats, L. (1999, June). Teaching Reading is Rocket Science. Wahington, DC: American Federation of Teachers. Available online: http://www.aft.org/edissues/rocketscience.htm National Center for Education Statistics (1998). Characteristics of children’s early care and Education programs: Data from, the 1995 National Household Education Surveys (NCES No. 98-128). http://www.aft.org/edissues/rocketscience.htm National Reading Panel. (1999). Teaching children to read: An evidence- based Assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Washington DC: National Institute of Child Health and Human Development. Available: www.nichd.nih.gov/publications/pubskey.www.nichd.nih.gov/publications/pubskey O’Donnell, M.P., & Wood, M. (1992). Becoming a reader: A developmental instruction. Boston: Allyn & Bacon.

52. Oldfather, P. & Wigfield, A. (1996). Children’s motivations for literacy learning in Developing. In L. Baker, C. Afflorbach & D. Reinking (Eds.). Developing engaged readers in home and school communities. (pp. 89- 113, Mahwah, New Jersey: Lawrence Erlbaum. Riley, J. (1996). The teaching of reading, London: Paul Chapman. Robbins, C., and L.C. Ehri. (1994). Reading storybooks to kindergarteners helps them learn new vocabulary words. Journal of Educational Psychology 86(1): 54-64. Snow, Catherine E., M. Susan Burns, and Peg Griffin. (1998). Preventing Reading Difficulties in Young Children. Washington D.C., National Academy Press. Sonnenschein, S., Brody, G., & Munsterman, K. (1996). The influence of family beliefs and practices on children’s early reading development, In L. Baker, P. Afflerback & D. Reinking (Eds.). Developing engaged readers in home and school communities. Mahwah, New Jersey: Lawrence Erlbaum. PP. 3-20. U.S. Department of Education. (1999). Start early, finish strong: How to help every child become a reader (America Reads Challenge), Washington, D.C.: author. Available online: http://www.ed.gov.pubs/startearly/ http://www.ed.gov.pubs/startearly/