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Read to Succeed: A Second Chance for Struggling Readers Liliana Borrero, M. Ed. Costa Rica, July 29, 2008 22nd World Congress on Reading.

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Presentation on theme: "Read to Succeed: A Second Chance for Struggling Readers Liliana Borrero, M. Ed. Costa Rica, July 29, 2008 22nd World Congress on Reading."— Presentation transcript:

1 Read to Succeed: A Second Chance for Struggling Readers Liliana Borrero, M. Ed. Costa Rica, July 29, nd World Congress on Reading

2 Overview History & Background Description Theoretical Foundations Methodology Referral Process Criteria for Graduation Conclusions

3 Read to Succeed (R2S) has been effectively implemented in Cold Lake, Canada Article in Educational Leadership (March 2001) Developed by: Dr. Bruce Joyce,Emily Calhoun, & Marilyn Hrycauk History & Background

4 Description R2S is a second chance for struggling readers R2S is offered in addition to the regular Language Arts class Students move in and out of the program R2S is a program adopted from Canada and adapted to embrace more research based instructional strategies and to satisfy our needs R2S can be offered to multi-grade level students

5 Theoretical Foundations Multidimensional Literacy Progaram Based on recommendations of scholars in the field Current brain research findings Best Teaching Practices Liliana Borrero

6 7 Dimensions 1. Extensive reading at the developed level (fiction & non-fiction) 2. Build sight word vocabulary for reading and writing (PWIM) 3. Phonetical, contextual, and structural strategies for decoding 4. Writing extensively to consolidate, elaborate and share ideas 5. Reading comprehension process and strategies 6. Study the craft of writing 7. Continuous formative assessment (Calhoun, Hrycauk 2005)

7 Brain Research -The brain is the organ in which learning takes place -The brain is a pattern seeking device -The brain learns through repetition Emotion Attention Memory Learning

8 Best Teaching Practices Optimal Learning Model: Background Model Guided Practice Independent Practice Closure & feedback Gradual release of responsability

9 Methodology 1.PWIM: phonics, spelling, sight words, word analysis, writing process (whole group activity) 2. Guided reading: fluency, reading comprehension strategies (small groups) 3. Mini-lessons: Letterland, Explicit Instruction, Concept attainment & Concept formation (whole & small groups)

10 PWIM: Picture- Word Inductive Model -Developed by Emily Calhoun (1999) -PWIM is an inductive model of teaching (picture-word, categories-concepts) - Making generalizations, students learn the conventions of the language - PWIM can be used effectively in mono or bilingual literacy instruction - Starts from the speaking and listening vocabulary

11 PWIM MovesRationale 1. Select a pictureSource of information and visual of vocabulary to be studied 2. Shake out words Sight words are from the listening and speaking vocabularies 3. See, say, spellWords are recognized by how they are spelled, provides repetition 4. Prepare cardsMaterial for the study of words 5. Students read the cardsDevelops independent skills

12 6. Students categorize Students form concepts and classify wordsby studying attributes, STM LTM 7. Ongoing assessment Celebrate successes, to guide instructionidentify needs 8. Students dictate titlesDevelops synthesizing skills 9. Students classify Students work on titlescontent 10. Students dictate Students develop sentencesresearch skills

13 11. Students categorize Students inquire into how sentences are constructed 12. Teachers model Provides models for how to writewriting a paragraph 13. Students read Extensive reading paragraphs 14. Students write Extensive paragraphswriting 15. Formative assessmentAssessment guides instruction Calhoun, Emily. (1999). Teaching Beginning Reading and Writing with the Picture Word Inductive Model. ASCD: Alexandria, VA.

14 Guided Practice - Word 3 cueing system Recognition - Fluencyguided oral repeated readings of the same text - Readingbefore Comprehensionduring after

15 Concept Attainment Teacher chooses a concept that needs to be brought to the attention of the students Teacher selects and organizes material into positive and negative exemplars Teacher sequences the exemplars Students figure out the attributes of the category by comparing and contrasting to attain a concept formed in the teachers mind (Joyce, Weil & Calhoun, 2004)

16 Logistics Who: students performing below grade level in reading and writing When: before school, in addition to the regular Language Arts class, 50 minutes block, 4 times per week Where: in a classroom with walls for displays and desks Staff: qualified tutors (one tutor per 1-2 students)

17 Referral Process TEACHER Based on: - Professional judgment - Performance - Assessments 1 or 2 Form YES NO Availability Eligibility When YES HOMEROOM TEACHER phones parents depends on (Max) Teachers fill in format with relevant information 1st contact READ TO SUCCEED STAFF 2nd contact

18 Realistic Expectations -Self-confidence -Develop the joy of reading -Average length of program: 24 weeks -Self-awareness of learning style -Become active learners -Reach grade level performance in literacy -Committed and passionate staff

19 Criteria for Graduation 7th dimension: continuous formative assessment Assessment scores Homeroom teacher´s feedback Triangulation of data

20 Conclusions Read to Succeed has been as effective at CNG as it has been in Canada Despite the fact that more girls are referred to the program, both boys and girls made significant progress in R2S Entry scores do not seem to predict gains For some students with LD, R2S seems not to be enough

21 Conclusions Reading is the single most important skill students will learn in school

22 List of Resources Borrero, L. (2008). Enseñando a Leer: Teoría Práctica e Intervención. Bogotá: Editorial Norma. Calhoun, E. (1999). Teaching Beginning Reading and Writing with the Picture Word Inductive Model. Alexandria: ASCD. Joyce, B., Hrycauk, M., & Calhoun, Emily. (2001). A Second Chance for Struggling Readers. Educational Leadership, March, Joyce, B., Weil, M., & Calhoun, E. (2004). Models of Teaching. Boston: Pearson. Liliana Borrero Botero, M. Ed. Learning Center Specialist Read to Succeed Coordinator Colegio Nueva Granada (American School) Bogotá, Colombia, South America

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