Massachusetts Literacy First Managing the Literacy Block for Student Success Massachusetts Reading First July 16, 2008 Introduction: This is trainer of trainer presentation. However, occasionally I will present material just as I would to new teachers or participants in foundational reading workshop.

Mid-course correction Whole school reflection Create Success New teacher induction Mid-course correction Whole school reflection You may use this presentation as part of new teacher induction, as a culmination to your foundational reading professional development (how to make it all work cohesively), as a mid-year check-in with all staff (what parts are/are not working, as a way of reflecting on the school’s work as a professional learning community. Literacy Block Success - Slide 2

What does the Research Say? Reid Lyon Video This is a short but thorough overview of the reading process and the research base for teaching and learning. Sets the stage. Literacy Block Success - Slide 3

From the “science of reading” From effective schools In order to effectively prevent early reading difficulties, we need to apply two kinds of knowledge From the “science of reading” Information about the individual components of instruction and assessment that are most effective in raising literacy levels From effective schools Information about leadership, organizational, and classroom practices that are most effective in raising literacy levels All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important. Understanding, and Motivation to Apply Torgesen, 2008 Literacy Block Success - Slide 4

Goals Perfect your practice with purpose, preparation, and pace Differentiate instruction Efficiently manage all aspects of the classroom Optimize learning of all components Optimize time and talent When you know your purpose, anything can happen but nothing can throw you off balance or off track. When you are thoroughly prepared – know your subject, anticipate learning loopholes, and have all materials ready nothing can deter you. When the pace is upbeat and challenging, no one is bored or has a chance to mind-wander. Truly provide instruction that meets the needs and interests of individual students. Efficiently provide practice and assess progress every day. Control all aspects of the literacy learning – objectives, materials, behaviors. Provide opportunities for targeted practice of all literacy components. Optimize your talent and your precious time with students. Optimize student talent and time on task. Literacy Block Success - Slide 5

Goals Perfect your practice with purpose, preparation, and pace Optimize time and talent Differentiate instruction Efficiently manage all aspects of the classroom Optimize learning of all components When you know your purpose, anything can happen but nothing can throw you off balance or off track. When you are thoroughly prepared – know your subject, anticipate learning loopholes, and have all materials ready nothing can deter you. When the pace is upbeat and challenging, no one is bored or has a chance to mind-wander. Literacy Block Success - Slide 6

Good is the enemy of great! J. Collins 720 or bust! Good is the enemy of great! J. Collins What is 720? – number of days from first day of K to the last day of Grade 3(if they come every day) – don’t give up one of them! Simulate interruptions… Do the math – 90 – 5 – 5- 5 – 5 = 75 minute block = 40 90-minute blocks in a year! RFIS found an average of 30 minutes of wasted instructional time in about 1500 classrooms observed. No Halloween parades etc. – if you miss literacy due to a field trip/program make it up by having 2 blocks the next day

Good Teachers Matter “By our estimates from Texas schools, having an above average teacher for five years running can completely close the average gap between low-income students and others.”John Kain & Eric Hanushek Schmoker, 2006. (p 9) The more challenges students bring to learning to read, the more they need the best prepared and most dedicated teachers. Literacy Block Success - Slide 8

Impact of Teacher Effectiveness on Student Achievement Kati Haycock (2005) uses the findings of this study and others by Sanders and Horn (1994). Kati Haycock argues that the converse is true – that students exposed to an ineffective teacher for 3 years in a row never recover; never gain at an average pace. Students in the classes of teachers classified as most effective can be expected to gain about 52%ile points in their achievement over a year. Classroom Management That Works, Robert J. Marzano. Adapted from J. Robinson. Literacy Block Success - Slide 9

Professional Development Teachers, like other professionals, can get more and more effective: Participate in school/district workshops/grade level meetings Work with school-based coaches Take charge of your own learning Read – professional books, journals Help create a professional learning community Take courses Schmoker, 2006 Instruction has the largest influence on achievement of all factors – socio-economic status, ability etc. Teachers can become more effective by ordinary and accessible means when school personnel work together. Literacy Block Success - Slide 10

Outstanding Teachers Create a literate environment Present intentional instruction and provide practice Choose texts from a variety of materials Link reading and writing activities There are 2 major reasons for differences in results among classrooms… First - Varying degrees of implementation of the program due to Student or teacher engagement. You need to be engaged in every aspect. Classroom management Instructional rigor Varying degrees of use of assessment to adjust instruction Literacy Block Success - Slide 11

Outstanding Teachers cont… Create many opportunities for reading Adjust instruction to meet students’ needs Encourage children’s monitoring of understanding Completely manage activities, behaviors, and classroom resources Second – varying degrees of use of assessment to adjust instruction Know your school and district formal and standardized assessments Understand why each is given Use informal assessment all day long every day Today is brought to you by yesterday’s errors Literacy Block Success - Slide 12

Examine your “groove” Monitor your “groove” Are you in the groove? Examine your “groove” Monitor your “groove” Research tells us that teachers ask lots of questions during their first three years in the profession – then they get into a groove. Ask yourself “What if?” Ask your colleagues “How?” Ask your principal “Why not?” Ask for help – a teacher who is not a learner is a fraud! Stay curious Keep learning Literacy Block Success - Slide 13

Goals Perfect your practice with purpose, preparation, and pace Differentiate instruction Efficiently manage all aspects of the classroom Optimize learning of all components Optimize time and talent Optimize your talent and your precious time with students. Optimize student talent and time on task. Truly provide instruction that meets the needs and interests of individual students. Efficiently provide practice and assess progress every day. Provide opportunities for targeted practice of all literacy components. Literacy Block Success - Slide 14

Differentiation Scheme: Code Meaning Independent worksheets or small group activities-PA, Phonics Independent reading, small group activities, vocabulary, comprehension Student Instruction Managed by: All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Use the whole group, small group, and independent portions of the literacy block to support differentiated instruction that may be teacher-led or student-led. Small group or whole class instruction in PA, Phonics Teacher led discussion, question asking, vocabulary Teacher Torgesen, 2008 Literacy Block Success - Slide 15

Basic Findings: Children who began first grade with below-average letter-word reading skills demonstrated greater improvement with greater amounts of time in explicit, teacher managed, code-focused instruction. Children with above-average vocabulary and word-reading scores at the start of the school year made greater gains in reading skill when they spent more time throughout the year in child-managed meaning-focused instruction (such as independent reading). Torgesen, 2008 All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important. Literacy Block Success - Slide 16

Differentiation Matters Classrooms that differentiated instruction appropriately produced higher overall reading growth. Torgesen, 2008 Literacy Block Success - Slide 17

Differentiated Instruction Examples Using assessment data to plan instruction Teaching targeted small groups Using flexible grouping patterns Matching text level to student ability Tailoring independent projects to student ability Summarize. Always train – I do – We do – You do – with enough practice for mastery. Keep the pace lively. Literacy Block Success - Slide 18

Differentiated Instruction Non-Examples Using only whole class instruction Using small groups that never change Using the same reading text with all students Using the same independent seatwork assignments for the entire class Summarize why these ideas do not work. Literacy Block Success - Slide 19

Students Reading at Grade Level Researched-Based Comprehensive Reading Program for All Students Research-Based, In-Class Interventions Research-Based, School-Designed Interventions System for Individual Solutions adapted from J. Robinson Our Goal – this is how we achieve it. Summarize the components of standards-based teaching. Literacy Block Success - Slide 20

Tiered Model of Reading Instruction Who: ALL students What: Prevention/problem-solving model of reading instruction When: 90-minute literacy block & (in some cases) additional 30 minutes of targeted reading intervention instruction Where: All K-3 classrooms & other school-designated learning spaces A Tiered Model of instruction is not just a series of reading programs - it is a framework for coordinating educators’ efforts to supplement and intensify reading instruction for students who have been identified as “at-risk” and “some-risk” for reading difficulties. The next couple of slides will expand on the purpose and research rationale (“why”) for a tiered model of reading curriculum delivery. Literacy Block Success - Slide 21

Tiered Model continued… Why: Differentiated instruction: early identification and intervention for students at-risk for reading difficulties; challenging work for all students How: Tiers of scientifically-based reading instruction, professional development, assessment, grade-level data meetings, teacher & administrator collaboration Assessment informs your instruction. Literacy Block Success - Slide 22

Organizing and Managing Learning Centers/Small Groups Group children for specific purposes, using formal and informal assessment data. Plan daily lessons and select curriculum materials and learning activities that reinforce instruction. Develop a daily schedule. Create a management system to establish easy to follow routines. Monitor the activities of all the children. Continually evaluate children’s progress and regularly regroup children to address their instructional needs. Today is brought to you by yesterday’s errors! You must know exactly what you expect every child to learn when you arrive in the morning. You must plan how to make that happen. You must find out whether or not the child in fact learned what you planned – preferably before he goes home but definitely before he comes back the next day. Groups should be 3-5 students working on the same skill/skills and at about the same skill level. Use Guided reading or skill-based instruction for small teacher led groups Provide center work based on the current or past lessons that provide appropriate practice and are engaging Coloring is not a reading domain Literacy Block Success - Slide 23

Centers & Interventions Match reading lesson and student needs Extra needed practice on taught skills (engaging, fun) Skills and strategies from this week’s lesson Center work that provides practice in emerging skills depends upon good management. Remember: successful small group and center work depend on good classroom management. Centers must be taught so that expectations and directions are clear and can be successfully completed independently or with minimal peer support. You may show some examples of centers. Literacy Block Success - Slide 24

Centers & Interventions 3-5 students in group Systematic & explicit Paced to match student’s skill level Provide multiple opportunities to respond Provide immediate corrective feedback Students should be given multiple opportunities to respond and provided with immediate corrective feedback. Small group work is not a center and must never be interrupted by students working in centers. After small group, students know that they return to center and complete that center work before continuing on. Finished means finished and everyone understands what that means. You may wish to describe interventions and discuss the role of collaboration among teachers and interventionists. Literacy Block Success - Slide 25

Goals Perfect your practice with purpose, preparation, and pace Differentiate instruction Efficiently manage all aspects of the classroom Optimize learning of all components Optimize time and talent Literacy Block Success - Slide 26

Excellent Classroom Management – Begin with the End in Mind Effective and consistent routines/signals Bell to bell instruction Entry and exit procedures Transition procedures Independent work, small group, & materials procedures Efficient traffic routes/scanning ease Children crave routines. Routines free up time for learning. Use signals that utilize all three modalities – no flashing lights. Use sound, movement, and visual – ex: 1, 2, 3, eyes on me. 1, 2, I am looking at you. Teach “buddy up” and how to use. Practice: Buddy A and Buddy B put connected hands up to show they are listening/ready; must use at least 8 words in sentence/buddy counts and gives positive feedback. Show with vocabulary/8-word sentences. No interruptions (bell-bell; using every minute). Provide work before coats are off. Tubs for finished work and finished means finished (ticket to leave). Use finished work to assess and give immediate feedback before recess/lunch. Routines for each procedure – chair for questions. No child should be further than 2 feet from a pencil. Classroom set up facilitates scanning and movement. Literacy Block Success - Slide 27

Magic in 90 Minutes Program You add the rest Place, group, teach, and assess each lesson from the Teacher’s Guide Excellent Classroom Management + + 100% Engagement Enough added practice for mastery Timely Error Correction Your core materials have everything you need to teach your 90 minute block. You add excellent management and practice plus 100% engagement – yours and the students’ and immediate error correction. + + Literacy Block Success - Slide 28

Excellent Classroom Management Effective and consistent routines : Consistent signal for attention Entry procedure and task that uses lesson reading skills Transition procedures/routines Independent work procedures Materials procedures Small group procedures Exit procedures from today’s lesson Summary – could be an opportunity for teachers to share good ideas. Literacy Block Success - Slide 29

Upon Entering Write 6 words from the selection on oceans. Tell what they mean in sentences and pictures Write 3 questions about yesterday’s work. Be prepared to ask them of your partner How… Why… … Illustrates ways that assignments are prepared before students get there coats off in the morning. Can practice assessment with Buddy system. Literacy Block Success - Slide 30

Optimize Your View/Traffic Patterns adapted from J. Robinson Noisy Center Quiet Center Example (and next slide) of classroom set up that facilitates management. Noisy Center Computers Literacy Block Success - Slide 31

Arranged for Best View/Traffic Routes adapted from J. Robinson Noisy Station Literacy Block Success - Slide 32

Goals Perfect your practice with purpose, preparation, and pace Differentiate instruction Efficiently manage all aspects of the classroom Optimize learning of all components Optimize time and talent Literacy Block Success - Slide 33

What Can Fluent Readers Do? Read every letter in every word Read text with 96% accuracy (independent) Apply syllabication strategies to divide lengthy words with little conscious analysis. Read fluently with adequate speed, phrasing, intonation; their reading sounds like they’re speaking. Rely little on contextual information because word recognition is rapid, automatic and efficient. Construct meaning as they read/make connections. Review the goals of effective literacy instruction. Literacy Block Success - Slide 34

The Four Part Processor Context Processor background information sentence context Meaning Processor fluency vocabulary Connect to LETRS learning – every part of the brain must have appropriate instruction and chances to practice working together. Orthographic Processor Phonological Processor speech sound system letter memory phonics speech output reading input writing output Literacy Block Success - Slide 35

Brain: Functional Neuroanatomy Each processing system operates in a distinct region of the left brain. Rapid communication among regions is essential. Reading problems can originate in one or several systems. All systems must be educated Review the slide. Next 4 slides show each processor. Moats, 2005 Literacy Block Success - Slide 36

The Phonological Processor Processes the speech sound system. We must teach: Identification, comparison, and manipulation of sounds Pronunciation of sounds and words Memory for sounds and words Links between sounds, spellings, and meanings This is where you may talk about lessons; centers; specific small group instruction/ interventions. Moats, 2005 Literacy Block Success - Slide 37

The Orthographic Processor Processes letters, letter patterns, and whole words. We must teach: Recognition and formation of letters Association of letters with sounds Attention to letter sequences and patterns Fluent recognition of whole words Recall of letters for spelling This is where you may wish to highlight syllable types etc. – rules that teachers need to know/patterns that students need to learn to recognize etc. Lessons; centers; small group work/interventions. Moats, 2005 Literacy Block Success - Slide 38

The Meaning Processor We store word meanings in relation to: Other words Categories and concepts Examples of word use in context The sounds, spelling, and syllables Meaningful parts We must teach vocabulary with attention to all these areas. You may wish to emphasize the Beck model; encourage use of Freddy Hiebert models; demonstrate themes in core and content frameworks etc. Moats, 2005 Literacy Block Success - Slide 39

The Context Processor (self-correction device) Interprets words we have heard, named, or partially identified, with reference to: Language Experience Knowledge of the concepts We teach the background that children need to interpret what they read. You may wish to emphasize the importance of rich oral language development in the classroom; read aloud and rich discussion; response to text – written and oral; literacy groups etc. Moats, 2005 Literacy Block Success - Slide 40

Reading Comprehension REQUIRES More than Knowledge of Words “By age three, children from privileged families have heard 30 million more words than children from poor families. By kindergarten the gap is even greater. The consequences are catastrophic. Among all children, comprehension scores are stagnant. Convincing research tells us that key to both problems is to systematically build children’s vocabulary, fluency and domain knowledge.” -E.D. Hirsch Emphasize the inclusion of these elements into all literacy lessons. Consider the additional challenges of our students. Literacy Block Success - Slide 41

Goals Perfect your practice with purpose, preparation, and pace Differentiate instruction Efficiently manage all aspects of the classroom Optimize learning of all components Optimize time and talent Literacy Block Success - Slide 42

Put It All Together Take your time. Teach every routine, center, and activity one at a time with enough practice and corrective feedback for students to master. When you take the first 6 weeks to establish your literacy rich, socially positive, and learning-focused classroom environment, your students will be soaring by March. Remember: Teach the social routines with the academic routines(You are teaching reading/literacy at the same time.) – these are habits that will serve your students throughout their academic lives. Use assessment every day to inform your instructional decisions. Literacy Block Success - Slide 43

The First 6 Weeks of School adapted from Responsive Classroom Investment in time, energy, and efficiency Payoff in freedom to optimize learning, talent, and time A slow and purposeful beginning results in a competent, successful, cohesive classroom culture – one that supports success for all You are teaching academics while you are teaching the routines that support them. Literacy Block Success - Slide 44

Assessments DIBELS – Dynamic Indicators of Basic Early Literacy Skills (3X for benchmarks) GRADE – Group Reading Assessment and Diagnostic Evaluation (2X for outcomes/3X for monitoring progress) Other – district/school/program benchmarks Progress monitoring as needed Other diagnostics as needed With this slide you would discuss the use of your district/school assessments. Literacy Block Success - Slide 45

Background knowledge, academic and nonacademic The Barriers Permanent Memory All that we know and all that we understand. Working Memory consciousness Sensory Memory Keep these areas in mind as you plan instruction. Teach students how to monitor attention and teach them any background knowledge they need. Much of what enters our Sensory Memory results in no permanent record. Too many things to attend to and encode Background knowledge, academic and nonacademic The quality and type of processing that occurs in working memory that dictates whether that information makes it to permanent memory Marzano, 2004 Literacy Block Success - Slide 46

Three Interacting Dynamics of Working Memory Strength of Memory Trace: The more times we meaningfully engage information in working memory, the higher the probability that it will be embedded in permanent memory. Depth of Processing: Thinking deeper about a concept adds detail to our understanding of information. Elaboration: The variety of associations we make with information. Plan instruction so that it reinforces learning – make it meaningful, engaging, and connected. Marzano, 2004 Literacy Block Success - Slide 47

Classroom Instruction Think about the BIG IDEA (concept). Make connections to what they know, what they’ll learn and how it affects their lives. Create opportunities for students to maintain the understanding of the BIG IDEA. Words on the wall connected to BIG IDEA (remember purpose). PROTOCOL for discussions (subskills). Use this slide to connect to ways you want teachers to construct lessons and maintain learning. Literacy Block Success - Slide 48

Classroom Ideals Teach the academic routines with the academic curriculum. Pay attention to how students learn as well as what they learn. Students working together learn more – more student talk/less teacher talk. The skills you teach through routines are necessary for learning. Literacy Block Success - Slide 49

Continued… Know your students as well as your content. Make every effort to connect with students’ families. Model behaviors – social and academic every day. Respect your profession and your place as a professional. Review these points – use to summarize ideas presented. Literacy Block Success - Slide 50

A Call to Action “Our understanding of ‘what works’ in reading is dynamic and fluid, subject to ongoing review and assessment through quality research. . . . We encourage all teachers to explore the research, open their minds to changes in their instructional practice, and take up the challenge of helping all children become successful readers.” - National Institute for Literacy, 2001, p. iii, cited in J. Robinson, 2004. Literacy Block Success - Slide 51

Resources fcrr.org responsiveclassroom.org reading.org doe.mass.edu/reading GRADE Resource Library readingrockets.org Literacy Block Success - Slide 52

References Denton, P. & Kriete, R. (2000). The first six weeks of school. Greenfield, MA: The Northeast Foundation for Children. Gamse, B. C, Bloom, H. S., Kemple, J. J., Jacob, R. T. (2008). Reading First Impact Study: Interim Report (NCEE 2008-4016). Washington, DC:National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U S department of Education. Hirsch, E.D. (2003). Reading comprehension requires knowledge – of words and the world. American Educator, Spring, 10 – 29. Marzano, R. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA: ASCD. Moats, L. (2005). Language essentials for teachers of reading and spelling. Boston, MA: Sopris West. Robinson, J. (2004). Getting more out of your core reading program. Presentation at the 3rd Annual National Reading First Conference: Reno, NV. Schmoker, Mike. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: ASCD. Torgesen, J. (2008). Reading First: Celebrating and looking forward. Presentation at Year End Massachusetts Reading First Conference: Marlborough, MA. Literacy Block Success - Slide 53