1 Reading First Action Seminar Los Angeles Unified Schools October 28, 2004

2 Benvenue Willkommen Bienvenidos Welcome

3 “The most effective professional development happens at the school when the principal is leading the effort.” Beth Fuller, Principal Theresa Hughes Elementary

4 “In order to improve the implementation of the English language arts curriculum, we need to understand what good instruction looks like.” Leo García, Principal Liberty Avenue Elementary

5 “We know that when teachers fully implement the Open Court Reading Program, student outcomes improve.” Jim Morris, Assistant Superintendent Elementary Education

6 PERB report: 1. Preparing to Read 2. Reading and Response 3. Integrating the Curriculum

7 “Principals need to lead the instructional agenda at the school. It cannot be delegated.” Dale Vigil, Superintendent local District 6

8 Leading Instruction: 1. Have a regular time to meet with your leadership (instructional) team. 2. Plan with your leadership team how to deliver effective professional development.

9 Leading Instruction: 3. Work with your leadership team to support improved instruction. 4. Facilitate effective grade-level meetings.

10 What can we do to CHANGE the culture? Students need teachers who teach until it’s working and everyone learns. Students need teachers who understand how we need to take responsibility for improving achievement by focusing on improving the teaching that each child receives. Students need coherent, systematic, and explicit teaching with multiple opportunities to learn, practice, and apply.

11 What can we do to CHANGE the culture? Teachers need coaches and administrators who coach until it’s working and everyone is teaching at a skilled level. Teachers need coaches and administrators who understand how we need to take responsibility for improving achievement by focusing on improving the teaching that each child receives. Teachers need coherent, systematic, and explicit coaching with multiple opportunities to learn, practice, and apply.

12 Road map Decoding Comprehension Vocabulary Writing Fluency

13 Objectives: 1.To learn specifically what you should see happening during vocabulary instruction in an Open Court classroom. 2.To understand the intended student learning as a result of the vocabulary instruction. 3.To plan your specific actions to improve vocabulary instruction in your school.

14 Student achievement results at each school need to guide the areas/topics for professional development. -Cindy Harrison President of the National Staff Development Council

15 Los Angeles Unified School District Grade 3 Open Court Reading Assessment Data Unit Percentage of students at or above benchmark.

16 (170) (682) (18) (189) (24) (416)(489)(141)(537)(1175)

17 (170) (18) (189) (23) (417)(489)(141)(536)(1175)(684)

18 (170) (188) (23) (415)(487)(140)(535)(1175)(684) (18)

19 Team Discussion  As you look at your data, what questions should be asked about vocabulary instruction at your school site?  Discuss crossover relationships evident in the data:  vocabulary-fluency  vocabulary-comprehension

20 Six Models of Teaching Mnemonics Direct Instruction Writing Process Strategies Strategy Instruction Concept Formation Inquiry Based Learning

21 Team Discussion What is the difference between vocabulary strategies and vocabulary development?

22 Strategy Instruction The use of these strategies is taught using a think aloud model and extensive engagement. to assist the learner to apply a set of proven strategies to unpack the meaning of text to be able to figure out the meaning of words (Beck & Pressley).

23 Vocabulary Strategies Word Structure Cognates Apposition Context Clues

24 Vocabulary Development A robust approach to vocabulary involves directly explaining the meanings of words along with thought-provoking, playful, and interactive follow-up. We can start by describing such robust instruction as instruction that offers rich information about words and their uses, provides frequent and varied opportunities for students to think about and use words, and enhances students’ language comprehension and production. (Isabel L. Beck, Bringing Words to Life)

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26 The Teacher’s Role Evolves In strategy instruction, teachers follow the "gradual release of responsibility" model (Pearson and Gallagher 1983), explicitly presenting learning strategies and then gradually handing over responsibility to students, while modeling and guiding."

27 Where is vocabulary strategy instruction taught and practiced? Where is vocabulary developed? Story Monster Tracks 66A- 75F 82A- 91J

28 VOCABULARY INSTRUCTION Taught and Practiced Identify and record the section in the lesson where vocabulary instruction occurs. Vocabulary StrategyVocabulary Development

29 Refine Teach ReflectSTUDY The Lesson Study Process

30 Study the lesson: Plan the vocabulary selection lesson using the guiding questions. Reference “Instruction Based on All Students Can Learn” and Gibbons Read the Routine Card Read the Lesson - page 66I (2000) - page 82N (2002)

31 Guiding Questions 1.What is the intended student learning? 2.How long should the lesson take? 3.What misconceptions and challenges do you anticipate students facing? 4.How will the teacher model and explain the expectations clearly? 5.What culturally-relevant strategies will be incorporated to engage all students? 6.What accommodations will be used to support English Language Learners?

32 Refine Teach Reflect Study The Lesson Study Process

33 What would you have done differently?

34 Reflect on the Teaching: 1. How did the teacher establish the purpose and procedure of the lesson (orientation)? 2. Cite evidence of the students’ understanding of the use of vocabulary strategies? 3.What culturally relevant strategies were used to promote engagement and cooperative learning? Cite examples. 4.Which questions and follow-up responses were effective in guiding the discussion? Which questions/follow-up responses took the focus off of the purpose of the lesson? 5. How could the teacher have phrased responses to keep the lesson focused on strategy instruction? Be specific.

35 School Team Action Plans What are your objectives? How will your team improve vocabulary instruction at your school site? What are your plans for following through on the professional development?

36 An Opportunity to Share Pair up with another school team. Share your action plan. Team A Team B (5 minutes) Team B Team A (5 minutes)

37 Next Steps for January Share with your partner school the successes and challenges that you have experienced as your action plan was implemented. Share observations from lessons on vocabulary strategy instruction at your school site.