PRESENTED BY DAWN JAMES-CAPPIELLO EVELYN SOLTES LYNN SMITH JAN STILWELL READING ISN’T JUST FOR THE READING BLOCK New Standards – Adding Rigor Across the Day

What children do during reading block predicts what children learn during reading block.

Will read something they have selected  When will children learn how to choose books if we offer only teacher-selected texts?  Access to books improves comprehension  1,000-2,000 interesting titles  Large and multi-level classroom libraries are critical Every day, every child...

Will read something accurately  98% accuracy is essential for reading acceleration  90% comprehension  High success reading is essential to developing oral reading fluency Every day, every child...

 Extensive high-success reading produces similar gains as repeated readings but greater vocabulary and comprehension improvement (Kuhn, 2006).  This develops fluency faster than repeated reading as well as comprehension in other areas. Fluency

Will read something they understand  Reading without comprehension is simply word calling. It produces no reading growth.  Understanding is different from remembering  Recall of text information is easier than understanding text information  Does teacher questioning assess recall or understanding? Every day, every child...

Reading for pleasure with comprehension = noticeable gains on standardized tests Extensive reading without comprehension = nothing Literate conversations begin with questions that are about understanding and not remembering

Will write something meaningful  Adults rarely write on topics they are assigned  Writing involves composing or creating text  Few of us can write well on topics we neither care about or know very little about  Worksheets are not writing  Writing to a prompt is not the type of writing real people do Every day, every child...

Will talk to peers about their reading and writing  In the real world we talk with others about what we are reading, writing, and learning about  Research supports the power of conversation with peers  Peer conversations regarding text have better outcomes than highlighting important information after reading Every day, every child...

If classrooms are quiet, then nothing is going on! Nystrand (2006) summarizes research noting that even small amounts of literate conversations daily improve standardized test comprehension scores. This holds true regardless of SES or reading level. Literate conversation prepare for 21 st century where colleagues are collaborating across continents through conversations

Will listen to a fluent adult read aloud Read Alouds develop  Vocabulary  Word knowledge  Sense of story  Awareness of genres and text structure  Syntax knowledge of more complex text Every day, every child...

Eliminate almost all worksheets from student daily work Replace worksheet and test prep with  Literate conversations  Read alouds  Self selected reading  Self selected writing The outcome is improved reading achievement. We create readers and writers. Where do I find the time?

ADOPTED – 2010 New Virginia Standards of Learning

New 2010 English Standards Emphasis on oral language skills, K - 5 Added rigor Depth of understanding text Focus on nonfiction text Correlated with National Core Standards

English Performance Expectations

Reading strategies are emphasized in each strand including before, during, and after reading Both fiction and nonfiction emphasize using strategies, such as making inferences and drawing conclusions

4-12 Reading Blueprints

SOL Testing SOL tests will emphasize nonfiction reading using both informational and functional passages Nonfiction reading includes emphasis on text structures Main idea and supporting details in fiction and nonfiction

Changes to SOL Reading Tests The Reporting Categories include word analysis, comprehension of fiction, and comprehension of nonfiction Beginning in grade 5, there are more nonfiction than fiction items Research will be tested in writing instead of reading

Vocabulary: Grades Vocabulary standards appear as the first standard under reading in 4-12 Use authentic texts, not merely word lists Use of affixes and roots Common Greek and Latin roots and affixes

Reporting Category Grade 2Grade 3Grade 4Grade 5Multiple-Choice: # of Items Short Paper : # of Possible Score Points Research, plan, compose, and revise 2.12 a-d a-g 3.10b 3.11 a-d a-k 4.9 a-e 5.7 a-i 5.9 a-g 7 Composing/Written Expression 16 Edit for use of: language capitalization punctuation spelling 2.13 a-j3.10 a, c-j4.8 a-h5.8 a-k 15 Usage/Mechanics 8 SOL not tested on MC/TEI Component SOL not scored on Short Paper Component * a-e5.9 a-g SOL subsumed Kindergarten & 1 st grade Writing SOL # of Operational Items # of Field Test Items Total Number of Items Blueprint for 5 th Grade Writing SOL Test

SOL Progression

Writing in Grades Writing revolves around mode, purpose, audience, and process (“mode” means style) All students should be given practice writing on demand, for shorter time frames, and over extended periods of time Each grade level has a composing/revision standard and an editing/grammar standard

Writing: Grades Emphasis on elaboration, unity, central idea, organization, tone, and voice Grammar conventions remain Syntax and sentence variety are emphasized

Writing: Grades 4-12 Provide students with opportunities to compose using computer technology (NAEP; SOL writing online 5, 8, EOC) Online Practice SOL Writing Tool – provide prompts Teaching writing is an expectation of every grade, not only “tested” grades Self- and peer-editing opportunities for students are essential

Lesson Plans from VDOE Lesson Plans The new English Standards of Learning Enhanced Scope and Sequence will be published in fall The Enhanced Scope and Sequence sample lesson plans are aligned with the 2010 English SOL. In preparation for the new online writing assessments, several of the writing lessons from each grade band are provided. These materials are intended as examples of ways the understandings, knowledge, and skills might be presented to students in sample lessons that have been aligned with the new standards. K-2 Prewriting Using Pictures K-2 Revision K-2 Writing process-Expository writing Grades 3-5 Informative/Expository Writing Grades 3-5 Persuasive Writing Grades 3-5 Word Choice and Sentence Variety

Video Resources from VDOE Program 6. Reading/Writing Connections Through interviews and classroom footage, this program demonstrates how teachers, including Christine Sanchez, Cristina Tijerina, Sheryl Bock, and Mark Hansen, incorporate works by published authors into their writing instruction. Program 7. Teaching the Writing Craft This program examines whole-class instruction in the writing workshop, looking at why teachers choose this type of instruction and how they integrate it with other instructional strategies such as working with individuals and small groups. Go to this unit. Program 7. Teaching the Writing CraftGo to this unit. Program 8. Teaching a Specific Writing Strategy Silvia Edgerton teaches her fifth-grade students how to make their writing more vivid by zooming in on details, shown in a lesson unfolding over several days. Program 9. Conversations With Student Writers The program demonstrates how teachers incorporate conferences with students into their writing instruction. Viewers will see how teachers structure conferences, choose a teaching focus for the conference, and keep records of their interactions. The emphasis is on practical strategies and on the fundamental benefit of responding personally to student writing. Go to this unit. Program 9. Conversations With Student WritersGo to this unit. Program 10. Teacher Conferences This program features extensive footage of three effective student/teacher conferences in one fifth-grade and two third-grade classes. These conferences demonstrate how teachers use conferences to focus on instruction for individuals while helping students feel ownership of their work.

Research: Grades Evaluate the accuracy, quality, and validity of the information Analyze and synthesize information to solve problems, answer questions, and generate new knowledge Each research “product” does not have to be a paper Incorporate Media Literacy into research Consequences of plagiarism, following ethical and legal guidelines for gathering and using information stressed grades 3-12

Communication/Media Literacy Provide opportunities for collaboration Use of 21st century skills Paraphrasing and summarizing Active listening skills

Communication/Media Literacy Identify author, audience, content, and purpose of media messages Compare/contrast auditory, visual, and written media messages Identify persuasive techniques in media messages Distinguish between fact and opinion

Patterns of organizing nonfiction texts: Chronological or sequential Comparison/contrast Cause and effect Problem-solution Description

Use of text features Bold-face/italics Use of color type Underlining Indentation Side bars Illustrations, graphics, photographs Headings and subheadings