1. Summit 9 Foundational Skills in Early Literacy LaWonda Smith OSPI Program Supervisor Title I Part A Amy Ripley OSPI Specialist Teaching & Learning ELA WHEN STRUGGLING READERS THRIVE: DREAMS COME TRUE – JUNE 23, 2015

2. THE WASHINGTON VISION Every Washington public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the 21 st century. STRUGGLING READERS SUMMIT 8 2015

3. Foundational Skills In Early Literacy Goals STRUGGLING READERS SUMMIT 2015 Understand system-wide development of Foundational Reading Skills for early learners Common Core State Standards Incorporate best practices for early literacy instruction Operationalize socio-emotional culturally responsive pedagogy Familiarize participants with resources that support early literacy

4. The Comprehensive Literacy Plan The Comprehensive Literacy Plan for Birth to 12Comprehensive Literacy Plan Expanded definition of literacy Integrates the Common Core State Standards Supports a multi-level instructional framework STRUGGLING READERS SUMMIT 2015

5. Washington’s Approach To Literacy Foundational reading skills, in literacy are paramount before students can move to conventional literacy. An improved vocabulary and higher order thinking (comprehension) are the result. EmergentEarlyConventional STRUGGLING READERS SUMMIT 8 2015 LITERACY

7. Grouping Structures for Instruction StructureWhat?Who and When?Why? Whole-Group  Phonics  Phonemic Awareness  Fluency  Core program  All students  Every day (30-45 minutes)  Teach grade level material  oral language vocabulary  Model strategies/skills Small-groups  Pre-teach, re-teach, explicit work on Foundational Skills  Flexible groups with similar needs  Lower readers meet more often  20-30 minutes  Focus on specific skills and strategies  Scaffold/support One-on-one  Assess, conference  Listen to reading  All students at least once a week (3-5 min)  Progress monitoring  Touching base about reading

8. 5 Powerful Questions Teachers Can Ask If you are like many of us, question-asking is one area in which you might wish to grow. Start tomorrow with these five: 1. What do you think? 2. Why do you think that? 3. How do you know this? 4. Can you tell me more? 5. What questions do you still have? How do you ask questions in your classroom, and what have you found that works well? www.edutopia.org/fivewww.edutopia.org/five-powerful -questions-teachers-ask-students-rebecca-alber

9. Literacy Work Stations & Traditional Centers Literacy Work Stations Teacher models with materials Reflect reading levels, familiar strategies, and topics Year-long stations with daily visits Differentiated materials Traditional Centers Random materials Changed weekly Only if work is finished Same activities Teacher prepares Small groups do the same activity STRUGGLING READERS SUMMIT 2015

10. Elements of Effective Work Stations Listening Classroo m Library Writing Big Books or Pocket Chart Content Area ABC/ Word Work

11. Phonemic Awareness Cognitive Strategy: Bead Counting Purpose: To assist students in blending and segmenting phonemes. Process: 1. Make individual bead strings with six beads on a long cord. 2. String the beads on the cord and tie a knot at the end. 3. Call out a word card from a deck of word cards. 4.Have students use their bead counters to count the number of phonemes in the word. Variation: Stack unifix cubes, use bingo chips with Elkonin Boxes, Finger/body tapping, etc. -Lane & Pullen, 2004

12. Fluency Accuracy, intonation, rate  Choral Reading – entire class reads one text in unison  Refrain – One student reads most of text, and the whole group chimes in to read key segments chorally  Echo – Teacher reads first, then students echo chorally  Cloze – Teacher reads aloud and stops; then students finish the sentence or the missing word. - Rasinski, 2003

13. Phonics Cognitive Strategy: Word Pockets Purpose: To assist students in word building. Process: 1. Distribute word pockets and letter cards to students. 2. Use large pocket chart to model word building procedure. 3. Students build words using their letter cards and individual word pockets -Lane & Pullen, 2004

14. Get Ready…Get Set…Go! Train students in rules, routines, and structure Practice and build stamina Begin literacy work stations, one at a time Once students are functioning well at work stations then the teacher will be able to implement small-group differentiated instruction. Begin with only one group during the independent work time, then gradually add another.

15. Think back to the beginning… Regular practice with complex text and academic language Reading, writing, and speaking grounded in evidence from literary and non-fiction texts Building knowledge through content-rich non- fiction texts

16. Focus on the System-Wide Development, Delivery, and Diverse Learners STRUGGLING READERS SUMMIT 2015 Literacy Development Social Emotional Balance Closing the Opportunity Gap Comprehension Vocabulary Development Literacy Work Stations Small Groups Core Instruction Big Five

17. Culturally Responsive Pedagogy STRUGGLING READERS SUMMIT 2015 Is the achievement gap a function of poverty or race?

18. Opportunity Gap... opportunity gap refers to inputs—the unequal or inequitable distribution of resources and opportunities—while achievement gap refers to outputs—the unequal or inequitable distribution of educational results and benefits. Hidden curriculum (2014, August 26) STRUGGLING READERS SUMMIT 2015

19. Achievement Gap and Vocabulary Meaningful Differences in the Everyday Experience of Young American Children Meaningful Differences in the Everyday Experience of Young American Children Betty Hart and Todd R. Risley, Brookes Publishing, 1995 (4 th printing, January 2003)

20. Age 3 to Third Grade Accomplishments Dale Walker, recruited 29 of the 42 families to participate in a study of their children's school performance in the third grade, when the children were nine to 10 years old. It was discovered that accomplishments at age 3 predicted measures of language skill at age 9-10. http://www.aft.org/ae/spring2003/hart_risley STRUGGLING READERS SUMMIT 2015

21. Culturally Responsive Teaching Geneva Gay (Culturally Responsive Teaching, 2000) defines culturally responsive teaching as using the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate and effective for them; it teaches to and through the strengths of these students.

22. Geneva Gay: Culturally Responsive Teaching STRUGGLING READERS SUMMIT 2015 https://www.youtube.com/watch?v=nGTVjJuRaZ8

23. Brown-Jeffy, Shelly & Cooper, Jewell E. Toward a Conceptual Framework of Culturally Relevant Pedagogy: An Overview of the Conceptual and Theoretical Literature. Teacher Education Quarterly, Winter 2011. Conceptual Framework Culturally Relevant Pedagogy Equity and Excellence Developmental Appropriateness Identity and Achievement Teaching the Whole Child Student Support

24. Intervention Goal STRUGGLING READERS SUMMIT 2015 “Because the goal of an intervention would be to equalize children's early experience, we need to estimate the amount of experience children of different SES groups might bring to an intervention that began in preschool at age 4.” http://www.aft.org/ae/spring2003/hart_risley

25. How might your current instruction and/or intervention goal for struggling/vulnerable learners adjust in consideration of poverty and/or race? STRUGGLING READERS SUMMIT 2015

26. Great reading, writing, and communication practice. Targeted and useful assessments to gauge literacy skills and drive instructional choices. ESSB 5946: ◦Communicate with parents ◦Support teachers’ careful attention to learning trajectories. ◦Build system-wide supports for each child needing extra assistance. STRUGGLING READERS SUMMIT 2015 Resources Support Literacy for ALL Kids http://www.k12.wa.us/SSEO/pubdocs/ESSB5946AAG.pdf

27. Educator and Family Resources STRUGGLING READERS SUMMIT 2015 Your Child's Progress

28. Early Learning & Development Guidelines  Explore the early years of a child’s development.  Understand the whole child.  Maximize each child’s learning potential. STRUGGLING READERS SUMMIT 2015

29. Statewide Coordination and Collaboration STRUGGLING READERS SUMMIT 2015 Washington

30. Be More Awesome! Be More Awesome STRUGGLING READERS SUMMIT 2015

31. ELA/Literacy Support STRUGGLING READERS SUMMIT 2015 LaWonda Smith, Ed.D. OSPI lawonda.Smith@k12.wa.us Amy Ripley, MBA, Ed.M. OSPI amy.ripley@k12.wa.us General Email: corestandards@k12.wa.us http://www.k12.wa.us

32. References Diller, D. (2003). Literacy work stations: Making centers work. Portland, Me.: Stenhouse. Diller, D. (2007). Making the most of small groups: Differentiation for all. Portland, Me.: Stenhouse. Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann. Paratore, J. R., Cassano, C. M., & Schickendanz, J. A. (2011). Supporting Early (and later) literacy development at home and at school. In M. L. Kamil (Author), Handbook of reading research: Volume IV (Vol. IV, pp. 108-125). New York, NY: Routeldge: Taylor and Francis Group. University of Oregon: Center for Teaching and Learning. (2015). Big ideas in beginning reading. Retrieved from http://reading.uoregon.edu/ STRUGGLING READERS SUMMIT 2015