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PowerPoint Presentation - Heartland AEA 11.ppt

VIEWS: 6 PAGES: 84

  • pg 1
									Instructional Decision Making: Day
                3
        Adolescent Reading
             Who is Here Today?

 Facilitators for today:
   –   Mary Jo Brown
   –   Kathy Scebold
   –   Barb Shutt
   –   Mary Tighe


 Schools here today:
               Logistics
• Facilities
• Breaks
• Contacts
  o Wendy   Robinson (1-800-362-2720 Ext.
    14548)
  o Shannon Harken
    sharken@aea11.k12.ia.us
    (Cell: 641-891-1651)
  o Barb Shutt bshutt@aea11.k12.ia.us

  o MaryJo Brown and Kathy Scebold
    Ames AEA office 1-800-375-6817
                  Outcomes
Participants will be able to:

 Identify the Essential Components of Adolescent
  Literacy
 Apply the Essential Components of Fluency and
  Comprehension (summary and writing) to content
  materials
 Make connections between the Essential
  Components and the Essential Concepts and
  Skills of the Iowa Core Curriculum (Literacy)
         Share and Review
Teams will be able to:

  • Share with other buildings your vision
    statements and consensus process

  • Review Consensus Building Tools

  • Reflect on IDM Framework Question #1
    findings

  • Begin to reflect on Questions # 2-4
              Activity :
           Home Play-Part 1

Share:
• Your vision statement
• Your consensus process used to
  determine level of staff support for IDM
  vision statement
    o Reflecton the positives and challenges of
     this consensus building activity
    o Reflect   on % of staff consensus

!
    Consensus-Building Tools:                            PESA
          At-A-Glance                                    A 2, 4
Building Consensus (Fist-to-Five)
   Process/steps to reach consensus- Generic
                                               C


Formula for Success
   Tool to begin analysis of key IDM components


Managing Complex Change
   Tool to begin addressing elements of complex change


Shared IDM Vision
   Multiple options to accomplish this goal
      Initial Development
       On-going Commitment
    Trouble Shooting Practice:
    Take Out Your Tool Belts!
4 Scenarios:
   1. Staff feel there are too many initiatives
     in the building.
   2. Several staff members are anxious
     about implementing ICC.
   3. The building leadership team is divided
     on how to best address professional
     development needs of the staff.
   4. Through review of data, it is determined
     that 60% of a given grade level is
     proficient and 35% is receiving special
     education services.
   Framework Questions
1. Is our core cycle sufficient?
2. If the core is not sufficient, why not?
3. How will needs identified in core be addressed?
4. How will the sufficiency and effectiveness of the core cycle be
monitored over time?
5. Have improvements to the core been effective?
6. For which students is the core cycle sufficient and not sufficient, and
why?
7. What specific supplemental and intensive instruction/curriculum is
needed?
8. How will specific supplemental and intensive cycles be implemented?
9. How will the effectiveness of supplemental and intensive cycles be
monitored?
10. Which students need to move to a different cycle?
               1. Is our core cycle sufficient?
               2. If the core is not sufficient, why
                  not?



5. Have                                          3. How will needs
improvements                                     identified in core
to the core been                                 be addressed?
effective?

                                           4. How will the
                                           sufficiency
          IMPLEMENT!                       and effectiveness of the
                                           core cycle be monitored
                                           over time?
                                                     PESA
                                                     D3

                  Core Cycle
Question 1: Is our core cycle sufficient?
  Step 1: Identify screening tool(s)
  Step 2: Identify scoring guide points on
 screening tools for highly proficient, proficient
 and less
 than proficient for identified tools
  Step 3: Collect universal screening data
  Step 4: Enter, organize, and summarize data
                                                PESA
                                                D3
                Core Cycle
Question 1: Is our core cycle sufficient?
  Step 5: Establish desired percentage
    students scoring in the highly proficient and
    proficient ranges.
  Step 6: Determine actual percentage
    students scoring in the highly proficient,
    proficient and not proficient ranges.
  Step 7: Make Comparison
  Step 8: What work, if any, do we need to do
    within our Core Cycle?
           Activity :
   ITBS/ITEDs Conversations
 Determine a recorder for your
  table
 At your table:
  – Guess how accurate (% correct) on the
    ITBS/ITEDS reading comprehension test
    a student needs to be to score above the
    40th percentile.
  – Brainstorm possible reasons “why” a
    student does not score well on the Iowa
    Tests?
             Activity :
     ITBS/ITEDs Conversations
 Review ITBS/ITED Document
  – 41st National Percentile Rank
  – find number of items student would need to
    score correct (figure % accurate)
 Share possible reasons
 Discuss with team: Do we want to share
  with staff and parents, if so, what is our
  plan?
    Review:IDM Guiding Principle #3
3. Use instructionally relevant assessments
   • Reliable and valid
   • Multiple purposes:
       Screening- Collecting data for the purpose of
        identifying low and high performing students at-
        risk for not having their needs met
       Diagnostic- Gathering information from
        multiple sources to determine why students are
        not benefiting from instruction
       Formative- Frequent, ongoing collection of
        information including both formal and informal
        data to guide instruction
Question 1 within the IDM Framework, will begin with
  screening assessments.
  Screening Tools: Nonnegotiable
Screening tools need to compare all students
to the same standard
– Comparing every student to grade level skill
  expectations (minimum)
    Must have this comparison to identify gaps
     between what is expected and how the student
     is performing
    Assessments that do not go beyond
     “instructional levels” will NOT adequately
     identify gaps
– Remember: Screening tools assist us in finding
  those students who are at risk for not having their
  needs met (Struggling learners and Advanced
  Learners)
  Screening Tools: Nonnegotiable
 Screening tool accurately predicts
  – Who is “on track” to meet grade level
    expectations
  – Who is NOT “on track” to meet grade
    level expectations
     Additional validation of instructional
      needs will be needed for this group
  – Who is performing above grade level
    expectations
  – No Surprises – teachers are not finding
    additional students of concern
       Screening Tools/Process
 Adolescent Levels:
  – Remember to Review Files- Educational
    History is Helpful
      Electronic Support (HEART Data Base)
  – Determine “WHAT” information you need on
    all students?
      Tendency to “over screen” and add
        assessments
      Consider “Gating” some assessments
         –WHO would you like more information
           on
          Universal Screening for
           Secondary Schools

 Screening efforts should be directed
  to identify groups of students who:
  – Are at risk for dropping out of school
  – Have learning needs that require
    supplemental or intensive support
  – Are at risk for not meeting performance
    benchmarks

  Johnston, E., Smith, L., Harris, M. (2009). How RTI works in secondary schools.
     Corwin Press: California
      Universal Screening for
       Secondary Schools
Based on this research, discuss as a team:
– Does the data you have identify the At risk
  groups of students
– Is there screening data that you would want,
  that you currently don’t collect?
– Or…are you collecting data that doesn’t
  have a purpose?

– How does this information validate your
  efforts in IDM for Literacy?
     Completing Core Cycle
                Questions sufficient, why
Question 2: If the core is not
  not?

Question 3: How will needs identified in core
 be addressed?

Question 4: How will the sufficiency and
 effectiveness of the core cycle be monitored
 over time?
             Where do we start?
External Research and Tools:

 PET-R: Planning and Evaluation Tool For
  Effective School-wide Reading Programs,
  Revised
 Five Essential Components of Adolescent
  Literacy
  –   Word Study
  –   Fluency (accuracy and automaticity)
  –   Vocabulary
  –   Comprehension
  –   Engagement and Motivation
 Iowa Core Curriculum-Literacy: Essential
  Concepts and Skills Sets
Planning and Evaluation Tool
              for
Effective School-wide Reading
      Programs-Revised
           (PET - R)


     Edward J. Kame’enui, Ph.D.
     Deborah C. Simmons, Ph.D.
               PET - R
• Elements
  o Goals/Objectives/Standards and
    benchmarks
  o Assessment
  o Instructional Practices and Materials
  o Instructional Time
  o Differentiated Instruction/Grouping
  o Administration/Organization/Communicati
    on
  o Professional Development
• Documentation of Evidence is required
• Ranking = 0, 1, or 2
    Day 3 Home Play (PET - R):
     Gathering Baseline Data
• Read each section of the PET - R
• Rate each element
• State evidence to support your rating
• Consolidate information on the summary
  page
• Identify strengths and areas for
  improvement
• Record on action plan
Core Cycle
What do the experts say about quality
literacy curriculum and instruction for
adolescents?

How does Iowa Core Curriculum fit in?

How does this relate to our current
practice?
From the expertsCom
     Leadership
     Amount of Instruction
     Curriculum-CONTENT
     Professional Development-
      – Based upon student/teacher DATA
   Assessment & Monitoring-ONGOING
         (Dr. Tim Shanahan)
www.centeroninstruction.org
Research has found that…teachers
 who strive primarily to cover the
 content of their disciplines are
 unaware that by increasing their
 students’ ability to read their
 assignments they could actually
 increase the depth and breadth of
 content that could be covered
 efficiently.
        -Kingery (2000); O’Brien, Moje, and Stewart
        (2001)
Adolescents entering the adult world in
the 21st century will read and write more
than at any other time in human history.
They will need advanced levels of
literacy to perform their jobs, run their
households, acts as citizens, and
conduct their personal lives.

                       Richard Vacca
      Adolescent Literacy:
     Research and Practice
 Ability to read text for initial
  understanding
 Ability to think about its meaning in
  order to answer questions that may
  require student to make inferences
  or summarize
 Ability to learn from text that usually
  results in new understandings or
  new learning

)
Essential Components of
  Adolescent Literacy
       Word Study

        Fluency

       Vocabulary

     Comprehension

Engagement & Motivation
Iowa Core Curriculum-Literacy
Essential Concepts & Skills
Reading
  o Word Knowledge
  o Fluency
  o Comprehension
• Writing
• Speaking, Listening, Viewing
           Connections Between…
   Adolescent Literacy Iowa Core Curriculum-
  Essential Components        Literacy
  Word Study           Word Knowledge

  Fluency                         Fluency

  Vocabulary                      Word Knowledge

  Comprehension                   Comprehension
  (Writing)                        (Writing)
  Engagement &
  Motivation
Iowa Core Also Includes: Speaking, Listening and Viewing
Essential Components of
  Adolescent Literacy
      Word Study

        Fluency

       Vocabulary

     Comprehension

Engagement & Motivation
What is Word Study?
 Word Study:

  Ability to decode multisyllabic words
 that are common in higher level reading
 materials; students ability to accurately
 and automatically decode unknown or
 difficult words while reading

        Research indicates that…
Older students in need can benefit from
word study instruction
      (Edmonds et al., in press; Scammacca et al., 2007).
“No comprehension
  strategy is powerful
  enough to
  compensate for the
  inability to read the
  words!”


-Dr. Joseph Torgesen
  (FCRR)
Reasons for Word Study Difficulties
 Students might not have been
  effectively taught how to decode in the
  earlier grades.
 Students might not have been given
  adequate opportunities for practice
 Studies find many struggling learners
  plateau at 2.5-3.0 reading level and do
  not have the strategies for advanced
  polysyllabic word decoding
Word Study: How do I Teach It?
• Teach students the meaning of
   • Prefixes
    Suffixes
    Root words
• Provide instruction in how and when to use
  structural analysis to decode unknown words
  • Each word part has a vowel-teach vowel
    combinations
• Teach students to make connections between
  decoding, vocabulary and ultimately
  comprehension
   Word Study: What does it look
      like in the classroom?
 When introducing words in content
  materials:
  – Write words visually
  – Make explicit the word parts (prefix, suffix,
    root words…)
  – Tell the student the word by blending the
    parts, then reading the whole word
  – Have students read the word
  – Provide students with a “student” friendly
    definition
      Links to Vocabulary Instruction – Day 4
Essential Components of
  Adolescent Literacy
       Word Study

        Fluency

       Vocabulary

     Comprehension

Engagement & Motivation
      We Must Teach Fluency
 Fluency is an essential component of
  adolescent literacy
 Fluency practice leads to automaticity, which
  facilitates understanding
 Difficulty of text increases after the primary
  grades; students are expected to read more
  independently
 Fluent readers engage in more reading
 Students need daily modeling, coaching, and
  explicit instruction in fluency

    Think about the students in the grade
  level you teach…Where does this occur
  during their day?
         Why Focus on
Informational/Expository Texts?
 MS/HS students tend to read informational
  text as if it were a story-little thinking, little
  strategizing
 80% of secondary reading required is
  informational
 95% of what adults read on a daily basis is
  expository
 Research indicates students do far better
  on narrative comprehension (have high
  background knowledge about stories from
  movies etc.)
          Fluent Readers…
 Read effortlessly (with automaticity)
 Group words quickly to gain meaning from
  what was read
 Use pitch, stress, and intonation to convey
  meanings and feelings (prosidy)
 Focus more of their conscious attention on
  making meaning from the text
 Adjust rate based on purpose and
  difficulty/type of text
         A Self-Perpetuating Cycle
            Reading Fluency
                     Labored, inefficient reading


Declining Comprehension
                                                    Lack of Fluency
 Limited knowledge
 of academic
 language                                                Lack of motivation




Smaller Vocabulary                              Lack of Practice
     Activity: Making Real Life
            Connections
NUMBER OFF: 1-3
Analyze the Situation: Which Reader Are
  You?
 Number 1s: You are “John.” Your average
  fluency rate is 156 wpm.
 Number 2s: You are “Julie.” Your average
  fluency rate is 256 wpm.
 Number 3s: You are “Sam.” Your average
  fluency rate is 68 wpm. Tracy Wilson
                        Reading Intervention Teacher
                        New Market, Ala.
     Activity: Making Real Life
            Connections
The Homework Assignment
 Read chapter 2 in in your “Life Science”
  textbook.
 Answer questions 1-12 at the end of the
  chapter.
 The chapter contains 17 pages with
  approximately 600 words on each page.
 How long will it take you to complete
  tonight’s homework?
                           Tracy Wilson
                           Reading Intervention Teacher
                           New Market, Ala.
     Activity: Making Real Life
            Connections
What Happens?
 John? 156 wpm
 Julie? 256 wpm
 Sam? 68 wpm

Discuss implications of fluency on homework
completion and beyond?

 Which student is more likely to participant
  in additional pleasure reading?
                                 Tracy Wilson
                                 Reading Intervention Teache
                                 New Market, Ala.
        Process with Team…
 Think for a moment, what opportunities
  exist for kids to read out-loud for teachers
  or with peers?
 What opportunities do you have to listen to
  your students read?

Consider the impact of distributed practice…
 Creating Fluency Opportunities
  To Improve Comprehension


 Partner Reading with Comprehension
  Focus
 Chorale Cloze
 Model Fluent Reading
 Reader’s Theater




   Ways to Access Expository Content
    Fluency Building Activities:
           Application
US Citizenship: Anita Archer Article
 Model Fluent Reading (1st paragraph)
 Choral Reading (2nd paragraph)
 Choral Cloze (3rd & 4th paragraphs)
 Partner reading with echo read (5th and 6th
  paragraphs)
 Partner reading alternate paragraphs
  (7th-10th paragraphs)


  Which will you try for Home play?
Building Level: Fluency Building
Middle School Example
   – Knoxville Middle School
       Brian McNeill, Principal
   – Data Driven Decisions
   – 2007-08 MANY kids in Box 3
   – Fall 2008- Moved Box 3 kids to Box 2
       Too many for intervention groups
       Decided on distributed practice model-BEEF
        UP CORE!
       Professional development Provided to all
        teachers (see samples)
Building Level: Fluency Building
 Middle School Example
  – Data Results
  – Data NEW: Still figuring growth rates etc.

                 ORF: Made       Map Test:
                 Growth          Made
                 Fall-Winter     Growth
                                 Fall-Winter
 6th             94%             83%
 7th             80%             76%
 8th             80%             69%
Essential Components of
  Adolescent Literacy
       Word Study

        Fluency

       Vocabulary

    Comprehension

Engagement & Motivation
            Summarization
 Requires students to generate multiple main
  ideas (topics/details) from across a reading
  and then combine them into a succinct
  summary
 Teaches the students the skill of synthesizing
  large amounts of information during and after
  reading
 Important skill for students to learn and
  practice on regular basis (high-stakes tests)
   – Associated with improved outcomes in
     reading comprehension
       Summarization Strategy
     LIST (List the details that are important enough to
1
                   include in the summary).


     CROSS OUT (Reread the details. Cross out any that you
2
                decide not to include)


3   CONNECT (Connect any details that could go into one
                            )
                     sentence)
                                     Archer, Gleason, Vachan, 2004
                                     REWARDS Plus for Social Studies
    Summarization Strategy

4   NUMBER (Number the details in a logical order)



5          WRITE (Write your summary)



6   EDIT (Revise and proofread your summary)

                        Archer, Gleason, Vachan, 2004
                        REWARDS Plus for Social Studies
     Summarization Strategy
         Application
 Partners alternate reading 1-2 paragraphs
  (depends on length) in text provided
 Partner who reads then states most
  important idea, then discuss as pair
 Together agree on the most important idea
  (main who or what) for each section
 Write the information on a summarization
  template – be succinct
 Complete all steps of the strategy
 Share summary with another set of partners
 Build Comprehension Through
      Student Discussions
 Many would argue the most important
  goal for literacy instruction is to
  increase students’ ability to
  comprehend complex text
 But the goal is also to enable students
  to make deeper interpretations,
  generalizations, and conclusions
  about the information they learn
Build Comprehension Through Student
            Discussions

 Through sustained conversations
  – Critical feature where provide opportunities to
    explore a topic or idea in depth
  – Teacher/Student; Student/Student
 Whole or small group
 Research supports students can & will
  internalize thinking processes
  experienced repeatedly during
  discussions
Provide Opportunities for Students to…

 Express own interpretations of text
 Have positions challenged
 Defend positions & listen as others defend
  different positions
 Identify specific text material that supports
  their positions & to listen as others do the
  same
 Be presented with multiple examples of
  how meaning can be constructed from
  text
  How To Provide Opportunities for
           Discussion
 Carefully prepare for the discussion
   – Selecting engaging reading that offers multiple
     interpretations
   – Selecting/developing questions that stimulate
     thinking/reflections & assist students with
     making connections or inferences
        Types of questions differ depending on
         discipline; Model how to construct meaning
 Ask follow-up questions that help provide
  continuity and extend discussion
   – Different interpretation, explanation of
     reasoning, or an identification of content from
     the text that supports student’s position
  How To Provide Opportunities for
           Discussion
 Provide students a task or a discussion format to
  use when discuss text in small groups
   – Assign students to read selections together &
      practice using comprehension strategies
   – Take turns with roles, such as leading
      discussion, predicting, identifying confusing
      words, & summarizing
 Develop and practice the use of a specific
  ‘discussion protocol’
   – Done individually or collaboratively in grade
      level or discipline alike teams
   Discussion: Let’s Practice

Using the materials provided:
 In your small group – determine
  discussion questions you would use
  for your students
  – Should be an authentic (real) question,
    open to multiple points of view
  – No right or wrong answers –just
    reasonable/defendable ones
    Comprehension Resources
 Extended Response, similar to Summarization,
  students have to find information to defend their
  stance
   – Use text that can be argued for or against
     (Steroids article)

 Opportunities for Discussion
  – Argumentative Writing Template
  – Questions, Topics and Prompts for Reading
    Writing and Discussion
      Power Writing!
   How do we know they’re
            learning?
A brief glimpse into the mind of
          your students
   Power Writing - What is it?
 1 min. quick write - writing fluency
 Alternative to journal writing
 Quick assessment of student learning
    Fluency: Learning to Write
 Increases writer’s confidence and
  proficiency
 Overcomes “writer’s block”
 Helps students understand “write first edit
  later”
 Students identify errors so you know what
  THEY know (or don’t)
 Supports differentiation
 Provides fodder for revision
    Fluency: Writing to Learn
 Quick review of new learning
 Process information to deepen
  understanding
 Makes thinking visible
 Quick assessment of instruction - did
  they get it? (Comprehension)
 Can be used as a springboard for
  other activities
             Power Writing
 Provide prompt
 “Write as much as you can as well as you
  can”
 1 min.
 “Count the # of words you wrote - circle
  any errors”
 Graph after third cycle - choose your best
  to graph
     Power Writing Follow-up
 Choose a power write to revise into a
  polished paragraph
 Peer edit and discuss changes
 Extend vocabulary
 Write a question you have about our
  topic (content area specific)
 Other ideas? Turn and talk - share
  out
Tying It All Together: Iowa Core
              Literacy
 Literacy is synonymous with learning
 Reading, writing, speaking, listening,
  and viewing are intertwined (literacy)
 Literacy is embedded across content
  areas
 Provides the means of thinking among
  and between concepts and ideas
 Tying it all together: Iowa Core
 What have we learned today that we
  can use to implement this?
 What kinds of support do we as a
  leadership team need to make this
  happen?
 What are our staff needs?
Essential Concepts & Skill Sets
Iowa Core Curriculum - Literacy
• Read Introduction and Literacy Overview

• Read relevant grade levels

• Discuss
    Reading: Word Knowledge
“Uses a variety of strategies to develop and
expand reading vocabulary.”

“Uses a variety of strategies to understand
unfamiliar vocabulary found in narrative text,
technical reading, and literary text.”

   • Iowa Core Curriculum
    Reading: Word Knowledge
Structural Analysis   Vocabulary

Root words            Word meanings
                      Word relationships
Prefixes
                      Word learning
Suffixes              strategies
Latin and Greek
Derivatives
        Reading: Fluency



“Reads with fluency silently and
aloud to support comprehension.”
• Iowa Core Curriculum
     Reading: Comprehension

• Reading comprehension work should be done
  both with literature and content materials (math,
  science, social studies, etc.)
• Students should do more than practice
  comprehending a text. They should be trying to
  learn how to think about a text more effectively or
  systematically.
                 Writing
• Writing is a key element of literacy
• Research is clear that writing instruction
  (not just practice) can raise reading
  achievement
• Many aspects of reading benefit from
  the greater intensity of writing instruction
• Writing to learn and learning to write
 Speaking, Listening and Viewing

 Speaking: Process people use to
  express, explore, and learn about ideas
 Listening: Inherent companion to other
  literacy skills
 Viewing: Refers to non-print text such
  as: TV, Film, Live Performances,
  Internet, etc.
            Day 3 Home Play
 Complete PET-R
 Use a reading and/or writing strategy with your
  students
   – Fluency:
       Choral Read, Partner Reading (alternate
        or echo)
   – Writing:
       Summarization, Extended Response,
        Argumentative Writing Template, Power
        Write
 Model Fluent Reading

      Be prepared to share next time
          Day 3 Action Plan
 Document on Day 3 Action Plan
  – Results of PET-R and next steps
  – Reflection/Communication plan for
    sharing information with constituents
      Reading/Writing
  – “Try it out!” Strategies

  Be Prepared to Share on Day 4

								
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