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  • Welcome participants and introduce self.
  • Reflect on how you learned to read, the reading habits you have formed, home and school influences on your reading development, and the kinds of reading you do.
  • Ask the participants to look at the word above. Ask them to write what they see on their paper. Discuss the two possible responses:“Opportunity is no where” and “ Opportunity is now here” Remind the participants that although everything in the course might not be useful in their classroom setting, they have the opportunity to learn more from each other.
  • “What’s in it for me?”The goal is for the participants to take ideas from each session and implement the strategies into their classroom. As participants seat in the course they will tune in and out of the material, but in the end, the more they know about reading, the better they will be able to meet the needs of their students.Ask participants to collect and organize ideas they might implement in their classrooms.TWO COLUMN NOTES – SHARE WITH PARTICIPANTSCan take a variety of formats, depending upon the subject area, instructional goals, and the nature of the text. Examples of two column notes:Main Idea – Detail notesConclusion – SupportProblem – SolutionProcess Notes
  • Includes both children with identified disabilities and children with exceptional abilities, children who are already independent readers and children who are just beginning to acquire basic literacy knowledge and skills. Children in the group may speak different languages at varying levels of proficiency.To best meet the needs of all students in a classroom, teachers need to combine their knowledge about reading instruction with the features of effective instruction.
  • Participant Knowledge Survey Let participants know that this is not a test. The survey gives them an opportunity to think about what they already know about beginning reading instruction. Ask participants to take a few minutes to rate their knowledge about the information.
  • The content of this course is divided into twelve sessions. Each session addresses topics important to helping students learn to read and is intended to run four hours.Participants will complete an investigative activity in each session.

Session 1 Session 1 Presentation Transcript

  • Reading … Set … Go!
    Application of Research-Based Instructional Practices
    Competency 2
    Component # 1-013-311
    Center for Professional Learning
    Instructor: Carmen S. Concepcion
    readingsetgo.blogspot.com
    Fall 2010
  • Find Someone Who…
  • “At one magical instant in your early childhood, the page of a book – that string of confused, alien ciphers – shivered into meaning. Words spoke to you, gave up their secrets; at that moment, whole universes opened. You became, irrevocably, a reader.”
    View slide
  • Biographical Sketch
    • How did you learn to read? View slide
    • What home reading experiences do you recall?
    • What kinds of instructional activities and practices were you involved in as an elementary school student?
    • Which ones do you recall fondly?
    • Which, if any do you recall with regret?
  • Opportunityisnowhere
  • Tea Party
    Read through the quote you receive
    Reflect on how the quote applies to you
    Walk around and find a partner while the music plays
    When the music stops, discuss your quote with a partner
  • What setting are you in?
    Answer the following:
    What subjects do you teach?
    What grade level do you work with?
    When do you incorporate reading?
    How do you teach vocabulary?
    How do you work with ESOL students in your class?
  • What do we WANT to learn?
    Carousel Brainstorming
  • AHA! WIIFM Radio Station
  • Course Goal
    Teachers will scaffold student learning by applying the principles of research-based reading instruction and integrating the six components of reading. Teachers will engage in the systematic problem solving process: use data to accurately identify problems, analyze those problems, design and implement interventions, evaluate the effectiveness of interventions, and intensify instruction based on individual student needs.
  • Course General Objectives
    To perceive and recognize:
    Why reading is a national priority
    How children learn to read and why it is difficult for some students
    Components of quality instruction
    Symptoms and causes of reading disability
  • In order to successfully complete the course…
    Attend every class ON TIME
    No absences…no exceptions!
    Participate in, and complete, individual and group assignments
    Class discussion, readings, presentations
    Act professional
    Cell phones must be on SILENT
    No text messaging while class is in session
  • Fall Schedule
    Session 1: September 16
    Session 2: September 21
    Session 3: September 28
    Session 4: October 5
    Session 5: October 12
    Session 6: October 19
    Session 7: October 26
    Session 8: November 2
    Session 9: November 9
    Session 10: November 16
    Session 11: November 23
    Session 12: November 30
  • Competency Two Sessions
  • What’s the Problem
    • More than 8 million students in grades
    4 – 12 are struggling readers (US DOE 2008).
    40% of high school students cannot read well enough to benefit from their textbooks (NAEP).
    In 2004 – 2005 a significant number of 8th (27%) and 10th (36%) graders did not meet reading standards.
  • Reading Holds the KEY
  • Research ….
    1997: Put together a National Reading Panel to assess the status of research-based knowledge used to teach literacy
    2001: ESEA (Elementary and Secondary Education Act) included the recommendations for preschool and primary
    Vacca & Vacca, 2006. 6th Ed. Reading and Learning to Read, page 9
  • What happened next?
    • No Child Left Behind (NCLB)
    “to ensure that all children have a fair, equal and significant opportunity to obtain a high quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments.”
    Adequate Yearly Progress (AYP)
  • Individuals with Disabilities Act (IDEA)
    8.8% of students ages 6-21 are served by IDEA
    Use of scientifically based literacy programs and early intervention
    Inclusion programs
    Collaboration is key!
  • 2010: Reauthorization of the Elementary and Secondary Education Act
    Disaggregation and focus on improvingperformance for all groups of students
    Focus on equity
    Standards-based reform and accountability
  • Education for a More Competitive America & Better Future
    March 13, 2010
  • The more YOU know about the reading process and the programs out there the more YOU can incorporate it all into your classroom
    “Teachers NOT programs produce effective reading instruction”
    Vacca & Vacca, 2006. 6th Ed. Reading and Learning to Read
  • Investigative Activity
    Visit class blog: readingsetgo.blogspot.com
    Working in groups research the following websites:
    Elementary and Secondary Education Act
    IDEA
    National Reading Panel
    No Child Left Behind
    Reauthorization of the Elementary and Secondary Education Act
    Present findings to class
  • For the next class…
    Read Every Child Reading: An Action Plan
    Reflect and Respond on the blog