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Elementary principals meeting 3 4-14

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  • Students are often informally assessed on their reading and writing development. The informal assessments allow for the teacher to quickly decide which students need remediation, more practice or enrichment with specific skills and strategies. Teachers may informally assess their students by simply listening in as the students are talking with their peers. High level questioning should be used to guide student conversations. Teachers may informally assess the students reading and writing development by utilizing journals. The journals allow a quick peek into the students’ heads and show the students’ strengths and weaknesses. Formal assessment are also used within the classroom. Many of the formal assessments are mandated by the school district or state. The formal assessments are used to guide my instruction. Students will earn their grades by earning points. Many of the scores will come from rubrics. Rubrics are sent home on a biweekly basis so you know how your child is doing in the classroom. Students will be evaluated on the quality and quality of reading journals, reading logs, written responses, active participation during discussions, published pieces of writing, comprehension tests, and quantity of writing produced during Writer’s Workshop.
  • Assessment fidelity to make sure all teachers score students the same (i.e. DRA, etc.)Program should be consistent throughout the building. It should not change from classroom to classroom. Key components and elements of instruction need to be identified at each grade level.
  • Started with language because whole district was trained in Academic Vocabulary last year.
  • Transcript

    • 1. March 4, 2014 Jennifer Evans Assistant Director ELA St. Clair County RESA Evans.jennifer@sccresa.org
    • 2. Why Reading Workshop? How to do a Reading Workshop? Assessment / Grouping Intervention School Wide Programs Daily Routine Guided Reading Strategies PD Plan
    • 3. Statistics The number of adults that are classified as functionally illiterate increases by about 2.25 million each year. One child in four grows up not knowing how to read. 44 million adults in the U.S. can't read well enough to read a simple story to a child. 21 million Americans can't read at all, 45 million are marginally illiterate, and one-fifth of high school graduates can't read their diplomas.
    • 4. 43 % of those whose literacy skills are lowest live in poverty. 70% of America's prison inmates are illiterate and 85% of all juvenile offenders have reading problems. Two-thirds of students who cannot read proficiently by the end of the 4th grade will end up in jail or on welfare. 90% of welfare recipients are high school dropouts. When the State of Arizona projects how many prison beds it will need, it factors in the number of kids who read well in fourth grade. 16 to 19 year old girls at the poverty level and below, with below average skills, are 6 times more likely to have out-of-wedlock children than their reading counterparts.
    • 5. Research based Best Practices Motivation
    • 6.  Research has suggested that addressing students’ individual needs is an important aspect of effective reading instruction (Fielding & Pearson, 1994). Although this may challenge teachers’ traditional notions of reading instruction, forcing them to work in guided reading groups and individually with readers, the research is overwhelmingly in favor of individualizing instruction to meet the needs of all learners Teachers need to put aside instructional practices that have been shown to be ineffective. (“Implementing a Workshop Approach to Reading” Dr. Frank Seraini, 2005)
    • 7.    Learning in general is indeed an intentional act. Students make the conscience decision to learn or not to learn immediately upon entrance into the classroom each day. The teachers and learning environments which the student encounters certainly influence his decision to learn. Implementing Reading and Writing Workshop into elementary, middle, and secondary classrooms leads to increased levels of motivation in readers and writers. Research has found that high levels of motivation and engagement in elementary classrooms leads to high levels of achievement (Pressley, M., Allington, R.L., Wharton-McDonald, R., Black, C.C., & Morrow, L.M., 2001
    • 8. In workshop approaches, the teacher is seen as a decision maker, conducting lessons and creating learning experiences based on the needs of the readers in their class. Instructional decisions are made by teachers to address the needs of the students in their classrooms. In the hands of a quality teacher, basals and instructional materials become resources to use, rather than a series of lessons to be read aloud. One of the most important things we can do as educators is to provide students with ample time for reading and writing.
    • 9.  Professor Pearson finds that in many classrooms, students spend little time actually reading texts. Much of their instructional time is spent on workbook-type assignments. The skill/time ratio is typically the highest for children of the lowest reading ability (Allington, 1983). Furthermore, the research indicates that teachers are spending inadequate amounts of time on direct comprehension instruction. A study completed (Durkin) concluded that teachers used either workbooks or textbook questions to determine a student's understanding of content, but rarely taught students "how to comprehend."
    • 10.     Both NRP and Duke and Pearson (2002) agree that explicit teaching, including an explanation of what and how the strategy should be used, teacher modeling and thinking aloud about the strategy, guided practice with the strategy and support for students applying the strategy independently are the steps needed to effectively teach any comprehension strategy. Comprehension is what it’s all about! Reading comprehension – and how to teach it – is probably the area of literacy about which we have the most knowledge and the most consensus. It is also probably the area that gets the least attention in the classroom.
    • 11. “Effective classroom teachers are the only absolutely essential element of an effective school.”  Allington & Cunningham, 1997
    • 12. m.socrative.com Join room 980994 Discuss: When you are observing reading in K-2 classrooms, what do you consistently see? Discuss: When you are observing reading in 3-5 classrooms, what do you consistently see? Record: Differences in K-2 and 35 reading instruction.
    • 13.  Traditional Reading Groups ◦ Groups remain stable in composition. ◦ Students progress through a specific sequence of stories and skills. ◦ Introductions focus on new vocabulary. ◦ Skills practice follows reading. ◦ Focus is on the lesson, not the student. ◦ Teacher follows prepared "script" from the teacher's guide. ◦ Questions are generally limited to factual recall. ◦ Teacher is interpreter and checker of meaning. ◦ Students take turn reading orally. ◦ Focus is on decoding words. ◦ Students respond to story in workbooks or on prepared worksheets. ◦ Readers are dependent on teacher direction and support. ◦ Students are tested on skills and literal recall at the end of each story/unit.  Guided Reading Groups ◦ Groups are dynamic, flexible, and change on a regular basis. ◦ Stories are chosen at appropriate level for each group; there is no prescribed sequence. ◦ Introductions focus on meaning with some attention to new and interesting vocabulary. ◦ Skills practice is embedded in shared reading. ◦ Focus is on the student, not the lesson. ◦ Teacher and students actively interact with text. ◦ Questions develop higher order thinking skills and strategic reading. Teacher and students interact with text to construct meaning. ◦ Students read entire text silently or with a partner. ◦ Focus is on understanding meaning. ◦ Students respond to story through personal and authentic activities. Students read independently and confidently. ◦ Assessment is ongoing and embedded in instruction
    • 14. Round 1: Discuss what you currently see in classrooms during reading instruction. Round 2: Discuss what you would like to see in classrooms during reading instruction. Round 3: How will you implement this change?
    • 15. Such instruction involves four phases: teacher modeling and explanation guided practice during which teachers "guide" students to assume greater responsibility for task completion independent practice accompanied by feedback application of the strategies in real reading situations Dr. Pearson emphasizes that comprehension instruction must be embedded in texts rather than taught in isolation through workbook pages.
    • 16.  After reading through the Teacher SelfReflection, think of the teachers in your building: ◦ Where will you find most teachers? ◦ Where will you start to support your teachers to achieve Reading Workshop with fidelity? ◦ Where will you focus your resources? ◦ What do you need to help support your teachers in this process?
    • 17. Informal Assessments Listening In Turn and Talk Formal Assessments Teacher/Student Conference notes DIBELS Running Records Pre/Post Assessments Notes From Small Group Instruction Observations Hand Signals Rubrics Journals MEAP/NWEA/STAR ReadingMath DRA Comprehension Tests Self-Evaluations Published Writing On Demand Writing Presentations
    • 18.  Students who do not meet benchmark should be receiving intervention. These services include: Reading Recovery Intervention Specialist Reading Coach Support Classroom intervention groups Other pull-out programs
    • 19. Students who qualify for intervention should not receive intervention during CORE reading instruction (90 minute block). These students need additional reading instruction.
    • 20. Yearly, time should be spent supporting teachers to achieve: Assessment Fidelity Program Consistency throughout the building
    • 21. Stage Name The Learner Birth to grade 1 Emergent Literacy Phonological Awareness – gains control of oral language; relies heavily on pictures in text; pretends to read; recognizes rhyme Beginning grade 1 Decoding Phonics – grows aware of sound/symbol relationships; focuses on printed symbols; Grade 1 to Grade 3 Confirmation and Fluency Develops fluency in reading; recognizes patterns in words; checks for meaning; Grade 4 to 8 Learning the New (Single Viewpoint) Uses reading as a tool for learning; applies reading strategies; expands vocabulary; Secondary Multiple Viewpoints Analyzes what is read; reacts critically to texts; deals with layers of facts and concepts Higher Education A Worldview Develops a well-rounded view of the world through
    • 22. The Reading Workshop format is the “How”
    • 23.  https://www.teachingchannel.org/videos /reading-workshop-overview (5:22)
    • 24. Mini-Lesson (10-15 minutes): explicit instruction of skills and strategies Read Aloud Think-Aloud Shared Reading Independent and Small Groups (4560 minutes): Independent Reading Collaboration Discussions Guided Reading Modeled Reading Assessment Review Conferences Assessment Reinforce/Extend/ Re-teach skills Centers/Menus Shared Learning (10-15 minutes): time to share and talk about reading Sharing Projects Author’s Chair Assessment Status check Review
    • 25. When Using Guided Reading Students have a high accuracy rate in reading when the appropriate level text is chosen for them. Students are provided with the necessary strategies to overcome “reading road blocks.” The focus of reading shifts to meaning rather than decoding; the construction of meaning is imperative. Students have the opportunity to apply independent reading strategies with the guidance and support of their teacher and observe proper reading strategies, as modeled by their teacher and peers.
    • 26. Independent Level 96%- 100% Accuracy with good comprehension and fluency “Just Right” Instructional Level 90-95% Accuracy Students can read with teacher support and instruction Frustration Level < 90% Accuracy “Too Hard”
    • 27. If Harcourt is the foundation Works best for onlevel students Key Look at needs of students Other options Book rooms Struggling readers and advanced readers need more or different School library All readers need real literature Classroom libraries Leveled Readers Cover the same skills covered with the leveled readers
    • 28.  Three criteria for a good worksheet… 1. Must involve some reading and/or writing 2. Majority of my class (75-80%) must be able to do it independently 3. Students must need work on that skill
    • 29. How big can the groups be? Struggling readers/belowlevel groups (3-4) Proficient/on-level groups (5-6) Advanced/abovelevel groups (7-8) How often do we meet? Who meets with groups? Struggling readers/below -level groups (every day) Classroom teacher meets with EVERY group. Proficient/onlevel groups (4 days) Future considerationGuided reading training for paraprofessionals Advanced/above level groups (every other day) What can the paraprofessionals be doing now? Work with groups of students reviewing skills/strategies already covered Conference with students as they read independently Help students as they work at centers
    • 30. Teacher’s Role Before: -Selects appropriate text. -Prepares an introduction to the story. -Previews some challenging word patterns, vocabulary, and concepts that are present in the story. During: After: - “Listens in” to what students are reading. - Facilitates a discussion on the book. -Interacts with individual students to address specific challenges. -Assess student’s response to what they read. -Observes student strategy use and takes anecdotal notes. -Focuses on a particular skill -Confirms student’s or strategy. problem-solving attempts -Occasionally creates and their success using a extension activities to particular strategy. improve fluency, decoding, and comprehension. -Returns to the text to point out one or two teaching points that reflect the main purpose of the lesson. -Points out strategies used by students during their independent reading. See Essential Elements of Guided Reading Handout
    • 31. Picture walk Text Structure Genre Share response from previous day Set purpose for reading Preview/ Review Vocabulary Discussion Book introduction Prediction Chart Reread previous guided reading book (k-2) Build sentences from a previous guided reading book(k-2) ◦ KWL Chart , Thinking Map etc. to activate schema ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦
    • 32. Focus on Comprehension Strategy While… ◦ Students read text through:       Choral Echo Partner Independent Paraphrase Summarize The comprehension strategy used during guided reading should have been taught to students, whole group; during guided reading students are able to practice the strategy with teacher support and in instructional level text. The primary purpose of reading is to obtain meaning from text. Even at the K-2 level students need to be reading to make meaning from text. NOT ROUND ROBIN!
    • 33. ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ Independent reading Graphic organizer Questioning Response journals Summarize Book share Discussion Graphic Organizer Sort Redo the ending of the story Act out the story Rebuilding/rereading sentences from text Draw or write a response to the story
    • 34. Conversation about the texts students read Literate conversations mimic the conversations real readers in the real world have about real books they really want to talk about! Model types of connections readers make (T-S, T-T, T-W). Conduct discussions with readers as conversations – not interrogations. Arrange for students to have literate conversations in small groups.
    • 35. At your table, take turns sharing examples of meaningful activities for students to do. Be sure to explain how you know it’s a meaningful activity. Each time you share, place your chip in the center. Take notes of meaningful activities you would like to see when you observe reading. Everyone must share before you share again.
    • 36. Collaboration and independence are promoted Students are actively engaged in activities based on need Concepts and strategies are reinforced
    • 37.  Independent Reading  Word Study/Making Words  Big Book  Writing  Poetry  Computer/iPad  Listening  Extension activity Handwriting Strategy work Vocabulary Reading Logs Skill Activity Challenges Fun Folder Activity Content Areas Writing Workshop Newspaper Activity Book Response
    • 38.  http://www.youtube.com/watch?v=NBy6Bg o7lvg (8 min. 3 grade lesson) rd
    • 39. Group: A 10 Book: The Hungry Giant Level: Comprehension Strategy : Making predictions Essential Question: How do I make predictions as I read? Before: Create a prediction chart. Have students look at the cover of the book and make predictions for the story. During: 1. Introduce vocabulary words: bommy-knocker and roared. 2. Choral read with students 1. On page 13 stop and have students revisit their predictions. Check to see if they still think their predictions will be true. 3. Partner read with students 4. Independent read After: Revisit the prediction chart and have students compare the story ending to their predictions.
    • 40. At your tables identify if this was a good or bad lesson. Work together to identify the good and bad components of the lesson.
    • 41. See additional plans
    • 42. At your table, revisit what components you would like to see in every reading lesson. Develop a list of necessary components. Develop a list of things you do not want to see. Develop a plan to implement necessary components into every classroom lesson.
    • 43.   ELA Look-Fors: (3 day PD) ◦ Day 1 – introduce ◦ Day 2 – model lesson ◦ Day 3 - classroom walkthrough and support This year – academic vocabulary  Next year – see suggested PD plan 