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From Frustration To Freedom (New)
From Frustration To Freedom (New)
From Frustration To Freedom (New)
From Frustration To Freedom (New)
From Frustration To Freedom (New)
From Frustration To Freedom (New)
From Frustration To Freedom (New)
From Frustration To Freedom (New)
From Frustration To Freedom (New)
From Frustration To Freedom (New)
From Frustration To Freedom (New)
From Frustration To Freedom (New)
From Frustration To Freedom (New)
From Frustration To Freedom (New)
From Frustration To Freedom (New)
From Frustration To Freedom (New)
From Frustration To Freedom (New)
From Frustration To Freedom (New)
From Frustration To Freedom (New)
From Frustration To Freedom (New)
From Frustration To Freedom (New)
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From Frustration To Freedom (New)

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  • Share about me too.
  • How I get started down this road District literacy initiative. . .
  • “ Chill has always been different, but the way he deals with his disability and his art have given him the power to survive the horrors of high school. When a new teacher arrives, determined to crush his students' spirit, Chill decides to fight back and risk everything. A story of doing the right thing and standing up for yourself—and your friends.”
  • Negative Perception: “ How do I preserve my self-esteen when I struggle with reading? Well, I stop trying so I don’t look incompentent. Instead, I just chose to not do the work.” At this point I have decided that I don’t want to or I won’t catch up to my peers. Instead I will focus on what I am good at and pour all my energy in that. Human nature—we all drawn to activities we naturally excel at and resist those we struggle with. Takes work and stategy to engage.
  • Transcript

    • 1. From Frustration to Freedom: Intervention for Secondary Striving Readers Jen McCarty Plucker, Ed.D. Reading Specialist and Literacy Coordinator Eastview High School Jennifer McCarty Plucker, Ed. D
    • 2. Let’s start with YOU
      • Your name
      • Your Role (especially as it relates to literacy)
      • Why you are here or what you hope to get from this session?
      Jennifer McCarty Plucker, Ed. D
    • 3. Today’s Objectives
      • To Share Principle Components of Strategic Secondary Reading Intervention.
      • To Discuss Ideas for Designing Intervention to Meet the Needs of Your Unique Population
      Jennifer McCarty Plucker, Ed. D
    • 4. A child’s excitement for reading (literacy) is not necessarily the secondary educator’s reality. Jennifer McCarty Plucker, Ed. D The focus on early literacy has resulted in the needs of older readers being largely unmet (Vacca; 1998; Vacca & Alvermann, 1998)
    • 5. Jennifer McCarty Plucker, Ed. D
    • 6.
      • Identification of Striving Readers
      • Teacher
      • Environment
      • Materials and Curriculum
      • Instruction—differentiated (small group and one-on-one)
      • Student engagement
      Jennifer McCarty Plucker, Ed. D Components of Strategic Intervention Programming
    • 7. Definition of a Striving Reader
      • A secondary striving reader in ISD196 is a student who scores at or below the 40 th percentile nationally in reading on at least two, preferably three, standardized test(s) (ISD 196, 2006).
      • “ Identify, prioritize, and target individual students and groups of students for literacy outreach.” (Taylor and Collins,2003, p. 20)
      • Minnesota Department of Education: A Model Secondary (6-12) Plan for Reading Intervention and Development. (January, 2006)
      Jennifer McCarty Plucker, Ed. D
    • 8. Expert Teachers
      • Highly Effective Teacher: “Impact of decisions made by the individual teacher is far greater than the impact of the decisions made at the school level.” (Marzano, 2003, p. 71).
      • Too often our least qualified personnel (non licensed paras, for example) are working with our students with the most needs (Allington, 2001)
      Jennifer McCarty Plucker, Ed. D
    • 9. Environment is critical Environment has a coercive effect on a child’s behavior (Gump, 1986)
    • 10. Materials and Curriculum
      • High interest reading at instructional level
      • Print Rich environment—classroom library, displays of teacher, commercial, and most importantly student generated materials.
      650 Lexile (4 th grade reading level, 9-12 th grade interest level)
    • 11. Resources Cont.
      • Literacy Tools:
      • White boards, markers, erasers
      • Post-it notes
      • Large print roll (or chart paper)
      • Sony e-readers
      • Word Games
      • I-pods
      • Playaways
      • LCD
      • Computers
      • Interactive White Boards
    • 12. Book Flood (Gallagher, 2009) Jennifer McCarty Plucker, Ed. D
    • 13. Grab their attention with high interest reads Jennifer McCarty Plucker, Ed. D
    • 14. Instructional Practices
      • Differentiated
      • Individualized
      • Specific, strategic, purposeful
      • Vygotsky’s zone of proximal development (gradual release of responsibility)
    • 15. Time to Read and Write (Allington, 2006) Reading is thinking Jennifer McCarty Plucker, Ed. D
    • 16. Formative Assessment (Afflerbach, 2007; Stiggens, Arter, Chappuis & Chappuis, 2006). Jennifer McCarty Plucker, Ed. D
    • 17. Engagement and Self-efficacy (Most Important especially for our secondary students)
      • Who are our disengaged?
      • Youth who have negative perceptions of themselves
      • Many are readers who experienced failure early and thus defined themselves as poor readers EARLY in schooling
      • Most have an increase in negative perception the longer they are in school. (O’Brien, 2006).
    • 18. Engage Students with Technology (Alvermann, 2001; O’Brien, 2006) Jennifer McCarty Plucker, Ed. D Podcasting, glogster, Moodle, animoto, wikis, poll everywhere, movie maker, digital photography, i-tunes, flip video cameras, the Internet. . .
    • 19. Break Down the Barriers!!
      • Do you know these students?
        • Tardy Tracy—isn’t there a clock on your cell phone?
        • Absent Abigail—MIA… a lot.
        • Bobby Belligerent—the answer is always “NO!”
        • Jack Jokester—lots of jokes; often inappropriate
        • Sleepy, Dopey, Droopey… wait, are those dwarves?
        • Sneezy Sally—frequent visits to Nurse Peggy
        • Charlie Charmer—everybody’s buddy
        • Forgetful Fay—no pencil, no notebook, no problem
        • Billy Bladder—suspiciously well-hydrated
        • Celine Cell—so many texts, so little time
        • Messy Melissa—something could be living in that backpack
        • I-could-care-less Chris—surprisingly indifferent about everything
      Jennifer McCarty Plucker, Ed. D
    • 20.
      • Adolescent Striving Readers need a Double Dose of Literacy Instruction
      • One Year of Strategic Intervention is not Enough for Most Striving Readers
      • Engage a TEAM of literacy leaders (passionate change makers) in your building to design intervention for your striving readers
      Bottom Line: Jennifer McCarty Plucker, Ed. D
    • 21. “ A capacity and taste for reading gives access to whatever has already been discovered by others.”  - Abraham Lincoln Materials and PowerPoint will be made available at: www.jmplucker.blogspot.com Jennifer McCarty Plucker, Ed. D

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