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Epra powerpoint

Epra powerpoint






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    Epra powerpoint Epra powerpoint Presentation Transcript

    • Nicola-Similkameen School District #58
    • Learning Intentions
      • I will understand the differences, similarities and the purposes of the Common and Leveled kits
      • I will be familiar with both processes.
      • I will look for ways to make this useful in my teaching environment
      • I will remember many useful concepts, including running records, reading levels, correlation charts, observable reading behaviour & open-ended thinking
      • You decide when the information will serve you best
      • You decide who will participate, and you can adapt/modify for any student in your class, as long as you have a plan (not an IEP, but an iep)
      • You understand why: AFL
      • Everyone uses the same how – the routine is consistent, so that colleagues can collaborate and interpret information
      • Non fiction with text features, photographs
      • Oral reading, conferencing and showing knowledge
      • Optional in this district
    • Correlation Chart
      • Colour
      • DRA Number
      • PM Benchmarks Number
      • Grade Equivalent
      • Letter
    • EPRA: Common Text
      • Protocol
      • Oral reading running record
      • Conference questions and strategy observation
      • Thinking page
      • Performance Standard QS or Kindergarten continuum
      September Assessment for Learning June Assessment of Learning Kindergarten 1 3 Grade 1 3 10-12 Grade 2 12 16
    • EPRA Common Text
      • Whole class at once
      • School team to help (principal, SET, LAT)
      • 45-60 minutes
      • Quick introduction, criteria
      • Individual reading meetings as students move on to the thinking page (5 minutes max)
    • PM Benchmarks/DRA/Jerry Johns/Alberta Diagnostic/Gates/CTBS
      • Time consuming (20-45 minutes each)
      • Comprehension components do not correlate to the curriculum PLOs
      • Can be misused for quantitative data collection
      • Mandatory in some districts twice or thrice each year for data collection
      • Common misassumption that reading levels are exact
      • Emphasis is on the decoding, not on deep comprehension
      • Standardized tests are poorly constructed (research and curriculum), do not measure group comprehension and are skewed against rural and aboriginal children
    • Running Records SO T R SO tim SC R went
    • 5 Minutes more on Common Text
      • Go ahead, touch your kit.
      • Look through it.
      • Get familiar with it.
      • Write your questions on a post-it note.
    • Official EPRA video #1 EPRA Grade 2.mov
      • Use the chart
      • Make notes about what you learn that is important to you.
      • Any final questions about the Common Text?
      • Good. Now we are moving on.
    • Leveled Text
      • Each school has a kit
      • You can use it any time you have questions
      • You can use any kit with any grade/combined grade class
      • This works best with guided reading sized groups
      • This gives you information about what reading behaviours/strengths your students have, and gives you an approximate reading level
    • Leveled Text
      • Non fiction text
      • 4 levels for Kindergarten (1, 2, 3, 4)
      • 6 levels for Grade 1 (2, 3, 8, 12, 16, 16+)
      • 6 levels for Grade 2 (8, 12, 16, 17, 21, 23)
    • DRA!!!
    • Leveled Text: Kindergarten
    • Leveled Text: Grade 1
    • Leveled Text: Grade 2
    • Leveled Text
      • Introduce all the texts to the group – title, a few pages, a little bit of discussion
      • Review how to select a ‘just right’ text (Daily Five, BookMatch, or the language you use in class)
      • Decide if you will have them complete the thinking page (optional)
    • Leveled Text: Helpful hints
      • Mixed level groups
      • No more than 6 at a time
      • Have students read to you before doing the thinking page
      • Be comfortable asking, “Did you look at ____? It might be a better fit.”
      • Do a bit, do it well
      • Skip the thinking page to start with – keep the time to a minimum
      • Do not use these books for teaching! (CLEAN)
    • Leveled Text
      • Have the other students working on their own
      • Give the group 40 minutes, but allow extra time for students who need time to finish
      • Teach the students strategies to determine independent/instructional/frustration levels
      • Tell them: this helps me help you find the right fit books
      • Running record page can be used several times throughout the year
    • Leveled Text
      • Time to get your hands on it
      • 15 minutes to read the materials, especially the protocol
      • Write your questions on the post-it notes
      • Each of you be ready to BE a student that you are imaging this NOT working with
    • Leveled Text: My turn
      • Modeling conferences
      • I am relaxed and only do as much as I need to, in order to get the information I need to be a better teacher for you
      • Bring it on!
    • Leveled Text: Scoring/Coding/Marking or whatever euphemism you want to use…
      • Highlighter pen/Quick Scale/Continuum
      • Worksheet from PS Reading for Information
      • Highlight key words
      • Write a few goals for the class or a group when you see trends
      • Make some individual notes somewhere, with whatever you use, or right on the conference page (I call it my report card talk)
      • If you are doing your entire class, there will, this time only, be release time (1/2 day) to work with me on coding and developing a class profile (please contact me)
    • How to Use a Literacy Teacher
      • I will model, demonstrate, team teach any of this with the intention of teaching you to do it yourself
      • I will sit with you after you have done a group and have a professional What’s Next conversation
      • I will offer suggestions (if asked) on strategies to support item x in your world
      • I will meet with you, upon invitation, to go over how to do the Common (May/June) Text Assessment in your class and then schedule ½ day for everyone to code together here at the SBO (no in lieu of time)
    • Why Are We Doing This – Research!
      • My hero, Richard Allington, who compiles all the best literacy research across the world says…
      • In studying the nation’s best first and fourth grade classrooms, the practice of using multi-text and multi-level instruction and curriculum design was paramount. Every student was reading with text at their own level, not at ‘grade-level’.
      • Struggling readers need more teacher time, more intensive reading lessons, and more teacher-directed reading lessons targeted to their specific instructional needs.
      • Do 8 things, do them well and do them now:
        • Begin an intervention plan
        • Match reader and text level
        • Dramatically expand reading activities
        • Use very small groups or tutoring
        • Coordinate intervention with the core classroom (in addition, not instead)
        • Deliver intervention by expert teachers
        • Focus instruction on meta-cognition and meaning
        • Use texts that are interesting to students
      • Do not think ‘one size fits all’ with intervention or classroom instruction; using a class set of the same reading materials will ensure that students will continue to fall behind. Multi-level texts for the content areas are essential.
      • Effective classrooms have a distribution of whole-group, small group and side-by-side instruction.
      • The proportion of the school day allotted to whole-class assessment is a predictor of a school’s academic success/achievement. The more whole-class teaching offered, the lower the academic achievement in that school.
      • There is significantly greater growth in schools where teachers have been trained to do running records (and their subsequent analysis, diagnosis and intervention – assessment for learning) and student reading development is monitored over time.
    • A Bit More Video…
      • EPRA Grade 2.mov
    • Learning Intentions
      • I will understand the differences, similarities and the purposes of the Common and Leveled kits
      • I will be familiar with both processes.
      • I will look for ways to make this useful in my teaching environment
      • I will remember many useful concepts, including running records, reading levels, correlation charts, observable reading behaviour and open-ended thinking