Epra powerpoint


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Epra powerpoint

  1. 1. Nicola-Similkameen School District #58
  2. 2. Learning Intentions <ul><li>I will understand the differences, similarities and the purposes of the Common and Leveled kits </li></ul><ul><li>I will be familiar with both processes. </li></ul><ul><li>I will look for ways to make this useful in my teaching environment </li></ul><ul><li>I will remember many useful concepts, including running records, reading levels, correlation charts, observable reading behaviour & open-ended thinking </li></ul>
  3. 3. EPRA/DART <ul><li>You decide when the information will serve you best </li></ul><ul><li>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) </li></ul><ul><li>You understand why: AFL </li></ul><ul><li>Everyone uses the same how – the routine is consistent, so that colleagues can collaborate and interpret information </li></ul><ul><li>Non fiction with text features, photographs </li></ul><ul><li>Oral reading, conferencing and showing knowledge </li></ul><ul><li>Optional in this district </li></ul>
  4. 4. Correlation Chart <ul><li>Colour </li></ul><ul><li>DRA Number </li></ul><ul><li>PM Benchmarks Number </li></ul><ul><li>Grade Equivalent </li></ul><ul><li>Letter </li></ul>
  5. 5. EPRA: Common Text <ul><li>Protocol </li></ul><ul><li>Oral reading running record </li></ul><ul><li>Conference questions and strategy observation </li></ul><ul><li>Thinking page </li></ul><ul><li>Performance Standard QS or Kindergarten continuum </li></ul>September Assessment for Learning June Assessment of Learning Kindergarten 1 3 Grade 1 3 10-12 Grade 2 12 16
  6. 7. EPRA Common Text <ul><li>Whole class at once </li></ul><ul><li>School team to help (principal, SET, LAT) </li></ul><ul><li>45-60 minutes </li></ul><ul><li>Quick introduction, criteria </li></ul><ul><li>Individual reading meetings as students move on to the thinking page (5 minutes max) </li></ul>
  7. 8. PM Benchmarks/DRA/Jerry Johns/Alberta Diagnostic/Gates/CTBS <ul><li>Time consuming (20-45 minutes each) </li></ul><ul><li>Comprehension components do not correlate to the curriculum PLOs </li></ul><ul><li>Can be misused for quantitative data collection </li></ul><ul><li>Mandatory in some districts twice or thrice each year for data collection </li></ul><ul><li>Common misassumption that reading levels are exact </li></ul><ul><li>Emphasis is on the decoding, not on deep comprehension </li></ul><ul><li>Standardized tests are poorly constructed (research and curriculum), do not measure group comprehension and are skewed against rural and aboriginal children </li></ul>
  8. 9. Running Records SO T R SO tim SC R went
  9. 10. 5 Minutes more on Common Text <ul><li>Go ahead, touch your kit. </li></ul><ul><li>Look through it. </li></ul><ul><li>Get familiar with it. </li></ul><ul><li>Write your questions on a post-it note. </li></ul>
  10. 11. Official EPRA video #1 EPRA Grade 2.mov <ul><li>Use the chart </li></ul><ul><li>Make notes about what you learn that is important to you. </li></ul><ul><li>Any final questions about the Common Text? </li></ul><ul><li>Good. Now we are moving on. </li></ul>
  11. 12. Leveled Text <ul><li>Each school has a kit </li></ul><ul><li>You can use it any time you have questions </li></ul><ul><li>You can use any kit with any grade/combined grade class </li></ul><ul><li>This works best with guided reading sized groups </li></ul><ul><li>This gives you information about what reading behaviours/strengths your students have, and gives you an approximate reading level </li></ul>
  12. 13. Leveled Text <ul><li>Non fiction text </li></ul><ul><li>4 levels for Kindergarten (1, 2, 3, 4) </li></ul><ul><li>6 levels for Grade 1 (2, 3, 8, 12, 16, 16+) </li></ul><ul><li>6 levels for Grade 2 (8, 12, 16, 17, 21, 23) </li></ul>
  13. 14. DRA!!!
  14. 15. Leveled Text: Kindergarten
  15. 16. Leveled Text: Grade 1
  16. 17. Leveled Text: Grade 2
  17. 18. Leveled Text <ul><li>Introduce all the texts to the group – title, a few pages, a little bit of discussion </li></ul><ul><li>Review how to select a ‘just right’ text (Daily Five, BookMatch, or the language you use in class) </li></ul><ul><li>Decide if you will have them complete the thinking page (optional) </li></ul>
  18. 19. Leveled Text: Helpful hints <ul><li>Mixed level groups </li></ul><ul><li>No more than 6 at a time </li></ul><ul><li>Have students read to you before doing the thinking page </li></ul><ul><li>Be comfortable asking, “Did you look at ____? It might be a better fit.” </li></ul><ul><li>Do a bit, do it well </li></ul><ul><li>Skip the thinking page to start with – keep the time to a minimum </li></ul><ul><li>Do not use these books for teaching! (CLEAN) </li></ul>
  19. 20. Leveled Text <ul><li>Have the other students working on their own </li></ul><ul><li>Give the group 40 minutes, but allow extra time for students who need time to finish </li></ul><ul><li>Teach the students strategies to determine independent/instructional/frustration levels </li></ul><ul><li>Tell them: this helps me help you find the right fit books </li></ul><ul><li>Running record page can be used several times throughout the year </li></ul>
  20. 21. Leveled Text <ul><li>Time to get your hands on it </li></ul><ul><li>15 minutes to read the materials, especially the protocol </li></ul><ul><li>Write your questions on the post-it notes </li></ul><ul><li>Each of you be ready to BE a student that you are imaging this NOT working with </li></ul>
  21. 22. Leveled Text: My turn <ul><li>Modeling conferences </li></ul><ul><li>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 </li></ul><ul><li>Bring it on! </li></ul>
  22. 23. Leveled Text: Scoring/Coding/Marking or whatever euphemism you want to use… <ul><li>Highlighter pen/Quick Scale/Continuum </li></ul><ul><li>Worksheet from PS Reading for Information </li></ul><ul><li>Highlight key words </li></ul><ul><li>Write a few goals for the class or a group when you see trends </li></ul><ul><li>Make some individual notes somewhere, with whatever you use, or right on the conference page (I call it my report card talk) </li></ul><ul><li>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) </li></ul>
  23. 24. How to Use a Literacy Teacher <ul><li>I will model, demonstrate, team teach any of this with the intention of teaching you to do it yourself </li></ul><ul><li>I will sit with you after you have done a group and have a professional What’s Next conversation </li></ul><ul><li>I will offer suggestions (if asked) on strategies to support item x in your world </li></ul><ul><li>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) </li></ul>
  24. 25. Why Are We Doing This – Research! <ul><li>My hero, Richard Allington, who compiles all the best literacy research across the world says… </li></ul><ul><li>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’. </li></ul><ul><li>Struggling readers need more teacher time, more intensive reading lessons, and more teacher-directed reading lessons targeted to their specific instructional needs. </li></ul>
  25. 26. <ul><li>Do 8 things, do them well and do them now: </li></ul><ul><ul><li>Begin an intervention plan </li></ul></ul><ul><ul><li>Match reader and text level </li></ul></ul><ul><ul><li>Dramatically expand reading activities </li></ul></ul><ul><ul><li>Use very small groups or tutoring </li></ul></ul><ul><ul><li>Coordinate intervention with the core classroom (in addition, not instead) </li></ul></ul><ul><ul><li>Deliver intervention by expert teachers </li></ul></ul><ul><ul><li>Focus instruction on meta-cognition and meaning </li></ul></ul><ul><ul><li>Use texts that are interesting to students </li></ul></ul>
  26. 27. <ul><li>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. </li></ul><ul><li>Effective classrooms have a distribution of whole-group, small group and side-by-side instruction. </li></ul><ul><li>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. </li></ul>
  27. 28. <ul><li>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. </li></ul>
  28. 29. A Bit More Video… <ul><li>EPRA Grade 2.mov </li></ul>
  29. 30. Learning Intentions <ul><li>I will understand the differences, similarities and the purposes of the Common and Leveled kits </li></ul><ul><li>I will be familiar with both processes. </li></ul><ul><li>I will look for ways to make this useful in my teaching environment </li></ul><ul><li>I will remember many useful concepts, including running records, reading levels, correlation charts, observable reading behaviour and open-ended thinking </li></ul>