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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
  • EPRA/DART
    • 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
    View slide
  • Correlation Chart
    • Colour
    • DRA Number
    • PM Benchmarks Number
    • Grade Equivalent
    • Letter
    View slide
  • 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