Final Presentation EDRD 606

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  • All our student groups have improved in reading, some by as much as 9% each year and there’s even greater growth for those students who are traditionally underserved. The achievement gap is closing in in Eden Prairie Schools.
  • 2011 MCA Reading: EHSI 93.9% vs. EPS 87.2% vs. State 78.5%.Exceeds: 75.4%Meets: 18.4%Partially meets: 3.5%Does not meet: 2.6%
  • Word Recognition/Vocabulary and Comprehension: Informational are the areas in which the 3rd graders scored the lowest at the end of the year. The growth from Winter to Spring in these two areas is also smaller than in Comprehension: Narrative and Literature.
  • The NWEA data clearly shows these two areas to be the lowest.
  • Direct instruction= are almost always most effective than wide reading and other incidental means of promoting word learning. Incidental methods= Most knowledge or word meanings come incidentally through reading and listening. Research shows that learning a word from print takes six to ten exposures.
  • Vocabulary classmates/Wear-a-Word and SAV {Manzo, Chapter 9}Listen-Read-Discuss and Coding the Text {Manzo, Chapter 10}
  • Final Presentation EDRD 606

    1. 1. ADDRESSING VOCABULARYAND COMPREHENSION OF INFORMATIONAL TEXTLeticia De la Cruz O’SheafEDRD 606G
    2. 2. Eden Prairie Schools District – MCA ReadingEden Prairie Schools continues to make strides in closing theachievement gap. Between 2008-2011, preliminary MCA Readingresults show the following improvement: • white student scores by 5% • Asian student scores by 10% • Latino student scores by 12% • Special Education student scores by 14% • Black student scores by 21% • Free/Reduced Lunch student scores by 21%, and • Limited English student scores by 28%.
    3. 3. Eagle Heights Spanish Immersion SchoolMCA Reading Data
    4. 4. Eagle Heights Spanish Immersion SchoolNWEA Reading Data
    5. 5. Student needs identifiedWhat can be done?The 3rd grade teachers, including the English specialist, are doing anexcellent job at helping the students be successful readers. Theirwork is reflected in the improvement made by the 3 rd grade classquarter after quarter.Reflecting on their teaching practices, what does the 3rd grade teamhave currently in place that works and what needs improvement toaddress the areas of…• Vocabulary / word recognition• Comprehension of informational text
    6. 6. Best practices and researchVocabulary / Word Recognition The NRP states that “comprehension comprises two ‘skills’: Word knowledge or vocabulary and reasoning.” Therefore, vocabulary occupies an important position in learning to read. In Manzo, we also learned that a solid vocabulary development program balances direct instruction and incidental methods. This is supported by the NRP’s findings about how repeated exposure to vocabulary items is important for learning gains, especially when instruction is extended beyond single class periods and involves multiple exposures in authentic contexts beyond the classroom.
    7. 7. Best practices and researchComprehension: InformationalReading comprehension is defined on the NRP as “intentionalthinking during which meaning is constructed through interactionsbetween text and reader”. (Durkin, 1993)According to Adrienne Gear in her book of Nonfiction ReadingPower, teaching students strategies to find out the information theyneed in non-fiction or informational text is crucial. Comprehension isoften not a natural result of decoding but a result of explicitlyteaching students how to think rather than what to think.
    8. 8. Staff development needsThe literacy coach will model effective techniques inside and outside the classroom.Peer observation opportunities will be available at least twice a year as a means of collaborating and demonstrating good practices for teaching comprehension and vocabulary.The 3rd grade team will study the books Nonfiction Reading Power and What Every Educator Needs to Know About Teaching Vocabulary as part of their PLC or study group.
    9. 9. ApplicationThe 3rd grade team will… Vocabulary Comprehension: Informational• Provide students with multiple • Expose students to a balance of fiction exposures to vocabulary in different and non-fiction texts within the contexts. classroom.• A variety of methods will be used to • Model effective strategies used by effectively teach vocabulary with proficient readers consistently during emphasis on multimedia aspects of instruction. learning and richness of context in - RP 5 strategies: Zoom-In, Question/ which words are to be learned. Infer, Determine Importance, Connect,• Apply engaging techniques appropriate Transform. for their age that will keep them • Foster the use of graphic organizers motivated when learning new and discussion techniques during vocabulary: instruction: -Vocabulary classmates/Wear a Word - Listen-Read-Discuss - Subjective Approach to Vocabulary - Coding the Text
    10. 10. Assessment (continuation)• The teachers will regularly assess students through informal assessments Listening for evidence of application (strategies) Listening to peer talks Conferring with students Written assessments• The teachers will use the data collected through formal and informal assessments to guide their instruction.• The teachers should always reinforce the process of how to think rather than prepping for “correct” answers.
    11. 11. “The more you read, the more things you will know.The more that you learn, the more places youll go.”- Dr. Seuss, "I Can Read With My Eyes Shut!" “If you can read this, thank a teacher.” - Anonymous

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