Session 1


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  • Welcome participants and introduce self.
  • Reflect on how you learned to read, the reading habits you have formed, home and school influences on your reading development, and the kinds of reading you do.
  • Ask the participants to look at the word above. Ask them to write what they see on their paper. Discuss the two possible responses:“Opportunity is no where” and “ Opportunity is now here” Remind the participants that although everything in the course might not be useful in their classroom setting, they have the opportunity to learn more from each other.
  • “What’s in it for me?”The goal is for the participants to take ideas from each session and implement the strategies into their classroom. As participants seat in the course they will tune in and out of the material, but in the end, the more they know about reading, the better they will be able to meet the needs of their students.Ask participants to collect and organize ideas they might implement in their classrooms.TWO COLUMN NOTES – SHARE WITH PARTICIPANTSCan take a variety of formats, depending upon the subject area, instructional goals, and the nature of the text. Examples of two column notes:Main Idea – Detail notesConclusion – SupportProblem – SolutionProcess Notes
  • Includes both children with identified disabilities and children with exceptional abilities, children who are already independent readers and children who are just beginning to acquire basic literacy knowledge and skills. Children in the group may speak different languages at varying levels of proficiency.To best meet the needs of all students in a classroom, teachers need to combine their knowledge about reading instruction with the features of effective instruction.
  • Participant Knowledge Survey Let participants know that this is not a test. The survey gives them an opportunity to think about what they already know about beginning reading instruction. Ask participants to take a few minutes to rate their knowledge about the information.
  • The content of this course is divided into twelve sessions. Each session addresses topics important to helping students learn to read and is intended to run four hours.Participants will complete an investigative activity in each session.
  • Session 1

    1. 1. Reading … Set … Go!<br />Application of Research-Based Instructional Practices <br />Competency 2<br />Component # 1-013-311<br />Center for Professional Learning<br />Instructor: Carmen S. Concepcion<br /><br /> Fall 2010<br />
    2. 2. Find Someone Who…<br />
    3. 3. “At one magical instant in your early childhood, the page of a book – that string of confused, alien ciphers – shivered into meaning. Words spoke to you, gave up their secrets; at that moment, whole universes opened. You became, irrevocably, a reader.”<br />
    4. 4. Biographical Sketch<br /><ul><li>How did you learn to read?
    5. 5. What home reading experiences do you recall?
    6. 6. What kinds of instructional activities and practices were you involved in as an elementary school student?
    7. 7. Which ones do you recall fondly?
    8. 8. Which, if any do you recall with regret?</li></li></ul><li>Opportunityisnowhere<br />
    9. 9.
    10. 10. Tea Party<br />Read through the quote you receive<br />Reflect on how the quote applies to you <br />Walk around and find a partner while the music plays<br />When the music stops, discuss your quote with a partner<br />
    11. 11. What setting are you in?<br />Answer the following:<br />What subjects do you teach?<br />What grade level do you work with?<br />When do you incorporate reading?<br />How do you teach vocabulary?<br />How do you work with ESOL students in your class?<br />
    12. 12. What do we WANT to learn?<br />Carousel Brainstorming<br />
    13. 13. AHA! WIIFM Radio Station<br />
    14. 14. Course Goal<br />Teachers will scaffold student learning by applying the principles of research-based reading instruction and integrating the six components of reading. Teachers will engage in the systematic problem solving process: use data to accurately identify problems, analyze those problems, design and implement interventions, evaluate the effectiveness of interventions, and intensify instruction based on individual student needs.<br />
    15. 15. Course General Objectives<br />To perceive and recognize:<br />Why reading is a national priority<br />How children learn to read and why it is difficult for some students<br />Components of quality instruction<br />Symptoms and causes of reading disability<br />
    16. 16. In order to successfully complete the course… <br />Attend every class ON TIME<br />No absences…no exceptions!<br />Participate in, and complete, individual and group assignments<br />Class discussion, readings, presentations<br />Act professional<br />Cell phones must be on SILENT<br />No text messaging while class is in session<br />
    17. 17. Fall Schedule<br />Session 1: September 16 <br />Session 2: September 21<br />Session 3: September 28<br />Session 4: October 5<br />Session 5: October 12<br />Session 6: October 19<br />Session 7: October 26<br />Session 8: November 2<br />Session 9: November 9<br />Session 10: November 16<br />Session 11: November 23<br />Session 12: November 30 <br />
    18. 18. Competency Two Sessions<br />
    19. 19. What’s the Problem<br /><ul><li>More than 8 million students in grades </li></ul> 4 – 12 are struggling readers (US DOE 2008).<br />40% of high school students cannot read well enough to benefit from their textbooks (NAEP).<br />In 2004 – 2005 a significant number of 8th (27%) and 10th (36%) graders did not meet reading standards.<br />
    20. 20. Reading Holds the KEY<br />
    21. 21. Research ….<br />1997: Put together a National Reading Panel to assess the status of research-based knowledge used to teach literacy<br />2001: ESEA (Elementary and Secondary Education Act) included the recommendations for preschool and primary<br />Vacca & Vacca, 2006. 6th Ed. Reading and Learning to Read, page 9<br />
    22. 22. What happened next?<br /><ul><li>No Child Left Behind (NCLB)</li></ul> “to ensure that all children have a fair, equal and significant opportunity to obtain a high quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments.”<br />Adequate Yearly Progress (AYP)<br />
    23. 23. Individuals with Disabilities Act (IDEA)<br />8.8% of students ages 6-21 are served by IDEA<br />Use of scientifically based literacy programs and early intervention<br />Inclusion programs<br />Collaboration is key!<br />
    24. 24. 2010: Reauthorization of the Elementary and Secondary Education Act<br />Disaggregation and focus on improvingperformance for all groups of students<br />Focus on equity<br />Standards-based reform and accountability<br />
    25. 25. Education for a More Competitive America & Better Future<br />March 13, 2010<br />
    26. 26. The more YOU know about the reading process and the programs out there the more YOU can incorporate it all into your classroom<br />“Teachers NOT programs produce effective reading instruction”<br />Vacca & Vacca, 2006. 6th Ed. Reading and Learning to Read<br />
    27. 27. Investigative Activity<br />Visit class blog:<br />Working in groups research the following websites:<br />Elementary and Secondary Education Act<br />IDEA<br />National Reading Panel<br />No Child Left Behind<br />Reauthorization of the Elementary and Secondary Education Act<br />Present findings to class<br />
    28. 28. For the next class…<br />Read Every Child Reading: An Action Plan<br />Reflect and Respond on the blog<br />