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Session 1


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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 />Session 1<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 />