Big ticket items for literacy instruction
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research of Richard Allington, Six powerful practices for literacy instruction grades K-5
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Big ticket items for literacy instruction
- 1. BIG TICKET ITEMS FOR LITERACY INSTRUCTIONL I S A K I N G , C K E C L I T E R A C Y C O N S U L T A N T L I S A . K I N G @ C K E C . O R G
- 2. SESSION OVERVIEW • What are the big ticket items in literacy instruction? • What student and teacher behaviors should I see? • How do I coach teachers around these behaviors?
- 3. “EFFECTIVE TEACHERS MATTER MUCH MORE THAN CURRICULUM MATERIALS, PEDAGOGICAL APPROACHES OR PROVEN PROGRAMS” RICHARD ALLINGTON, 2001
- 4. Small Group Reading /Work Stations Shared Reading/ Independent Reading Read aloud BALANCED LITERACY FRAMEWORK
- 5. EFFECTIVE ELEMENTARY LITERACY INSTRUCTION Richard Allington, 2001
- 6. READING AND WRITING VS STUFF 50/50 ratio
- 9. STUDENT BEHAVIORS • Reading and researching to build background knowledge • Writing to learn and process information • Responding to more thinking prompts vs worksheet completion • Citing, using text to support thinking
- 10. VARIETY OF TEXTS
- 11. COMMON CORE….. PRACTICE WITH COMPLEX TEXT Shared Reading Read Aloud
- 15. A FEW COACHING QUESTIONS…. • What is the focus for today’s lesson? What standard are you working toward mastering? • How did the activities you use support your focus? • What is an example of ways you scaffolded or supported individual learners?
- 17. TASKS
- 18. A FEW COACHING QUESTIONS • In what ways are kids given choice and responsibility during the lesson? • How could you integrate more choice? • What structures and routines do you teach your students to facilitate productive learning experiences? • What is the focus of the project, lesson exercise? What standards does it cover? • How does this project, activity scaffold students towards mastery of content?
- 20. A FEW COACHING QUESTIONS • What do you want students to do at the end of the learning cycle? • How are you assessing students? • How are you providing feedback? Responding to students? • What evidence do you have that students are/ are not using the skill or strategy taught? • How might students take responsibility for their learning? • If you did this lesson again, how might you change it?
- 21. EFFECTIVE ELEMENTARY LITERACY INSTRUCTION Richard Allington, 2001
- 22. “EFFECTIVE TEACHERS MATTER MUCH MORE THAN CURRICULUM MATERIALS, PEDAGOGICAL APPROACHES OR PROVEN PROGRAMS” RICHARD ALLINGTON, 2001
- 23. WEBSITE: WWW.CKEC.ORG TWITTER: @CKYEC FACEBOOK: CENTRAL KENTUCKY EDUCATIONAL COOPERATIVE INSTAGRAM: CENTRAL_KY_EDUCATIONAL_COOP PINTEREST: CENTRAL KENTUCKY EDUCATIONAL COOPERATIVE Connect with CKEC #CKECguidedreading
Editor's Notes
- Core Instruction 90 minute to 2 hour block of time Read Aloud: Interest, motivation, fluency ,discussion of text, model comprehension strategies, CCSS connection Shared Reading: Whole group using grade level text, teach skills and strategies, students read along, close reading, text dependent questions, CCSS connection Guided Reading Small Group: Differintiated based on student need, data Work Stations: Practice skills only
- First through fourth grade teachers in 6 states for at least ten full instructional days Observing, video taping and interviewing Significantly better standardized test scores Common features of their classrooms
- Compared to many classrooms only 10% of day ( including other content areas) 90 minute reading blocks often only include 10 -15 minutes of actual reading and writing text.
- Critical to developing reading proficiency is extensive practice Consolidate skills and strategie we wan them to develop
- What we want teachers doing
- Steady diet of easy and instructional books Some students spend 80% of day in books that are too hard Multi level text for science and ss or content area Motivation is influenced by success.
- Academic language…… Close Reading of complex text
- Modeling and explicit teaching of the strategies proficient readers Doug fisher Gradual release Effective approach to literacy achievement ( 2007)
- Reduced redundancy, precision in their teaching Know the content Know where students are and teach in a scaffolded way
- How we process information and remember “Reading and writing float on the sea of talk” Users of the language become more proficient and therefore reading and writing become more fluent Using textual evidence, text dependent questions
- Text choice Everyone selects a text, does a character analysis, timeline of events and summary of how character changed or was impacted by events in the story Present a project at the end for display. Greater ownership and engagement with their work
- Less achievement based grading Good instruction all year long Students know where they are and what their goal is, goal setting, self reflection Clear articulation of expectations, ongoing effective feedback
- First through fourth grade teachers in 6 states for at least ten full instructional days Observing, video taping and interviewing Significantly better standardized test scores Common features of their classrooms