presented by dawn james-cappiello evelyn soltes lynn smith jan stilwell reading isn’t just for the...
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PRESENTED BYDAWN JAMES -CAPPIELLO
EVELYN SOLTESLYNN SMITH
JAN STILWELL
READING ISN’T JUST FOR THE READING BLOCK
New Standards – Adding Rigor Across the Day
What children do during reading block predicts what children learn during reading block.
Will read something they have selected
When will children learn how to choose books if we offer only teacher-selected texts?
Access to books improves comprehension
1,000-2,000 interesting titles
Large and multi-level classroom libraries are critical
Every day, every child . . .
Will read something accurately
98% accuracy is essential for reading acceleration
90% comprehension
High success reading is essential to developing oral reading fluency
Every day, every child . . .
Extensive high-success reading produces similar gains as repeated readings but greater vocabulary and comprehension improvement (Kuhn, 2006).
This develops fluency faster than repeated reading as well as comprehension in other areas.
Fluency
Will read something they understand Reading without comprehension is simply
word calling. It produces no reading growth.
Understanding is different from remembering
Recall of text information is easier than understanding text information
Does teacher questioning assess recall or understanding?
Every day, every child . . .
Reading for pleasure with comprehension = noticeable gains on standardized tests
Extensive reading without comprehension = nothing
Literate conversations begin with questions that are about understanding and not remembering
Will write something meaningful Adults rarely write on topics they are assigned
Writing involves composing or creating text
Few of us can write well on topics we neither care about or know very little about
Worksheets are not writing
Writing to a prompt is not the type of writing real people do
Every day, every child . . .
Will talk to peers about their reading and writing In the real world we talk with others about
what we are reading, writing, and learning about
Research supports the power of conversation with peers
Peer conversations regarding text have better outcomes than highlighting important information after reading
Every day, every child . . .
If classrooms are quiet, then nothing is going on!
Nystrand (2006) summarizes research noting that even small amounts of literate conversations daily improve standardized test comprehension scores. This holds true regardless of SES or reading level.
Literate conversation prepare for 21st century where colleagues are collaborating across continents through conversations
Will listen to a fluent adult read aloud
Read Alouds develop Vocabulary Word knowledge Sense of story Awareness of genres and text structure Syntax knowledge of more complex text
Every day, every child . . .
Eliminate almost all worksheets from student daily work
Replace worksheet and test prep with Literate conversations Read alouds Self selected reading Self selected writing
The outcome is improved reading achievement. We create readers and writers.
Where do I find the time?
ADOPTED – 2010
New Virginia Standards of Learning
New 2010 English Standards
Emphasis on oral language skills, K - 5Added rigorDepth of understanding textFocus on nonfiction textCorrelated with National Core Standards
English Performance Expectations
Reading strategies are emphasized in each strand including before, during, and after reading
Both fiction and nonfiction emphasize using strategies, such as making inferences and drawing conclusions
4-12 Reading Blueprints
SOL Testing
SOL tests will emphasize nonfiction reading using both informational and functional passages
Nonfiction reading includes emphasis on text structures
Main idea and supporting details in fiction and nonfiction
Changes to SOL Reading Tests
The Reporting Categories include word analysis, comprehension of fiction, and comprehension of nonfiction
Beginning in grade 5, there are more nonfiction than fiction items
Research will be tested in writing instead of reading
Vocabulary: Grades 4 - 12
Vocabulary standards appear as the first standard under reading in 4-12
Use authentic texts, not merely word lists Use of affixes and roots Common Greek and Latin roots and affixes
Reporting Category
Grade 2
Grade 3 Grade 4 Grade 5 Multiple-Choice: # of Items
Short Paper : # of Possible Score
Points
Research, plan, compose, and revise
2.12 a-d
2.14
3.9 a-g 3.10b
3.11 a-d 3.12
4.7 a-k 4.9 a-e
5.7 a-i 5.9 a-g 7
Composing/Written Expression
16
Edit for use of: languagecapitalizationpunctuation spelling
2.13 a-j 3.10 a, c-j
4.8 a-h 5.8 a-k 15
Usage/Mechanics
8
SOL not tested on MC/TEI Component
2.11 3.8
SOL not scored on Short Paper Component *
2.11 3.8 4.9 a-e 5.9 a-g
SOL subsumed
Kindergarten & 1st grade Writing SOL
# of Operational Items# of Field Test ItemsTotal Number of Items
221234
24
24
Blueprint for 5th Grade Writing SOL Test
SOL Progression
Writing in Grades 4 - 12
Writing revolves around mode, purpose, audience, and process (“mode” means style)
All students should be given practice writing on demand, for shorter time frames, and over extended periods of time
Each grade level has a composing/revision standard and an editing/grammar standard
Writing: Grades 4 - 12
Emphasis on elaboration, unity, central idea, organization, tone, and voice
Grammar conventions remain Syntax and sentence variety are emphasized
Writing: Grades 4-12
Provide students with opportunities to compose using computer technology (NAEP; SOL writing online 5, 8, EOC)
Online Practice SOL Writing Tool – provide prompts
Teaching writing is an expectation of every grade, not only “tested” grades
Self- and peer-editing opportunities for students are essential
Lesson Plans from VDOE
Lesson Plans The new English Standards of Learning Enhanced Scope and
Sequence will be published in fall 2012. The Enhanced Scope and Sequence sample lesson plans are aligned with the 2010 English SOL. In preparation for the new online writing assessments, several of the writing lessons from each grade band are provided. These materials are intended as examples of ways the understandings, knowledge, and skills might be presented to students in sample lessons that have been aligned with the new standards.
K-2 Prewriting Using Pictures K-2 Revision K-2 Writing process-Expository writing Grades 3-5 Informative/Expository Writing Grades 3-5 Persuasive Writing Grades 3-5 Word Choice and Sentence Variety
Video Resources from VDOEhttp://learner.org/resources/series205.html
Program 6. Reading/Writing Connections Through interviews and classroom footage, this program demonstrates how teachers, including Christine Sanchez, Cristina Tijerina, Sheryl Bock, and Mark Hansen, incorporate works by published authors into their writing instruction.
Program 7. Teaching the Writing Craft This program examines whole-class instruction in the writing workshop, looking at why teachers choose this type of instruction and how they integrate it with other instructional strategies such as working with individuals and small groups. Go to this unit.
Program 8. Teaching a Specific Writing Strategy Silvia Edgerton teaches her fifth-grade students how to make their writing more vivid by zooming in on details, shown in a lesson unfolding over several days.
Program 9. Conversations With Student Writers The program demonstrates how teachers incorporate conferences with students into their writing instruction. Viewers will see how teachers structure conferences, choose a teaching focus for the conference, and keep records of their interactions. The emphasis is on practical strategies and on the fundamental benefit of responding personally to student writing. Go to this unit.
Program 10. Teacher Conferences This program features extensive footage of three effective student/teacher conferences in one fifth-grade and two third-grade classes. These conferences demonstrate how teachers use conferences to focus on instruction for individuals while helping students feel ownership of their work.
Research: Grades 4 - 12
Evaluate the accuracy, quality, and validity of the information
Analyze and synthesize information to solve problems, answer questions, and generate new knowledge
Each research “product” does not have to be a paper
Incorporate Media Literacy into research Consequences of plagiarism, following ethical
and legal guidelines for gathering and using information stressed grades 3-12
Communication/Media Literacy
Provide opportunities for collaboration Use of 21st century skills Paraphrasing and summarizing Active listening skills
Communication/Media Literacy
Identify author, audience, content, and purpose of media messages
Compare/contrast auditory, visual, and written media messages
Identify persuasive techniques in media messages
Distinguish between fact and opinion
Patterns of organizing nonfiction texts:
Chronological or sequential Comparison/contrast Cause and effect Problem-solution Description
Use of text features
Bold-face/italics Use of color type Underlining Indentation Side bars Illustrations, graphics, photographs Headings and subheadings
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