read to achieve webinar 3 february 26, 2013. agenda attendance report program evaluation report...

Read to Achieve

Webinar 3

February 26, 2013

Agenda

•Attendance Report•Program Evaluation Report•Non-fiction

Program Evaluation Report

• 88.7% of the teachers providing RTA interventions are full time.

• 47.8% of classroom teachers use differentiated instruction a significant amount of time.

Remediated Instruction

Differentiated texts

Modified assignments

Peer tutors Additional readings

Small groups0

10

20

30

40

50

60

70

80

90

100

Classroom Activities for

RTA students

1 Day 2-3 Days 1 Week 2-3 Weeks

1 Month More than 1 Month

0

5

10

15

20

25

30

35

40

45

Time elapsed between RTA referral and meeting to discuss needs of student

0

20

40

60

80

100

120

RTA

Team Meetings

The RTA grant is a legal binding document. Every school that applied

for the grant must adhere to the requested research based program.

On the average, fewer than 10% of elementary English language arts texts

are nonfiction (Duke, 2004).

In your school,how much time do

kindergarten students spendengaged in nonfiction?

What about first graders?

The Common Core State Standards, academic benchmarks that have been

adopted by 46 states, call for 12th grade reading to be 70 percent nonfiction, or

"informational texts" -- gradually stepping up from the 50 percent

nonfiction reading required of elementary school students.

Red: Divide the text into three sections: introduction, main body, and review.

Gray: Box the illustrations.Black: Box labels that help a reader understand the illustration.Green: Circle each heading and box its corresponding section. Blue: Circle each sub heading and box its corresponding sub-

section.Purple: Box all questions in the main body of the text.Yellow: Highlight vocabulary words in main body of the text.Brown: Box graphs and charts.

Write one word or phrase on a sticky note that summarizes the message of the passage.

To find an effect, ask yourselfWhat happened?

To find a cause, ask yourselfWhy did this happen?

becausebecause

so so

the effect ofthe effect of

consequently

ReadWorks.orgA leading non-profit organization that provides a FREE research based, and

Common Core-aligned reading comprehension curriculum for grades

K-6.

Amelia’s Road by Linda Jacobs Altman

CONTRAST FACT AND FICTION

Waiting for Wings by Lois EhlertCaterpillar Diary by David DrewThe Very Hungry Caterpillar by Eric Carle

EVALUATE REALISM

The Biggest Bear by Lynd WardBlueberries for Sal by Robert McCloskeyGoldilocks and the Three Bears

DEVELOP PERSPECTIVE

The Pain and the Great One by Judy BlumeAlexander and the Terrible, Horrible, No-Good Very Bad Day by Judith Viorst

According to NEAP’s 2011 National Report Card

only 25%of U.S. 12th graders write at a proficient level and only

3% write at an advanced level.

KRS 158.305Evidence of implementation shall be

submitted by the district to the department for:

Reading/Writing Interventions August 1, 2013

Math Interventions August 1, 2014

Behavior Interventions August 1, 2015

Two necessary conditions for students to improve the

quality of their writing are explicit instruction in

writing techniques and sustained writing practice.

Essentials for a writing workshop• Gathering space for mini lessons• Clipboards for research• Clustered desks for partner work• Writing resource area• Classroom library• Word walls• Shared topic lists

DO NOT EXPECT PERFECTIONEXPECT GROWTH

Attendance Code

judith.halasek@education.ky.gov

0094

ResourcesAnderson, E., & Guthrie, J. T. (1999, April). Motivating children to gain conceptual knowledge from text: The combination of science observation and interesting texts. Paper presented to the annual meeting of the American Educational Research Association, Montreal, Canada. Caswell, L. J., & Duke, N. K. (1998). Non-narratives as a catalyst for literacy development. Language Arts, 75 , 108-117. Dreher, M. J. (2000). Fostering reading for learning. In L. Baker, M. J. Dreher, & J. Guthrie (Eds.), Engaging young readers: Promoting achievement and motivation (pp. 94-118). New York: Guilford. Duke, N. K., Bennett-Armistead, V. S., & Roberts, E. M. (2002). Incorporating information text in the primary grades. In C. Roller (Ed.), Comprehensive reading instruction across grade levels (pp. 40-54). Newark, DE: International Reading Association. Duke, N. K., & Kays, J. (1998). Can I say Once upon a time: Kindergarten children developing knowledge of information book language. Early Childhood Research Quarterly, 13, 295-318. Duke, N. K., Bennett-Armistead, V. S., & Roberts, E. M. (2003). Bridging the gap between learning to read and reading to learn. In D. M. Barone & L. M. Morrow (Eds.),Guthrie, J. T., Van Meter, P., McCann, A. D., Wigfield, A., Bennett, L., Poundstone, et al. (1996). Growth in literacy engagement: Changes in motivations and strategies during concept-oriented reading instruction. Reading Research Quarterly, 31, 306-332. Jobe, R. & Dayton-Sakari,M. (2002). Info-kids: How to use nonfiction to turn reluctant readers into enthusiastic learners. Markham, Ontario, Canada: Pembroke. Joint reading between Head Start children and their mothers. Child Development, 61 , 443-453. Kamil, M. L. & Lane D. M. (1998). Researching the relation between technology and literacy: An agenda for the 21st century. In D. R. Reinking, L. D. Labbo, M. McKenna, & R. Kieffer (Eds.), Literacy for the 21st century: Technological transformations in a post-typographical world (pp. 235-251). Mahwah, NJ: Erlbaum. Literacy and young children: Research-based practices (pp. 226-242). New York: Guilford Press. (Note: This is an only slightly different version of the chapter listed immediately above.) Mason, J. M., Peterman, C. L., Powell, B. M., & Kerr, B. M. (1989). Reading and writing attempts by kindergarteners after book reading by teachers, In J. M. Mason (Ed.) Rationale for Teaching Nonfiction Writing Grades K-2 Explorations in Nonfiction Writing by Tony Stead and Linda Hoyt an imprint of Heinemann 2011Reading and writing connections (pp. 105-120). Boston: Allyn & Bacon. Pelligrini, A. D., Perlmutter, J. C., Galda, L., Brody, G. H. (1990). Report of The National Commission on Writing in America’s Schools and Colleges The Neglected “R” The Need for a Writing Revolution. April 2003Smith, M. C. (2000). The real-world reading practices of adults. Journal of Literacy Research, 32 , 25-32.Venezky, R. L. (1982) The origins of the present-day chasm between adult literacy needs and school literacy instruction. Visible Language, 16, 112-127. Williams J., et. al. “Embedding Reading Comprehension Training in Content-AreaInstruction.” Journal of Educational Psychology, 101.1 (2009), pp. 1-20.http://bit.ly/ruTbrW (subscription only)Wilson, P. T., Anderson, R. C. (1986). What they don't know will hurt them: The role of prior knowledge in comprehension. In J. Oransano (Ed.), Reading comprehension from research to practice (pp. 31-48), Hillside, NJ: Erlbaum.