reading foundations and evidence-based instructional practices
TRANSCRIPT
Reading Foundations and Evidence-Based Instructional Practices
Train-the-TrainerCompetencies 1 and 2
Acknowledgements:ThesematerialswerepreparedbytheFloridaCenterforReadingResearchinpartnershipwiththeFloridaDepartmentofEducation,theJustReadFlorida!Office,andfacultyintheCollegeofEducationatFloridaStateUniversity.Theauthorswouldespeciallyliketothankthefollowingfacultyandstafffortheirsignificantcontributionstocreatingandreviewingmaterialsforthisintegratedreadingendorsementpathway:Mr.NathanArcher,Ms.AmyCarroll,Dr.JenniferGans,Dr. JenniferHamilton,Dr.LaurieLee,Dr.ArzuLeushuis,Ms.ShaylaLightfoot-Brown,Dr.NicolePattonTerry,Dr.KevinSmith,andDr.KellyWhalon.WeacknowledgetheauthorsoftheProfessionalLearningCommunitymaterialsthatsupporttheFoundationalSkillstoSupportReadingforUnderstandinginKindergartenThrough3rdGrade*.Withthoseauthors'permission,aswellasadditionalresourcesandmaterialsdevelopedbyinstructionalleadersinSeminoleCountyPublicSchools,thesameformatandfivestepprocessforimplementingthePLCsessionswereutilizedforcontentinCompetencies1and2.Permissiontoreprintorusethesematerialsisrequired.Inquiriesmaydirected [email protected].
*Kosanovich,M.&Foorman,B.(2016).Professionallearningcommunities facilitator’sguidefortheWhatWorksClearinghousepracticeguide:Foundationalskillstosupportreadingforunderstanding inkindergartenthrough3rdgrade(REL2016-227).Washington,DC:U.S.DepartmentofEducation,InstituteofEducationSciences,NationalCenter forEducationEvaluationandRegionalAssistance,RegionalEducationalLaboratorySoutheast.Retrievedfromhttp://ies.ed.gov/ncee/edlabs.
Goals for Trainers of the course: Reading Foundations and Research-Based Instructional Practices (Modules 1 and 2)
• Become familiar with the materials in Modules 1 and 2 that address foundational reading skills, comprehension, English learners, and assessment.
• Learn how to use the materials in Modules 1 and 2 to deliver this course that meets the indicators in Competencies 1 and 2 of the Reading Endorsement.
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Materials for Trainers of the course: Reading Foundations and Research-Based Instructional Practices (Modules 1 and 2)• Introductory Materials This includes the course overview, table of contents, session
descriptions and standards, and documents for the culminating project.
• Module 1 The Professional Learning Community (PLC) materials that accompany the Foundational Skills to Support Reading for Understanding in Kindergarten through 3rdGrade practice guide and slide decks for each session.
• Module 2 The PLC materials that accompany the practice guides for Improving Reading Comprehension in Kindergarten Through 3rd Grade, Effective Literacy and English Language Instruction for English Learners in Elementary Grades, and Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades, and slide decks for each session
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Goals for Today
• Become familiar with the materials for Module 1 and Module 2 of the Florida Reading Endorsement Competency 1 and 2 course.
• Overview the introductory materials and the sessions in each module
• Walk through the sessions to become familiar with the format
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Florida B.E.S.T. Standards ConnectionContent Covered BEST Standards Addressed
Welcome and Introduction to TtT; PLC Introduction; FRS PLC Recommendation 1 – Teach students academic language skills, including the use of inferential and narrative language, and vocabulary knowledge
Strand Vocabulary (V) StandardFinding Meaning Benchmarks:Academic Vocabulary: V.1.1 Morphology: V.1.2 Context and Connotation V.1.3
FRS PLC Recommendation 2 – Develop awareness of the segments of sounds in speech and how they link to letters
Strand Foundations (F) StandardLearning and Applying Foundational Reading Skills Benchmarks:Print Concepts F.1.1Phonological Awareness F.1.2
FRS PLC Recommendation 3 – Teach students to decode words, analyze word parts, and write and recognize words
Strand Foundations (F) StandardLearning and Applying Foundational Reading Skills Benchmarks:Phonics and Word Analysis F.1.3Fluency F.1.4
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Culminating Project for Teachers
• A culminating project will provide evidence that teachers are able to apply the knowledge and skills they developed in this course in their classrooms.
• Teachers will – develop and deliver a series of five lessons.– complete a reflection and submit it to you.
• A rubric is provided for you to review the culminating projects.
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Review Introductory Materials• In small groups review the introductory
materials for the course. – Note any comments or questions– Be prepared to debrief in whole group
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AN OVERVIEW OF THE MATERIALS
MODULE 1 - Professional Learning Community (PLC) materials that accompany the Foundational Skills to Support Reading for Understanding in Kindergarten through 3rdGrade practice guide
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Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade
ies.ed.gov/ncee/wwc/PracticeGuide/219
Recommendations from the Practice Guide1. Teach students academic language skills, including the use of inferential
knowledge and narrative language, and vocabulary knowledge.
2. Develop awareness of the segments of sounds in speech and how they link to letters.
3. Teach students to decode words, analyze word parts, and write and recognize words.
4. Ensure that each students read connected text every day to support reading accuracy, fluency, and comprehension.
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Videos
https://ies.ed.gov/ncee/edlabs/regions/southeast/plc.asp 11
Facilitator’s Guide• Framework for each session
• Session Activities
• Discussion Questions
• Small- and Whole-Group Activities
• Key Points About Videos
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Five-Step Process for PLC Sessions
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Participant’s Activities
• Reflection Questions
• Lesson Plan Examples and Templates
• Video-Viewing Guides
• Sharing Opportunities
• Implementation and Reflection Activities
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Videos
• Videos illustrate How-to steps from each Recommendation.
• 22 classroom videos
• 16 animationshttps://www.youtube.com/playlist?list=PLVHqsnePfULo3KA8dspX6558xwZxVr2rB
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Prepared Slides for the Course
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AN OVERVIEW OF THE INTRODUCTORY SESSION AND SESSION 1
Professional Learning Community Facilitator’s Guide
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Introductory Session
• Review ground rules.
• Explain the five-step process.
• State goals of PLC.
• Use a jigsaw activity to walkthrough the practice guide.
• Assign reading for the next PLC session.p. 1-4
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p. 520
p. 5
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p. 622
Rec. 1: Academic Language How to Step 1: Inferential Language Activity: Read Aloud and Discussion K/1 p. 823
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p. 725
p. 9
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AN OVERVIEW OF THE CONTENT
Module 1 – Session 1 - Recommendation 1: Academic Language
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Recommendation 1: Academic Language
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Recommendation 1: Academic LanguageTeach students academic language skills, including the use of inferential and narrative language, and vocabulary knowledge.
• How-to Step 1: Engage students in conversations that support the use and comprehension of inferential language.
• How-to Step 2: Explicitly engage students in developing narrative language skills.
• How-to Step 3: Teach academic vocabulary in the context of other reading activities.
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Rec 1: How-to Step 1: Engage students in conversations that support the use and comprehension of inferential language.
Inferential Language Discussion Prompts
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Rec. 1: Academic Language How to Step 1: Inferential Language Activity: Read Aloud and Discussion K/1 31
Rec. 1: Academic Language How to Step 1: Inferential Language Activity: Read Aloud and Discussion – Grade 3 32
Debrief…
• How did the teachers encourage student talk?
• How did the teacher model?
• How did the teacher prompt additional details?
• How did the teacher elicit additional information from students who provided a limited response?
• What did the teacher say to extend the students’ thinking and language beyond the text?
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Rec 1: How-to Step 2: Explicitly engage students in developing narrative language skills.Examples:• predict actions in the text based on the title and/or images if they have sufficient prior
knowledge of the story context
• discuss their earlier predictions and why they did/did not come true
• describe the scene in a picture in increasing detail or describe a scene for a partner to illustrate
• explain how to do something they enjoy
• identify the main idea of a text
• summarize stories or factual information using a graphic organizer34
Rec 1: How-to Step 3: Teach academic vocabulary in the context of other reading activities. Academic vocabulary consists of words that are common in formal settings, including words that frequently appear in instructions.• locate• define• select• contrast• estimate• concentrate
Academic vocabulary includes syntax (grammatical rules) that is uncommon in speech.• away they went• once upon a time
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Rec. 1 Academic Language How to Step 3: Academic Vocabulary Activity: Academic Vocabulary in Text 36
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Linear Array
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Recommendation 1: Potential Obstacles
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Tips for Preparing and Delivery of the Course
• Read the foundational reading skills practice guide.• Read and use the Facilitator’s Guide of the PLC. • Review the prepared slides for the course• Include activities for participants.• Remind teachers about the culminating project at each
session. • Collaborate with the other trainers.• Reach out to us with questions.
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Review the Remaining Sessions of Module 1
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Review Module 1: Sessions 2-4
• In your breakout sessions, review sessions 2-4 in the Facilitator’s Guide (pgs. 11-31) and the corresponding activities in the Participant’s Guide (pgs. 11-22).– Familiarize yourself with the format– Summarize the focus of the session– Note any questions that you have– Be prepared to debrief in whole group
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Review Module 1: Sessions 5-7
• In breakout sessions, review sessions 5-7 in the Facilitator’s Guide (pgs. 32-52) and the corresponding activities in the Participant’s Guide (pgs. 22-40).– Familiarize yourself with the format– Summarize the focus of the session– Note any questions that you have– Be prepared to debrief in whole group
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Review Module 1: Sessions 8-10
• In breakout sessions, review sessions 8-10 in the Facilitator’s Guide (pgs. 53-75) and the corresponding activities in the Participant’s Guide (pgs. 40-54).– Familiarize yourself with the format– Summarize the focus of the session– Note any questions that you have– Be prepared to debrief in whole group
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AN OVERVIEW OF THE MATERIALS
MODULE 2 – Reading Foundations and Research-Based Instructional Practice
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Goals for this Section• Overview the sessions for Module 2 including the materials that accompany
the Improving Reading Comprehension in Kindergarten Through Third Grade, the Effective Literacy and English Language Instruction for English Learners in the Elementary Grades, and Using Student Achievement Data to Support Instructional Decision Making practice guides.
• Review the format of the comprehension, English learner, and assessment sessions.
• Overview Recommendations 1 and 2 in the Improving Reading Comprehension in Kindergarten Through Third Grade practice guide.
• Plan to deliver the Reading Foundations and Research-Based Instructional Practices course.
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Florida B.E.S.T. Standards ConnectionContent Covered BEST Standards Addressed
FRS PLC Recommendation 4; Comprehension PLC Recommendation 1 – Teach students how to use reading comprehension strategies; Recommendation 2 – Teach students to identify and use the text’s organizational structure to comprehend, learn, and remember content; Recommendation 3 – Guide students through focused, high-quality discussion on the meaning of text
Strand Reading (R) StandardsReading Prose and PoetryReading Informational Text Benchmarks:Literary Elements R.1.1Structure R.2.1
ELA ExpectationsELA.K12.EE.1.1Cite evidence to explain and justify reasoning.ELA.K12.EE.2.1Read and comprehend grade-level complex texts proficiently.ELA.K12.EE.3.1Make inferences to support comprehension.ELA.K12.EE.4.1Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Comprehension PLC Recommendation 4 – Select texts purposefully to support comprehension development; Recommendation 5 – Establish an engaging and motivating context in which to teach reading comprehension; Teaching English Learners; Assessment and Using Data
ELA ExpectationsELA.K12.EE.2.1Read and comprehend grade-level complex texts proficiently.ELA.K12.EE.4.1Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
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Overview of Module 2 Materials
• Materials are based on the following practice guides:– Improving Reading Comprehension in Kindergarten Through
Third Grade– Effective Literacy and English Language Instruction for English
Learners in the Elementary Grades– Assisting Students Struggling with Reading: Response to
Intervention (RtI) and Multi-Tier Intervention in the Primary Grades
– Using Student Achievement Data to Support Instructional Decision Making
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Practice Guides
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Format for Module 2 Sessions
• PLC Outline• Handouts • Activity Sheets• Slide decks
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PLC OutlineThe PLC outline includes the following:
1. A list of materials needed for the session2. Session Goals 3. The Learn About the Recommendation and How-To-
Steps section which presents the content4. The Collaboration section which allows participants to
work together5. The Reflect and Next Steps section
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PLC Outline for Module 2 – Session 1
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Handouts for Building Knowledge
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Activities for Application and Reflection
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Slide Decks to Guide the Presentation of Session Content
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AN OVERVIEW OF THE CONTENT
Module 2 – Session 1 - Recommendation 1: Teach Students How to Use Reading Comprehension Strategies
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Recommendation 1: Teach Students How to Use Reading Comprehension Strategies• How-to Step 1: Teach students how to use several
research-based reading comprehension strategies.
• How-to Step 2: Teach reading comprehension strategies individually or in combination.
• How-to Step 3: Teach reading comprehension strategies by using a gradual release of responsibility.
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Goals for Session 1 Recommendation 1 - Teach Students How to Use Reading Comprehension Strategies
• Gain knowledge and understanding of the recommendation and how-to steps.
• Apply what they learned in their instruction
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How-to Step 1 Teach Students How to Use Several Research-Based Reading Comprehension Strategies• Definition of Reading Comprehension: “process of
simultaneously extracting and constructing meaning through interaction and engagement with written language” (RAND Reading Study Group, 2002 , p. 11).
• A strategy is (p. 11):– Intentional mental actions during reading that improve
reading comprehension. – Deliberate efforts by a reader to better understand or
remember what is being read.
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How-to Step 1 Teach Students How to Use Several Research-Based Reading Comprehension StrategiesComprehension strategies may vary by names, but they share common traits. They are:• research-based.• require explicit instruction and practice.• taught using the gradual release of responsibility
model. • beneficial for all readers.
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How-to Step 1 Teach Students How to Use Several Research-Based Reading Comprehension Strategies
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How-to Step 2 Teach Reading Comprehension Strategies Individually or in Combination• Single-strategy Instruction:
• Introduces each strategy individually • Includes practice for a period of time• Allows students to master a collection of strategies one at a time
• Multi-strategy Instruction:• Introduces several strategies simultaneously• Includes practice in combination so students learn to use them
together as they read
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How-to Step 2 Teach Reading Comprehension Strategies Individually or in Combination
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How-to Step 3 Teach Reading Comprehension Strategies by Using a Gradual Release of Responsibility
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Collaboration
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Reflect and Next Steps
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Review Module 2: Sessions 2-4• In breakout sessions, review sessions 2-4 and
the corresponding handouts and activity sheets– Familiarize yourself with the format– Summarize the focus of the session– Note any questions that you have– Be prepared to debrief in whole group
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Review Module 2: Sessions 5-8• In breakout sessions, review sessions 5-8 and
the corresponding handouts and activity sheets– Familiarize yourself with the format– Summarize the focus of the session– Note any questions that you have– Be prepared to debrief in whole group
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Tips for Preparing and Delivery of the Course
• Read the foundational reading skills practice guide.• Read and use the Facilitator’s Guide of the PLC. • Review the prepared slides for the course• Include activities for participants.• Remind teachers about the culminating project at each
session. • Collaborate with the other trainers.• Reach out to us with questions.
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QUESTIONS???
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