two years’ growth for one year of instruction: research-based curriculum and instruction presented...
TRANSCRIPT
Two Years’ Growth for One Year of Instruction: Research-Based Curriculum
and Instruction
Presented by:
Quality Quinn
State of the Nation
• Annual testing in the US
• Backlash by certain states
• Texas: the tail that wags the dog
• Science and Social Studies Content
Recent Headlines and Quotes
• More than half of California 9th Graders Flunk Exit Exam, Education Week, June 2001
• “It will take at least ten years to reach proficiency for all learners” Sec. of Ed., PA
• “adequate yearly progress” President Bush
• Still Leaving Children Behind Krista Kafta, Heritage Foundation
• Reading is the New Requisite for Math Education Week,January 2002
The Challenge
• 37% of all 8th graders scored below Basic on the NAEP
• After third grade, the achievement gaps with minority, second language, and low-income learners widens substantially
• The prospect of exit exams at the 9th grade yields an increase in drop-outs
How we can help?
• Prepare for early success
• Prevent learners from falling behind
• Intervene for below level learners
• Challenge above grade level learners
The Model
• Rigorous state reading Standards that raise expectations• Reading curriculum aligned to state standards • Quality, on-going professional development for teachers
who support and teach reading • Resources to support new instructional strategies and
classroom management strategies • Informal classroom diagnostic assessment for reading
growth• Maximize the variable of time (Title I) • STATE TEST ALIGNED to STANDARDS
Three Flavors of Assessment
• Formal = External Reporting
• Informal Diagnostic Assessment = Internal Reporting– Intervention
• Getting a Grade = Progress Monitoring Over Time
You Can’t Tutor What Hasn’tBeen
• You can’t tutor what hasn’t been taught
• You can’t tutor what hasn’t been taught
• You can’t tutor what hasn’t been taught
• You can’t tutor what hasn’t been taught
• You can’t tutor what hasn’t been taught
• You can’t tutor what hasn’t been taught
• You can’t tutor what hasn’t been taught
The goal of the teacher is to create an environment that allows every reader to
move as quickly as possible to grade level reading, regardless of content area,
without selling-out and just attempting to teach to the test.
What other immediate steps will ensure growth… I’m looking for growth!
Text Structures
Language Arts
Language Arts
• Whose woods these are I think I know: his house is in the village, though. He will not mind me stopping here to watch his woods fill up with snow. My little horse must think it queer to stop without a farmhouse near. He gives his harness bells a shake, to ask if there is some mistake.
Science
Science
• The Hall-Heroult process is essentially the electrolytic decomposition of purified bauxite. In a cell made of iron, a solution of Al2O3 in molten cryolite, Na3AlF6, conducts the current.
Social Studies
Social Studies/History
• Although The Confederacy represented the southern states, its army attacked Gettysburg from the North. The Confederate Generals, having spent a tough winter and spring in the Shenandoah Valley, were desperate for supplies, particularly shoes. Gettysburg, Pennsylvania, a farming and shoe manufacturing community would hopefully provide the much needed supplies.
Math
Math
• The architect and contractor were conferring over the blueprints of the new ten story parking garage. It needed to be ten floors and have space for compact cars. Each floor required twenty-two “I” beams, plus one additional beam for each additional floor after the first. Determine….blah…blah…blah
Vocabulary Instruction
• Concept vocabulary– Big idea words: attrition, populism, hypothesis
• Context vocabulary– Words that have multiple meanings: economy, mine,
elements, book, state, set, case
• Vocabulary structure– Words with recognizable Latin cognates: migratory,
revolt, spectator
– Jim Cummins-Word Harvesting
Let’s Demystify Reading
Three Muscles:
• Early Language Experience– Phonemic awareness and concept development– Vocabulary, academic language and alphabetic principle
• Decoding muscle– Three ways of getting meaning off the page
• (1)phonics…primary decoding strategy• (2)semantics and vocabulary • (3) syntax and structure
• Fluency muscle– Reads a lot of words fast w/ comprehension* – Class libraries of leveled or decodable text– Every day, every reader reading at a level of success of self-selected
quality literature
News Flash!!!!!
• 26 letters and 44 sounds• 17 reliable letters, (letters that always sound the
same) q,w,r,t,p,d,f,h,j,k,l,z,x,v,n,m,b,• 4 that are switch hitters... s,g,c,r• 3 that are pests ...a,o,u• 3 that will make you CRAZY!!!!…i,e,y• Double vowels: oa, oo, ee, ea, oi, ou, au• Blends: ch, sh, wh, pl, sl, fl, gl, cl, bl, kl,cr,scr
…an excerpt
• Draped for the formal unveiling May 31 – with only an insouciant topknot and Horton The Elephant’s trunk peeking out – the sculptures frolic on the wide green linking the city library and its four museums that gave wing to the author’s imagination.--
Definition of Comprehension
• Comprehension is defined as:– “intentional thinking during which meaning is
constructed through interactions between the text and the reader” (Harris & Hodges,1995)
Vocabulary and Phonics
• in-just-ice stench ap-pal-ling• de-hu-man-ize per-spec-tive• in-e-qui-ty el-e-ments• cru-el-ty re-al i-ty in-hu-man-i-ty• in-hu-man col-lab-o-ra-tion• e-con-o-my hur-dle• shame stench• em-path-y mine re-con-struc-tion
STRATEGIES
• Clarifying• Comparing and
contrasting• Connecting to prior
experiences• Inferencing (including
generalizing and drawing conclusions)
• Predicting• Questioning the text• Recognizing the
author’s purpose• Seeing causal
relationships• Summarizing• visualizing
Teaching Comprehension Directly
• Monitor the use of the strategy• Offer less coaching as less is called for• Ask what strategy they are using & why,
therefore bringing the strategy to the student’s awareness
• Give students continued opportunity to observe more modeling
• Provide multiple and ongoing opportunities for students to interact w/other using a variety of text
How do I teach those strategies?• Decide which strategy you want to model and
which text to use• Tell your students which strategy you are going
to practice while you read• Read the passage to the students modeling the
strategy you are using..think aloud• During real reading, give your students multiple
chances to practice• Continue modeling as the genre or text structure
changes• Give students a chance to practice without your
coaching or support
Struggling Older Reader
• Incomplete beginning reading instruction
• Lacks metacognitive strategies
• Limited prior knowledge
• Limited word study skills and spelling
• No text available at level of success
• No adults modeling reading
• No history of reading success
Five Keys to Leaving No Child
• Vertical team study of k-8 reading curriculum with evidence of student work
• Phonics training for 3rd through 8th grade teachers
• Vocabulary instruction training geared more toward “word harvest”
• Ready availability of compelling leveled text with conditional assessment
• Classroom management strategies that provide intensity and focus for below level readers
Grammar IS Syntax
• The power the lowly preposition
• The power of the subordinating conjunction
Persuasive
• State opinion
• Support with clear evidence or examples
• Personalize
• Appeal to the emotions
• Graphic imagery
• Structured argument
• All to action
Reader Response
• Review the story
• Select a sentence or phrase that lingers
• Write down two reasons for selecting that
• Share your sentence and reasons w/others
• Come to consensus
• Be prepared to share to group
Phoneme Isolation
• Children recognize individual sounds in a word.
• Teacher:– What is the first sound in van?
• Children:– The first sound in van is /v/.
Phoneme Identity
• Children recognize the same sounds in different words.
• Teacher:– What sound is the same in fix, fall, and fun?
• Children:– The first sound, /f/, is the same.
Phoneme Categorization
• Children recognize the word in a set of three or four words that has the “odd” sound.
• Teacher:– Which word doesn’t belong? Bus, bun, rug.
• Children:– Rug does not belong. It doesn’t begin with /b/.
Phoneme Blending
• Children listen to a sequence of separately spoken phonemes, and then combine the phonemes to form a word.
• Teacher:– What word is /b/ /i/ /g/?
• Children:– /b/ /i/ /g/ is big.
• Teacher:– Now let’s write the sounds in big: /b/ /i/ /g/. (Teacher
writes big.) Now we’re going to read the word big.
Phoneme Segmentation
• Children break a word into its separate sounds, saying each sound as they tap out or count it.
• Teacher:– How many sounds are in grab?
• Children:– /g/ /r/ /a/ /b/. Four sounds.
• Teacher:– Now let’s write the sounds in grab: /g/ /r/ /a/ /b/.
(Teacher writes grab.) Now we’re going to read the word grab.
Phoneme Deletion
• Children recognize the word that remains when a phoneme is removed from another word.
• Teacher:– What is smile without the /s/?
• Children:– Smile without the /s/ is mile.
Phoneme Addition
• Children make a new word by adding a phoneme to an existing word.
• Teacher:– What word do you have if you add /s/ to the
beginning of park?
• Children:– Spark.
Phoneme Substitution
• Children substitute one phoneme for another to make a new word.
• Teacher:– The word is bug. Change /g/ to /n/. What’s
the new word?
• Children:– Bun.
What should be done?
1. Dedicated developmental reading testing preparedness program 5th through 8th
2. Continued professional development for ALL teachers in reading intervention 5-12
3. Initiate on-going professional development in science, social studies, and math reading & writing
4. Integrate a “testwiseness” curriculum for state testing programs with strong emphasis on the content areas
What is being done?
• Mandatory summer school
• Same thing, but LOUDER
• Expensive intervention programs with uneven results
• Teacher training institutions changing reading requirements
Testwiseness: An Important Piece of a Comprehensive Intervention
Strategy
1. On-going, sustained test readiness and rehearsal, i.e. testwiseness
2. Phonics instruction for those who received “hit-or-miss” decoding during whole language approach
3. Build fluency with an “every day, every child reads at a level of success” approach
4. Use regular non-fiction writing events to teach science & soc. studies syntax
Five Steps to Two Years’ Growth for One Year of Instruction
• Vertical team study of k-8 reading curriculum with evidence of student work
• Phonics training for 3rd through 8th grade teachers • Vocabulary instruction training geared more
toward “word harvest”• Ready availability of compelling leveled text
with conditional assessment• Classroom management strategies that provide
intensity and focus for below level readers
The Goal: Show Improvement
• Growth triggers funding
• Data is the gatekeeper
• No improvement: no money
• Show enough growth to secure funding
• What will be considered growth?
Process for LeadershipProcess for Leadership
Challenge the processChallenge the process search for opportunitiessearch for opportunities change status quochange status quo
Inspiring a shared visionInspiring a shared vision imagine the ideal situationimagine the ideal situation
Enabling others to actEnabling others to act foster cooperationfoster cooperation modeling the waymodeling the way
Encouraging the heart to begin the journeyEncouraging the heart to begin the journey
Useful References• Adams, M.J. (2000). Beginning to Read: thinking and learning about
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• Baker, L. (1994). Contexts of emergent literacy: Everyday home experiences of urban pre-kindergarten children. College Park, MD: National Reading Research Center.
• Baker, L., D. Scher, and K. Mackler. (1997). Home and family influences on motivations for reading. Educational Psychologist 32(2): 69:82.
• Burns, M.S., Griffin, P., & Snow, C.E. (1999). Starting out right: A guide to promoting children’s reading success. Washington, DC: National Academy Press.
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