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Considerations and Choices in Considerations and Choices in Selecting/Adopting a Literacy Selecting/Adopting a Literacy
(Reading and/or Language Arts) (Reading and/or Language Arts) Curriculum/ProgramCurriculum/Program
Melissa D. H. Keenan, Ed.D.Melissa D. H. Keenan, Ed.D.Educational Consultant/Literacy SpecialistEducational Consultant/Literacy Specialist
NH Reading First Professional Development ProviderNH Reading First Professional Development Provider
2006 2006 Best Practices ConferenceBest Practices Conference on onCurriculum, Instruction, and AssessmentCurriculum, Instruction, and Assessment
The New Hampshire School Administration Association The New Hampshire School Administration Association (NHSAA)(NHSAA)
Thursday, January 26, 2006Thursday, January 26, 2006Concord, NHConcord, NH
Overall Purpose of Overall Purpose of PresentationPresentation
““What are the research and practical What are the research and practical considerations to keep in mind in adopting considerations to keep in mind in adopting and implementing a reading/language arts and implementing a reading/language arts curriculum for your school or district?”curriculum for your school or district?”
Dr. Mark V. Joyce, Executive DirectorDr. Mark V. Joyce, Executive DirectorNew Hampshire School Administrators AssociationNew Hampshire School Administrators Association
BackgroundBackground
• Elementary School: Dick and JaneElementary School: Dick and Jane• Middle School: Open Classroom with SRAMiddle School: Open Classroom with SRA• High School: Literature and EssaysHigh School: Literature and Essays• College: Directed Reading Teaching ApproachCollege: Directed Reading Teaching Approach• Preschool/Daycare: Developmentally Appropriate PracticesPreschool/Daycare: Developmentally Appropriate Practices• 66thth Grade Teacher: Basals/Essays to Reading/Writing Workshop Grade Teacher: Basals/Essays to Reading/Writing Workshop• Masters Program: Literacy, Society, and CultureMasters Program: Literacy, Society, and Culture• 33rdrd Grade Teacher: Whole Language/Integrated Curriculum/Inquiry Grade Teacher: Whole Language/Integrated Curriculum/Inquiry• Doctoral Program: Reading Recovery; Reader Response; ResearchDoctoral Program: Reading Recovery; Reader Response; Research• Tutorials: Embedded and Explicit InstructionTutorials: Embedded and Explicit Instruction• College Teaching: Apprenticeship ModelCollege Teaching: Apprenticeship Model• Reading Excellence Act: Fountas & Pinnell/Four Blocks to Core Reading Excellence Act: Fountas & Pinnell/Four Blocks to Core
ProgramsPrograms• Reading First: Comprehensive Reading ProgramReading First: Comprehensive Reading Program
DefinitionsDefinitions
• Best Practices & ResearchBest Practices & Research
• Language Arts & LiteracyLanguage Arts & Literacy
• Curriculum & ProgramsCurriculum & Programs
Best Practices & ResearchBest Practices & Research
Scientifically Based ResearchScientifically Based Research• Employ systematic, empirical methods that draw on Employ systematic, empirical methods that draw on
observation or experiment;observation or experiment;• Involve rigorous data analyses that are adequate to test the Involve rigorous data analyses that are adequate to test the
stated hypotheses and justify the general conclusions;stated hypotheses and justify the general conclusions;• Rely on measurements or observational methods that Rely on measurements or observational methods that
provide valid data across evaluators and observers, and provide valid data across evaluators and observers, and across multiple measurements and observations; andacross multiple measurements and observations; and
• Be accepted by a peer-reviewed journal or approved by a Be accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparatively panel of independent experts through a comparatively rigorous, objective, and scientific review.rigorous, objective, and scientific review.
Stanovich & Stanovich, 2005Stanovich & Stanovich, 2005National Institute for LiteracyNational Institute for Literacy
From Language Arts to From Language Arts to LiteracyLiteracy• ReadingReading
• WritingWriting
• ListeningListening
• SpeakingSpeaking
• ReceptiveReceptive
• ExpressiveExpressive
• PrintPrint
• OralOral
Curriculum Curriculum == Program Program
CurriculumCurriculum: Addresses “The What and the When”: Addresses “The What and the When”
What do we want our children to know and be able What do we want our children to know and be able to do with respect to language arts?to do with respect to language arts?
ProgramProgram: Addresses “The What, the How, the Who, the : Addresses “The What, the How, the Who, the Where, the When, and sometimes even the Why”Where, the When, and sometimes even the Why”
Instructional programs are our Instructional programs are our toolstools for addressing for addressing our curricular expectations and for carrying out our curricular expectations and for carrying out instruction.instruction.
Underlying AssumptionUnderlying Assumption
Inevitably, programs inadequately Inevitably, programs inadequately meet our expectations and therefore meet our expectations and therefore must be strengthened and enhanced must be strengthened and enhanced
by the decisions we make to by the decisions we make to establish a establish a comprehensivecomprehensive literacy literacy
program.program.
Comprehensive ProgramComprehensive Program
Leadership, Coordination, CommunicationLeadership, Coordination, CommunicationCurriculumCurriculumAssessmentAssessmentInstructionInstructionPrograms and MaterialsPrograms and MaterialsNeeds of Special PopulationsNeeds of Special PopulationsAccess to PrintAccess to PrintProfessional DevelopmentProfessional DevelopmentTechnical AssistanceTechnical AssistanceProgram EvaluationProgram Evaluation
Programs and MaterialsPrograms and Materials
• Core Programs and MaterialsCore Programs and Materials
• Supplemental Programs and Supplemental Programs and MaterialsMaterials
• Intervention Programs and MaterialsIntervention Programs and Materials
AudienceAudience DesignDesign
OptionsOptionsProgram Program
OptionsOptions
StateState SystemicSystemic
DesignDesignComprehensiComprehensi
veve
ProgramProgram
DistrictDistrict Pre-PackagedPre-Packaged
DesignDesignCore Core
ProgramProgram
SchoolSchool Research & Research & Theory-Driven Theory-Driven
DesignDesign
SupplementaSupplemental l
ProgramProgram
ClassrooClassroomm
Practical Practical Resources & Self-Resources & Self-
DesignDesign
Intervention Intervention
ProgramProgram
What are our choices/options?What are our choices/options?
A Sampling of Programs and Materials A Sampling of Programs and Materials
““Core” ProgramsCore” Programs
Pre-Packaged & ResourcesPre-Packaged & ResourcesSupplemental Supplemental
ProgramsProgramsIntervention ProgramsIntervention Programs
(Fluency & Intensive)(Fluency & Intensive)
HarcourtHarcourt Crystal Crystal Springs/SDESprings/SDE
Accelerated Accelerated ReaderReader
Elements of Elements of Readg: Readg: FluencyFluency
Corrective Corrective ReadingReading
Houghton Houghton MifflinMifflin
Fountas & Fountas & PinnellPinnell
DestinationDestination
ReadingReadingFluency First!Fluency First! HorizonsHorizons
MacmillanMacmillan
McGrawMcGrawFour BlocksFour Blocks Early Success Early Success
& Soar to & Soar to SuccessSuccess
Fluent ReaderFluent Reader Reading Reading Mastery Mastery ClassicClassic
Open CourtOpen Court Heinemann & Heinemann & StenhouseStenhouse
HeadsproutHeadsprout Great LeapsGreat Leaps Reading Reading RecoveryRecovery
Reading Reading MasteryMastery
Literacy Literacy CollaborativeCollaborative
Reading A-Z: Reading A-Z: Fluency Fluency PassagesPassages
QuickReadsQuickReads Read WellRead Well
RigbyRigby
ScholasticScholasticReading/Reading/Writing Writing WorkshopWorkshop
Leveled Leveled LibrariesLibraries
Read Read NaturallyNaturally
Spell, Read, Spell, Read, P.A.T.P.A.T.
Scott Scott ForesmanForesman
Strategies Strategies That WorkThat Work
Reading CountsReading Counts Soliloquy Soliloquy Success for Success for AllAll
Success for Success for AllAll
Trainings & Trainings & WorkshopsWorkshops
WaterfordWaterford VoyagerVoyager
VoyagerVoyager Wilson Wilson Reading Reading
ResourcesResources
Consumer’s Guide for Evaluating Consumer’s Guide for Evaluating ProgramsPrograms
Reviews and Ratings of ProgramsReviews and Ratings of Programs ResearchResearch Presentations by PublishersPresentations by Publishers Close Examination of Programs/MaterialsClose Examination of Programs/Materials Consultations with other Districts/Schools Consultations with other Districts/Schools Piloting of the ProgramsPiloting of the Programs
Issues to AddressIssues to Address
• Teacher Autonomy & Professional Teacher Autonomy & Professional JudgmentJudgment
• Philosophical OrientationPhilosophical Orientation
• Fidelity of ImplementationFidelity of Implementation
• Program EvaluationProgram Evaluation
Comprehensive ProgramComprehensive Program
Leadership, Coordination, CommunicationLeadership, Coordination, CommunicationCurriculumCurriculumAssessmentAssessmentInstructionInstructionPrograms and MaterialsPrograms and MaterialsNeeds of Special PopulationsNeeds of Special PopulationsAccess to PrintAccess to PrintProfessional DevelopmentProfessional DevelopmentTechnical AssistanceTechnical AssistanceProgram EvaluationProgram Evaluation
Leadership, Coordination, and Leadership, Coordination, and CommunicationCommunication
• Prioritize: Principal, as Instructional Prioritize: Principal, as Instructional LeaderLeader
• Appoint a Literacy CoordinatorAppoint a Literacy Coordinator• Expect All Staff Responsible for literacy Expect All Staff Responsible for literacy
instruction to play a role in the processinstruction to play a role in the process• Establish Instructional TeamsEstablish Instructional Teams• Bring on the Literacy CoachesBring on the Literacy Coaches• Work with all constituents who have an Work with all constituents who have an
impact on literacy instructionimpact on literacy instruction
ResourcesResources
• Planning and Evaluation Tool for Planning and Evaluation Tool for Effective School-wide Reading Effective School-wide Reading ProgramsPrograms
• Principal Tools to Support A School-Principal Tools to Support A School-wide Reading Initiativewide Reading Initiative
• Coaching ResourcesCoaching Resources
• Instructional Team GuidelinesInstructional Team Guidelines
Comprehensive ProgramComprehensive Program
Leadership, Coordination, CommunicationLeadership, Coordination, CommunicationCurriculumCurriculumAssessmentAssessmentInstructionInstructionPrograms and MaterialsPrograms and MaterialsNeeds of Special PopulationsNeeds of Special PopulationsAccess to PrintAccess to PrintProfessional DevelopmentProfessional DevelopmentTechnical AssistanceTechnical AssistanceProgram EvaluationProgram Evaluation
CurriculumCurriculum
Local language arts curriculumLocal language arts curriculumWhat do we want our children to know and be able to What do we want our children to know and be able to
do?do?
Informed by:Informed by:Overall Goal and Vision StatementOverall Goal and Vision Statement
Community ExpectationsCommunity ExpectationsScope and Sequence ChartsScope and Sequence Charts
NH Language Arts FrameworksNH Language Arts FrameworksGrade Level ExpectationsGrade Level Expectations
National StandardsNational StandardsResearchResearch
CurriculumCurriculum
What are our tasks?What are our tasks?• Become well informed by reading curricular Become well informed by reading curricular
documents and researchdocuments and research• Divide up the work by specializing Divide up the work by specializing • Be patient with the process and give it timeBe patient with the process and give it time• Develop a clear understanding of the Develop a clear understanding of the
continuum of skills (to ensure systematic continuum of skills (to ensure systematic instruction) and map these skills across yearinstruction) and map these skills across year
• Align curricular expectations to progress Align curricular expectations to progress reports/report cardsreports/report cards
For example:For example:From Reading to Essential From Reading to Essential ElementsElementsScientifically Based Scientifically Based ReadingReading Research Research
• Phonemic AwarenessPhonemic Awareness
• PhonicsPhonics
• FluencyFluency
• VocabularyVocabulary
• ComprehensionComprehension
Overview Documents
Taken from University of Oregon Taken from University of Oregon IDEA websiteIDEA website
Comprehensive ProgramComprehensive Program
Leadership, Coordination, CommunicationLeadership, Coordination, CommunicationCurriculumCurriculumAssessmentAssessmentInstructionInstructionPrograms and MaterialsPrograms and MaterialsNeeds of Special PopulationsNeeds of Special PopulationsAccess to PrintAccess to PrintProfessional DevelopmentProfessional DevelopmentTechnical AssistanceTechnical AssistanceProgram EvaluationProgram Evaluation
AssessmentAssessment
• We need valid and reliable tools, as We need valid and reliable tools, as well as informal tools.well as informal tools.
• We need tools for different purposes:We need tools for different purposes:– ScreeningScreening– Progress MonitoringProgress Monitoring– DiagnosticDiagnostic– OutcomeOutcome
Five EssentialComponents
DIBELS Measure
Kindergarten Grade 1 Grade 2 Grade 3-6
F W S F W S F W S F W S
PhonemicAwareness
Initial SoundFluency
X X
PhonemeSegmentation
FluencyX X X X X
Phonics (AlphabeticPrinciple)
Letter NamingFluency
X X X X
Nonsense WordFluency
X X X X X X
Fluency Oral ReadingFluency
X X X X X X X X
Vocabulary Word UseFluency
X X X X X X X X X X X X
Comprehension Retell FluencyX X X X X X X X
Dynamic Indicators of Basic Early Literacy Skills Dynamic Indicators of Basic Early Literacy Skills (DIBELS)(DIBELS)
Issues to AddressIssues to Address
• Importance of Valid and Reliable DataImportance of Valid and Reliable Data
• Consistency and Efficiency Consistency and Efficiency
• Time for Training, Calibration, Data Time for Training, Calibration, Data Entry, and AnalysisEntry, and Analysis
• Teacher Ownership vs. District Teacher Ownership vs. District OwnershipOwnership
• Data Informed InstructionData Informed Instruction
Data Informed
Instruction
ResourcesResources
• DIBELS (http://dibels.uoregon.edu)DIBELS (http://dibels.uoregon.edu)
• Big Ideas in Reading: Assessment Big Ideas in Reading: Assessment
• Analysis of Reading Assessment Analysis of Reading Assessment Instruments Instruments
• Assessment Analysis Coding FormsAssessment Analysis Coding Forms
Comprehensive ProgramComprehensive Program
Leadership, Coordination, CommunicationLeadership, Coordination, CommunicationCurriculumCurriculumAssessmentAssessmentInstructionInstructionPrograms and MaterialsPrograms and MaterialsNeeds of Special PopulationsNeeds of Special PopulationsAccess to PrintAccess to PrintProfessional DevelopmentProfessional DevelopmentTechnical AssistanceTechnical AssistanceProgram EvaluationProgram Evaluation
InstructionInstruction
InstructionaInstructional l
SettingsSettings
• Tier ITier I
• Tier IITier II
• Tier IIITier III
Instructional Instructional
RoutinesRoutines
• Whole Whole GroupGroup
• Small Small GroupGroup
• IndependenIndependent Practicet Practice
Instructional Instructional
StrategiesStrategies
• Lesson Lesson PhasesPhases
• CharacteristiCharacteristics of cs of Effective Effective Instruction Instruction
• Content Content Specific Specific StrategiesStrategies
Taken from University of Texas Taken from University of Texas Vaughn Gross Center for Reading Vaughn Gross Center for Reading
and Langauge Artsand Langauge Arts
Core classroom instruction All students
Strategic InterventionApproximately 20–30% of
students
Intensive interventionApproximately 5–10% of
students
I
II
III
(may include special education students)
3-Tier Reading Model3-Tier Reading Model
Apprenticeship Model of InstructionGoal: Foster Independence through effective and
systematic instruction.
To With By
Teacher Gradually Releases
Responsibility
Student Gradually Assumes
Responsibility
OrientationExplicit &
SystematicExtensive Modeling
Guided PracticeCorrective Feedback
Maximize Engagement
RelevantIndependent
Practice
Taken from Univeristy of Oregon Taken from Univeristy of Oregon Big Ideas websiteBig Ideas website
Example: Research Based Strategies for Fluency instruction
Comprehensive ProgramComprehensive Program
Leadership, Coordination, CommunicationLeadership, Coordination, CommunicationCurriculumCurriculumAssessmentAssessmentInstructionInstructionPrograms and MaterialsPrograms and MaterialsNeeds of Special PopulationsNeeds of Special PopulationsAccess to PrintAccess to PrintProfessional DevelopmentProfessional DevelopmentTechnical AssistanceTechnical AssistanceProgram EvaluationProgram Evaluation
Needs of Special Needs of Special PopulationsPopulations• Special EducationSpecial Education
• Socioeconomic LevelSocioeconomic Level
• RaceRace
• English Language LearnersEnglish Language Learners
• Migrant/Homeless Migrant/Homeless
• TransientTransient
• Troubled/DifficultTroubled/Difficult
• GiftedGifted
Access to PrintAccess to Print
• Library programs and resourcesLibrary programs and resources
• After-school programsAfter-school programs
• Summer programsSummer programs
• Tutorial programsTutorial programs
• Family Literacy/Parent Education Family Literacy/Parent Education programsprograms
• Community-based programsCommunity-based programs
Comprehensive ProgramComprehensive Program
Leadership, Coordination, CommunicationLeadership, Coordination, CommunicationCurriculumCurriculumAssessmentAssessmentInstructionInstructionPrograms and MaterialsPrograms and MaterialsNeeds of Special PopulationsNeeds of Special PopulationsAccess to PrintAccess to PrintProfessional DevelopmentProfessional DevelopmentTechnical AssistanceTechnical AssistanceProgram EvaluationProgram Evaluation
Professional DevelopmentProfessional Development
• OngoingOngoing
• Job-EmbeddedJob-Embedded
• Data DrivenData Driven
• Responsive and SupportiveResponsive and Supportive
• High-quality, knowledgeable trainersHigh-quality, knowledgeable trainers
• Opportunities for modeling, Opportunities for modeling, demonstration and practicedemonstration and practice
ResourcesResources
• Professional Development Guidelines from Professional Development Guidelines from Professional OrganizationsProfessional Organizations
• Teaching Reading IS Rocket Science: What Expert Teaching Reading IS Rocket Science: What Expert Teachers of Reading Should Know and Be Able to Teachers of Reading Should Know and Be Able to Do (Moats)Do (Moats)
• Every Child Reading: An Action Plan (Partnership Every Child Reading: An Action Plan (Partnership for Reading)for Reading)
• Tips for Designing A High Quality Professional Tips for Designing A High Quality Professional Development Program (National Center for Development Program (National Center for Reading First Technical AssistanceReading First Technical Assistance))
Comprehensive ProgramComprehensive Program
Leadership, Coordination, CommunicationLeadership, Coordination, CommunicationCurriculumCurriculumAssessmentAssessmentInstructionInstructionPrograms and MaterialsPrograms and MaterialsNeeds of Special PopulationsNeeds of Special PopulationsAccess to PrintAccess to PrintProfessional DevelopmentProfessional DevelopmentTechnical AssistanceTechnical AssistanceProgram EvaluationProgram Evaluation
Technical AssistanceTechnical Assistance
• Logistical supportLogistical support
• Technology supportTechnology support
• Administrative supportAdministrative support
• Coordination and CommunicationCoordination and Communication
• Change ProcessChange Process
Program EvaluationProgram Evaluation
• Student AchievementStudent Achievement
• Program ImplementationProgram Implementation
• Summary of EffectivenessSummary of Effectiveness
In summary . . .In summary . . .
Professio
nal Dev
elopmen
tCurriculum
ReadingWriting
ListeningSpeakingViewing
Content Areas
InstructionExplicit or Direct
ModelingGuided Practice
Application
AssessmentScreening ToolsDiagnostic Tools
Progress Monitoring ToolsOutcome Based Tools
Informal Tools
Access to PrintActivities
Programs and MaterialsCore Programs
Supplemental ProgramsIntervention Programs Meeting the Needs of
Special Populations
Technical Assistance
Evaluation &
Reporting
Contact Information:Contact Information:
Melissa D. H. Keenan, Ed.D.Melissa D. H. Keenan, Ed.D.
Lancaster Learning CenterLancaster Learning Center
PO Box 269, 97 Main St.PO Box 269, 97 Main St.
Lancaster, NH 03584Lancaster, NH 03584
Phone: 603-788-2288Phone: 603-788-2288
Email: [email protected]: [email protected]