Competency 2Component # 1-013-311

Center for Professional Learning

Instructor: Carmen S. Concepcion

readingsetgo.blogspot.com

Application of Research-Based Instructional Practices

Fall 2010

Reading … Set … Go!

Find Someone Who…

“At one magical instant in your early childhood, the page of a book – that string of confused, alien ciphers – shivered into meaning. Words spoke to you, gave up their secrets; at that moment, whole universes opened. You became, irrevocably, a reader.”

Biographical Sketch• How did you learn to read?• What home reading experiences do you

recall?• What kinds of instructional activities and

practices were you involved in as an elementary school student?

• Which ones do you recall fondly?• Which, if any do you recall with regret?

Opportunityisnowhere

http://www.finishstrongmovie.com/

Tea PartyRead through the quote you

receiveReflect on how the quote applies to

you Walk around and find a partner

while the music playsWhen the music stops, discuss

your quote with a partner

What setting are you in?Answer the following:

What subjects do you teach?What grade level do you work with?

When do you incorporate reading?

How do you teach vocabulary?How do you work with ESOL students in your class?

What do we WANT to learn?

Carousel Brainstorming

AHA! WIIFM Radio StationIdeas to Try in My Classroom…

Thoughts

Course GoalTeachers will scaffold student learning by applying the principles of research-based reading instruction and integrating the six components of reading. Teachers will engage in the systematic problem solving process: use data to accurately identify problems, analyze those problems, design and implement interventions, evaluate the effectiveness of interventions, and intensify instruction based on individual student needs.

Course General ObjectivesTo perceive and recognize:

Why reading is a national priorityHow children learn to read and why it is difficult for some students

Components of quality instructionSymptoms and causes of reading disability

In order to successfully complete the course…

Attend every class ON TIMENo absences…no exceptions!Participate in, and complete,

individual and group assignmentsClass discussion, readings,

presentationsAct professional

Cell phones must be on SILENTNo text messaging while class is in

session

Fall ScheduleSession 1: September 16 Session 2: September 21Session 3: September 28Session 4: October 5Session 5: October 12Session 6: October 19Session 7: October 26Session 8: November 2Session 9: November 9Session 10: November 16Session 11: November 23Session 12: November 30

Competency Two SessionsSession Title

One Overview

Two – Three

Phonological and Phonemic Awareness

Four – Six

Alphabetic Understanding, Phonics, and Words Study

Seven Vocabulary

Eight – Nine

Fluency

Ten Comprehension

Eleven Oral Language

Twelve Putting It All Together

More than 8 million students in grades 4 – 12 are struggling readers (US DOE 2008).

40% of high school students cannot read well enough to benefit from their textbooks (NAEP).

In 2004 – 2005 a significant number of 8th (27%) and 10th (36%) graders did not meet reading standards.

What’s the Problem

Reading Holds the KEY

Research ….1997: Put together a National

Reading Panel to assess the status of research-based knowledge used to teach literacy

2001: ESEA (Elementary and Secondary Education Act) included the recommendations for preschool and primary

Vacca & Vacca, 2006. 6th Ed. Reading and Learning to Read, page 9

What happened next?No Child Left Behind (NCLB)

“to ensure that all children have a fair, equal and significant opportunity to obtain a high quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments.”

• Adequate Yearly Progress (AYP)

Individuals with Disabilities Act (IDEA)

8.8% of students ages 6-21 are served by IDEA

Use of scientifically based literacy programs and early intervention

Inclusion programsCollaboration is key!

2010: Reauthorization of the Elementary and Secondary Education Act

Standards-based reform and accountability

Disaggregation and focus on improvingperformance for all groups of students

Focus on equity

Education for a More Competitive America & Better Future

March 13, 2010

The more YOU know about the reading process and the programs out there the more YOU can incorporate it all into your classroom

“Teachers NOT programs produce effective reading instruction”

Vacca & Vacca, 2006. 6th Ed. Reading and Learning to Read

Investigative ActivityVisit class blog: readingsetgo.blogspot.comWorking in groups research the following

websites:Elementary and Secondary Education ActIDEANational Reading PanelNo Child Left BehindReauthorization of the Elementary and Secon

dary Education ActPresent findings to class

For the next class…Read Every Child Reading: An

Action PlanReflect and Respond on the blog