The JCPS / Bellarmine University Literacy Project The Principals Fellowship Session 1 September 15,...
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Transcript of The JCPS / Bellarmine University Literacy Project The Principals Fellowship Session 1 September 15,...
![Page 1: The JCPS / Bellarmine University Literacy Project The Principals Fellowship Session 1 September 15, 2014 Kathleen & Robert Cooter.](https://reader036.fdocuments.us/reader036/viewer/2022062713/56649cd95503460f949a3461/html5/thumbnails/1.jpg)
The JCPS / Bellarmine University
Literacy ProjectThe Principals FellowshipSession 1September 15, 2014Kathleen & Robert Cooter
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… literacy liberates us from dependence on received wisdom and allows us to find and weigh the evidence ourselves. Simply put,
literacy is a cornerstone of our freedom.
(Ippilito, J., Steele, J, & Samson, J., 2007)
![Page 3: The JCPS / Bellarmine University Literacy Project The Principals Fellowship Session 1 September 15, 2014 Kathleen & Robert Cooter.](https://reader036.fdocuments.us/reader036/viewer/2022062713/56649cd95503460f949a3461/html5/thumbnails/3.jpg)
Class Agenda Welcome and Introductions
Warm-up Activity
Name Plates & Class Norms
Course Overview – Review of Syllabus/Book
PhD Credit in Literacy Leadership
QUESTION: Why do we HAVE to do this?!
“Ugly Baby” Activity
Hearing from the Teachers
EXECUTIVE SUMMARY: National Reading Panel & What Your Teachers Are
Learning
What is a CAP?
What’s next?
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Course Overview
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•Syllabus
•Semester Outline
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R. Cooter, Fall 2014 5
QUESTION:
Why do we HAVE to do this?!
![Page 6: The JCPS / Bellarmine University Literacy Project The Principals Fellowship Session 1 September 15, 2014 Kathleen & Robert Cooter.](https://reader036.fdocuments.us/reader036/viewer/2022062713/56649cd95503460f949a3461/html5/thumbnails/6.jpg)
JCPS-Bellarmine Literacy Project
• Deep content knowledge of the reading process and reading instruction (Knowledge)
• Research-Based, Culturally Relevant Reading Instruction (Skill)
• Growth vs. fixed mindset (Dispositions)
A Capacity-Building Model for Teacher Development (Cooter & Cooter, 2003) in Research Based, Culturally Relevant Reading Instruction
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Effective Teachers of Reading…….
Observe
Inquire
Diagnose
Design
Evaluate Learning
Teach
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Gradual Release of Responsibility Framework(Pearson and Gallagher, 1983)
Proportion of responsibility for task completion
All teacher
Joint responsibility
All student
MODELING GUIDED/COLLABORATIVE PRACTICE
GRADUALLY RELEASE RESPONSIBILTY TO THE STUDENT
INDEPENDENT PRACTICE AND
APPLICATION
![Page 9: The JCPS / Bellarmine University Literacy Project The Principals Fellowship Session 1 September 15, 2014 Kathleen & Robert Cooter.](https://reader036.fdocuments.us/reader036/viewer/2022062713/56649cd95503460f949a3461/html5/thumbnails/9.jpg)
What does scientific research say about fluency?
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Time on task improves performance!
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DECODING/WORD RECOGNITION
COMPREHENSION
Phonics
Fluency
Vocabulary
Comprehension Strategies
The 5 Essential Components of Effective Reading Instruction (Nat’l Reading Panel)
Phonemic Awareness
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The Big 5
Build Teacher Background
Assessment
Strategize/TeachDifferentiate Instruction
Family Connections
The Teaching and Learning Cycle
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Let’s take a look at your teachers
first CAPs!!
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Assessing Fluent Oral Reading
Four components:• Accurate decoding of text• Reading rate or speed• Use of volume, stress, pitch, and prosodic
markers• Mature phrasing or chunking of text
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![Page 14: The JCPS / Bellarmine University Literacy Project The Principals Fellowship Session 1 September 15, 2014 Kathleen & Robert Cooter.](https://reader036.fdocuments.us/reader036/viewer/2022062713/56649cd95503460f949a3461/html5/thumbnails/14.jpg)
Assessing Fluent Oral Reading
Four components:• Accurate decoding of text• Reading rate or speed• Use of volume, stress, pitch, and prosodic
markers• Mature phrasing or chunking of text
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Literacy Profile: Fluency AssessmentsGrade Level:_____2______Teacher:___Ms. Jones_________ Fall or Spring
Student
Words Correct per Minute (wcpm)
ORF Norms Interpretation
(Above, Appropriate, and Below)
Accuracy TOWRESWE
SS, Percentile andInterpretation
TOWREPDE
SS, Percentile andInterpretation
1 49 Appropriate 96% 111, 77%, D 100, 50%, P
2 30 Below 58% 95, 37%, S 86, 18%, S
3 81 Above 100% 123, 94%, D 112, 79%, D
4 23 Below 45% 86, 18%, VP 85, 16%, VP
5 60 Appropriate 100% 114, 82%, D 105, 63%, P
6 15 Below 29% 85, 16%, VP 81, 10%, VP
7 100 Above 100% 138, >99%, D 130, 98%, D
8 33 Below 64% 97, 42%, P 90, 25%, S
9 65 Above 100% 119, 90%, D 108, 70%, D
10 16 Below 31% 88, 21%, S 83, 13%, VP
11 98 Above 100% 130, 98%, D 120, 91%, D
12 77 Above 100% 117, 87%, D 107, 68%, D
13 38 Below 74% 103, 58%, P 94, 35%, S
14 75 Above 100% 119, 90%, D 108, 70%, D
15 23 Below 45% 90. 25%, S 85, 16%, VP
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What does scientifically based research tell us about fluency instruction?
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No evidence to support instructional time spent on silent, independent reading with minimal guidance improves reading fluency and overall reading achievement.
Repeated and monitored oral reading improves reading fluency and overall reading achievement.
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CHORAL READING
Three types are effective…
• UNISON• ECHO (also called “ECHOIC”)• ANTIPHONAL
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YOUR TEACHERS’ HOMEWORK ASSIGNMENT: CAP #2
Begin work on CAP #2 Part 2 – Refer to CAP #2 Guidelines
– Meet with your Literacy Project Coach– Due to your instructor by Session 8
**Grade Level Passage Reading and TOWRE-2 completed and entered into Cascade by October 3, 2014 for Grades 1-3
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