The Key for Two Years’ Growth for One Year of Instruction: Researched-based Curriculum and...

The Key for Two Years’ Growth for One Year of Instruction: Researched-

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

• Math,Science and Social Studies Content

Recent Headlines and Quotes

• More than half of California 9th Graders Flunk Exit Exam, Education Week

• “It will take at least ten years to reach proficiency for all learners”NCLB

• “adequate yearly progress” President Bush

• Still Leaving Children Behind Krista Kafta, Heritage Foundation

• Reading is the New Requisite for Math Education Week

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

The goal of the teacher is to create an environment that allows every reader to

move as quickly as possible to grade level reading,

without selling-out and just attempting to teach to the test.

What immediate steps will ensure growth… I’m looking for growth!

The Challenge

• 37% of all 8th graders scored below Basic on the NAEP

• After third grade, the achievement gap 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

You Can’t Tutor What Hasn’tBeen

• You can’t tutor what hasn’t been taught







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– Scorekeeping– Broad data for identifying specific populations– Program evaluation and budget indicators

• Informal Assessment =Internal Reporting– Intervention: Do something differently, immediately (STOP

Spray and Pray!)

– Progress monitoring over time for individual students– Data used to plan “next move” for instruction

• Getting a Grade =Comfort the troubled, trouble the comfortable

– Public relations– A,B,C,D,F: Coin of the realm

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&c• 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, st, pl, sl, fl, gl, cl, bl, kl,cr,scr

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)

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

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 No Child Left Behind

• Vertical team study of pre-k-4 reading curriculum with evidence of student work

• Phonemic Awareness &Phonics training for pre-k through 5rd 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 Challenge

After third grade, the achievement gap with minority, second language, and low-income learners widens substantially– Incomplete beginning reading instruction– Serious vocabulary deficit– Very limited knowledge of text structure

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

8

TAKS Question

• Compare the funding of Jefferson’s Lewis and Clark expedition and that of Ferdinand and Isabella funding for Columbus’ voyage to the New World.

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

• 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 the number of of “I” beams and show a possible structural configuration.

Registers of Language –R. Payne

• Frozen: Language that is always the same• Formal: Standard sentence syntax of work and

school.• Consultative: Formal register when used with

conversation. Discourse patterns slightly less formal.

• Casual: Language between friends: 400-800 word vocabulary. Non-specific word-choice; non-verbal assists determine meaning. Sentence syntax often incomplete.

• Intimate: Language between lovers or twins. The language of sexual harassment.

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

Teaching Word Attack (phonics) in Science

• Con-ser-va- -tion bund-le• Ac-cel-er-a-tion state• Force base• Mass mol-e-cule• Grav-i-ta-tion-al force gas-e-ous• Ter-min-al vel-o-city• Grav-I-ta-tion-al at-trac-tion• Mo-men-tum

Vocabulary and Phonics

• 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 hurd-le• shame re-con-struc-tion • em-path-y mine

The Old Syllable-the part of a word controlled by a vowel- In English, there are 6 types

• Syllable that is a single letter, single vowel, as in a-bout, i-dent-i-fy, e-lec-tric, a-vail-a-ble

• Syllable ending in vowel, as in cru-el-ty,• Syllable ending in a consonant, as in al-co-hol, con-su-mer,

ath-leteSyllable ending in -tion-sion, as in in-tro-duc-tion

• Syllable ending in -le, as in tin-gle, pic-kle, bi-cy-cle• Syllable ending with a vowel, consonant, silent “e”, as in

shame, dime, kite, mon-o-tone, val-en-tine• O-le• Que-so• Cam-e-ro-nes

…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.--

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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

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

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

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

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

What you can do in the classroom?

• Discipline– Use the adult voice first, then the parent voice.– To avoid arguments with parents and students,

use the adult voice.– Use discipline interventions as an opportunity

for instruction.– Use the parent voice to stop behaviors. Use the

parent voice to change behaviors.

Math Research

• Embed in real world:make it engaging, generating more question

• Create a lang. rich classroom– Justifying, generalizations, highly verbal, highly

visual students

• Draw pictures, create mental images, foster visualization

• Build from charts, graphs & tables-also, the misinterpretation of data

• Don’t leave out measurement

Useful References• Adams, M.J. (2000). Beginning to Read: thinking and learning about

print. Cambridge, MA: The MIT Press.• Alexander, K. & Entwisle, D. (1996). Schools and children at risk. In A.

Booth & J. Dunn (Eds.). Family-school links: How do they affect educational outcomes? Hillsdale, NJ: Erlbaum.

• 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.

• Baker, L., Allen. J., Schockley, B, Pelligrini, A.D., Galda, L. & Stahl, S. (1996). Connecting school and home: Constructing partnerships to foster reading development in L. Baker, P. Afflerbach & D. Reinking (Eds.), Developing engaged readers in home and school communities, Mahwah, New Jersey: Lawrence Erlbaum, pp. 21-41.

• 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.

• Bus. A.G., M.H. van Ijzendoorn, and A.D. Pellegrini. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research: 65(1): 1-21.

• Center for the Improvement of Early Reading Achievement. (2001). Put reading first: The research building blocks for teaching children to read. Jessup, MD: Partnership for Reading. Available: www.nifl.gov.

• Edwards, P.A. (1995). Empowering low income mothers and fathers to share books with young children. The reading teacher 48: 4888-564.

• Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., & Simmons, B.S. (1997). School, family and community partnerships: Your handbook for action. Thousand Oaks, CA: Corwin Press.

• Gallimore, R., & Goldenberg, C. (1993). Activity settings of early literacy: Home and school factors in children’s emergent literacy. In E. Forman, N. Minick, & A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children’s development (pp. 315-335). New York: Oxford University Press.

• Gentile, L. M., & McMillan, M.M. (1992). Literacy for students at-risk; Developing critical dialogues. Journal of Reading, 35, 636-640.

• Hart, Betty & Risley, Todd R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Paul H Brookes Pub Co.

• Lyon, G.R. (1998). Overview of reading and literacy initiatives. Testimony Provided to the Committee on Labor and Human Resources, United States Senate. Bethesda, MD: National Institute of child Health and Human Development.

• Moats, L. (1999, June). Teaching Reading is Rocket Science. Wahington, DC: American Federation of Teachers. Available online: http://www.aft.org/edissues/rocketscience.htm National Center for Education Statistics (1998). Characteristics of children’s early care and Education programs: Data from, the 1995 National Household Education Surveys (NCES No. 98-128).

• National Reading Panel. (1999). Teaching children to read: An evidence-based Assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Washington DC: National Institute of Child Health and Human Development. Available: www.nichd.nih.gov/publications/pubskey.

• O’Donnell, M.P., & Wood, M. (1992). Becoming a reader: A developmental instruction. Boston: Allyn & Bacon.

• Oldfather, P. & Wigfield, A. (1996). Children’s motivations for literacy learning in Developing. In L. Baker, C. Afflorbach & D. Reinking (Eds.). Developing engaged readers in home and school communities. (pp. 89-113, Mahwah, New Jersey: Lawrence Erlbaum.

• Riley, J. (1996). The teaching of reading, London: Paul Chapman.• Robbins, C., and L.C. Ehri. (1994). Reading storybooks to

kindergarteners helps them learn new vocabulary words. Journal of Educational Psychology 86(1): 54-64.

• Snow, Catherine E., M. Susan Burns, and Peg Griffin. (1998). Preventing Reading Difficulties in Young Children. Washington D.C., National Academy Press.

• Sonnenschein, S., Brody, G., & Munsterman, K. (1996). The influence of family beliefs and practices on children’s early reading development, In L. Baker, P. Afflerback & D. Reinking (Eds.). Developing engaged readers in home and school communities. Mahwah, New Jersey: Lawrence Erlbaum. PP. 3-20.

• U.S. Department of Education. (1999). Start early, finish strong: How to help every child become a reader (America Reads Challenge), Washington, D.C.: author. Available online: http://www.ed.gov.pubs/startearly/

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