Targeting K-1 Struggling Learners through an Ongoing, Collaborative Professional Development Model in Literacy

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Targeting K-1 Struggling Learners through an
Ongoing, Collaborative Professional Development
Model in Literacy
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Todays Agenda

• Presentation of our professional development
  model
• Presentation of a model of reading
• Modeling and role-playing of selected strategies
• Case studies

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The Problems We Face
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The Problem 1

• Conventional wisdom
• Not true!
• Influential study (Connie Juel, 1988)
• Students behind in reading at end of first grade
  88 were still behind at end of fourth grade

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The Problem 2

• Typical professional development
• One-shot
• Not open to teachers views experiences
• Out of context, not integrated with current
  curriculum and organization
• No time for modeling, practicing, sharing,
  fine-tuning
• No time for professional sharing

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What do teachers say they need?

• Team planning periods
• Mentoring by another teacher
• Regular collaboration with others
• -- Teacher Quality A Report on the Preparation
  and Qualifications of Public School Teachers

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The Problem 3

• Teaching reading is
• Complex!
• Teaching Reading Is Rocket Science by Louisa
  Moats

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Our Solutions 1

• Early Intervention--Catch them before they fall
• Target struggling learners in kindergarten and
  first grade

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Our Solutions 2

• Ongoing collaboration with coaching, institutes,
  workshops, study groups, and distance
• Problem-solving
• Modeling
• Self-assessments
• Peer learning
• Food!

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Our Solutions 3

• Efficient professional development
• Integrating a model of reading development
  efficient instructional strategies and the
  cyclical progression of assessment, diagnosis and
  instruction, in all that we do.

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Our Goals 1

• Rapid acceleration of struggling learners
  reading level

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Our Goals 2

• Teachers enhanced understanding of early reading
  development

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Our Goals 3

• Teachers daily use of diagnostic thinking about
  reading development and instruction

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Linking a Model of Reading with Assessment
Word Identification
Comprehension
Comprehension
Vocabulary Word Meanings
Fluency
Comprehension
Motivation and Engagement
(Ginsberg, Amendum, Klausman, 2005)
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Linking a Model of Reading with Assessment
Word Identification
Comprehension
Comprehension
Vocabulary Word Meanings
Fluency
Comprehension
Motivation and Engagement
NC K-2 Lit Assmt Running Record
(Ginsberg, Amendum, Klausman, 2005)
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Linking a Model of Reading with Assessment
Phonics Knowledge NC K-2 Lit Assmt Assessment
of Letter Knowledge (Sounds)
Phonemic Awareness Skill NC K-2 Lit Assmt
Phonemic Awareness Inventory, Segmenting Words
into Phonemes

Word Identification
Phonemic Awareness Skill NC K-2 Lit Assmt
Phonemic Awareness Inventory, Blending Onset-rimes
Phonemic Awareness Skill TRI Word Work-Recording
Sheet
Sight Word Knowledge NC K-2 Lit Assmt Dolch
Basic Sight Vocabulary Lists
(Ginsberg, Amendum, Klausman, 2005)
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Linking a Model of Reading with Assessment
Oral Reading Fluency NC K-2 Lit Assmt Running
Record

Fluency
Oral Reading Fluency NC K-2 Lit Assmt Fluency
Assessment
Oral Reading Fluency TRI Reading for Fluency
Progress-Recording Sheet
(Ginsberg, Amendum, Klausman, 2005)
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Linking a Model of Reading with Assessment

Story Retelling NC K-2 Lit Assmt Retelling
Vocabulary Word Meanings
Story Vocabulary TRI Word Work and Guided Oral
Reading-Recording Sheet
(Ginsberg, Amendum, Klausman, 2005)
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Linking a Model of Reading with Assessment
Retelling NC K-2 Lit Assmt Retelling
Understanding Story Events and Sequence Accelerate
d Reader Tests
Making predictions, connections, and
inferences Anecdotal notes from discussions
during Interactive Read-Alouds
Comprehension
(Ginsberg, Amendum, Klausman, 2005)
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Linking a Model of Reading with Assessment
Word Identification
Comprehension
Comprehension
Vocabulary Word Meanings
Fluency
Comprehension
Motivation and Engagement
(Ginsberg, Amendum, Klausman, 2005)
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What is the fundamental, developmental need in
reading for most struggling K 1st grade
learners?

• Word Recognition
• Alphabetic Principle
• Phonics Knowledge
• Phonemic Awareness Skills
• Orthographic Recognition

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Word Identification Development
Automatized Word Identification More
Sophisticated Word Identification
Strategies More Complex Phonics
Knowledge Word Identification
Strategies Blending Segmenting Letter-Sound
Knowledge Alphabetic Principle
Sight Words
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What Strategies Best Target the Needs of K-1st
Struggling Readers?

• Daily individual or small group instruction of
• Engaging, interactive read alouds
• Word Work
• Rereading for Fluency
• Guided Oral Reading

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Todays Strategies

• Interactive Book Reading
• Word Work
• Look, Say, Write
• Change One Sound
• Write Say
• Read, Write, Say

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Why the Need?

• Reading on mothers lap
• Middle-income children 1000 hours by age 5
• Low income children 25 hours by age 5
• Some K children know 20,000 words some know
  5,000
• RESULT?
• Differences in vocabulary knowledge, emotional
  connections with books, print knowledge,
  background knowledge, and comprehension skills
  and strategies

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Why else?

• Delores Durkins 1979 comprehension study
  teachers assign comprehension tasks but do NOT
  teach comprehension strategies
• 30 years of research on learners and
  comprehension strategies?all children can be
  taught and learn a variety of comprehension
  strategies that benefits their reading
  achievement

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Why else?

• NC Standard Course of Study
• Competency Goal 2 The learner will develop and
  apply strategies and skills to comprehend text
  that is read, heard, and viewed. 
• 2.01 Read aloud independently with fluency and
  comprehension any text that is appropriately
  designed for emergent readers.2.02 Demonstrate
  familiarity with a variety of texts (storybooks,
  short chapter books, newspapers, telephone books,
  and everyday print such as signs and labels,
  poems, word plays using alliteration and rhyme,
  skits and short plays).2.03 Read and comprehend
  both fiction and nonfiction text appropriate for
  grade one using prior knowledge, summary,
  questions, and graphic organizers.
• 2.04 Use preparation strategies to anticipate
  vocabulary of a text and to connect prior
  knowledge and experiences to a new text.2.05
  Predict and explain what will happen next in
  stories.2.06 Self-monitor comprehension by using
  one or two strategies (questions, retelling,
  summarizing).2.07 Respond and elaborate in
  answering what, when, where, and how
  questions.2.08 Discuss and explain response to
  how, why, and what if questions in sharing
  narrative and expository texts.2.09 Read and
  understand simple written instructions..

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Why else?

• NC Standard Course of Study
• Competency Goal 4 The learner will apply
  strategies and skills to create oral, written,
  and visual texts. 
• 4.01 Select and use new vocabulary and language
  structures in both speech and writing contexts
  (e.g., oral retelling using exclamatory phrases
  to accent an idea or event).4.02 Use words that
  describe, name characters and settings (who,
  where), and tell action and events (what
  happened, what did ___ do) in simple texts. 4.03
  Use specific words to name and tell action in
  oral and written language (e.g., using words such
  as frog and toad when discussing a nonfiction
  text). 4.04 Extend skills in using oral and
  written language
• clarifying purposes for engaging in
  communication.
• using clear and precise language to paraphrase
  messages.
• engaging in more extended oral discussions.
• producing written products.
• completing graphic organizers.

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The Power of Interactive Read Alouds

• Engagement in reading
• Builds vocabulary knowledge
• Builds background knowledge
• Scaffolds students where they are
• Guides students to learn comprehension strategies
• Texts can be at students listening comprehension
  level, not their reading level

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How?

• Scaffold the experience
• Before
• During
• After

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How to Scaffold Students Comprehension

• Before
• Develop or retrieve background knowledge related
  to the text
• Make a prediction
• Preview the text
• Present key vocabulary concepts
• Motivatehook them!
• Set purpose for reading

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How to Scaffold Students Comprehension

• During
• Read with excitement, expression, and verve!
• Talk aloud teach students to
• Monitor their comprehension
• Make connections between the text and their
  lives, or to other books
• Retrieve background knowledge related to the text
• Retell/summarize
• Develop lacking background knowledge

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How to Scaffold Students Comprehension

• After
• Retell/Summarize
• Synthesize (taking information and re-creating it
  into a new form)
• Reflect

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Lets Try It!
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Now Lets Try Word Work Strategies
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National Research Center on Rural Education
Support

• www.nrcres.org
• Reading Early Literacy Initiative