Bringing Literature to Life A Research Based, Integrated Model for Improving Student Reading, Raisin

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Bringing Literature to LifeA Research Based,
Integrated Model for Improving Student Reading,
Raising Test Scores and
Effective Staff Development
No Child Left Behind
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A Brief History of Educational Philosophies and
Attitudes
Bringing Literature to Life

• Coleman Report (1966) showed that only 10 of
  student achievement was directly affected by the
  schools. Student success seemed to be 90
  dependent upon natural ability or aptitude,
  socioeconomic status, and a students home
  environment. These are all factors schools have
  no control over. This leaves schools, educators
  and administrators with a fairly hopeless and
  pessimistic view.

NOT TRUE!!!
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The Myth of Intelligence
Bringing Literature to Life
TraditionallyIntelligence has been thought of as
a general characteristic.That is, an IQ of 140
is indicative of an all-around smart person.
Intelligence has been taught as a general
capacity which every human possesses to a greater
or lesser extent which, for the most part, is set
at birth by genetics.



NOT TRUE!!!
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Language Mechanics vs.Reading Comprehension
Bringing Literature to Life

• When taking end of level tests, all students
  will invariably score higher on language
  mechanics than on comprehension.
• Why do students of all abilities understand how
  the structure of the language works, but still
  struggle comprehending what they have read?

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Bringing Literature to Life
Research Based
Multiple Intelligences Howard Gardner
Classroom Instruction That Works Robert Marzano,
Deb Pickering
Understanding by Design Grant Wiggins, Jay
McTighe
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Bringing Literature to Life
Research Based
Multiple Intelligences in the Classroom Thomas
Armstrong
Project Based Learning George Lucas Education
Foundation
The Home Run Book Debra Von Sprecken, Jiyoung Kim
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Bringing Literature to Life
Needs Assessment

• According to Cognos (a web based academic
  performance measurement tool) 42 of the 6th
  grade students at Mount Logan Middle School are
  performing at or below partial or minimal mastery
  in language arts, mathematics or science.

All 6th Grade Students
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Bringing Literature to Life
Needs Assessment

• Hispanic Students While 42 of the general
  student body is at partial mastery or below in
  language arts, mathematics and science, 77 of
  the 6th grade Hispanic students attending Mount
  Logan Middle School are performing at or below
  partial or minimal mastery.

6th Grade Hispanic Students
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Bringing Literature to Life
Design and Strategy

• Staff Development Model
• One full week of training in current educational
  research, the most effective teaching strategies
  and curriculum development.
• Two weeks of mentored implementation with
  students who typically struggle the most in a
  traditional academic setting.
• Student Learning Model
• Two weeks of immersion in a rich, hands-on, real
  world, integrated program where they go beyond
  reading a book and actually live the book.

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Bringing Literature to Life
Data for Summer 2003

• Enrollment 136 students were registered
  106 scholarship (78) 30 paid
  185 tuition (22)
• Attendance overall 91 (average daily
  attendance) scholarship 88
  paid tuition 97
• Demographics 46 ESL students (34) 30
  Hispanic (65) 14 Asian
  (30)
  2 African (4)
  

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Bringing Literature to Life
Data for Summer 2003

• Fluency The most significant improvement was in
  their reading fluency. I would not have expected
  much change in such a short period of time, but
  everyone showed improvement. The student
  improvement in words per minute read correctly
  improved an average of 22 words per minute. The
  range of improvement was between 7 words per
  minute to 46 words per minute.
• (Jane Adams, Thane Hutchinson, Mike Monson)

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Bringing Literature to Life
Data for Summer 2003

• Comprehension (Pre/post test question)
• Read the following part of the book Naya Nuki
• Naya Nuki had learned her wilderness travel
  lessons well. Study the current, look for an
  eddy on the opposite shore for a safe landing
  spot, go upstream, walk out into the current as
  far as possible, then begin to swim and float
  downstream and across the current to a safe
  landing on the opposite side.
• How did Naya Nuki plan on using the current?
• Pre-test 9 students had no idea, 1 knew
• Post-test 9 students knew, 1 was still unclear
• (Bryce Passey, Michelle Hatch,
  Dave Anderson)