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

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


1
Targeting K-1 Struggling Learners through an
Ongoing, Collaborative Professional Development
Model in Literacy
2
Todays Agenda
  • Presentation of our professional development
    model
  • Presentation of a model of reading
  • Modeling and role-playing of selected strategies
  • Case studies

3
The Problems We Face
4
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

5
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

6
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

7
The Problem 3
  • Teaching reading is
  • Complex!
  • Teaching Reading Is Rocket Science by Louisa
    Moats

8
Our Solutions 1
  • Early Intervention--Catch them before they fall
  • Target struggling learners in kindergarten and
    first grade

9
Our Solutions 2
  • Ongoing collaboration with coaching, institutes,
    workshops, study groups, and distance
  • Problem-solving
  • Modeling
  • Self-assessments
  • Peer learning
  • Food!

10
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.

11
Our Goals 1
  • Rapid acceleration of struggling learners
    reading level

12
Our Goals 2
  • Teachers enhanced understanding of early reading
    development

13
Our Goals 3
  • Teachers daily use of diagnostic thinking about
    reading development and instruction

14
Linking a Model of Reading with Assessment
Word Identification
Comprehension
Comprehension
Vocabulary Word Meanings
Fluency
Comprehension
Motivation and Engagement
(Ginsberg, Amendum, Klausman, 2005)
15

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)
16
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)
17
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)
18
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)
19
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)
20
Linking a Model of Reading with Assessment
Word Identification
Comprehension
Comprehension
Vocabulary Word Meanings
Fluency
Comprehension
Motivation and Engagement
(Ginsberg, Amendum, Klausman, 2005)
21
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

22
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
23
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

24
Todays Strategies
  • Interactive Book Reading
  • Word Work
  • Look, Say, Write
  • Change One Sound
  • Write Say
  • Read, Write, Say

25
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

26
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

27
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..

28
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.

29
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

30
How?
  • Scaffold the experience
  • Before
  • During
  • After

31
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

32
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

33
How to Scaffold Students Comprehension
  • After
  • Retell/Summarize
  • Synthesize (taking information and re-creating it
    into a new form)
  • Reflect

34
Lets Try It!
35
Now Lets Try Word Work Strategies
36
National Research Center on Rural Education
Support
  • www.nrcres.org
  • Reading Early Literacy Initiative
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