Title: Targeting K-1 Struggling Learners through an Ongoing, Collaborative Professional Development Model in Literacy
1Targeting K-1 Struggling Learners through an
Ongoing, Collaborative Professional Development
Model in Literacy
2Todays Agenda
- Presentation of our professional development
model - Presentation of a model of reading
- Modeling and role-playing of selected strategies
- Case studies
3The Problems We Face
4The 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
5The 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
6What 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
7The Problem 3
- Teaching reading is
- Complex!
- Teaching Reading Is Rocket Science by Louisa
Moats
8Our Solutions 1
- Early Intervention--Catch them before they fall
- Target struggling learners in kindergarten and
first grade
9Our Solutions 2
- Ongoing collaboration with coaching, institutes,
workshops, study groups, and distance - Problem-solving
- Modeling
- Self-assessments
- Peer learning
- Food!
10Our 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.
11Our Goals 1
- Rapid acceleration of struggling learners
reading level
12Our Goals 2
- Teachers enhanced understanding of early reading
development
13Our Goals 3
- Teachers daily use of diagnostic thinking about
reading development and instruction
14Linking a Model of Reading with Assessment
Word Identification
Comprehension
Comprehension
Vocabulary Word Meanings
Fluency
Comprehension
Motivation and Engagement
(Ginsberg, Amendum, Klausman, 2005)
15Linking 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)
16Linking 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)
17Linking 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)
18Linking 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)
19Linking 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)
21What 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
22Word 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
23What 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
24Todays Strategies
- Interactive Book Reading
- Word Work
- Look, Say, Write
- Change One Sound
- Write Say
- Read, Write, Say
25Why 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
26Why 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
27Why 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..
28Why 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.
29The 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
30How?
- Scaffold the experience
- Before
- During
- After
31How 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
32How 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
33How to Scaffold Students Comprehension
- After
- Retell/Summarize
- Synthesize (taking information and re-creating it
into a new form) - Reflect
34Lets Try It!
35Now Lets Try Word Work Strategies
36National Research Center on Rural Education
Support
- www.nrcres.org
- Reading Early Literacy Initiative