QUALITY QUINN keynote and session notes Learning Paths: Data RichAnalysis Poor Two Years Growth for - PowerPoint PPT Presentation

Loading...

PPT – QUALITY QUINN keynote and session notes Learning Paths: Data RichAnalysis Poor Two Years Growth for PowerPoint presentation | free to view - id: 3e11a-ODkxM



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

QUALITY QUINN keynote and session notes Learning Paths: Data RichAnalysis Poor Two Years Growth for

Description:

... and contractor were conferring over the blueprints of the new ten ... modeling the way. Encouraging the heart to begin the journey -el words. Towel. Trowel ... – PowerPoint PPT presentation

Number of Views:108
Avg rating:3.0/5.0
Slides: 62
Provided by: qualit4
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: QUALITY QUINN keynote and session notes Learning Paths: Data RichAnalysis Poor Two Years Growth for


1
QUALITY QUINN keynote and session
notesLearning Paths Data RichAnalysis
PoorTwo Years Growth for One Year of
InstructionLooking for Rapid Growth at the
Intermediate Level?

2
Project EarlyWord
  • Teach everyday words EVERYDAY
  • Tell a story EVERYDAY
  • Use eye contact when answering children's
    questions
  • Teach the alphabet-Start Early
  • Find a LIBRARY

3
You Cant Tutor What HasntBeen Taught
  • You cant tutor what hasnt been taught
  • You cant tutor what hasnt been taught
  • You cant tutor what hasnt been taught
  • You cant tutor what hasnt been taught
  • You cant tutor what hasnt been taught
  • You cant tutor what hasnt been taught
  • You cant tutor what hasnt been taught

4
The Bones of a Lesson Design
5
Three Flavors of Assessment
  • Summative Assessment External Reporting
  • Scorekeeping
  • Broad data for identifying and monitoring
    specific subgroups
  • Program evaluation and budget indicators
  • Formative 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
    (lesson design --GLM)
  • Getting a Grade Comfort the troubled, trouble
    the comfortable
  • Public relations
  • A,B,C,D,F Coin of the realm

6
Five Types of Vocabulary
  • Listening Vocabulary
  • Thinking Vocabulary
  • Speaking Vocabulary
  • Reading Vocabulary
  • Writing Vocabulary

7
Aoccodrnig to rscheearch at an Elinsgsh
uinervtisy, it deosnt mttaer in what oredr the
ltteers in a word are, the olny iprmoetnt tihng
is that the frist and lsat ltteer is at the rghit
pclae. The rset can be a toatl mses and you can
still raed it wouthit porbelm. This is bcuseae
we do not raed ervey lteter by itslef but the
wrod as a wlohe. Aamznig! (Author
unknown)
8
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
  • Misconceptions about fluency
  • Lack of meaningful early comprehension assessment

9
The Zone of Proximal Development
  • Moving readers from their level of success to the
    appropriate level of difficulty
  • Using Coached Reading to identify the independent
    reading supportshow does the reader solve her
    problem? How do you or the materials you employ
    help?
  • Fluency is not about how fast you read, but what
    is it that is slowing you down.

10
The Gradual Release Model
11
Grade Level Meetings Student specific
  • Find and use ALL data (bring to meeting)
  • Do analysis for strength and weakness
  • Prioritize needs
  • Set goals (what of sub groups will grow 04-05)
  • Brainstorm specific strategies
  • Results indicators
  • Action Plan

12
The Janet Factor
  • I have never heard the word.
  • I have heard the word, but I do not know what it
    means.
  • I can sound out or chunk the word, but I do not
    know what it means.
  • I need help reading this word.
  • Once I asked for help reading this word, I knew
    what it meant.

13
The three most important words for the struggling
reader
  • VOCABULARY
  • VOCABULARY
  • VOCABULARY
  • Words-words-words-words-words-words-words-words-wo
    rds-words-words-words-words-words-words-words-word
    s-words-words-words-you get it!!!!

14
What Spanish and English have in Common
  • Spanish is 90 Latin
  • English is 67 Latin
  • Both languages are alphabetic
  • Both languages have the same vowels

15
How Spanish and English are Different
  • Spanish is a language of segmentation
  • English is a language blending
  • Spanish has three types of syllables
  • English has six types of syllables
  • English has words that must be learned by sight
    (sight words are also called high frequency words)

16
Writing for Success
  • Question Are people motivated to achieve by
    personal satisfaction rather than by fame or
    money?
  • My view of the idea that it is personal
    satisfaction rather than money or fame that
    motivates people to achieve is sometimes wrong
    because in sports some people do it for personal
    satisfaction because they love the game and some
    people do it for the money because it pays well.

17
Student response
  • Even though we live in a capitalist society, I
    still cannot help but believe, despite my own
    cynicism, that people are more motivated to
    achieve something for personal satisfaction
    rather than monetary gains.

18
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.

19
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

20
What Words to TeachBringing Words to LifeROBUST
Vocabulary InstructionIsabel Beck ,Nancy MacKowen
  • First tier words Most common and least
    sophisticated form of word . Ex. find
  • Second tier words Increasingly specific high
    utility words that they need to know in your
    class, and everyone elses. Ex. locate
  • Third tier words Extremely specific words in your
    content area that require considered, deliberate
    and in-depth instruction. Ex. unearth, discover,
    discern

21
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)phonicsprimary decoding strategy
  • (2)semantics and vocabulary
  • (3) syntax and structure
  • Fluency muscle
  • Reads a lot of words fast w/ comprehension
  • Class libraries of high-interest content related
    articles
  • Every day, every reader reading at a level of
    success of self-selected quality literature
    (fiction or non-fiction)

22
Text Structures
23
Language Arts
24
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.
    The only other sounds the sweep of easy wind and
    downy flake. The woods are lovely dark and deep,
    but I have promises to keep, and miles to go
    before I sleep, and miles to go before I sleep.

25
Science
26
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.
  • Procedural words, ordinals, first, then, next,
    etc.

27
Social Studies
8
28
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.
  • Subordinating conjunctions since, while,
    because, although, yet, if, as if, however, etc.

29
Math
30
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 I beams and show a possible
    structural configuration.

31
Attributes of Word Walls
at the Middle School Level
  • Alphabetically organized
  • Easily seen
  • Easy to manipulate and upgrade
  • A combination of cognates (roots) and complete
    words
  • Attention to word job (part of speech)
  • Driven by words encountered in text
  • Student maintained
  • Subtle hyphenation when appropriate

32
What Words to TeachBringing Words to LifeROBUST
Vocabulary InstructionIsabel Beck ,Nancy MacKowen
  • First tier words Words that you wish students
    knew, hope they can get, but you dont have time
    to teach.
  • Second tier words High utility words that they
    need to know in your class, and everyone elses.
  • Third tier words Extremely specific words in your
    content area that require considered, deliberate
    and in depth instruction.

33
Lets Demystify Reading
34
Five Essential Components of Reading
  • Phonemic Awareness
  • The ability to hear, identify, and manipulate
    individual sounds in spoken words
  • Phonics
  • The understanding that there is a predictable
    relationship between phonemes and graphemes
  • Vocabulary
  • Development of stored information about the
    meaning of words and pronunciation of words
  • Fluency
  • The ability to read text accurately and quickly
  • Comprehension
  • Understanding, remembering, and communicating
    with others about what has been read

35
News Flash!!!!!
  • 26 letters and 44 sounds
  • 16 reliable letters, (letters that always sound
    the same) q,w,t,p,d,f,h,j,k,l,z,x,v,n,m,b,
  • 4 that are switch hitters... s,g,cr
  • 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,str, pl, sl, fl, gl, cl,
    bl, kl,cr,scr,

36
Attributes of Word Walls
at the Middle School Level
  • Alphabetically organized
  • Easily seen
  • Easy to manipulate and upgrade
  • A combination of cognates (roots) and complete
    words
  • Attention to word job (part of speech)
  • Driven by words encountered in text
  • Student maintained
  • Subtle hyphenation when appropriate

37
Teaching Word Attack (phonics) in Science
  • Con-ser-va-tion bun-dle
  • 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

38
How Spanish and English are Different
  • Spanish is a language of segmentation
  • English is a language blending
  • Spanish has three types of syllables
  • English has six types of syllables
  • English has words that must be learned by sight
    (sight words are also called high frequency words)

39
anthropologically
  • An-thro-po-log-i-cal-ly

40
australopithecine
  • Aus-tra-lo-pith-e-cine

41
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)

42
STRATEGIES
  • Clarifying
  • Comparing and contrasting
  • Connecting to prior experiences
  • Inferencing (including generalizing and drawing
    conclusions)
  • Predicting
  • Questioning the text
  • Recognizing the authors purpose
  • Seeing causal relationships
  • Summarizing
  • visualizing

43
an excerpt
  • Draped for the formal unveiling May 31 with
    only an insouciant topknot and Horton The
    Elephants trunk peeking out the sculptures
    frolic on the wide green linking the city library
    and its four museums that gave wing to the
    authors imagination.--

44
Process for Leadership
  • Challenge the process
  • search for opportunities
  • change status quo
  • Inspiring a shared vision
  • imagine the ideal situation
  • Enabling others to act
  • foster cooperation
  • modeling the way
  • Encouraging the heart to begin the journey

45
-el words
  • Towel
  • Trowel
  • Compel
  • Dispel
  • Dowel
  • Repel
  • Bushel
  • Shovel
  • Pummel
  • Level revel travel dishevel

46
Testwiseness An Important Piece of a
Comprehensive Intervention Strategy
  • On-going, sustained test readiness and rehearsal,
    i.e. testwiseness
  • Phonics instruction for those who received
    hit-or-miss decoding during whole language
    approach analyze spelling errors
  • Build fluency with an every day, every child
    reads at a level of success approach assess for
    oral expression, pace and accuracy
  • Use regular non-fiction writing events to teach
    science soc. studies syntax CRCT high-level
    comprehension objectives

47
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 students awareness
  • Give students continued opportunity to observe
    more modeling
  • Provide multiple and ongoing opportunities for
    students to interact w/others using a variety of
    text

48
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

49
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

50
Five Keys to No Child Left Behind
  • Vertical team study of 4-9 reading curriculum
    with evidence of student work
  • Phonemic Awareness Phonics training for 4th
    through 9th 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

51
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-lete
  • Syllable 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

52
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

53
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?

54
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.

55
Math Research
  • Embed in real worldmake it engaging, generating
    more questions
  • Create a language 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
  • Dont leave out measurement

56
The Recommendations of the Reading Next
ReportThe Fifteen Elements of Effective
Adolescent Literacy Programs
  • 1. Direct, explicit comprehension instruction,
    which is instruction in the strategies and
    processes that proficient readers use to
    understand what they read, including summarizing,
    keeping track of ones own understanding, and a
    host of other practices
  • 2. Effective instructional principles embedded in
    content, including language arts teachers using
    content-area texts and content-area teachers
    providing instruction and practice in reading and
    writing skills specific to their subject area
  • 3. Motivation and self-directed learning, which
    includes building motivation to read and learn
    and providing students with the instruction and
    supports needed for independent learning tasks
    they will face after graduation
  • 4. Text-based collaborative learning, which
    involves students interacting with one another
    around a variety of texts
  • 5. Strategic tutoring, which provides students
    with intense individualized reading, writing, and
    content instruction as needed
  • 6. Diverse texts, which are texts at a variety of
    difficulty levels and on a variety of topics
  • 7. Intensive writing, including instruction
    connected to the kinds of writing tasks students
    will have to perform well in high school and
    beyond

57
The Recommendations of the Reading Next
ReportThe Fifteen Elements of Effective
Adolescent Literacy Programs
  • 8. A technology component, which includes
    technology as a tool for and a topic of literacy
    instruction
  • 9. Ongoing formative assessment of students,
    which is informal, often daily assessment of how
    students are progressing under current
    instructional practices
  • 10. Extended time for literacy, which includes
    approximately two to four hours of literacy
    instruction and practice that takes place in
    language arts and content-area classes
  • 11. Professional development that is both long
    term and ongoing
  • 12. Ongoing summative assessment of students and
    programs, which is more formal and provides data
    that are reported for accountability and research
    purposes
  • 13. Teacher teams, which are interdisciplinary
    teams that meet regularly to discuss students and
    align instruction
  • 14. Leadership, which can come from principals
    and teachers who have a solid understanding of
    how to teach reading and writing to the full
    array of students present in schools
  • 15. A comprehensive and coordinated literacy
    program, which is interdisciplinary and
    interdepartmental and may even coordinate with
    out-of-school organizations and the local
    community

58
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) 6982.
  • Burns, M.S., Griffin, P., Snow, C.E. (1999).
    Starting out right A guide to promoting
    childrens 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.

59
  • Burns, M.S., Griffin, P., Snow, C.E. (1999).
    Starting out right A Guide to promoting
    childrens 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 childrens emergent literacy.
    In E. Forman, N. Minick, A. Stone (Eds.),
    Contexts for learning Sociocultural dynamics in
    childrens development (pp. 315-335). New York
    Oxford University Press.

60
  • 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 childrens 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/public
    ations/pubskey.
  • ODonnell, M.P., Wood, M. (1992). Becoming a
    reader A developmental instruction. Boston
    Allyn Bacon.

61
  • Oldfather, P. Wigfield, A. (1996). Childrens
    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 childrens 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/
About PowerShow.com