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/