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Reading First 2003-2008

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Title: Reading First 2003-2008


1
Reading First 2003-2008
  • Professional Development
  • The Highlights

2
Objectives
  • Review key Reading First professional development
  • Identify resources for training new teachers
  • Share your experiences implementing this
    Professional Development

3
Areas of Professional Development
  • Five Components of Reading Instruction
  • Assessment and Instruction
  • Literacy Coaching
  • Scientifically-based Reading Instruction
  • Three Tier Model, Differentiated Instruction and
    Response to Intervention (RtI)

4
Five Components of Reading Instruction
  • Professional Development

5
Phonemic Awareness and Phonics
  • Resources from the National Reading First
    Conference.
  • Lane, H., Nat. Reading First Conference, July
    2005. Phonemic awareness assessment and
    instruction. A sound beginning.
  • Woodruff, T., Nat. Reading First Conference, July
    2005. Phonics instruction One of the 5 big ideas
    in reading why is it necessary and what it
    should look like.

6
Fluency Presentations
  • Timothy Rasinski, Kent State University, March
    2006. Effective teaching of reading From phonics
    to fluency.
  • Joseph Torgesen, Florida Center for Reading
    Research, March 2006. Reading Fluency as a marker
    for early reading progress Strengths and
    weaknesses

7
Resource Text
  • Timothy Rasinski (2005). The fluent reader Oral
    reading strategies for building word recognition,
    fluency and comprehension. New York, NY
    Scholastic Inc.

8
Fostering Fluency
  • Effective, research-based practices for
    development of automaticity and fluency
  • Massachusetts Dept. of Education,
  • Reading First

9
(No Transcript)
10
Resource Text
  • Isabel L. Beck, Margaret G. McKeown, and Linda
    Kucan (2002). Bringing words to life Robust
    vocabulary instruction. New York, NY The
    Guilford Press

11
Building Oral Language Skills All Day Long
MADOE Reading First Regional Meetings
Americas future walks through the doors of our
schools everyday. Mary Jean LeTendre
Lesley Maxwell Hanson Initiative for Language
Literacy (HILL) lmaxwell_at_mghihp.edu
http//www.mghihp.edu/hill
12
Focus of Presentation
  • Activities for building up oral language across
    the day
  • Developing oral language at the sentence level
  • Using Think Aloud strategies to expand oral
    language

13
Developing Oral Language Skills
  • Reading First
  • MA Department of Education
  • November 15, 2006

14
Unlocking Meaning
  • Reading First
  • MA Department of Education

15
Objectives
  • Strategy Instruction (Reciprocal Teaching)
  • Questioning Techniques (QAR)
  • MCAS Prep
  • Assessment

16
Resource Texts
  • Oczkus, L. D. (2003). Reciprocal teaching at
    work Strategies for improving reading
    comprehension. Newark, D.E. International
    Reading Association
  • Collins-Block, Rodgers, L.L., Johnson, R.B.
    (2004). Comprehension process instruction
    Creating reading success in grades K-3

17
Five Ws Plus H of Building Informational Literacy
  • Nell K. Duke
  • Michigan State University
  • Literacy Achievement and Research Center
  • Marlboro, MA March 2007

18
References for Material in this Talk
  • Material for this talk is drawn in part from the
    book Reading and Writing Informational Text in
    the Primary Grades Research-based Practices,
    published by Scholastic. The complete citation
    for the book is
  • Duke, N. K., Bennett-Armistead, V. S., with
    Huxley, A., Johnson, M. McClurkin, D., Roberts,
    E., Rosen, C., Vogel, E. (2003). Reading and
    writing informational text in the primary grades
    Research-based practices. New York Scholastic.
  • Many additional citations are provided in the
    book.

19
Title As You Like It
  • Regional Meeting
  • Massachusetts Reading First
  • May 2006

20
Objectives
  • Today we will
  • Define authentic text, both literary and
    informational, and explore its importance.
  • Link the use of authentic text to our prior
    knowledge of comprehensive reading instruction.
  • Explore the importance of text features for
    comprehension.
  • Experience using informational text for
    standards-based instruction.

21
  • Written Response to Text Institute
  • Massachusetts Department of Education
  • August 1 2, 2007

22
Written response to text
  • Our summer professional development plans
  • Selecting text that is appropriate for an
    extended written response
  • Understanding text structures and features and
    aligning them to the ELA standards
  • Creating items that measure a clear learning
    target (standard)
  • Develop scoring guidelines

23
Written response to text
  • Next year
  • Review student work samples
  • Compare your scores to those of your colleagues
  • Rewrite items
  • Plan focused lessons

24
Resource Texts
  • Mass. Dept. of Education, June 2001.
    Massachusetts English language arts curriculum
    framework. Malden, MA MADOE
  • Mass. Dept. of Education, June 2001. Supplement
    to the Massachusetts English language arts
    curriculum framework, Grades 3,5 and 7 grade
    level standards for vocabulary, reading, and
    literature. Malden, MA MADOE

25
Demonstrating Reading Comprehension Through
Expository Texts Helping All K-3 Students Write
About What They Learn
  • The Massachusetts Reading First Plan
  • Advanced Seminar
  • November 7, 2007
  • Gary A. Troia, Ph.D.
  • Michigan State University

www.msularc.org
26
Resource Text
  • Steve Graham, Charles A. MacArthur Jill
    Fitzgerald (Eds.), 2007. Best practices in
    writing instruction. New York, NY The Guilford
    Press

27
Popular Materials for Study Groups
  • Beck, I., McKeown, M.G., Kucan, L.(2002).
    Bringing words to life Robust vocabulary
    instruction. New York, NY The Guilford Press
  • Murphy, J. (2004). Leadership for Literacy
    Research-based practice, PreK-3. Thousand Oaks,
    CA Corwin Press.
  • Oczkus, L. D. (2003). Reciprocal teaching at
    work Strategies for improving reading
    comprehension. Newark, D.E. International
    Reading Association
  • Texas Center for Reading and Language Arts
    (2002). Teacher Reading Academy (TRA) binder.
    Austin, Tx University of Texas College of
    Education.

28
Activity Time to Share
  • As you turn and talk with your partner, you may
    use the RF Professional Development Action Plan
    to record some tools/resources that you will use
    for future Professional Development.
  • Which DOE resources have been most useful to you
    in training teachers?
  • Based on this review, are there some tools that
    you will revisit or adopt for ongoing PD?

29
Assessment and Instruction
  • Professional Development

30
DIBELS Training Resources
  • Good, R.H., Kaminski, R.A. (2003). Dynamic
    Indicators of Basic Early Literacy Skills, 6th
    Ed. Administration and scoring guide. Longmont,
    CA Sopris West.
  • IDEAL Consulting Services, June 2004. Collecting,
    interpreting and utilizing DIBELS data. Text
    available from DESE Office of Reading website.

31
  • GRADE Overview
  • MA DOE
  • Summer Reading Academy

32
GRADE
  • Group Reading Assessment and Diagnostic
    Evaluation
  • Published by AGS
  • Content and Diagnostic
    Interpretation based on AGS Technical Manual
  • Reading First, Mass. Dept. of Education 2005

33
Resources for Linking Assessment to Instruction
  • Mass. Dept. of Education, October 2005. Creating
    an assessment framework to prevent reading
    failure and strengthen instruction.
  • Hall, S. L. (2006). Ive DIBELd, now what?
    Designing interventions with DIBELS data. Boston,
    MA Sopris West.
  • Mass. Dept. of Education, Spring 2007. Overview
    of the MCAS.
  • Hanson Institute for Language and Literacy tools
    for assessment and instruction
  • http//www.mghihp.edu/hill/services/tools.
    html
  • U.Mass. Donahue Institute Reading First
    Evaluations
  • http//www.doe.mass.edu/read/mrfp/donahue.
    html
  • IF network assessment binder Protocols for
    conducting data meetings
  • http//www.testwiz.net
  • Data management and reports

34
Activity Time for Feedback
  • As you turn and talk with your partner, you may
    use the RF Professional Development Action Plan
    to record some tools/resources that you will use
    for future
  • Professional Development.
  • Based on this review, which tools have you found
    most useful in training teachers in
    administration, scoring and interpretation of
    DIBELS and GRADE?
  • Are there specific resources that you plan to
    revisit as you train new teachers? Why?

35
Literacy Coaching
  • Professional Development

36
DOE RF Coaching Presentations
  • Sharon Walpole, University of Delaware Cecilia
    Minden-Cupp, Harvard Graduate School of
    Education, Fall 2004. Strategies for coaching.
  • Sharon Walpole, University of Delaware, Jan.
    2005. Targeted time, targeted curriculum,
    targeted instruction.
  • Janet Hasbrouck Carolyn Denton, Fall 2007.
    Reading coaches Ideas and strategies for
    success.
  • Contact reading _at_doe.mass.edu for hard copies of
    these presentations

37
Coaching Resources
  • Sharon Walpole Michael C. McKenna (2004). The
    literacy coachs handbook A guide to
    research-based practice. New York, NY The
    Guilford Press
  • Jan Hasbrouck Carolyn Denton (2005). The
    reading coach A how-to manual for success.
    Boston, MA Sopris West.
  • RMC Research Corporation (2005). Leading for
    success An introductory guide for Reading First
    coaches. Austin, Tx Central Reading First
    Technical Assistance Center, Vaughn Gross Cener
    for Language Arts.
  • MADOE/DESE Regional Meeting networks None of
    us is as smart as all of us. (Ken Blanchard)

38
Coaching Workshops
  • Hanson Institute for Language and Literacy
  • http//www.mghihp.edu/hill
  • DIBELS Workshop, Aug. 4, 2008
  • Leading Literacy Change for Coaches, Aug. 5-8,
    2008
  • These workshops will be held at the HILL,
    13th St., Charlestown
  • Navy Yard, MA 02129
  • Literacy Leadership Summit, Aug. 13 and 14, 2008
  • This workshop is for district/school teams
    and will be held at the
  • Highlander Charter School, 145 Greeley St.,
    Providence, RI.
  • For more information, contact the HILL at
    617-726-7728 or
  • E-mailsdjones_at_mghihp.edu

39
Activity Time for Feedback
  • As you turn and talk with your partner, you may
    use the RF Professional Development Action Plan
    to record some tools/resources that you will use
    for future
  • Professional Development.
  • How have you supported coaching in your
    school/district?
  • Which coaching resources will be most useful in
    providing PD in your school/district?

40
Scientifically-based Reading Instruction
  • Professional Development

41
Reading First Program-Specific Professional
Development
Eastern Regional Reading First Technical
Assistance Center Florida Center for Reading
Research Florida State University Sheryl
Turner www.fcrr.org October 2004
42

Scientifically Based Reading Research (SBRR)
SBRR Training is
  • training on the importance of the 5 essential
    components of reading
  1. phonics
  2. phonemic awareness
  3. fluency
  4. vocabulary
  5. comprehension

43
More Resources for Scientifically-based Reading
Research/Reading Instruction
  • Reviews of core reading programs
  • http//www.fcrr.org/FCRRReports/CReports.asp
    x?repcore
  • Gumm,R. Turner, S. Nat. Reading First
    Conference, Minneapolis, MN, July 2004. 90
    minutes plus Demystifying the literacy block.
  • Available at FCRR http//www.fcrr.org
  • National Institute of Child Health and Human
    Development (2000). Report of the National
    Reading Panel Teaching children to read An
    evidence-based assessment of the scientific
    research literature on reading and its
    implications for reading instruction. Washington,
    DC U.S. Dept. of Health and Human Services

44
Activity Time for Feedback
  • As you turn and talk with your partner, you
    may use the RF Professional Development Action
    Plan to record some tools/resources that you will
    use for future Professional Development.
  • How have you enhanced training in the use of the
    core program?
  • Based on this review, are there some tools that
    you will adapt for use in your school/district?

45
The Three-Tier Model, Differentiated Instruction
and Response to Intervention
  • Professional Development

46
Teaching All Children to Read
  • Practices from Reading First Schools
  • with Relatively Strong Intervention Outcomes
  • Dr. Joseph Torgesen
  • Florida Center for Reading Research and Eastern
    Regional Reading First Technical Assistance Center

Massachusetts Reading First Summer Conference,
August, 2006
47
Three-Tier Model Resources
  • Three documents related to this presentation at
    www.fcrr.org
  • 1.Complete report 2. Executive summary for
    complete report 3. Principals guide to
  • intensive interventions for struggling readers in
    Reading First schools
  • Free download of 240 independent student learning
  • activities for K-1 classrooms, and 170 activities
    for 2-3, go
  • to http//www.fcrr.org/activities/
  • Objective, teacher-written reviews of
    commercially available intervention programs and
  • materials
  • http//www.fcrr.org/FCRReports/
  • Kosanovich, M., Ladinsky,K., Nelson, L.
    Torgesen, J. (2006). Differentiated reading
  • instruction Small group alternative lesson
    structures for All students
  • http//www.fcrr.org/Curriculum/curriculum.htm

48
Instruction for English Language Learners
  • Arguelles, M. E., Central Reading First Technical
    Assistance Center (2006).Components of effective
    instruction for ELLs.
  • Carlo, M., University of Miami, Fall 2004.
    Should vocabulary instruction differ for English
    Language Learners? Yes or No?
  • Contact reading _at_doe.mass.edu for a hard copy of
    these presentations
  • Center on Instruction (2006). Practical
    guidelines for the education of English Language
    Learners Research-based recommendations for
    instruction and academic interventions. Houston,
    Tx. Texas Institute for Measurement, Evaluation,
    and Statistics, University of Houston.
  • www.centeroninstruction.org

49
Diversity Development Promoting Early Literacy
Skills of ELLs
  • Nonie K. Lesaux, PhD
  • Reading First Conference
  • Sturbridge, MA
  • August 16-17, 2006

50
Outline
  • K-12 Population Demographics
  • Pressing Issues
  • Preventing Reading Difficulties Relevant
    Findings
  • Misconceptions Implications

51
Differentiated Instruction
  • Advanced Seminar
  • Massachusetts Reading First Plan and John Silber
    Early Literacy Initiative
  • Dorothy S. Strickland, Ph. D.
  • Rutgers, The State University of New Jersey

52
Resource Text
  • Dorothy S.Strickland, Kathy Ganske Joanne K.
    Monroe (2002). Supporting struggling readers and
    writers Strategies for classroom intervention
    3-6. Newark, DE International Reading Association

53
Response-to-InterventionandThe Three-Tier Model
  • Reading First
  • MA Department of Education

54
Objectives
  • Introduction to Response to Intervention as a
    decision-making model based on the 3 Tier Model
    of instruction
  •  
  • The 3 Tier Model as a vehicle for differentiating
    instruction, particularly for the lowest
    performing students.
  •  
  • How teachers can strengthen Tier 1 instruction
    for all students, with particular emphasis on the
    prevention of reading failure for the lowest
    performing students.

55
Response to Intervention Resources
  • Professional development modules and
    implementation guidelines
  • for teachers and principals
  • The IRIS Center
  • http//iris.peabody.vanderbilt.edu/resources.html
  • Curriculum design for all learners
  • Center for Applied Special Technology
  • http//www.cast.org
  • Student progress monitoring professional
    development and tools
  • National Center on Student Progress Monitoring
  • http//www.studentprogress.org/default.asp
  • Intervention Reports
  • What Works Clearinghouse, Institute of Education
    Sciences, U.S. Dept of Education.
  • http//ies.ed.gov/ncee/wwc/

56
Activity Time for Feedback
  • As you turn and talk with your partner, you may
    use the RF Professional Development Action Plan
    to record some tools/resources that you will use
    for future Professional Development.
  • How have you helped staff make the link between
    the Three Tier
  • Model, differentiated instruction and Response
    to Intervention?
  • Which resources have been helpful in addressing
    the needs of ELLs
  • through professional development?
  • Based on this review, are there some tools that
    you plan to use in
  • future trainings?

57
Reading First Professional Development plan 
 
58
References
  • American Guidance Services, Mass. Dept. Education
    Summer Reading Academy, 2004. Group Reading and
    Diagnostic Evaluation Overview
  • Arguelles, M. E., Westborough, MA.,
    2006.Components of effective instruction for
    ELLs.
  • Beck, I.L., McKeown, M.G., Kucan, L. (2002).
    Bringing words to life Robust vocabulary
    instruction. New York, NY The Guilford Press.
  • Beck, I. L., Westborough, MA., 2004. Enhancing
    students vocabulary development.
  • Blanchard, K. H. Johnson, S. (2002). The one
    minute manager. New York, NY Morrow Co. Inc
  • Block, C.C., Rodgers, L.L., Johnson, R.B.
    (2004). Comprehension process instruction
    Creating reading success in grades K-3. NY
    Guilford Press.
  • Carlo, M., Westborough, MA, 2004. Should
    vocabulary instruction differ for English
    Language Learners? Yes or No?
  • Center on Instruction (2006). Practical
    guidelines for the education of English Language
    Learners Research-based recommendations for
    instruction and academic interventions. Houston,
    Tx. Texas Institute for Measurement, Evaluation,
    and Statistics, University of Houston.
  • Duke, N.K. Bennett-Armistead, V.S. (2003).
    Reading writing informational text in the
    primary grades. New York Scholastic.

59
  • Duke, N. K., Best Western, Marlborough, March
    2007. Five Ws Plus H of Building Informational
    Literacy.
  • Good, R.H., Kaminski, R.A. (2003). Dynamic
    Indicators of Basic Early Literacy Skills, 6th
    Ed. Administration and scoring guide. Longmont,
    CA Sopris West.
  • Graham, S., MacArthur, C.A., Fitzgerald, J.
    (Eds.), 2007. Best practices in writing
    instruction. New York, NY The Guilford Press.
  • Gumm,R. Turner, S. Nat. Reading First
    Conference, Minneapolis, MN, July 2004. 90
    minutes plus Demystifying the literacy block.
  •  
  • Hall, S. L. (2006). Ive DIBELd, now what?
    Designing interventions with DIBELS data. Boston,
    MA Sopris West.
  • Hasbrouck, J., Denton, C. (2005). The reading
    coach A how-to manual for success. Boston, MA
    Sopris West.
  • IDEAL Consulting Services (2004). Collecting,
    analyzing and utilizing DIBELS data. (Text o nly)
  •  
  • Kosanovich, M., Ladinsky,K., Nelson, L.
    Torgesen, J. (2006). Differentiated reading
    instruction Small group alternative lesson
    structures for All students. Tallahassee, Fl.
    Florida Center for Reading Research.
  • Lane, H., National Reading First Conference, July
    2005. Phonemic awareness assessment and
    instruction A sound beginning.

60
  • Lesaux, N. K., Massachusetts Reading First
    Summer Conference, Aug. 16-17, 2006. Diversity
    and development Promoting early literacy skills
    for ELLs.
  • Murphy, J. (2004). Leadership for Literacy
    Research-based practice, PreK-3. Thousand Oaks,
    CA Corwin Press.
  •  
  • Mass. Dept. of Education, June 2001.
    Massachusetts English Language Arts Curriculum
    Framework. Malden, MA MADOE
  •  
  • Mass. Dept. of Education, June 2001. Supplement
    to the Massachusetts English language arts
    curriculum framework, Grades 3,5 and 7 grade
    level standards for vocabulary, reading, and
    literature. Malden, MA MADOE
  •  
  • Mass. Dept. of Education, Spring 2005. GRADE
    Content and diagnostic interpretation based on
    the AGS technical manual.
  • Mass. Dept. of Education Reading First Regional
    Meetings, Fall 2005. Fostering fluency
    Effective, research-based strategies for
    developing automaticity and fluency.
  •  
  • Mass. Dept. of Education, 31st Annual Title 1
    Conference, Hyannis, MA. October, 2005. Creating
    an assessment framework to prevent reading
    failure and strengthen instruction.
  •  
  • Mass. Dept. of Education Reading First Regional
    Meetings, November 2005. Unlocking meaning.
  •  
  • Maxwell, L., Mass. Dept. of Education Reading
    First Regional Meetings, November 2006. Building
    oral language skills all day long.
  •  
  • Mass. Dept. of Education Reading First Regional
    Meetings, November 2006. Developing oral language
    skills.

61
  • Mass. Dept. of Education Reading First Regional
    Meetings, May 2007. As you like it Developing
    informational text literacy.
  • Mass. Dept. of Education, Spring 2007. Overview
    of the MCAS.
  •  
  • Mass. Dept. of Education, Radisson Inn,
    Marlborough, Aug. 1-2, 2007. Written Response to
    Text Institute
  • National Institute of Child Health and Human
    Development (2000). Report of the National
    Reading Panel Teaching children to read An
    evidence-based assessment of the scientific
    research literature on reading and its
    implications for reading instruction. Washington,
    DC U.S. Dept. of Health and Human Services
  • Oczkus, L. D. (2003). Reciprocal teaching at
    work Strategies for improving reading
    comprehension. Newark, D.E. International
    Reading Association
  • Rasinski, T.V. (2003). The fluent reader Oral
    reading strategies for building word recognition
    fluency and comprehension. New York, NY
    Scholastic Inc.
  • Rasinski, T. V. , Radisson Inn, Marlborough, MA,
    March 2006. Effective Teaching of Reading From
    Phonics to Fluency.
  • RMC Research Corporation (2005). Leading for
    success An introductory guide for Reading First
    coaches. Austin, Tx Central Reading First
    Technical Assistance Center, Vaughn Gross Cener
    for Language Arts.
  • Strickland, D.S., Ganske, K., Monroe, J.K.
    (2002). Supporting struggling readers and
    writers Strategies for classroom intervention
    3-6. Newark, DE International Reading
    Association
  • Texas Center for Reading and Language Arts
    (2002). Teacher Reading Academy (TRA) binder.
    Austin, Tx University of Texas College of
    Education.

62
  • Texas Center for Reading and Language Arts
    (2002). Teacher Reading Academy (TRA) binder.
    Austin, Tx University of Texas College of
    Education.
  •  The Donahue Institute (2003-2008). Evaluation of
    Massachusetts Reading First Project. University
    of Massachusetts, Amherst The Donahue
    Institute
  •  
  • Torgesen, J. , March 2006. Reading Fluency as a
    marker for early reading progress Strengths and
    weaknesses
  • Torgesen, J., Massachusetts Reading First Summer
    Conference, Sturbridge, MA., August 2006.
    Teaching all children to read Practices from
    Reading First Schools
  • with relatively strong intervention outcomes
  •  
  • Turner, S., October 2004. Reading First
    Program-Specific Professional Development.
    Tallahassee, Fl. Eastern Region Reading First
    Technical Assistance Center (ERRFTAC), Florida
    Center for Reading Research, Florida State
    University
  • Walpole, S., McKenna, M.C. (2004). The literacy
    coach's handbook A guide to research-based
    practice. New York, NY The Guilford Press.
  • Walpole, S. Minden-Cupp, C., Randolph, MA. Oct.
    2004. Strategies for coaching.
  •  
  • Walpole, S., Randolph, MA, Jan. 2005. Targeted
    time, targeted curriculum, targeted instruction.
  • Woodruff, T., National Reading First Conference,
    July 2005. Phonics instruction One of the 5 big
    ideas in reading why is it necessary and what
    it should look like.
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