RED 4519 Day 1 Dr. Michelle Kelley

1. RED 4519Day 1Dr. Michelle Kelley Diagnostic & Corrective Reading

2. Today’s Goals • Create our learning environment • Revisit the definition of reading • Go over chapter • Literacy learning theories • Reading models • ELLs and literacy practices • Relevant legislation related to literacy

3. Wilfred McDonald Partridge

4. Discuss each graphic in terms of the probe, What is Reading? /s/

5. Good Reader Behaviors Peter led Bridget into the waiting room. • Visualizing • Recognized words quickly and assigned meaning • Made inferences/predictions about waiting rooms- bk • Formed questions: age, why, what next?

6. Peter led Bridget into the waiting room. He realized that she was extremely nervous, so he gently suggested that she sit down. • Everything from previous slide AND • Synthesized information • Confirmed prediction of doctor’s office (nervous) or revised • Added to visual image • Feeling positive about Peter and his gentle ways

7. Peter led Bridget into the waiting room.He realized that she was extremely nervous, so he gently suggested that she sit down. Bridget ignored him and began to pace frantically. • Using clues to predict/infer • Monitoring comprehension • METACOGNITION—aware of questions • Why did Bridget ignore Peter? Argument? She is nervous and nervous people might pace but frantically? • Perhaps you want to figure it out????

8. Peter led Bridget into the waiting room. He realized that she was extremely nervous, so he gently suggested that she sit down. Bridget ignored him and began to pace frantically. The other patients watched her circumspectly, and several also began pacing. • Inference of doctor’s/dentist’s office confirmed—patients • Unsure of meaning of circumspectly • Dictionary or used context clues to guess “carefully or suspiciously”.

9. Peter led Bridget into the waiting room. He realized that she was extremely nervous, so he gently suggested that she sit down. Bridget ignored him and began to pace frantically. The other patients watched her warily, and several also began pacing.As a scream rang out from the inner office, Peter angrily forced Bridget to sit down. • The plot thickened! • Do you still like Peter? • Who was screaming and why? • You want answers!

10. Peter led Bridget into the waiting room. He realized that she was extremely nervous, so he gently suggested that she sit down. Bridget ignored him and began to pace frantically. The other patients watched her warily, and several also began pacing. As a scream rang out from the inner office, Peter angrily forced Bridget to sit down.Bridget moved closer to Peter who leaned down and tenderly scratched her ears. • Surprised? Did you predict a Vet’s office? A dog? • Led • Other patients copied her pacing • Powerful clues! • Turn and Talk: What does this tell us about reading?? (Caldwell, 2007)

11. The National Reading Panel defined reading as follows: p. 15 • Reading is a “complex system of deriving meaning from print that requires all of the following: • phonemic awareness. • phonics. • fluency. • vocabulary. • comprehension. • motivation to read. Put Reading First, CIERA and NIFL, 2001

12. 5 Other Pillars of Reading Instruction in addition to the Fab 5 • Children need (p. 16) • Access to a wide variety of interesting texts. • All students must have texts they can read. • Writing and reading are reciprocal. • Students learn more in small groups and tutoring settings (rather than whole class). • Many students need tutoring from an expert to accelerate learning.

13. MATCH Theory to Definition pp. 3-5 • Constructivist Theory • Zone of Proximal Development- Vygotsky • Hierarchy of Human Needs- Maslow • Critical Literacy Theory • What one is capable independently and with the support of a more proficient learner • Humans have basic needs such as physiological, safety, sense of belonging, esteem, and self-actualization. • The ability to act on what has been read & analyzed. • Linking what you know to what is being taught.

14. Comparing the Two Reading Modelpp. 6-8 Phonics Linguistic Sight Word ComprehensiveApproach Shared model which begins with end in mind.

15. “Teachers teach children: they do not teach methods or materials” (Allington, 2006). Discuss this quote with an elbow partner!!!

16. Personal Reflections of Literacy Experiences - Handout • Choose 1 area and discuss the questions with an elbow partner. • Preschool • Elementary School • Middle School • High School • Current Habits

17. ELL Stages: Put in order Productive Silent Intermediate Fluency Early Production

18. The Influence of Legislation on Literacy Instruction • Elementary & Secondary Education Act of 1966 • The America Reads Challenge Act 1997 • The National Reading Panel Report 1997 • No Child Left Behind 2001 • Response to Intervention- reauthorization of IDEA (2004)

19. Assignment • Read syllabus • Read chapters 1 & 2 • Complete a 3-2-1 on chapter 1 • 3 Effective Practices for English Learners • 2 Possible Approaches in Sheltered Instruction • Scores on DeFord instrument (p. 13-14) with a one sentence reflection based on score.

20. RED 4519 Dr. KelleyDay 2: Discuss 3-2-1 Collect 3-2-1. Goals for Today- Discuss effective teachers Review Syllabus Role of motivation

21. Effective Teachers: Paired Quick Write or Poll Write a characteristic/trait of an effective teachers and/or coaches.

22. Thank You, Mr. Falkerby Patricia Polacco • Discuss why Mr. Falker successful with Patricia? • Did Mr. Falker exhibit any of the characteristics we identified? Add any new characteristics as a result of the read aloud and discussion. • Discuss p. 25- specific to literacy

23. Allington’s (2002) 6 Ts in Literacy (p. 24) • Time • Text • Teaching • Talk • Tasks • Testing

24. Numbered Heads Together • Which required assignments combined are worth 50% of your grade? • AIPs This is also your LIVETEXT assignment! pp.4-5. You will need to post one of your AIPs before Thanksgiving after is has been graded. On p. 10- rubric/self-assessment form; pp. 11-15(sample). • Due Dates 10/4 and 11/15.

25. Numbered Heads Together • Which assignment is due 10/25/11? • Teacher Interview (requirements on p. 6- rubric p. 17, sample pp. 18-19).

26. Numbered Heads Together • Name the alternate choice to the mid- term and final exam. • Service Learning Project (Carillon)- addendum to syllabus) • Due 12/6/2011

27. Numbered Heads Together • What are the participation/course reflection assignments? • This will vary each class (like 3-2-1). These will receive a rating pg. 4 (0-3). If you are absent and it is an in class activity you can not get credit for completion.

28. Numbered Heads Together • Can you earn and “A” if you miss 2 or more classes? • No.

29. What is differentiation? p. 24-26 • 4 Ways to Differentiate • Content-preassessments • Vary process/activities • Vary products • Learning styles

30. Importance of Motivation • ….frequently makes the difference between temporary/superficial learning and that which is permanent and internalized. • Adapted from Edmunds & Bauserman, 2006

31. So, what motivates you?? pp. 26-28 Discuss A or B with an elbow partner: • What concepts or skills have you learned that have stayed with you? Why do you remember these concepts and skills? • What is something that you have read recently which was difficult? What kept you trying to figure it out?

32. Motivating?? What Could you do to make the activity motivating? • Requiring a less proficient reader to read aloud in front of peers. • John’s teacher puts an ice cream scoop on John’s ice cream cone when he reads a book. His friend Sarah has 20 scoops and he has 2. • Assign students independent reading based on text level only.

33. Why Motivation Declines • Students become aware of competence • Emphasis on competition • Lack of interest in assigned reading Edmunds & Bauserman, 2006

34. Day 3 RED 4519 Dr. Kelley

35. Today’s Goal Finish Chapter 2: The Literacy Event- We already discussed the teacher • Student • Role of Text • Roles of Context and Task Review Assessment Terms

36. Students (pp. 28-31) • Stages of Reading • Background Knowledge • Skills • Strategies • Metacognition • Cueing Systems • Learning Styles/Multiple Intelligences

37. Reading Stages Sort • In your small group match the reading stage with to the correct description. • Early Emergent • Emergent • Beginning Reading and Writing • Almost Fluent Reading and Writing • Fluent Reading and Writing

38. Role of Metacognition • “an awareness and knowledge of one’s mental processes such that one can monitor, regulate and direct them toward a desired end; self-mediation” (Harris & Hodges, 1995, p. 153).

39. The fish swam to the bottom of the___________.

40. The fish swam to the bottom of the cr__________.

41. IF YOU THOUGHT YOU’D SEE AN AUTOMATIC IN A 911, WHEN PIGS FLY DUCK.

42. The Four Cueing Systems www.spokaneschools.org/ElementaryLiteracy/Reading/Sec B.pdf 1. Syntax 2. Semantic 3. Graphophonic 4. Pragmatic Prompting based on cueing systems- HO 3-4.

43. Learning Styles Inventory • Handout p. 5- Which is more like you? Visual – 40% +/-of population Auditory- 30% +/- Kinesthetic/Tactile- 5% +/-

44. Howard Gardner’s Multiple Intelligences (p.31) 1. Linguistic: Ability to use and manipulate languages. 2. Logical: Mathematical: Ability to understand causes and effects, to calculate easily, and to think abstractly. 3. Spatial: Ability to represent the spatial world in one’s mind. 4. Kinesthetic: Ability to use one’s body. 5. Musical: Ability to hear rhythms and melodies. 6. Intrapersonal: Ability to understand oneself. 7. Interpersonal: Ability to interact with and understand others. 8. Naturalistic: Ability to discriminate among the parts of nature. 9. Existential: Ability to understand philosophies and theories.

45. Multiple Intelligences With Learning Styles partner view pictures and discuss person’s MI strengths and weaknesses.

46. If children could work on literacy tasks most of the time at a level of success, we would have solved the biggest problem in learning to read and write.Don Holdaway Why does this matter?

47. “Students need instruction and materials at their independent and instructional levels.” 85 % of everything children read should be easy for them 15 % should be a bit of a challenge making it the Instructional level 0% at the difficult level because it provides no Purpose for learning Richard Allington, 1996

48. So, how do we determine text difficulty? Three Levels of Text Difficulty (p. 32) • Independent reading level (Accuracy 100-95%) • Instructional reading level (Accuracy 90-94%) • Frustration reading level (Accuracy 89% - below)

49. How do we determine text difficulty?