1 / 25

ROSO R ead O ut of S chool O ften

ROSO R ead O ut of S chool O ften. First A Little Survey. What do you think is more important to becoming a concert violinist? talent practice. A group of 20-year-old outstanding violinists were judged by music conservatory teacher best averaged 10,000 hours of practice

dyanne
Download Presentation

ROSO R ead O ut of S chool O ften

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. ROSORead Out of School Often MACS Jan 12, 2012 ROSO Parents' meeting

  2. First A Little Survey • What do you think is more important to becoming a concert violinist? • talent • practice A group of 20-year-old outstanding violinists were judged by music conservatory teacher • best averaged 10,000 hours of practice • next-best averaged 7,500 hours • next averaged 5,000 (Anders Ericsson) MACS Jan 12, 2012 ROSO Parents' meeting

  3. Survey Continued • What do you think is more important to doing well in school? • persistence • intelligence • When kids, who do not do well in school were asked what it takes to do well in school, they say brains, being smart. • When kids, who do, do well in school, were asked what it takes to do well in school they, say working hard.(Carol Dwect) MACS Jan 12, 2012 ROSO Parents' meeting

  4. Survey Continued • What do you think is more important to becoming an excellent reader? • (Cunningham and Stanovich) • - a lot of reading • - high intelligence MACS Jan 12, 2012 ROSO Parents' meeting

  5. The Why of ROSORead Out of School Often MACS Jan 12, 2012 ROSO Parents' meeting

  6. What’s the relationship of amount of out of school reading and reading achievement? There is very strong evidence that the amount of out of school reading students engage in is very strongly related to reading achievement. What are the consequences of not reading a lot? • . . reading will remain laborious and limited in effectiveness.(LaBerge and Samuels) MACS Jan 12, 2012 ROSO Parents' meeting

  7. Becoming Expert at Something Does Not Come Cheaply • Expertise takes 3,000 to 10,000 hours of • practice to develop (Chase and Simon). • For reading, assuming the lower range • of 3,000 hours, would mean 75 minutes • of practice every school day from • K through 12. MACS Jan 12, 2012 ROSO Parents' meeting

  8. Aren’t children supposed to learn to read in school? • YES! • So what’s the problem? • No curriculum allows enough time in school for kids to read, read, read. • What subjects are supposed to be covered in the elementary curriculum? • It’s not possible to provide the kind of time, in school, that is required to become an expert reader. MACS Jan 12, 2012 ROSO Parents' meeting

  9. How is that Problem Reduced? • Requiring out-of-school reading MACS Jan 12, 2012 ROSO Parents' meeting

  10. Some Facts About Out-of-School Reading Requirements • Out-of-school reading programs are required and work in elite private schools and higher socio economic communities. Out-of-school reading programs in public school tend to be weak and fizzle out in lower socio economic areas. Result is the “Matthew Effect.” MACS Jan 12, 2012 ROSO Parents' meeting

  11. Why are the probabilities good that ROSO will work at MACS? • It is based on research about what works. • ROSO was especially designed by MACS people for MACS kids. • We have worked to make ROSO a cool out-of-school reading program with teeth, management supports and motivating features • All 1st through 5th teachers and I designed the initial plan. • Some developing materials all summer; some worked after school and weekends during this school year • Dan Kuban, Darleen Oparanozié, Sara Hoffman, Andrew Banks, Samantha Honea, Jessie Yocham • Vas Scoumis and Beth McCaskey very supportive. • Problem solving orientation MACS Jan 12, 2012 ROSO Parents' meeting

  12. ROSO Basic Requirement • Students read, at least, 100 minutes and, • at least, 3 days, of a 7 day cycle. • Students complete a booklog every day of each 7 day cycle. • Students demonstrate that they really are reading • by responding to occasional impromptu questions teachers may ask. • by responding to book-specific questions in a one-on-one conference with the teacher, 3 times in each 9 week grading period, that demonstrate they have read the book. MACS Jan 12, 2012 ROSO Parents' meeting

  13. The How ofROSORead Out-of-School Often

  14. Materials and Procedures • Special red bookcase in each room. • Specific classroom libraries dedicated to ROSO. • About 150 books identified for each grade. • Books were leveled and color coded. • Weekly booklogs designed. • Conference questions developed for each book. • Reward system developed. • And much more. . . . MACS Jan 12, 2012 ROSO Parents' meeting

  15. Booklog MACS Jan 12, 2012 ROSO Parents' meeting

  16. A Very Brief Overview of How ROSO Works • Program is organized around 7 day cycles. • On first day of every cycle students choose a book and receive blank booklog. • Students read out-of-school for, at least, 100 minutes for, at least, 3 days of the 7 day cycle and complete the booklog each day. • In the a.m. of the first next 7 day cycle students return book and completed booklog, and get a sticker by their name on chart for doing so. • In the p.m. of the first day of a cycle, students choose new book and get blank booklog . • Reading/language arts home work will be reduced 20 minutes a day. MACS Jan 12, 2012 ROSO Parents' meeting

  17. Grading System: Two Scores • Achievement • Each grading based on a 9 week report period. • Students scored on number of minutes read each 7 day cycle. Each minute = 1 % point. • Students’ scores averaged across the 9 week grading period. (EX: Student completes 68 minutes read which would = 68% for the week). • Score: • 100% - 90% = A • 89%-80 = B • 79%-70% = C • 69%-60% = D • 59% and below = F MACS Jan 12, 2012 ROSO Parents' meeting

  18. Grading System • Effort • Students evaluated on their returning book and weekly booklog, as well as responses in their conferences that indicate they have read the book. The scale is as follows: • Score: • 4 = Advanced or Outstanding • 3 = Proficient or Great • 2 = Basic or Needs Improvement • 1 = Below Basic or Poor • In a Standard 9 week Report Period: • In order to earn a: • 4 = student has accumulated 9-8 stickers and a very good conference • 3 = student has accumulated 7 stickers and a good conference • 2 = student has accumulated 6-5 stickers and an adequate conference • 1 = students has accumulated 4 or less stickers and an inadequate conference MACS Jan 12, 2012 ROSO Parents' meeting

  19. Reward System • Regular Rewards: • One sticker for returning book and completed log. • One Small Rewards for each new sticker. • At end of grading period, 7 out of 9 stickers to attend celebrations. • Also for 9 out of 9 stickers, a reward from Other Rewards. • Small Rewards: • ROSO pencils, post its, book marks, sticky fingers. • Other Rewards: • Homework pass, computer pass, book fair money, MACS dollar/s, dress-down code. • Above and Beyond rewards: • Student with most minutes read each week recognized at a.m. announcements. • Class reaches predetermined goals (2,500) minutes (shown on class thermometer. MACS Jan 12, 2012 ROSO Parents' meeting

  20. End of Report Period Celebration Ideas* • Game Afternoon—students will earn an afternoon filled with board games and Wii type games. • Movie Afternoon—students will earn an entrance into a movie to be shown at the school, which will include movie theater style snacks. • Dance—students will earn an entrance into a dance. • ROSO Field trip—Students will earn a trip to one of the many MACS partners. (science center, Heinz history center, children’s museum, Sarah Heinz House, etc.) • Picnic in Park—Students will earn a picnic in one of the many parks to enjoy an afternoon of free play outside. • *Invitations require at least 7 out of 9 stickers MACS Jan 12, 2012 ROSO Parents' meeting

  21. MACS Jan 12, 2012 ROSO Parents' meeting

  22. Who Are the Main Actors Needed for ROSO to Really Work? • The Teacher • The Student • The Parents MACS Jan 12, 2012 ROSO Parents' meeting

  23. Parents’ Role • Identify a quiet place where my child can read • If necessary remind my child to read his ROSO book • Occasionally casually ask my child what their book is about • Occasionally ask my child to read aloud a short part of the book that my child liked • Check that my child completed the daily entry on the booklog • Sign the booklog each day that my child read at home MACS Jan 12, 2012 ROSO Parents' meeting

  24. What’s the status Implemented in 2nd and 5th grades, Sep 2011 Implemented in 3rd grade January, 2012 Will be implemented in 1st and 4th grades Sep 2012* *Keep your fingers crossed! MACS Jan 12, 2012 ROSO Parents' meeting

  25. P.S. • We are hopeful that students • will do more than the • basic requirements. • We are hopeful that reading will become a habit. MACS Jan 12, 2012 ROSO Parents' meeting

More Related