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January PLT

January PLT. Coos Bay Public Schools. Learning to Read and Reading for Content. Big Ideas of Early Reading National Reading Panel, 2000. – Phonemic Awareness: the ability to hear and identify sounds in spoken words.

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January PLT

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  1. January PLT Coos Bay Public Schools

  2. Learning to Read and Reading for Content

  3. Big Ideas of Early Reading National Reading Panel, 2000 • –Phonemic Awareness:the ability to hear and identify sounds in spoken words. • –Phonics: the relationship between the letters of written language and the sounds of spoken language. • –Fluency: the capacity to read text accurately and quickly. • –Vocabulary: the words students must know to communicate effectively. • –Comprehension: the ability to understand and gain meaning from what has been read.

  4. Instructional Improvements Direct, explicit comprehension instruction Effective instructional principles embedded in content Motivation and self-directed learning Text-based collaborative learning Strategic Tutoring Intensive Writing A technology component Ongoing formative assessment of students Diverse Texts Infrastructure Improvements Extended time for literacy Professional Development Ongoing summative assessment Teacher Teams Leadership A comprehensive and coordinated literacy program Biancarosa & Snow, (2004) Reading Next: 15 Key Elements

  5. What is the Optimal Mix?Reading Next, 200415 –3 = 0 Without: • professional development • ongoing formative assessment of students, and • ongoing summative assessments of students and programs “As the foundation of any literacy program, we cannot hope to effect major change in adolescent literacy achievement, no matter what instructional innovations are introduced.”

  6. Struggling Student 94.3% Accuracy 199 ORF Mrs. Mooney was a bachelor’s daughter. She was a woman who was quite able to keep things to herself: a determined woman. She had married her father’s fireman and opened a bachelor’s shop near Spring Gardens. Bus as soon as his father-in-law was dead Mr. Mooney began to go to the deeper. He drank, plundered the till, ran headlong into bed. It was no use making him take the plan: he was sure to break out again a few days after. By fighting his wife in the pressure of customers and by buying bad meat he royed his business. One night he went with his wife with the cleaver and he had to sleep in a neighbor’s house. After that they lived apart. She went to the pest and got a separation for him with care of the children. She would give him neither money nor food nor house-room; and so he was obliged to enlist himself as a shirt man. He was a shabby stooped little drunkard with a white face and a white moustache and white eyebrows, penciled about his little eyes, which were pink-veened and raw; and all day long he sat in the balleaf room, waiting to be put on a job.

  7. Accuracy • Independent- 98%-100% • Instructional- 95%-97% • Frustrational- Below 95%

  8. Decoding “No comprehension strategies are powerful enough to compensate for not being able to read the words within a text.” Archer, Gleason, Vachon, (2003)

  9. Importance of Accuracy

  10. Three-tier Model • Assumption– identification and intervention will result in all students being effective readers • Primary Interventions– regular or flexible classroom grouping with adopted core materials • Secondary Interventions– regular or flexible classroom grouping, supplemental materials, extra time, further differentiation • Tertiary Interventions– students not learning at an adequate rate or are not responding to classroom interventions need an alternative program, SPED or Title 1

  11. Three-Tier Model • Assumption– identification and intervention will result in all students being effective readers • General Instruction– regular classroom grouping with adopted core materials • First Line Interventions– regular or flexible classroom grouping, supplemental materials, extra time, further differentiation • Second Line Interventions– alternative program, ELL, SPED or Title 1

  12. References Archer, A.L., Gleason, M.M., & Vachon, V.L. (2003). Decoding and fluency: foundation skills for struggling older readers. Learning disability quarterly, 26, 89-101. Biancarosa, C., & Snow, C. E. (2006). Reading next—A vision for action and research in middle and high school literacy: A report to Carnegie Corporation of New York (2nd ed.).Washington, DC:Alliance for Excellent Education. Braun, Drew. (2009). Notes from a personal interview regarding the use of school based data. Eugene, Oregon. Fielding, L, Kerr, N, & Rosier, P. (2008). Annual growth for all students, catch-up growth for those who are behind. Kennewick, WA: The New Foundation Press. Nagy, W. & Anderson, R. C. (1984). How many words are there in printed school English? Reading Research Quarterly , 19 , 304-330. Hall, W. S., Nagy, W., & Linn, R. L. (1984). 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. Retrieved October, 2, 2009, from http://www.nichd.nih.gov/publications/nrp/smallbook.htm.

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