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HISTORICAL PERSPECTIVE

fitzgerald-benjamin
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HISTORICAL PERSPECTIVE

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  1. The Florida Reading Initiative (FRI) is a research-based school wide reform effort committed to providing the professional development and follow up support necessary for schools to achieve just that --- 100% literacy! Teachers are given the background knowledge, skills and strategies needed to teach all students.

  2. HISTORICAL PERSPECTIVE FALL 1999: Member districts requested NEFEC to assist with providing professional development to teachers that would lead to increased student achievement in reading SPRING 2000: NEFEC began researching reading instruction and requested legislative dollars to develop a reading best practices center

  3. SUMMER 2000: NEFEC conducted a survey of schools in member districts to assess reading needs in schools ranging from K-12. Seventy schools responded indicating more than 50 different reading programs being used throughout the region.

  4. FALL 2000: 40 Individuals representing the Florida Department of Education, NEFEC and member districts traveled to Birmingham to observe the Alabama Reading Initiative in a variety of schools. WINTER 2001: NEFEC and PK Yonge Developmental and Research School staff returned to Alabama to attend training and obtain training modules.

  5. SPRING 2001: NEFEC held the first train the trainer session. SUMMER 2001: NEFEC held the first Summer Reading Academy and the “Lucky Thirteen” Schools attended the training.

  6. SINCE THAT TIME • Summer Reading Academies since June, 2001 • Over 80 schools in northeast Florida participating • Recognized by the Florida Legislature and Just Read, Florida as a research based reading initiative showing improved reading instruction for students in grades kindergarten through 12th grade

  7. The Key Elements of the Florida Reading Initiative: • Whole School Approach • Principal As Leader • Face to face and online professional development • Support for Leadership Teams/Reading Coaches • Onsite Support • District Level Support

  8. School Support Colleague Research In Action Re-FRI Deep FRI Summer Reading Academy Principal / Leadership Team Workshops Teacher and Principal Action Research Florida Reading Initiative- Components of Implementation Principal and Coach Cadre Meetings

  9. Florida Reading Initiative Delivery Model • 5 day face-to-face training (30 hrs) • Online professional development (30 hrs) • 2 day school-wide faculty data analysis and action planning for implementation • Meets requirements of Competency 2 of the Florida Reading Endorsement (60 hrs) • Interactive training that utilizes the following- • Activities designed for the needs of adult learners • Demonstration lessons that are interactive and practice the introduced strategies

  10. Secondary Summer Reading Academy Components • Deepen teacher knowledge in the following areas: • What Makes Reading Hard • Comprehension • Fluency • Vocabulary • Reading-Writing Connection • Reading in the Content Areas of Language Arts, Math, Science, Social Studies, and Electives • Reading Intervention

  11. PAS RT The Essential Six Skills for Success

  12. Why these Six? • Researched-based strategies • Applicable to every content area • Move from random, optional strategy use to a collective effort • Versatility – can be used for introductory skills or higher order thinking • Increase student engagement with the learning process • Narrow and focus the conversation, professional development, support, and the work

  13. What are the Essential Six? • Pre-Reading (PAS) • Question-Answer Relationship (QAR) • Summary Frames • Concept Maps • Column Notes • Reciprocal Teaching PAS RT

  14. Instructional Model

  15. #1 Pre-Reading: PAS Preview the Text and Critical Vocabulary Access and Build Background Knowledge Set the Purpose PAS

  16. #2 Question-Answer Relationships (QAR) • Helps students • Understand the nature of questioning • Monitor comprehension • Have a purpose for reading the text • Students categorize comprehension questions according to where they get the information they need to answer each question

  17. #3 Summarization • Summaries teach students to differentiate among • Main ideas • Supporting details • Unnecessary embellishment • Text structures • Writing effective summaries requires lots of modeling and practice • Summarization happens during and after reading

  18. #4 Concept Maps New strategy; familiar material A picture is worth a thousand words.

  19. Concept Maps Enhance understanding of text structure Enhance vocabulary acquisition Allow students to transform information and make it their own Improve understanding and recall

  20. Venn Diagram: Comparison/Contrast A skilled reader A skilled cook Concept Maps in Action

  21. # 5 Column Notes • Help students • Pay attention to what they read • Organize ideas • Understand text structure • Adaptable to different purposes and types of text

  22. Two-Column Notes

  23. Four-Column Notes for Vocabulary

  24. # 6 Reciprocal Teaching RT

  25. Four Strategies Questioning Clarifying Summarizing Predicting RT

  26. Lessons Learned and Elements of Success • The Role of the Teacher • The Role of the Reading Coach • The Principal as the Instructional Leader • The Principal-Coach Relationship • The Importance of District Support

  27. Next Steps • Follow up meetings with school leadership teams • NEFEC site visits for T.A. • CWTs to monitor implementation • RE – FRI and future PD • Evaluate the Program

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