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Literacy

Literacy. May 2014. Where have we been?. Critical Elements of Reading Instruction Allington’s “Big 6” Reading Framework Assessing Reading Listening to Students Read Gathering Data Using Data towards Purposeful Instruction

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Literacy

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  1. Literacy May 2014

  2. Where have we been? • Critical Elements of Reading Instruction • Allington’s “Big 6” • Reading Framework • Assessing Reading • Listening to Students Read • Gathering Data • Using Data towards Purposeful Instruction • Qualitative Data from listening to student read informs programming • Quantitative Data informs progress • We have been trying to lay out a picture of the “ideal.” However, we have stayed pretty general concerning instruction so far.

  3. Where have we been? • Common Reactions to Growth Initiatives Spectrum Are you done? I want to go home! I’m doing a bunch of this…but I could get better. I’m so far from this…I quit! We’re already doing this!

  4. Where have we been? • Robinson shows how to move towards a goal: • Create a discrepancy between the current state and the ideal • Motivate persistent goal-related behavior • Focus attention and effort • 2 ways to look at growth goals towards an ideal: • Do we know what to do? (Learning Goals of Staff) • Theory, Strategies • Are we applying what we know? (Performance Goals for Students) • Structure in school to support planning, observing, reflecting (IL, LST) • We are likely at different places in different Schools

  5. AISI

  6. QLE

  7. Where are we headed? • We plan to become more specific: • What do we expect of readers in grade ___? Beyond what a tool can tell us. • What does reading instruction look like at my level? in my subject? for ALL students? • Pre-reading, During reading, and After reading strategies • We will remain connected to: • Continuum of Supports – and IEPT library • Allington’s Big 6 • Reading Framework • So there is no way to show ALL of the strategies. Next year we will show some…today we want to dig even more into where you can go look.

  8. DifferentGroups

  9. Metacognitive Skills

  10. Reading Framework • Choose an area of framework that: • Is applicable to the level you teach, • Is useful to specific students in your class, and/or • You want to learn about • While you read through this section: • Prepare a short explanation of the area – meaning, how to assess, how to instruct, etc. • If you have feedback, please write it on the feedback sheet in the middle of the table. • Starting at the shortest person (if you can find them), and then rotating clockwise, report to your table a “2 minute” summary

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