The Intersection of Progress Monitoring & Differentiated Reading Instruction

1. The Intersection of Progress Monitoring & Differentiated Reading Instruction Presented by: Quality Quinn

2. For more information www.qualityquinn.com Click on presentations Find your state on the map Click!

3. Process for Leadership • Challenge the process • search for opportunities • change status quo • Inspiring a shared vision • imagine the ideal situation • Enabling others to act • foster cooperation • modeling the way • Encouraging the heart to begin the journey

4. State of the Nation • Annual testing -NO CHILD LEFT BEHIND • The Real Agenda: The STEMs • Science,Technology,Engineering,Mathematics • Social Studies

5. How we can help? • Prepare for early success • Prevent learners from falling behind • Intervene for below level learners • Challenge above grade level learners

6. The Model • Rigorous state Standards that raise expectations Curriculum and benchmarks aligned to state standards • Quality, on-going professional development for teachers who support and teach reading • Resources to support new instructional strategies and classroom management strategies • Informal classroom diagnostic assessment for reading and growth • Maximizing Federal Dollars (Title 1) to buy more TIME • STATE TEST ALIGNED to STANDARDS

7. 5 Critical Elements for Rapid Growth • Lesson Design • Reading Content alignment: vertical and horizontal teaming—ELL, Spec.Ed. • Assessment driving differentiated instruction • Classroom Management • Instruction in terms of minutes • Collaboration • Whole class, small group, think-pair-share, indep. • Grade Level Meetings • Agendas, increased frequency, evidence driven • Student specific with proofs of instruction/learning • The Role of the Literacy Coach

8. 5 Critical Elements for Rapid Growth • New expectation for ALL learners • Interactive learning and discourse for meaning • What the brain likes-MULTISENSORY • Reading for MATH • Analyzing Data • Moving from being data rich to analysis poor • SOAP • Subjective, Objective, Analyze-Assess, Plan • ELL, Spec. Ed.

9. Teaching Comprehension Directly • Monitor the use of the strategy • Offer less coaching as less is called for • Ask what strategy they are using & why, therefore bringing the strategy to the student’s awareness • Give students continued opportunity to observe more modeling • Provide multiple and ongoing opportunities for students to interact w/others using a variety of text

10. The goal of the teacher is to create an environment that allows every reader to move as quickly as possible to grade level, content area reading without selling-out and just attempting to teach to the test. What immediate steps will ensure growth… we’re looking for growth!

11. You Can’t Tutor What Hasn’tBeen Taught • You can’t tutor what hasn’t been taught • You can’t tutor what hasn’t been taught • You can’t tutor what hasn’t been taught • You can’t tutor what hasn’t been taught • You can’t tutor what hasn’t been taught • You can’t tutor what hasn’t been taught • You can’t tutor what hasn’t been taught

12. Three Flavors of Assessment • Summative Assessment = External Reporting • Scorekeeping • Broad data for identifying specific populations • Program evaluation and budget indicators • Formative Assessment =Internal Reporting • Intervention: Do something differently, immediately (STOP Spray and Pray!) • Progress monitoring over time for individual students • Data used to plan “next move” for instruction • Getting a Grade =Comfort the troubled, trouble the comfortable • Public relations • A,B,C,D,F: Coin of the realm

13. The Challenge After third grade, the achievement gap with minority, second language, and low-income learners widens substantially • Incomplete beginning reading instruction • Serious vocabulary deficit • Very limited knowledge of text structure • Misconceptions about fluency • Lack of meaningful early comprehension assessment

14. Let’s Demystify Reading

15. Three Muscles: • Early Language Experience • Phonemic awareness and concept development • Vocabulary, academic language and alphabetic principle • Decoding muscle • Three ways of getting meaning off the page • (1)phonics…primary decoding strategy • (2)semantics and vocabulary • (3) syntax and structure • Fluency muscle • Reads a lot of words fast w/ comprehension* • Class libraries of leveled or decodable text • Every day, every reader reading at a level of success of self-selected quality literature

16. News Flash!!!!! • 26 letters and 44 sounds • 17 reliable letters, (letters that always sound the same) q,w,,t,p,d,f,h,j,k,l,z,x,v,n,m,b, • 4 that are switch hitters... s,g,c&r • 3 that are pests ...a,o,u • 3 that will make you CRAZY!!!!…i,e,y • Double vowels: oa, oo, ee, ea, oi, ou, au • Blends: ch, sh, wh, st,str, pl, sl, fl, gl, cl, bl, kl,cr,scr,

17. Definition of Comprehension • Comprehension is defined as: • “intentional thinking during which meaning is constructed through interactions between the text and the reader” (Harris & Hodges,1995)

18. …an excerpt • Draped for the formal unveiling May 31 – with only an insouciant topknot and Horton The Elephant’s trunk peeking out – the sculptures frolic on the wide green linking the city library and its four museums that gave wing to the author’s imagination.--

19. Clarifying Comparing and contrasting Connecting to prior experiences Inferencing (including generalizing and drawing conclusions) Predicting Questioning the text Recognizing the author’s purpose Seeing causal relationships Summarizing visualizing STRATEGIES

20. Teaching Comprehension Directly • Monitor the use of the strategy • Offer less coaching as less is called for • Ask what strategy they are using & why, therefore bringing the strategy to the student’s awareness • Give students continued opportunity to observe more modeling • Provide multiple and ongoing opportunities for students to interact w/others using a variety of text

21. Text Structures

22. Language Arts

23. Language Arts • Whose woods these are I think I know: his house is in the village, though. He will not mind me stopping here to watch his woods fill up with snow. My little horse must think it queer to stop without a farmhouse near. He gives his harness bells a shake, to ask if there is some mistake.The only other sound’s the sweep of easy wind and downy flake. The woods are lovely dark and deep,but I have promises to keep…and miles to go before I sleep. And miles to go before I sleep. • Pronouns, demonstrative adjectives

24. Science

25. Science • The Hall-Heroult process is essentially the electrolytic decomposition of purified bauxite. In a cell made of iron, a solution of Al2O3 in molten cryolite, Na3AlF6, conducts the current. • Procedural words, ordinals, first, then, next, etc.

26. Social Studies 8

27. Social Studies/History • Although The Confederacy represented the Southern states, its army attacked Gettysburg from the North. The Confederate Generals, having spent a tough winter and spring in the Shenandoah Valley, were desperate for supplies, particularly shoes. Gettysburg, Pennsylvania, a farming and shoe manufacturing community would hopefully provide the much needed supplies. • Subordinating conjunctions: since, while, because, although, yet, if, as if, however, etc.

28. Math

29. Math • The architect and contractor were conferring over the blueprints of the new ten story parking garage. It needed to be ten floors and have space for compact cars. Each floor required twenty-two “I” beams, plus one additional beam for each additional floor after the first. Determine the number of “I” beams and show a possible structural configuration.

30. Math Research • Embed in real world:make it engaging, generating more questions • Create a language rich classroom • Justifying, generalizations, highly verbal, highly visual students • Draw pictures, create mental images, foster visualization • Build from charts, graphs & tables- also, the misinterpretation of data • Don’t leave out measurement

31. The three most important words for the struggling reader: • VOCABULARY • VOCABULARY • VOCABULARY • Words-words-words-words-words-words-words-words-words-words-words-words-words-words-words-words-words-words-words-words-you get it!!!!

32. Registers of Language –R. Payne • Frozen: Language that is always the same • Formal: Standard sentence syntax of work and school. • Consultative: Formal register when used with conversation. Discourse patterns slightly less formal. • Casual: Language between friends: 400-800 word vocabulary. Non-specific word-choice; non-verbal assists determine meaning. Sentence syntax often incomplete. • Intimate: Language between lovers or twins. The language of sexual harassment.

33. Vocabulary Instruction • Concept vocabulary • Big idea words: attrition, populism, hypothesis • Context vocabulary • Words that have multiple meanings: economy, mine, elements, book, state, set, case • Vocabulary structure • Words with recognizable Latin cognates: migratory, revolt, spectator • Jim Cummins-Word Harvesting

34. What Words to TeachBringing Words to Life—ROBUST Vocabulary InstructionIsabel Beck ,Nancy MacKowen First tier wordsWords that you wish students knew, hope they can get, but you don’t have time to teach. Second tier wordsHigh utility words that they need to know in your class, and everyone else’s. Third tier wordsExtremely specific words in your content area that require considered and deliberate and in depth instruction

35. Vocabulary and Phonics • stench ap-pal-ling • de-hu-man-ize intro-spec-tion • in-e-qui-ty el-e-ments • cru-el-ty re-a-li-ty in-hu-man-i-ty • in-hu-man col-lab-o-ra-tion • e-con-o-my hur-dle • shame re-con-struc-tion • em-path-y mine

36. Teaching Word Attack (phonics) in Science • Con-ser-va-tion bun-dle • Ac-cel-er-a-tion state • Force base • Mass mol-e-cule • Grav-i-ta-tion-al force gas-e-ous • Ter-min-al vel-o-city • Grav-i-ta-tion-al at-trac-tion • Mo-men-tum

37. anthropologically An-thro-po-log-i-cal-ly

38. australopithecine Aus-tra-lo-pith-e-cine

39. Struggling Older Reader • Incomplete beginning reading instruction • Lacks metacognitive strategies • Limited prior knowledge • Limited word study skills and spelling • No text available at level of success • No adults modeling reading • No history of reading success

40. Useful References • Adams, M.J. (2000). Beginning to Read: thinking and learning about print. Cambridge, MA: The MIT Press. • Alexander, K. & Entwisle, D. (1996). Schools and children at risk. In A. Booth & J. Dunn (Eds.). Family-school links: How do they affect educational outcomes? Hillsdale, NJ: Erlbaum. • Baker, L. (1994). Contexts of emergent literacy: Everyday home experiences of urban pre-kindergarten children. College Park, MD: National Reading Research Center. • Baker, L., D. Scher, and K. Mackler. (1997). Home and family influences on motivations for reading. Educational Psychologist 32(2): 69:82. • Burns, M.S., Griffin, P., & Snow, C.E. (1999). Starting out right: A guide to promoting children’s reading success. Washington, DC: National Academy Press. • Baker, L., Allen. J., Schockley, B, Pelligrini, A.D., Galda, L. & Stahl, S. (1996). Connecting school and home: Constructing partnerships to foster reading development in L. Baker, P. Afflerbach & D. Reinking (Eds.), Developing engaged readers in home and school communities, Mahwah, New Jersey: Lawrence Erlbaum, pp. 21-41.

41. Burns, M.S., Griffin, P., & Snow, C.E. (1999). Starting out right: A Guide to promoting children’s reading success. Washington, DC: National Academy Press. Bus. A.G., M.H. van Ijzendoorn, and A.D. Pellegrini. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research: 65(1): 1-21. Center for the Improvement of Early Reading Achievement. (2001). Put reading first: The research building blocks for teaching children to read. Jessup, MD: Partnership for Reading. Available: www.nifl.gov. Edwards, P.A. (1995). Empowering low income mothers and fathers to share books with young children. The reading teacher 48: 4888-564. Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., & Simmons, B.S. (1997). School, family and community partnerships: Your handbook for action. Thousand Oaks, CA: Corwin Press. Gallimore, R., & Goldenberg, C. (1993). Activity settings of early literacy: Home and school factors in children’s emergent literacy. In E. Forman, N. Minick, & A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children’s development (pp. 315-335). New York: Oxford University Press.

42. Gentile, L. M., & McMillan, M.M. (1992). Literacy for students at-risk; Developing critical dialogues. Journal of Reading, 35, 636-640. • Hart, Betty & Risley, Todd R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Paul H Brookes Pub Co. • Lyon, G.R. (1998). Overview of reading and literacy initiatives. Testimony Provided to the Committee on Labor and Human Resources, United States Senate. Bethesda, MD: National Institute of child Health and Human Development. • Moats, L. (1999, June). Teaching Reading is Rocket Science. Wahington, DC: American Federation of Teachers. Available online: http://www.aft.org/edissues/rocketscience.htm National Center for Education Statistics (1998). Characteristics of children’s early care and Education programs: Data from, the 1995 National Household Education Surveys (NCES No. 98-128). • National Reading Panel. (1999). Teaching children to read: An evidence-based Assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Washington DC: National Institute of Child Health and Human Development. Available: www.nichd.nih.gov/publications/pubskey. • O’Donnell, M.P., & Wood, M. (1992). Becoming a reader: A developmental instruction. Boston: Allyn & Bacon.

43. Oldfather, P. & Wigfield, A. (1996). Children’s motivations for literacy learning in Developing. In L. Baker, C. Afflorbach & D. Reinking (Eds.). Developing engaged readers in home and school communities. (pp. 89-113, Mahwah, New Jersey: Lawrence Erlbaum. • Riley, J. (1996). The teaching of reading, London: Paul Chapman. • Robbins, C., and L.C. Ehri. (1994). Reading storybooks to kindergarteners helps them learn new vocabulary words. Journal of Educational Psychology 86(1): 54-64. • Snow, Catherine E., M. Susan Burns, and Peg Griffin. (1998). Preventing Reading Difficulties in Young Children. Washington D.C., National Academy Press. • Sonnenschein, S., Brody, G., & Munsterman, K. (1996). The influence of family beliefs and practices on children’s early reading development, In L. Baker, P. Afflerback & D. Reinking (Eds.). Developing engaged readers in home and school communities. Mahwah, New Jersey: Lawrence Erlbaum. PP. 3-20. • U.S. Department of Education. (1999). Start early, finish strong: How to help every child become a reader (America Reads Challenge), Washington, D.C.: author. Available online: http://www.ed.gov.pubs/startearly/