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K-5 Literacy Field Study and Adoption

K-5 Literacy Field Study and Adoption. Welcome to Parent Information Night October 14, 2010 Clyde Hill Elementary Your facilitators this evening: Erin King – K-12 Co-Literacy Curriculum Developer Murali Krishnan – Parent Rep on the K-5 Materials Review Committee.

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K-5 Literacy Field Study and Adoption

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  1. K-5 Literacy Field Study and Adoption Welcome to Parent Information Night October 14, 2010 Clyde Hill Elementary Your facilitators this evening: Erin King – K-12 Co-Literacy Curriculum Developer Murali Krishnan – Parent Rep on the K-5 Materials Review Committee We’d like to know what schools are represented here tonight. If you would, please sign in at the door.

  2. On our agenda for this evening… 1. Recent Trends in Literacy Instruction 2. Recent History of Literacy Instruction at BSD 3. What We Know About Our Students: Assessment Data 4. Rationale Behind K-5 Core Literacy Materials Adoption 5. Process of the Adoption 6. Parents as Partners in the Process

  3. National Trends in Literacy Instruction 1930s–1970s: A look-say or whole word approach, exemplified by the “Dick and Jane” reading series, dominates reading instruction in schools. Instruction emphasizes comprehension/making meaning.

  4. National Trends in Literacy Instruction • 1950’s – 1970’s:Phonics becomes a focal point of research and discussion among educational experts.

  5. National Trends in Literacy Instruction • 1970 – 1980’s: The whole language philosophy emerges. Research on reading shifts from a focus on phonics to an emphasis on how readers construct meaning.  Definition of Whole Language: • Focus on comprehension/making meaning in reading and expressing meaning in writing • Reading and Writing for “real” purposes • Focus on motivational aspect of literacy / use of authentic texts • Phonics instruction is not explicit

  6. National Trends in Literacy Instruction • Late 1980’s – 1990’s:Phonics makes a resurgence in the research and in educational literature. • Studies released by the National Institute for Child Health and Human Development (NICHD) indicate that children with reading difficulties benefit from explicit phonics instruction.

  7. National Trends in Literacy Instruction • Late 1990’s – current day: The concept of “Balanced Literacy” emerges in the literature. • 2001 Report from the National Reading Panel – 5 Big Ideas Definition of Balanced Literacy: • Best of Whole Language and Explicit Phonics Instruction • 5 Big Ideas: Phonemic Awareness, Alphabetic Principal (Phonics), Accuracy and Fluency, Comprehension, and Vocabulary • High-interest, quality literature • Instruction in shared, guided, and independent reading & writing

  8. Recent History of Literacy Instruction at BSD • 1990’s - An embrace of Whole Language Instruction with some resources for phonics instruction (depending on school) • Early 2000 - Purchase of Leveled Libraries for classrooms so that students may read books at their reading level • Mid 2000 - framework for Balanced Literacy published on the curriculum web • 2008 - Introduction of DIBELS assessment / TRC • 2010 – Dr. Cudeiro identifies K-5 literacy as a district-wide initiative that will address two major district goals – • Close the achievement gap • Meet the needs of all learners Materials review, field study, and adoption process initiated

  9. Let’s pause… Questions?

  10. What we know about our students: Reading Assessment Data • K-3 General Trends • 20-30% of our students struggle in the area of phonemic awareness and phonics • 24% of our student population is exceeding our grade level standards in measures of comprehension

  11. What we know about our students: Reading Assessment Data • DRA 4-5 General Trends • A portion of our student population is struggling with inferential thinking • A portion of our student population is struggling with accuracy and fluency

  12. Let’s pause… Questions?

  13. Rationale Behind K-5 Core Literacy Materials Adoption • Data • Dr. Cudeiro’s classroom visits and observations • Review of district-wide resources • schools lack similar instructional materials to teach the research-based literacy skills necessary to become a proficient reader • Teacher Feedback • District-wide initiative to close the achievement gap and serve the needs of all students

  14. Rationale: What is the teacher perspective? • Electronic Teacher survey • More than 60% of our teachers felt they did not have resources to effectively teach phonemic awareness, alphabetic principal, vocabulary, fluency and accuracy, and comprehension. • Overall, the survey revealed that the district provided resources on how to teach balanced literacy, but not what specific skills to teach inside that framework.

  15. Teacher Reflection “After so many years of teaching, I have gathered a lot of resources that are effective with my students. None of them were provided by the district. I am thrilled that the district is beginning to take literacy seriously and looking for a researched, tested approach to teaching and learning. I look forward to having sufficient common resources to meet the needs of all learners.” – First Grade Teacher

  16. Evaluation Criteria for Programs 5 Big Ideas – Reading Research Balanced Literacy Technology component that we could integrate into our current systems Fully developed materials in Spanish Also consider availability of Pre-K

  17. Materials in Field Study Please visit the BSD homepage to link to the K-5 Field Study website for more information! Good Habits, Great Readers (Pearson) • Journeys • (Houghton Mifflin Harcourt)

  18. Process of the Adoption

  19. Let’s pause… Questions?

  20. What are next steps?

  21. Review Committee

  22. Review Committee: Assess Both Programs • Assess both programs using a curriculum evaluation tool • Dr. Marcy Stein – UW Tacoma, professor and researcher • Expertise in curriculum adoption and evaluation • Assist in development of tool that will help us compare and evaluate both programs

  23. How will we decide on the best program?

  24. What will factor into the final recommendation? Formal assessment by Review Committee of both programs using a curriculum evaluation tool Review student data gathered during the field study Teacher feedback Parent/community feedback Review Committee votes and makes recommendation to district’s Instructional Materials Committee

  25. Parents as Partners: How can I share my perspective? Link to K-5 Field Study and Adoption Website through BSD homepage.

  26. More Information

  27. Offer Your Feedback

  28. Where can I view materials? • Educational Services Center • Contact Bonnie Benz for access to all grade levels • benzb@bsd405.org / (425) 456-4055 • Your child’s school • Both programs in all 16 schools • May not have access to your child’s grade level at your school

  29. Thank you for coming! Questions? Have questions later? K-5literacy@bsd405.org

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