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New Elementary Reading Specialist Training
August 6, 2008
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Training Overview
Thursday, August 7th • Balanced Literacy
• Differentiation
• Guided Reading Over Time
• Planning for Small Group Reading – Grades 1& 2
LUNCH
• Planning for Small Group Reading – Grades 3-5
• Meaningful Follow-Up to Small Reading Groups
Wednesday, August 6th
• Roles and Responsibilities
• The BIG Picture of Reading and Writing in MCPS
• System-wide and Formative Reading and Writing Assessments
LUNCH
• Content and Structure of the MCPS Instructional Guides – Appendices and Front Matter
• Content and Structure of MCPS Instructional Guides in READING – Quarter 1
Friday, August 8th
• Collaborating for Literacy Leadership – Principal and Reading Specialist Panel
• Content and Structure of MCPS Instructional Guides in WRITING - Quarter 1
LUNCH
• Reading Specialist Panel
• Roundtable Discussions
• Scenarios
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Today’s Outcomes
By the end of the session, reading specialists will be able to:
• Explain an overview of the roles and responsibilities of the elementary reading specialist in MCPS.
• Explain an overview of the Reading/Language Arts program in MCPS.
• Describe and identify the purpose of system-wide and formative reading and writing assessments.
• Explain the content and structure of the Grade 105 MCPS Instructional Guides in order to support teachers in delivering instruction in reading.
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Circle of Friends
This Mayan pottery is known as the Circle of Friends or Healing Circle. According to myth, ancient man gathered
around a new fire to celebrate peace and brotherhood among tribes.
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Training Resources
New
Reading Specialist
Notebook
Leadership Professional Developmen
t
Instruction Assessment
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The Role of the Reading Specialist
Think about the many different roles you have observed reading specialists
involved in at the schools you have worked in.
What do you already know about the role of a school based reading specialist?
What I KNOW What I WANT to KNOW
What I LEARNED
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Qualified Reading Specialists:More Important than Ever
~ Alan Farstrup, Executive Director of IRA 2005
Students must be able to:
• comprehend and thoughtfully use a wide variety of texts
• assess the credibility of sources and substance critically
• apply knowledge they gain through reading to their personal and professional lives
• adapt to the growing impact of technology
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WANTED:Qualified Reading
Specialistsin MCPS• Classroom teaching experience; with a variety of grade levels
• Master’s Degree in Reading
• Strong Leadership skills and experience with professional development
• Effective written and oral communication skills and use of technology
• Current understanding of reading/language arts instruction and assessments in MCPS
• Understanding of content area curriculum
• Sensitive to the multi-cultural focus
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The Role of the Reading Specialist
Montgomery County Public Schools
Professional Development
Assessment
Instruction
Leadership
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Leadership
• Meet with Principal and Instructional Leadership Team
• Coordinate selection, ordering & management of R/LA materials
• Coordinate school wide reading incentives
• Participate in EMT, IEP, CAP
• Parent Communication
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Professional Development
• Support curriculum implementation.
• Support new staff
• Training
•Modeling
•Coaching
•Planning
• Collaborate with SDT
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Instruction
• Model instructional strategies in the classroom.
• Assist teachers to match appropriate texts to readers.
• Provide targeted short-term intervention.
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Assessment
• Analyze data for instructional decision-making.
• Coordinate the administration of county wide assessments.
• Support teachers to administer and analyze formal and informal reading assessments.
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Performance Standards
Standard I: Has high expectations for all
Standard II: Knows content and communicate it to others
Standard III: Maintains a positive climate
Standard IV: Uses data to drive decisions
Standard V: Pursues professional growth
Standard VI: Acts like a professional
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The Roles of the Reading Specialist
Based on my current understanding of the roles of the reading specialist, what are the implications/ expectations for me as a new reading specialist?
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The BIG Picture
Reading
Writing
Grades 1-5
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Voluntary State Curriculum
Turn and Talk to a partner about what you already know about the Voluntary State Curriculum.
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Voluntary State Curriculum
•The Voluntary State Curriculum defines what students should know and be able to do at each grade level from Pre-K to Grade 8 in all content areas.
• The VSC is the document that aligns the Maryland Content Standards and the Maryland Assessment Program.
What is the VSC and how does it impact instruction in
MCPS?
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Voluntary State Curriculum
Reading StandardsStandard 1: General Reading Processes
Standard 2: Comprehension of Informational Text
Standard 3: Comprehension of Literary Text
Standard 4: Writing
Standard 5: Controlling Language
Standard 6: Listening
Standard 7: Speaking
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VSC – Reading Indicators
3.0 Comprehension of Literary Text
3.5.A Comprehension of Literary Text : Students will read, comprehend, interpret, analyze and evaluate literary texts.
3.5.A.6 Determine Important Ideas and Messages
1.5.D.6.d Summarize the text
Assessment limits: Sequence of events in the plot or a portion of the plot, including the characters , the conflict , the climax and the resolution
Standard
Grade
(MCPS)
Indicator Category
Indicator
Objective
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MCPS Reading Program, K – 12 “The BIG Picture” MSDE
Voluntary State Curriculum
NCLB Definition of Reading
Phonemic Awareness, Phonics, Fluency, Vocabulary, Comprehension
Reading Purposes
Literary Experience/To Be Informed
New
Reading Specialist
Notebook
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MCPS Reading Program, K – 12
“The BIG Picture”
Time Allotment for Instruction
Balanced Literacy Block, scheduled class and/or an elective class
(Model, Coach, Apply)
Assessment
Pre-Assessment, Formative, Summative
Reading Process
Interactive process involving reader, text, and context for reading using Before, During,
and After Reading Strategies
New
Reading Specialist
Notebook
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MCPS Writing Program, K – 12
“The BIG Picture”
MSDE
Voluntary State Curriculum
Writing Purposes,
Topics, Audience, Format
Structured or Modified Writer’s Workshop
(Model, Coach, Apply)
New
Reading Specialist
Notebook
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MCPS Writing Program, K – 12
“The BIG Picture”
Writing ProcessPrewriting, Drafting, Conferencing, Revising, Editing,
Publishing
Elements of Effective Writing
6 Traits: Ideas, Organization, Word Choice, Voice,
Sentence Fluency, and Conventions
Assessment
Pre-Assessment, Formative, Summative
New
Reading Specialist
Notebook
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MCPS Vocabulary Document
Vision To support effective vocabulary instruction in
all content areas, for all students, to comprehend, apply, express, and
communicate understanding in a wide variety of contexts.
MissionCreate a resource that provides support for effective vocabulary instruction K-12 across
all content areas.
New
Reading Specialist
Notebook
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What Does the Research Say?
Vocabulary and Equity
“ First-grade children from higher SES groups knew about twice as many words as lower SES children.”
(Graves & Slater, 1987)
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What Does the Research Say? Explicit
Instruction of Vocabulary
“The pattern of profound and discrepant differences in the number of words for entering K students holds true throughout the school years as evidenced by research at third and twelfth grade unless robust and vigorous vocabulary instruction intervenes to narrow the achievement gap.”
(Beck, 2002)
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What Does the Research Say?
Impact on Reading Comprehension
“The proportion of difficult words in a text is the single most powerful predictor of text
difficulty, and a reader’s general vocabulary knowledge is the
single best predictor of how well that reader can understand text.”
(Nagy, 1988)
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Let’s Try It!
1.Read the paragraph to determine the meaning of the passage.
2.Turn to a partner to discuss the challenges in the text.
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Selecting Words to Pre-teach
Tier 3Low frequency
Tell the definition
Tier 2 High utility words;
Need direct instruction
Tier 1Most common words;
Rarely require instruction
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Hurricane OPAL Into the Stormby Carolos Bernardez,
illustrated by John Martin
Houghton Mifflin Leveled Readers
Selecting Words To Pre-teach
Let’s think aloud the Tier 1, 2
and 3 words
page 3
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Selecting Words to Pre-teach
Streets of Gold by Gare Thompson
illustrated by Cornelius Van Wright and Ying –Hwa Hu
Houghton Mifflin Leveled Reader
What words
would you identify as Tier 1, 2
and 3 words
page 4
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Before Reading: Teaching Procedure
• Definition: Rotating means to turn something on it’s axis or center.
• Say the word together: rotating.
• Act it out: Demonstrate rotating.
• Two instances: Ask which might be rotating: a carousel or a desk.\
• In-depth opportunities for ample practice and discussion: If it can rotate, say “rotate”, a tree, a wall, the earth, a propeller, a river.
“The force of all that mass, rotating violently can be enormous.”
Hurricane OPAL - page 3
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Before Reading: Coaching Teachers
• As reading specialist, you have just observed the before reading portion of a lesson, did you see and hear intentional teaching of vocabulary?
Why did you choose those words to
introduce before reading?
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During ReadingActive Engagement in
Vocabulary• Note interesting or unusual
vocabulary in a journal or on sticky notes.
• Consider why tracking a hurricane is a challenge.
• Draw a picture of rotating.
• Note words that are explained in the context of the passage.Hurricane OPAL: Into the Storm
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During Reading: Coaching Teachers
• As reading specialist, you have just observed the during reading portion of a lesson, did you see and hear intentional teaching of vocabulary?
How might you have reinforced
vocabulary during the lesson?
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After Reading Active Engagement in
Vocabulary• Categorize the following words:
Hurricane OPAL: Into the Storm
wander whirlpoo
l
force
spin fierceviolen
t
aimless
twist
power
dangerousrotating
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After Reading: Coaching Teachers
• As reading specialist, you have just observed the after reading portion of a lesson, did you see and hear intentional teaching of vocabulary?
Do students have ownership of new
vocabulary?
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Vocabulary Assessment
.
A _________ is (a) _____________ that (is, does) ____________(critical features).A hurricane is a dangerous and powerful storm that wanders aimlessly for hundreds of miles.
One Sentence Summary
Hurricane OPAL Into the Storm
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Components of a Schoolwide Vocabulary Instructional Plan
• Consensus on the importance of teaching vocabulary.
• Select and teach Tier II Words.
• Direct instruction of vocabulary in all content areas.
• Indirect learning of vocabulary.
• Assessment reflective of deep understanding.
• Vocabulary rich classrooms and school environment (includes daily read aloud in every elementary classroom).
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System-wide and Formative Assessments
Puzzle Pieces
• Work in table groups to solve the assessment jigsaw puzzles in the envelope.
• Discuss the focus questions:How have administrators and teacher used the data provided by each assessment?
Which assessments have provided the most useful information? Why?
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System-wide and Formative AssessmentsPuzzle Pieces
• In table groups, determine the purpose for each assessment.
•Be prepared to talk about your group discussion.
•Post each completed puzzle under the correct category.
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Equitable Classroom Practices
Equitable classroom practices are those observable teacher behaviors and strategies that ensure that students from all racial ethnic, socio-economic, language and disability groups receive the same consistent messages of high expectation.
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Do your classroom practices support equity?
Instruction and Assessment
Grouping Students for Success
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Supporting Equity
• Review the instructional strategies we have demonstrated this morning Select one strategy. Respond in your journal.
In what way does this strategy support communicate high expectations in the classroom?•Be prepared to share your ideas.
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Circle of FriendsThank someone in your new circle of friends who made a difference today by …
•Supporting your learning
•Making you feel welcome
•Encouraging you
•Sharing a valuable insight
•Joining you for lunch
•Making you laugh !
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Today’s Outcomes
By the end of the session, reading specialists will be able to:
• Explain an overview of the roles and responsibilities of the elementary reading specialist in MCPS.
• Explain an overview of the Reading/Language Arts program in MCPS.
• Describe and identify the purpose of system-wide and formative reading and writing assessments.
• Explain the content and structure of the Grade 1-5 MCPS Instructional Guides in order to support teachers in delivering instruction in reading.
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MCPS Reading/Language Arts Instructional Guides - Grades 1-5
2005
2005
2003
2004
2004
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Reading/Language ArtsInstructional Guides - Front
Matter•Locate a partner based on the color of the dot on your 3-day agenda.
•Skim the assigned pages in the appropriate instructional guide.
•Scan for pages that would be particularly useful to point out to new teachers. Note these pages in your journal
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Reading/Language ArtsInstructional Guides
Pre-K to Grade 5What’s in the Reading Language Arts
Appendix?
Word Study
Writing
Assessment
Accommodating Learners
Differentiation
Oral LanguageReading
Handwriting
Author StudiesProfessional Resources Book lists
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What Do We Teach at Each Grade Level
Each Quarter?
New
Reading Specialist
Notebook
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Supporting Teachers with the Instructional Guides and
AppendicesHow can I use the following resources to make the MCPS curriculum more accessible to teachers, especially new teachers or those new to teaching a grade?
•Front Matter of the Quarter 1 Guides
•Appendices
•“What Do We Teach Each Quarter?”
• Quarterly Highlights
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JIGSAW MCPS Reading/Language Arts Instructional Guides - Grades 1-5
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Jigsaw Directions – Part 1
• Individually scan the assigned section of the Quarter 1 Reading/Language Arts Instructional Guide and note the following information on your capture sheet:– Key ideas from the overview– Major subdivisions within the section– Lesson commonalities– Other important information
• Meet with your expert groups and discuss and expand upon the information you noted.
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Jigsaw Directions – Part 2
• Meet with your home group.
• Take turns sharing the key information discussed in expert group about the grade level Quarter I Reading/language Arts Instructional Guides .
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Equitable Classroom Practices
Equitable classroom practices are those observable teacher behaviors and strategies that ensure that students from all racial ethnic, socio-economic, language and disability groups receive the same consistent messages of high expectation.
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Do your classroom practices support equity?
Instruction and Assessment
Grouping Students for Success
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Thinking about Equity
How did the use of the jigsaw strategy
support your learning of an
unfamiliar instructional guide?
How were high expectations communicated to you as a
learner?
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ClosurePlease complete the
evaluation in pencil !
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