Exemplary Practice in Literacy Instruction

Lesley Mandel MorrowRutgers University

Lmorro@rci.rutgers.eduGraduate School of Education

10 Seminary PlaceNew Brunswick, NJ 08901

Relevant References Morrow, L.M. (2002, 2nd edition)The Literacy

Center: contexts for Reading and Writing. Portland, Maine: Stenhouse Publications

Morrow, L.M. (2003)Organizing and Managing the Language Arts Block: A Professional Development Plan. New York, Guildford Publications

Morrow, L.M. (2005, 5th edition) Literacy Development in the Early Years: Helping Children Read and Write: Bostonk Allyn and Bacon.

Statistics from the U.S. Dept. of Labor, U.S. Dept. of Education, U.S. Dept. of Health and Human Services and U.S. Dept. of Justice

Children who learn to read become adults who are: Likely to succeed in Elementary School Likely to Graduate from High School Likely to be Healthier during their lives Less likely to get into trouble with the law Likely to have a middle-class life style Earn more than those who are illiterate Likely to have children who learn to read

Those Who Don’t Learn to Read

50% of patients with chronic illness are illiterate

70% of prisoners tested scored functionally illiterate on a national literacy survey

50% of the unemployed are functionally illiterate

Those who are functionally illiterate earn 5 times less than those that are literate

Those with lowest literacy skills live in poverty

Children in poverty are more likely to be illiterate

causing the Achievement Gap

Politically Correct andIncorrect Literacy Terms

Politically INCORRECT Homogeneous

Grouping Standardized Tests Basal Readers Explicit Instruction Literal Worksheets Phonics/Skills Based Direct Instruction Curriculum Driven Skilled Reader

Politically CORRECT Flexible Grouping Portfolio Assessment Literature-Based Cooperative Learning Open-ended

Discussions Whole Language Authentic Instruction Child Centered Engaged Reader

Politically Correct andIncorrect Literacy Terms

Politically CORRECT Homogeneous

Grouping Standardized Tests Basal Readers Explicit Instruction Literal Worksheets Phonics/Skills Based Direct Instruction Curriculum Driven Skilled Reader

Politically INCORRECT Flexible Grouping Portfolio Assessment Literature-Based Cooperative Learning Open-ended

Discussions Whole Language Authentic Instruction Child Centered Engaged Reader

No Child Left Behind Prevention

Accountability

Grants to Implement Reading First and Early Reading First

How To Succeed WithNo Child Left Behind:

Teaching Includes:

• Explicit Modeling• Guided Practice/Scaffolding• Independent Practice• Structure and Routines• Build Background Knowledge• More Time on Task• Feedback

Excellent Teachers Know there is More

Problem Solving Exploring, experimenting Open-ended experiences Choice Collaboration Social Interaction

National Reading Panel Report Findings:

According to the National Reading Panel Report, instruction in the following areas is necessary for achievement:

Phonemic AwarenessPhonicsComprehensionFluencyVocabulary Development

Many areas in reading instruction were not included in this study. Only quantitative research and studies identified as scientifically

based by the panel were consulted. Many respected investigations were not included.

Professional Development Continuous Your own personal plan The School Plan 100 hours a year, 3 hours a week

Professional Development First year teachers mentored by exemplary

teachers Attend Professional Conferences Teacher input and collaboration with peers Administrative support Time to change Goal setting Knowledgeable consultants to motivate Coaches provide modeling Teacher study groups to share and reflect

According to Research from the following groups:

Children are more successful developing literacy when they have excellent teachers

The Program for the Improvement of Student Achievement (PISA) The Center for the Improvement of Early Reading

Achievement (CIERA) The Center for English Language Achievement and

Assessment (CELA)Researchers

(Allington, Johnston, Morrow, Pearson, Pressley, Ruddell, Taylor)

Exemplary teachers have students who score well on reading tests.

n=30 for the most effective teacher; n=29 for the typpical teachers

56 59

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Composite Reading Word Analysis

most effective teachers typical teachers

Exemplary teachers help low achieving children to score better

Characteristics of Exemplary Literacy Instruction

Varied Strategies Grouping to Meet

Individual Differences

High expectations Teachers Care Constructive

Feedback Productively

Engaged

Explicit Instruction Problem Solving Organization &

Management Skills: eg. Rules

Quality Preparation & Continuous Professional Development

Wonderful Teachers Are Appreciated Who

Wonderful Teachers Are Appreciated and

Good Teachers are appreciated and CanMake Our Children’s Dreams Come True

Dear Mrs. Eisen,You are sweeter then a sweet potato. You are beter than a

chocalate ice crème with foge. I love you. Caprice

Dear Mrs. Rupper,I love you so mutch. I think of you all the tim. I need to give you a

hug all the time. I will alwayz think of you. Love, MariCarmen

Dear Mrs. Roman,I like to talk to flowers on

Saturday and Sunday. But I really get to talk to one all the other days in school when I talk to you.

I love you, Orlando

Dear Mrs. HeyerWhen I grow up, I want to be just like you.

Love, Tania

Reading is Complex Syntax Association Cultural

Background Contextually Based

Text Comprehension Motivation Predictability Life Experience

Sight Words Picture Clues Controlled Vocabulary Repetition Phonemic Awareness Phonics Writing Visual Discrimination

Literacy Centers Rocking Chair, Rugs, Throw Pillows Computer Multiple Genre Books (5-8 per child and 3-4 grade levels) Open Faced Shelving Books Stored By Genre Leveled Books Felt Board and Roll Stories Headset and Taped Stories Method For Checking Out Books Books on Tape Rules Demonstrations For Using Materials Accountability

Multiple Genres Available

Fiction Non-Fiction Picture Books Informational Books Magazines Biography Poetry Novels

What Children said about Literacy Center Time

The literacy center is nice and cozy and there are lots of good books you can choose from (Choice)

Reading is fun in the center because you can read with a friend. When you need help your friend helps you. (Collaboration)

You can take books home right from the center (Access)

You can choose easy books, hard books, long books, short books. (choice, challenge)

I get more done because I can work with others (Collaboration)

The only thing missing from literacy center time is a snack bar.

The Exemplary Day Independent Reading and Writing Morning Message Thematic Storybook Reading Mini Skill Lesson Mini Comprehension Lesson Modeling Center Activities Guided Reading Writing Workshop Environment

Why do we use Centers Children get to practice skills learned

Children learn to be independent, self directed, and how to collaborate with peers

Provides activities when other assigned work is completed.

Allows teacher to meet with guided reading groups or individuals to teach skills

Types of Centers & Activities Word Study Center:

With onset and rime letters create words for the following word families-- et, up, op, an, at. Write down the word families.

Listening/Comprehension Center: Listen to the story on the headsets and follow along in the book Fill out the graphic organizer for story structure elements. Do one illustration for one story structure element

Writing Center: Retell the story using the felt board and story characters provided. Write the retelling.

Library Corner: Select an informational book that was read to the class. Partner read the book Discuss and then write and illustrate the part you liked the most

Choice Activities When other Center Work is Completed: Read a book silently. Illustrate the part you like most. Do a program on the computer center Use one of the games in the word study center Write a short book about the theme being studied in your classroom

Practicing Comprehension with CENTER MATERIALS

1. Felt Board StoriesCharacters from a book made of oak tag or construction paper. They are backed with

feltor sandpaper and used when telling a story by displaying them on a felt board.

2. Roll Moviesstories illustrated on paper that come on a roll (such as shelving paper). Dowels are inserted into a box with a rectangular cutout opening. The roll story is taped to the dowels at the top and bottom. The dowels are turned to reveal each scene.

3. Prop Stories A collection of materials for a particular book such as three stuffed bears, three bowls, and yellow-haired doll for telling the story of Goldilocks.

4. Puppet Stories Various types of puppets for telling stories such as hand, stick, face, and finger puppets.

5. Chalk Talks Drawing a story on a chalkboard or a sheet of paper while the story is being read or told.

How kids go from one center to another:

Teacher assigns kids Center board indicates Change with the guided reading

group Ring a bell, set a Timer Assign three activities allow one

choice activity

GUIDED READING• Explicit Skill Instruction• To meet Individual Needs• Use of appropriate materials• Assessing Achievement

•

Nature of Groups• Change frequently• As many as you need, not 3• 3 to 5 kids in a group• Selected by similar needs• Meet daily or less for 5-30 minutes

Select groups using multiple measures such as: Running Records Observation Standardized Assessment Teacher Judgment Alternate Rank Ordering

Books at Child’s Instructional Level is determined by: Print size, Language patterns Illustrations, Vocabulary repetition Types of words, Numbers of words Number of different words, Length of sentences Length of book, Predictability, Decodable elements

Assessment in Guided Reading

Ongoing assessment of daily progress

Progress note sent home once a week for each child

Have a focus child daily

Running records monitor progress and determine: Reading level, strengths, needs, instruction,

Explicit modeling: Teacher does a lesson to introduce skills with center material

Guided Practice:Materials are used with the teacher’s help

Independent Practice: Materials placed in center for children to use

Include written directions for use

Include accountability for all center activities

Include rules during Center Time

Put completed work in a designated spot

Helping children to use center activities

Steps in a guided reading lesson

Before reading: Review something done before Introduce new story Vocabulary development Set a purpose for reading Build Background Knowledge Comprehension development Word study lessons

During Reading Teacher reads story to children Children read story together Older children read alone

After Reading: More Comprehension work Respond to book Word Study development

Parent Involvement Food Babysitting Transportation Incentives Parent Report Card Multiple times/tasks for parents to help

with during school, after school, and at home

Culturally Sensitive Programs Be Persistent

Vocabulary Development

What Is Vocabulary? A set of words for which we know the meaning.

Types Of Vocabulary To Learn: Listening Vocabulary Speaking Vocabulary Reading Vocabulary Writing Vocabulary

What Strategies Do We Use To Teach Vocabulary?

Learn use of dictionary Language word parts (prefix, suffix, roots) Use of context clues Themes, stories, play, music, art, science, and social studies

ComprehensionWhat Is Comprehension? Constructing meaning while actively involved with text

What Strategies Do We Use To Teach Comprehension?

Collaboration and Cooperative Learning Retelling Graphic and Semantic Organizers - Maps, Webs, Venn

Diagrams, KWL, etc. Self Monitoring Answering Questions About Inference and Prediction Generating Questions Use of Prior Knowledge Mental Imagery Multiple Strategy In Structure

Franklin In The Dark RetellingBy Phillip, Age 5

Phillip: Franklin In The Dark.

One time Franklin didn’t want to go in hisshell. He was too scared. But his Mama

said,“There’snothin’ in there. But Franklin didn’t want to go in

theshell because there was monsters in there. He

didn’tlike to go in because he was afraid.

At the end he went in and turned on a little night light

and went to sleep. That’s it.

Practicing Comprehension with CENTER MATERIALS

1. Felt Board StoriesCharacters from a book made of oak tag or construction paper. They are backed with

feltor sandpaper and used when telling a story by displaying them on a felt board.

2. Roll Moviesstories illustrated on paper that come on a roll (such as shelving paper). Dowels are inserted into a box with a rectangular cutout opening. The roll story is taped to the dowels at the top and bottom. The dowels are turned to reveal each scene.

3. Prop Stories A collection of materials for a particular book such as three stuffed bears, three bowls, and yellow-haired doll for telling the story of Goldilocks.

4. Puppet Stories Various types of puppets for telling stories such as hand, stick, face, and finger puppets.

5. Chalk Talks Drawing a story on a chalkboard or a sheet of paper while the story is being read or told.

FLUENCYWhat is Fluency? Reading orally with automaticity (ability to decode)and prosody (use

of appropriate expression and speed, demonstrating comprehension).

What Strategies Do We Use To Teach Fluency?

Echo Reading Choral Reading Antiphonal Choral Reading Partner and Paired Reading (Collaborative Oral Reading) Repeated Reading Listening To Good Reading On Tape Readers Theater Listening and Critiquing Your Own Reading On Tape

Relationship Between Amount of Recreational Reading and Scores on

Standardized Reading Tests

Percentile Rank203040506070809098

Minutes Reading/Day.7

1.93.35.06.4

10.014.220.065.0

WritingWhat Is Writing? Oral language written down. It includes use of

narrative, expository, and functional text.

What Strategies Do We Use To Teach Writing?

Composition Of Narrative Composition Of Expository Functional Writing Spelling Handwriting Punctuation

Phonemic Awareness and Phonics

What is Phonemic Awareness? Knowing that words are comprised of a sequence of spoken sounds

What is Phonics? The relationship between written letters and their sounds

What strategies do we use to teach Phonemic Awareness

and Phonics? Phonological Awareness (Hearing individual sounds in words) Phonemic Isolation (Identifying and manipulating sounds) Phonemic Identity (Recognizing same sound in a different word) Phonemic Categorization (Recognizing words that don’t belong) Rhyming Segmenting (Breaking a word into its separate sounds) Blending (Putting together separate sounds) Authentic: Literature Based Using Art, Music, Manipulatives, and Worksheets

THIS OLD MANThis old man he sings H songsHe sings H songs all day long

With a Hick, Hack, Haddy, HackSing this silly song

He wants you to sing along(Tick, Tack, Taddy, Tack)(Sick, Sack, Saddy, Sack)

(Mick, Mack, Maddy, Mack)(Pick, Pack, Paddy, Pack)

THE NAME GAME - By Shirley EllisShirley!

Shirley, Shirley bo Birley Bonana fanna fo Firley Fee fy mo Mirley, Shirley!

Lincoln!Lincoln, Lincoln bo Bincoln Bonana fanna fo Fincoln Fee fy mo Mincoln, Lincoln!

Come on everybody, I say now let’s play a game, I betcha I can make a rhyme out of anybody’s name

The first letter of the name, I treat it like it wasn’t there, But a B or an F or an M will appear

And then I say bo, add a B, then I say the name and Bonana fanna and a foAnd then I say the name again with an M this time and

there isn’t any name that I can’t rhyme

Arnold!Arnold, Arnold bo Barnold Bonana fanna fo Farnold Fee fy mo Marnold Arnold!

But if the first two letters are ever the same, I drop them both and say the name likeBob, Bob drop the B’s Bo ob

For Fred, Fred drop the F’s Fo red, For May, Mary drop the M’s Mo aryThat’s the only rule that is contrary

Word Study

Thomas Jefferson’s Beliefs About Literacy Education

The ability of every citizen to read is necessary to the practice of democracy

Reading should be taught during the earliest yeas of schooling

Reading will ensure that the people will be able to be safe and be the guardians of their own liberty.

We Can Make Our Children’s Dreams Come True

Japanese Proverb

Better than 1000 days of diligent study

Is one day with a great teacher