Massachusetts Literacy First Managing the Literacy Block for Student Success Massachusetts Reading First July 16, 2008

Massachusetts Literacy First

Managing the Literacy Block for Student Success

Massachusetts Reading FirstJuly 16, 2008

Literacy Block Success - Slide 2

Create Success

New teacher induction Mid-course correction Whole school reflection


What does the Research Say?

Reid Lyon Video


In order to effectively prevent early In order to effectively prevent early reading difficulties, we need to apply reading difficulties, we need to apply two kinds of knowledgetwo kinds of knowledge

From the From the “science of “science of reading”reading”

Information about the individual components of instruction and assessment that are most effective in raising literacy levels

From effective From effective schoolsschools

Information about leadership, organizational, and classroom practices that are most effective in raising literacy levels

Understanding, and Motivation to Apply

Torgesen, 2008


Goals

Perfect your practice with purpose, preparation, and pace

Differentiate instruction Efficiently manage all aspects of

the classroom Optimize learning of all

components Optimize time and talent


Goals


Optimize time and talent Differentiate instruction Efficiently manage all aspects of


components

720 or bust!

Good is the enemy of great!J. Collins


Good Teachers Matter

“By our estimates from Texas schools, having an above average teacher for five years running can completely close the average gap between low-income students and others.”John Kain & Eric Hanushek

Schmoker, 2006. (p 9)


Impact of Teacher Effectiveness on Student

AchievementKati Haycock (2005) uses the findings of this study and others by Sanders

and Horn (1994).

0

10

20

30

40

50

60

70

Most EffectiveTeacher

Least EffectiveTeacher

Gain Related toTeacherEffectivenessGain Related toMaturation

Students in the classes of teachers classified as most effective can be expected to gain about 52%ile points in their achievement over a year. Classroom Management That Works, Robert J. Marzano. Adapted from J. Robinson.


Professional Development

Teachers, like other professionals, can get more and more effective:

Participate in school/district workshops/grade level meetings

Work with school-based coaches Take charge of your own learning

Read – professional books, journals Help create a professional learning

community Take courses

Schmoker, 2006


Outstanding Teachers Create a literate environment

Present intentional instruction and provide practice

Choose texts from a variety of materials

Link reading and writing activities


Outstanding Teachers cont…

Create many opportunities for reading

Adjust instruction to meet students’ needs

Encourage children’s monitoring of understanding

Completely manage activities, behaviors, and classroom resources


Examine your “groove”

Monitor your “groove”

Stay curious Keep learning

Are you in the groove?


Goals






Differentiation Differentiation Scheme:Scheme:

Inst

ruct

ion

Man

aged

by:

Code Meaning T

each

er S

tude

nt Independent worksheets or small group activities-PA, Phonics

Small group or whole class instruction in PA, Phonics

Independent reading, small group activities, vocabulary, comprehension

Teacher led discussion, question asking, vocabulary

Torgesen, 2008


CChildren who began first grade with below-average letter-word reading skills demonstrated greater improvement with greater amounts of time in explicit, teacher managed, code-focused instruction.

Basic Basic Findings:Findings:

Children with above-average vocabulary and word-reading scores at the start of the school year made greater gains in reading skill when they spent more time throughout the year in child-managed meaning-focused instruction (such as independent reading).

Torgesen, 2008


Differentiation Matters

Classrooms that differentiated instruction appropriately produced higher overall reading growth.

Torgesen, 2008


Differentiated Instruction Examples

Using assessment data to plan instruction

Teaching targeted small groups Using flexible grouping patterns Matching text level to student ability Tailoring independent projects to

student ability


Differentiated Instruction

Non-Examples

Using only whole class instruction Using small groups that never

change Using the same reading text with all

students Using the same independent

seatwork assignments for the entire class


Students Reading at Grade Level

Researched-Based Comprehensive Reading Program for All Students

Research-Based, In-Class Interventions

Research-Based, School-Designed Interventions

System for Individual Solutions adapted from J. Robinson


Tiered Model of Reading Instruction

Who: ALL students What: Prevention/problem-solving model

of reading instruction When: 90-minute literacy block & (in

some cases) additional 30 minutes of targeted reading intervention instruction

Where: All K-3 classrooms & other school-designated learning spaces


Tiered Model continued…

Why: Differentiated instruction: early identification and intervention for students at-risk for reading difficulties; challenging work for all students

How: Tiers of scientifically-based reading instruction, professional development, assessment, grade-level data meetings, teacher & administrator collaboration

Assessment informs your instruction.


Organizing and Managing Learning Centers/Small Groups

Group children for specific purposes, using formal and informal assessment data.

Plan daily lessons and select curriculum materials and learning activities that reinforce instruction.

Develop a daily schedule. Create a management system to establish

easy to follow routines. Monitor the activities of all the children. Continually evaluate children’s progress

and regularly regroup children to address their instructional needs.


Centers & Interventions

Centers Match reading lesson and

student needs Extra needed practice on taught

skills (engaging, fun) Skills and strategies from this

week’s lesson


Centers & Interventions

Interventions 3-5 students in group Systematic & explicit Paced to match student’s skill level Provide multiple opportunities to

respond Provide immediate corrective

feedback


Goals


Differentiate instruction Efficiently manage all aspects

of the classroom Optimize learning of all



Excellent Classroom Management – Begin with the

End in Mind

Effective and consistent routines/signals

Bell to bell instruction Entry and exit procedures Transition procedures Independent work, small group, &

materials procedures Efficient traffic routes/scanning ease


Magic in 90 Minutes

Place, group, teach, and assess each lesson from the Teacher’s Guide

Excellent Classroom Management

Enough added practice for mastery

100% Engagement

Timely Error Correction

+

+

+

+

Program You add the rest


Excellent Classroom Management

Effective and consistent routines :Consistent signal for attentionEntry procedure and task that uses lesson

reading skillsTransition procedures/routinesIndependent work proceduresMaterials proceduresSmall group proceduresExit procedures from today’s lesson


Upon Entering

Write 6 words from the selection on oceans.

Tell what they mean in sentences and pictures

Write 3 questions about yesterday’s work.

Be prepared to ask them of your partner

1. How…2. Why…3. …


QuietCenter

NoisyCenter

NoisyCenter

Computers

Optimize Your View/Traffic Patterns adapted

from J. Robinson


NoisyStation

Arranged for Best View/Traffic Routes adapted from J.

Robinson


Goals






What Can Fluent Readers Do?

Read every letter in every word Read text with 96% accuracy (independent) Apply syllabication strategies to divide

lengthy words with little conscious analysis. Read fluently with adequate speed,

phrasing, intonation; their reading sounds like they’re speaking.

Rely little on contextual information because word recognition is rapid, automatic and efficient.

Construct meaning as they read/make connections.


The Four Part Processor

Orthographic Processor

Phonological Processor

Meaning Processor

Context Processor

speechsound system

letter memoryphonics

speech output

writing output reading input

vocabulary

background informationsentence context

fluency


Brain: Functional Neuroanatomy

Each processing system operates in a distinct region of the left brain.

Rapid communication among regions is essential.

Reading problems can originate in one or several systems.

All systems must be educatedMoats, 2005


The Phonological Processor

Processes the speech sound system.We must teach: Identification, comparison, and

manipulation of sounds Pronunciation of sounds and words Memory for sounds and words Links between sounds, spellings,

and meaningsMoats, 2005


The Orthographic Processor

Processes letters, letter patterns, and whole words.

We must teach: Recognition and formation of letters Association of letters with sounds Attention to letter sequences and

patterns Fluent recognition of whole words Recall of letters for spellingMoats, 2005


The Meaning Processor

We store word meanings in relation to: Other words Categories and concepts Examples of word use in context The sounds, spelling, and syllables Meaningful parts

We must teach vocabulary with attention to all these areas.

Moats, 2005


The Context Processor(self-correction device)

Interprets words we have heard, named, or partially identified, with reference to:

Language Experience Knowledge of the concepts

We teach the background that children need to interpret what they read.

Moats, 2005


Reading Comprehension REQUIRES More than Knowledge

of Words

“By age three, children from privileged families have heard 30 million more words than children from poor families. By kindergarten the gap is even greater. The consequences are catastrophic. Among all children, comprehension scores are stagnant. Convincing research tells us that key to both problems is to systematically build children’s vocabulary, fluency and domain knowledge.”

-E.D. Hirsch


Goals






Put It All Together

R o utin esR e ad ing

D e m o n s tra te to the w ho le c la ssT ra ns fe r to in de p en de n t t im e

C e n te rsR e ad ing

E n ou g h tim e fo r p rac ticeE n o ug h tim e to m o n ito r & corre ct

C la ssro o m S e t upR e ad in g & O th erM a te ria ls re a dy

N o ise m in im ize d /R o ute s e ffic ie n t/E a sy scan n ing

L a yer o n O ne a t a T im eD ire c tly ta u g h t - D ire c tly re la ted


The First 6 Weeks of School

adapted from Responsive Classroom

Investment in time, energy, and efficiency

Payoff in freedom to optimize learning, talent, and time

A slow and purposeful beginning results in a competent, successful, cohesive classroom culture – one that supports success for all


Assessments

DIBELS – Dynamic Indicators of Basic Early Literacy Skills (3X for benchmarks)

GRADE – Group Reading Assessment and Diagnostic Evaluation (2X for outcomes/3X for monitoring progress)

Other – district/school/program benchmarks

Progress monitoring as needed Other diagnostics as needed


The Barriers

Permanent Memory

All that we know and all that we

understand.

WorkingMemory

consciousness

SensoryMemory

Background knowledge,

academic and nonacademic

The quality and type of processing that occurs

in working memory that dictates whether

that information makes it to permanent

memory

Much of what enters our Sensory Memory

results in no permanent record. Too many things to attend

to and encode

Marzano, 2004


Three Interacting Dynamics of Working

Memory

1. Strength of Memory Trace: The more times we meaningfully engage information in working memory, the higher the probability that it will be embedded in permanent memory.

2. Depth of Processing: Thinking deeper about a concept adds detail to our understanding of information.

3. Elaboration: The variety of associations we make with information.

Marzano, 2004


Classroom Instruction

Think about the BIG IDEA (concept). Make connections to what they know,

what they’ll learn and how it affects their lives.

Create opportunities for students to maintain the understanding of the BIG IDEA.

Words on the wall connected to BIG IDEA (remember purpose).

PROTOCOL for discussions (subskills).


Classroom Ideals

Teach the academic routines with the academic curriculum.

Pay attention to how students learn as well as what they learn.

Students working together learn more – more student talk/less teacher talk.

The skills you teach through routines are necessary for learning.


Continued…

Know your students as well as your content.

Make every effort to connect with students’ families.

Model behaviors – social and academic every day.

Respect your profession and your place as a professional.


A Call to Action

“Our understanding of ‘what works’ in reading is dynamic and fluid, subject to ongoing review and assessment through quality research. . . . We encourage all teachers to explore the research, open their minds to changes in their instructional practice, and take up the challenge of helping all children become successful readers.”

- National Institute for Literacy, 2001, p. iii, cited in J. Robinson, 2004.


Resources

fcrr.org responsiveclassroom.org reading.org doe.mass.edu/reading GRADE Resource Library readingrockets.org


References Denton, P. & Kriete, R. (2000). The first six weeks of school. Greenfield, MA: The Northeast Foundation for Children.

Gamse, B. C, Bloom, H. S., Kemple, J. J., Jacob, R. T. (2008). Reading First Impact Study: Interim Report (NCEE 2008-4016). Washington, DC:National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U S department of Education.

Hirsch, E.D. (2003). Reading comprehension requires knowledge – of words and the world. American Educator, Spring, 10 – 29.

Marzano, R. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA: ASCD.

Moats, L. (2005). Language essentials for teachers of reading and spelling. Boston, MA: Sopris West.

Robinson, J. (2004). Getting more out of your core reading program. Presentation at the 3rd Annual National Reading First Conference: Reno, NV.

Schmoker, Mike. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: ASCD.

Torgesen, J. (2008). Reading First: Celebrating and looking forward. Presentation at

Year End Massachusetts Reading First Conference: Marlborough, MA.

Documents

Massachusetts Literacy First Managing the Literacy Block for Student Success Massachusetts Reading First July 16, 2008