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Secondary Intensive Secondary Intensive Reading BlockReading Block
Evan Lefsky, Ph.D.Evan Lefsky, Ph.D.
Reading Specialist, 6-12Reading Specialist, 6-12
Questions for ReflectionQuestions for Reflection
Are all students provided with many books they can Are all students provided with many books they can read and want to read?read and want to read?When students read/write, do they get to write about When students read/write, do they get to write about what they know and care about?what they know and care about?Are students given plenty of time to explore topics Are students given plenty of time to explore topics and themes through reading and writing?and themes through reading and writing?When students are asked to read/write content When students are asked to read/write content information, are they shown how to do it?information, are they shown how to do it?Do all students get opportunities to demonstrate and Do all students get opportunities to demonstrate and use their strengths in reading and writing, or do use their strengths in reading and writing, or do reading and writing activities only accentuate their reading and writing activities only accentuate their weaknesses?weaknesses?
Reading Next:Reading Next:
A Vision for Action and A Vision for Action and Research in Middle and High Research in Middle and High
School LiteracySchool Literacy
www.all4ed.orgwww.all4ed.org
(Biancarosa and Snow, 2004)(Biancarosa and Snow, 2004)
Status of Reading Grades 4-12Status of Reading Grades 4-12
Over 8 million students in grades 4-12 are Over 8 million students in grades 4-12 are struggling readersstruggling readersEvery school day, 3000 students drop out of Every school day, 3000 students drop out of high schoolhigh schoolOnly 70% of high school students graduate on-Only 70% of high school students graduate on-time with a regular diplomatime with a regular diplomaHigh school students in the lowest 25% of their High school students in the lowest 25% of their class are 20 times more likely to drop out than class are 20 times more likely to drop out than the highest performing studentsthe highest performing students53% of high school graduates enroll in remedial 53% of high school graduates enroll in remedial courses in postsecondary educationcourses in postsecondary education
Instructional ComponentsInstructional Components
Direct, explicit comprehension instructionDirect, explicit comprehension instructionEffective instructional principles embedded in Effective instructional principles embedded in contentcontentMotivation and self-directed learningMotivation and self-directed learningText-based collaborative learningText-based collaborative learningStrategic tutoring Strategic tutoring Diverse textsDiverse textsIntensive writingIntensive writingA technology componentA technology componentOngoing formative assessment of studentsOngoing formative assessment of students
Direct, Explicit Comprehension Direct, Explicit Comprehension InstructionInstruction
Comprehension strategies instructionComprehension strategies instruction
Comprehension monitoring and Comprehension monitoring and metacognition instructionmetacognition instruction
Teacher modelingTeacher modeling
Scaffolded instructionScaffolded instruction
Apprenticeship modelsApprenticeship models
Effective Instructional Principles Effective Instructional Principles Embedded in ContentEmbedded in Content
Reading instruction using content textsReading instruction using content texts
Reinforcement of instruction in content Reinforcement of instruction in content area classesarea classes
Coordinated with other subject area Coordinated with other subject area teachers and the reading coachteachers and the reading coach
Teach reading and writing practices Teach reading and writing practices specific to subject areasspecific to subject areas
Role of Content Area TeachersRole of Content Area Teachers
Incorporation of comprehension and Incorporation of comprehension and vocabulary strategies (i.e. CRISS, SIM, vocabulary strategies (i.e. CRISS, SIM, Content Enhancement Routines)Content Enhancement Routines)
Instructional level text for guided strategy Instructional level text for guided strategy instructioninstruction
Leveled text for independent readingLeveled text for independent reading
Motivation and Self-Directed Motivation and Self-Directed LearningLearning
Student choice in text and areas of Student choice in text and areas of researchresearch
Independent readingIndependent reading
Make relevance obvious to studentsMake relevance obvious to students
Intrinsic versus extrinsicIntrinsic versus extrinsic
Text-Based Collaborative LearningText-Based Collaborative Learning
Interacting with other students around a Interacting with other students around a text (not just discussion)text (not just discussion)
Scaffolding for engagement at all ability Scaffolding for engagement at all ability levels levels
Varied levels of textVaried levels of text
Diverse TextsDiverse Texts
Wide range of topicsWide range of topics
Wide range of reading levelsWide range of reading levels
High interest/low readabilityHigh interest/low readability
Appealing to different cultural, linguistic, Appealing to different cultural, linguistic, and demographic groupsand demographic groups
Ongoing Formative Assessments of Ongoing Formative Assessments of StudentsStudents
Ongoing assessment of strengths and Ongoing assessment of strengths and needsneeds
Informal and frequentInformal and frequent
Progress monitoringProgress monitoring
Infrastructure ComponentsInfrastructure Components
Extended time for literacyExtended time for literacy
Professional developmentProfessional development
Ongoing summative assessment of Ongoing summative assessment of students and programsstudents and programs
Teacher teamsTeacher teams
LeadershipLeadership
A comprehensive and coordinated literacy A comprehensive and coordinated literacy programprogram
Extended Time for LiteracyExtended Time for Literacy
Two to four hours of literacy-connected Two to four hours of literacy-connected learning dailylearning daily
Text-centered instruction in all subjectsText-centered instruction in all subjects
No longer just teaching content knowledgeNo longer just teaching content knowledge
Effectively reading and writing about Effectively reading and writing about content knowledgecontent knowledge
Professional DevelopmentProfessional Development
Long-term, ongoing Long-term, ongoing
Anyone who interacts with studentsAnyone who interacts with students
Use research on effective adult learningUse research on effective adult learning
Within the school day Within the school day
Integration of reading coachesIntegration of reading coaches
Professional DevelopmentProfessional Development
TeachersTeachers
Reading CoachesReading Coaches
AdministratorsAdministrators
All Individual Professional Development All Individual Professional Development Plans (IPDP) geared towards increasing Plans (IPDP) geared towards increasing student performance in readingstudent performance in reading
Other “strong” teachers going through Other “strong” teachers going through reading endorsementreading endorsement
Ongoing Summative Assessment Ongoing Summative Assessment of Students and Programsof Students and Programs
Program evaluationProgram evaluation
Longitudinally tracking individual students Longitudinally tracking individual students and cohort groupsand cohort groups
Should go beyond state assessmentsShould go beyond state assessments
Demonstrate progress toward school-Demonstrate progress toward school-based goalsbased goals
Inform instruction where possibleInform instruction where possible
Teacher TeamsTeacher Teams
Regular interdisciplinary meetingsRegular interdisciplinary meetings
Discuss common studentsDiscuss common students
Align instructionAlign instruction
Kids less likely to get missedKids less likely to get missed
Number one factor in student growthNumber one factor in student growth
LeadershipLeadership
Commitment and participationCommitment and participation
Building personal knowledge base in Building personal knowledge base in reading and writing difficulties of studentsreading and writing difficulties of students
Attending professional development Attending professional development targeted at teacherstargeted at teachers
Foundational knowledge needed to alter Foundational knowledge needed to alter schedules, etc.schedules, etc.
Teacher may have to pick up this roleTeacher may have to pick up this role
Comprehensive and Coordinated Comprehensive and Coordinated Literacy ProgramLiteracy Program
Team meetings Team meetings
Reading and writing teachers support Reading and writing teachers support other subject area teachersother subject area teachers
Kids needs varyKids needs vary
Remediation efforts must varyRemediation efforts must vary
Local community collaborationLocal community collaboration
Challenges of FCATChallenges of FCAT
EnduranceEnduranceReading and writing for 160 Reading and writing for 160 minutesminutesText Length average=900 wordsText Length average=900 wordsNo connection to textNo connection to textMOTIVATION!MOTIVATION!
Research-Based Reading Research-Based Reading Classroom (Guthrie, 2002)Classroom (Guthrie, 2002)
Which factors affect FCAT reading scores?Which factors affect FCAT reading scores?
40%
20%
10%
15%
15%
Reading ability
Contentknowledge
Motivation
Format
Error
Research-Based Reading Research-Based Reading ClassroomClassroom
Which components should we focus on?Which components should we focus on?
40%
20%
20%
10%
10%
Guided instructionEngaged readingStrategiesMotivationFormat
Intensive Reading CourseIntensive Reading Course
No “One size fits all” approachNo “One size fits all” approachIn addition to English/language artsIn addition to English/language artsSeverity of reading difficulties (as determined by Severity of reading difficulties (as determined by assessment) dictates intensityassessment) dictates intensityRule of thumb:Rule of thumb:– In need of decoding, fluency, vocabulary, and In need of decoding, fluency, vocabulary, and
comprehension=90 minutes minimumcomprehension=90 minutes minimum– In need of vocabulary and comprehension=45 In need of vocabulary and comprehension=45
minutes minimumminutes minimum
Lower teacher to student ratio (maximum of 15 Lower teacher to student ratio (maximum of 15 is recommended)is recommended)
Intensive Reading CourseIntensive Reading Course
Daily small group differentiated instructionDaily small group differentiated instruction
(in groups no larger than 3-5 students)(in groups no larger than 3-5 students)
Highly qualified instructor (deep reading Highly qualified instructor (deep reading knowledge)knowledge)
Knowledge and skill in motivation of Knowledge and skill in motivation of struggling readersstruggling readers
Daily independent reading practiceDaily independent reading practice
Practice in Independent Level TextPractice in Independent Level Text
Daily independent reading practiceDaily independent reading practiceMonitored by teacherMonitored by teacherFiction and NonfictionFiction and NonfictionClassroom libraries representing a variety Classroom libraries representing a variety of:of:– Reading levelsReading levels– InterestsInterests– GenresGenres– CulturesCultures
Supplemental Reading Program
Supplemental Reading Program
Method
•Comprehension
•Vocabulary
•Fluency
Teacher Read Aloud
•Discussion of new vocabulary
•Discussion of concepts
5 minutes
Closing
•Comprehension
•Vocabulary
•Fluency
•Student selected texts
•Independent reading level
•Progress monitoring by teacher (WCPM fluency and comprehension)
20 minutes
Independent Reading Practice
•Comprehension
•Vocabulary
•Fluency
•Phonics
•Phonemic Awareness
Differentiated instruction
•Small group and individual instruction
•Literacy centers
•Technology
•Audio-assisted reading
•Reading strategy instruction, application, and feedback
40-45 minutes
Differentiated
Instruction
•Morphemic Analysis
•Syntactic ApplicationDaily Vocabulary Review Routine
5 minutes
•Comprehension
•Vocabulary
•Fluency
Whole class or small group differentiated instruction
•Explicit and scaffolded modeling of strategies in instructional level text
15-20 minutes
Initial
Instruction
Reading ComponentsFridayThursdayWednesdayTuesdayMondayTime and activity
Secondary Intensive Reading Block (90 min.)
Whole Group InstructionWhole Group Instruction
15-20 minutes daily15-20 minutes daily
Explicit teacher modeling of reading Explicit teacher modeling of reading strategiesstrategies
Focus on comprehension, vocabulary, and Focus on comprehension, vocabulary, and fluencyfluency
Small Group Rotations= Small Group Rotations= Differentiated InstructionDifferentiated Instruction
3-4 groups of 3-5 students3-4 groups of 3-5 students
3-4 stations3-4 stations
2-3 rotations each day2-3 rotations each day
Each rotation is 15-20 minutesEach rotation is 15-20 minutes
Teacher Led GroupTeacher Led Group
Reinforce whole group instructionReinforce whole group instruction
Differentiate instruction to specific areas of Differentiate instruction to specific areas of student needstudent need– Flexible groupsFlexible groups– ActivityActivity– SkillSkill– TextText
Shared Reading GroupShared Reading Group
Reciprocal TeachingReciprocal Teaching
Text-based discussionText-based discussion– Flexible groupsFlexible groups– TextsTexts– InterestsInterests
TechnologyTechnology
Practice and reinforcement of skills taught Practice and reinforcement of skills taught in whole group and teacher led groupin whole group and teacher led group
2-3 days per week2-3 days per week
15-20 minutes per day15-20 minutes per day
Must only supplement teacher instructionMust only supplement teacher instruction
Independent WorkIndependent Work
ResearchResearch
Listening CentersListening Centers
Content area connectionsContent area connections
Classroom Look-ForsClassroom Look-Fors
Text-rich environment (70/30 balance) Text-rich environment (70/30 balance) representing many genres and reading levelsrepresenting many genres and reading levels
Explicit teacher modeling of strategies of expert Explicit teacher modeling of strategies of expert readers (before, during, and after)readers (before, during, and after)
Daily student practice in authentic textsDaily student practice in authentic texts
Daily small group differentiated instructionDaily small group differentiated instruction
Independent reading practice with teacher Independent reading practice with teacher progress monitoringprogress monitoring
Teacher read aloudTeacher read aloud
Text-based instructional conversationsText-based instructional conversations