Two ‘fer One:Two ‘fer One:Strategies for Leaving No Strategies for Leaving No

Child BehindChild Behind

Presented by:Presented by:

Quality QuinnQuality Quinn

State of the NationState of the Nation

Annual testing in the USAnnual testing in the US

Backlash by certain statesBacklash by certain states

Texas: the tail that wags the dog Texas: the tail that wags the dog

Science and Social Studies ContentScience and Social Studies Content

Recent Headlines and QuotesRecent Headlines and Quotes

More than half of California 9th Graders Flunk More than half of California 9th Graders Flunk Exit Exam, Exit Exam, Education Week, June 2001Education Week, June 2001

““It will take at least ten years to reach proficiency It will take at least ten years to reach proficiency for all learners” for all learners” Sec. of Ed., PASec. of Ed., PA

““adequate yearly progress” adequate yearly progress” Pres. BushPres. Bush

Still Leaving Children Behind Still Leaving Children Behind Krista Kafta, HeritageKrista Kafta, Heritage

Bush Seems to Ease Stance on School Bush Seems to Ease Stance on School Accountability, Accountability, New York Times, July 2001New York Times, July 2001

Reading is the New Requisite for MathReading is the New Requisite for Math Education Education Week,January 2002Week,January 2002

The Goal: Show Improvement

Growth triggers funding

Data is the gatekeeper

No improvement: no money

Show enough growth to secure funding

What will be considered growth?

The Challenge

37% of all 8th graders scored below Basic on the NAEP

After third grade, the achievement gaps with minority, second language, and low-income learners widens substantially

The prospect of exit exams at the 9th grade yields an increase in drop-outs

How we can help?

Prepare for early success

Prevent learners from falling behind

Intervene for below level learners

Challenge above grade level learners

Text StructuresText Structures

ScienceScience

Social StudiesSocial Studies

Language ArtsLanguage Arts

MathMath

The ModelThe Model

Rigorous state rdg.standards that Rigorous state rdg.standards that raiseraise the bar the bar Reading Curriculum Reading Curriculum alignedaligned to state standards to state standards Quality, Quality, on-goingon-going professional development for professional development for

teachers teachers Materials to support Materials to support newnew instructional instructional

strategies strategies Informal classroom Informal classroom diagnosticdiagnostic assessment assessment Maximize the variable of Maximize the variable of timetime (Title I) (Title I) STATE TEST STATE TEST ALIGNEDALIGNED to STANDARDS to STANDARDS

Three Flavors of Assessment Formal = External Reporting

Informal Diagnostic Assessment = Internal Reporting Intervention

Getting a Grade = Progress Monitoring Over Time

The goal of the teacher is to The goal of the teacher is to create an environment that create an environment that allows every reader to move as allows every reader to move as quickly as possible to grade quickly as possible to grade level, regardless of content area.level, regardless of content area.

Without selling-out and just attempting to Without selling-out and just attempting to teach to the test.teach to the test.What other immediate steps will ensure What other immediate steps will ensure growth… I’m looking for growth!growth… I’m looking for growth!

Let’s Demystify ReadingLet’s Demystify Reading

Three Muscles:Three Muscles:

Early Language ExperienceEarly Language Experience Phonemic awareness and concept developmentPhonemic awareness and concept development Vocabulary, academic language and alphabetic principleVocabulary, academic language and alphabetic principle

Decoding muscleDecoding muscle Three ways of getting meaning off the pageThree ways of getting meaning off the page

(1)phonics…primary decoding strategy(1)phonics…primary decoding strategy (2)semantics and vocabulary (2)semantics and vocabulary (3) syntax and structure(3) syntax and structure

Fluency muscleFluency muscle Reads a lot of words fast w/ comprehension* Reads a lot of words fast w/ comprehension* Class libraries of leveled or decodable textClass libraries of leveled or decodable text Every day, every reader reading at a level of success of self-Every day, every reader reading at a level of success of self-

selected quality literatureselected quality literature

News Flash!!!!!News Flash!!!!!

26 letters and 44 sounds26 letters and 44 sounds 17 reliable letters, (letters that always sound 17 reliable letters, (letters that always sound

the same) q,w,r,t,p,d,f,h,j,k,l,z,x,v,n,m,b,the same) q,w,r,t,p,d,f,h,j,k,l,z,x,v,n,m,b, 4 that are switch hitters... s,g,c,r4 that are switch hitters... s,g,c,r 3 that are pests ...a,o,u3 that are pests ...a,o,u 3 that will make you CRAZY!!!!…i,e,y3 that will make you CRAZY!!!!…i,e,y Double vowels: oa, oo, ee, ea, oi, ou, auDouble vowels: oa, oo, ee, ea, oi, ou, au Blends: ch, sh, wh, pl, sl, fl, gl, cl, bl, kl,cr,scr Blends: ch, sh, wh, pl, sl, fl, gl, cl, bl, kl,cr,scr

Definition of Definition of ComprehensionComprehension

Comprehension is defined as:Comprehension is defined as: “ “intentional thinking during which meaning intentional thinking during which meaning

is constructed through interactions between is constructed through interactions between the text and the reader” (Harris & the text and the reader” (Harris & Hodges,1995)Hodges,1995)

Struggling Older Reader Incomplete beginning reading

instruction Lacks metacognitive strategies Limited prior knowledge Limited word study skills and spelling No text available at level of success No adults modeling reading No history of reading success

Phoneme Isolation

Children recognize individual sounds in a word.

Teacher:– What is the first sound in van?

Children:– The first sound in van is /v/.

Phoneme Identity

Children recognize the same sounds in different words.

Teacher:– What sound is the same in fix, fall, and fun?

Children:– The first sound, /f/, is the same.

Phoneme Categorization

Children recognize the word in a set of three or four words that has the “odd” sound.

Teacher:– Which word doesn’t belong? Bus, bun, rug.

Children:– Rug does not belong. It doesn’t begin with /b/.

Phoneme Blending

Children listen to a sequence of separately spoken phonemes, and then combine the phonemes to form a word.

Teacher:– What word is /b/ /i/ /g/?

Children:– /b/ /i/ /g/ is big.

Teacher:– Now let’s write the sounds in big: /b/ /i/ /g/. (Teacher writes

big.) Now we’re going to read the word big.

Phoneme Segmentation

Children break a word into its separate sounds, saying each sound as they tap out or count it.

Teacher:– How many sounds are in grab?

Children:– /g/ /r/ /a/ /b/. Four sounds.

Teacher:– Now let’s write the sounds in grab: /g/ /r/ /a/ /b/. (Teacher

writes grab.) Now we’re going to read the word grab.

Phoneme Deletion

Children recognize the word that remains when a phoneme is removed from another word.

Teacher:– What is smile without the /s/?

Children:– Smile without the /s/ is mile.

Phoneme Addition

Children make a new word by adding a phoneme to an existing word.

Teacher:– What word do you have if you add /s/ to the

beginning of park?

Children:– Spark.

Phoneme Substitution

Children substitute one phoneme for another to make a new word.

Teacher:– The word is bug. Change /g/ to /n/. What’s the

new word?

Children:– Bun.

Five Steps to Two Years’ Growth for Five Steps to Two Years’ Growth for One Year of Instruction One Year of Instruction

Vertical team study of k-8 reading Vertical team study of k-8 reading curriculum with evidence of student workcurriculum with evidence of student work

Phonics training for 3Phonics training for 3rdrd through 8 through 8thth grade grade teachers teachers

Vocabulary instruction training geared Vocabulary instruction training geared more toward “word harvest”more toward “word harvest”

Ready availability of compelling leveled Ready availability of compelling leveled text with conditional assessmenttext with conditional assessment

Classroom management strategies that Classroom management strategies that provide intensity and focus for below level provide intensity and focus for below level readers readers

What should be done?What should be done?

1.1. Dedicated developmental reading testing Dedicated developmental reading testing preparedness program 5th through 8thpreparedness program 5th through 8th

2.2. Continued professional development for ALL Continued professional development for ALL teachers in reading intervention 5-12teachers in reading intervention 5-12

3.3. Initiate on-going professional development in Initiate on-going professional development in science, social studies, and math reading & science, social studies, and math reading & writingwriting

4.4. Integrate a “testwiseness” curriculum for state Integrate a “testwiseness” curriculum for state testing programs with strong emphasis on the testing programs with strong emphasis on the content areascontent areas

What is being done?What is being done?

Mandatory summer schoolMandatory summer school Same thing, but LOUDERSame thing, but LOUDER Expensive intervention programs with Expensive intervention programs with

uneven resultsuneven results Teacher training institutions changing Teacher training institutions changing

reading requirementsreading requirements

Testwiseness: An Important Testwiseness: An Important Piece of a Comprehensive Piece of a Comprehensive Intervention StrategyIntervention Strategy

1.1. On-going, sustained test readiness and On-going, sustained test readiness and rehearsal, i.e. testwisenessrehearsal, i.e. testwiseness

2.2. Phonics instruction for those who received Phonics instruction for those who received “hit-or-miss” decoding during whole “hit-or-miss” decoding during whole language approachlanguage approach

3.3. Build fluency with an “every day, every child Build fluency with an “every day, every child reads at a level of success” approachreads at a level of success” approach

4.4. Use regular non-fiction writing events to Use regular non-fiction writing events to teach science & soc. studies syntaxteach science & soc. studies syntax

Process for LeadershipProcess for Leadership

Challenge the processChallenge the process search for opportunitiessearch for opportunities change status quochange status quo

Inspiring a shared visionInspiring a shared vision imagine the ideal situationimagine the ideal situation

Enabling others to actEnabling others to act foster cooperationfoster cooperation modeling the waymodeling the way

Encouraging the heart to begin the journeyEncouraging the heart to begin the journey

Five Steps to Two Years’ Growth for Five Steps to Two Years’ Growth for One Year of Instruction One Year of Instruction

Vertical team study of k-8 reading Vertical team study of k-8 reading curriculum with evidence of student workcurriculum with evidence of student work

Phonics training for 3Phonics training for 3rdrd through 8 through 8thth grade grade teachers teachers

Vocabulary instruction training geared more Vocabulary instruction training geared more toward “word harvest”toward “word harvest”

Ready availability of compelling leveled Ready availability of compelling leveled text with conditional assessmenttext with conditional assessment

Classroom management strategies that Classroom management strategies that provide intensity and focus for below level provide intensity and focus for below level readers readers

E-mail for this E-mail for this presentation’s notespresentation’s notes

q@qualityquinn.comq@qualityquinn.com

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