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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
Literacy Block Success - Slide 3
What does the Research Say?
Reid Lyon Video
Literacy Block Success - Slide 4
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
Literacy Block Success - Slide 5
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
Literacy Block Success - Slide 6
Goals
Perfect your practice with purpose, preparation, and pace
Optimize time and talent Differentiate instruction Efficiently manage all aspects of
the classroom Optimize learning of all
components
720 or bust!
Good is the enemy of great!J. Collins
Literacy Block Success - Slide 8
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)
Literacy Block Success - Slide 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.
Literacy Block Success - Slide 10
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
Literacy Block Success - Slide 11
Outstanding Teachers Create a literate environment
Present intentional instruction and provide practice
Choose texts from a variety of materials
Link reading and writing activities
Literacy Block Success - Slide 12
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
Literacy Block Success - Slide 13
Examine your “groove”
Monitor your “groove”
Stay curious Keep learning
Are you in the groove?
Literacy Block Success - Slide 14
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
Literacy Block Success - Slide 15
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
Literacy Block Success - Slide 16
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
Literacy Block Success - Slide 17
Differentiation Matters
Classrooms that differentiated instruction appropriately produced higher overall reading growth.
Torgesen, 2008
Literacy Block Success - Slide 18
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
Literacy Block Success - Slide 19
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
Literacy Block Success - Slide 20
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
Literacy Block Success - Slide 21
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
Literacy Block Success - Slide 22
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.
Literacy Block Success - Slide 23
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.
Literacy Block Success - Slide 24
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
Literacy Block Success - Slide 25
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
Literacy Block Success - Slide 26
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
Literacy Block Success - Slide 27
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
Literacy Block Success - Slide 28
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
Literacy Block Success - Slide 29
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
Literacy Block Success - Slide 30
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. …
Literacy Block Success - Slide 31
QuietCenter
NoisyCenter
NoisyCenter
Computers
Optimize Your View/Traffic Patterns adapted
from J. Robinson
Literacy Block Success - Slide 32
NoisyStation
Arranged for Best View/Traffic Routes adapted from J.
Robinson
Literacy Block Success - Slide 33
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
Literacy Block Success - Slide 34
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.
Literacy Block Success - Slide 35
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
Literacy Block Success - Slide 36
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
Literacy Block Success - Slide 37
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
Literacy Block Success - Slide 38
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
Literacy Block Success - Slide 39
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
Literacy Block Success - Slide 40
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
Literacy Block Success - Slide 41
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
Literacy Block Success - Slide 42
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
Literacy Block Success - Slide 43
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
Literacy Block Success - Slide 44
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
Literacy Block Success - Slide 45
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
Literacy Block Success - Slide 46
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
Literacy Block Success - Slide 47
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
Literacy Block Success - Slide 48
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).
Literacy Block Success - Slide 49
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.
Literacy Block Success - Slide 50
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.
Literacy Block Success - Slide 51
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.
Literacy Block Success - Slide 52
Resources
fcrr.org responsiveclassroom.org reading.org doe.mass.edu/reading GRADE Resource Library readingrockets.org
Literacy Block Success - Slide 53
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.