PRESENTED BYDAWN JAMES -CAPPIELLO

EVELYN SOLTESLYNN SMITH

JAN STILWELL

READING ISN’T JUST FOR THE READING BLOCK

New Standards – Adding Rigor Across the Day

What children do during reading block predicts what children learn during reading block.

Will read something they have selected

When will children learn how to choose books if we offer only teacher-selected texts?

Access to books improves comprehension

1,000-2,000 interesting titles

Large and multi-level classroom libraries are critical

Every day, every child . . .

Will read something accurately

98% accuracy is essential for reading acceleration

90% comprehension

High success reading is essential to developing oral reading fluency

Every day, every child . . .

Extensive high-success reading produces similar gains as repeated readings but greater vocabulary and comprehension improvement (Kuhn, 2006).

This develops fluency faster than repeated reading as well as comprehension in other areas.

Fluency

Will read something they understand Reading without comprehension is simply

word calling. It produces no reading growth.

Understanding is different from remembering

Recall of text information is easier than understanding text information

Does teacher questioning assess recall or understanding?

Every day, every child . . .

Reading for pleasure with comprehension = noticeable gains on standardized tests

Extensive reading without comprehension = nothing

Literate conversations begin with questions that are about understanding and not remembering

Will write something meaningful Adults rarely write on topics they are assigned

Writing involves composing or creating text

Few of us can write well on topics we neither care about or know very little about

Worksheets are not writing

Writing to a prompt is not the type of writing real people do

Every day, every child . . .

Will talk to peers about their reading and writing In the real world we talk with others about

what we are reading, writing, and learning about

Research supports the power of conversation with peers

Peer conversations regarding text have better outcomes than highlighting important information after reading

Every day, every child . . .

If classrooms are quiet, then nothing is going on!

Nystrand (2006) summarizes research noting that even small amounts of literate conversations daily improve standardized test comprehension scores. This holds true regardless of SES or reading level.

Literate conversation prepare for 21st century where colleagues are collaborating across continents through conversations

Will listen to a fluent adult read aloud

Read Alouds develop Vocabulary Word knowledge Sense of story Awareness of genres and text structure Syntax knowledge of more complex text

Every day, every child . . .

Eliminate almost all worksheets from student daily work

Replace worksheet and test prep with Literate conversations Read alouds Self selected reading Self selected writing

The outcome is improved reading achievement. We create readers and writers.

Where do I find the time?

ADOPTED – 2010

New Virginia Standards of Learning

New 2010 English Standards

Emphasis on oral language skills, K - 5Added rigorDepth of understanding textFocus on nonfiction textCorrelated with National Core Standards

English Performance Expectations

Reading strategies are emphasized in each strand including before, during, and after reading

Both fiction and nonfiction emphasize using strategies, such as making inferences and drawing conclusions

4-12 Reading Blueprints

SOL Testing

SOL tests will emphasize nonfiction reading using both informational and functional passages

Nonfiction reading includes emphasis on text structures

Main idea and supporting details in fiction and nonfiction

Changes to SOL Reading Tests

The Reporting Categories include word analysis, comprehension of fiction, and comprehension of nonfiction

Beginning in grade 5, there are more nonfiction than fiction items

Research will be tested in writing instead of reading

Vocabulary: Grades 4 - 12

Vocabulary standards appear as the first standard under reading in 4-12

Use authentic texts, not merely word lists Use of affixes and roots Common Greek and Latin roots and affixes

Reporting Category

Grade 2

Grade 3 Grade 4 Grade 5 Multiple-Choice: # of Items

Short Paper : # of Possible Score

Points

Research, plan, compose, and revise

2.12 a-d

2.14

3.9 a-g 3.10b

3.11 a-d 3.12

4.7 a-k 4.9 a-e

5.7 a-i 5.9 a-g 7

Composing/Written Expression

16

Edit for use of: languagecapitalizationpunctuation spelling

2.13 a-j 3.10 a, c-j

4.8 a-h 5.8 a-k 15

Usage/Mechanics

8

SOL not tested on MC/TEI Component

2.11 3.8

SOL not scored on Short Paper Component *

2.11 3.8 4.9 a-e 5.9 a-g

SOL subsumed

Kindergarten & 1st grade Writing SOL

# of Operational Items# of Field Test ItemsTotal Number of Items

221234

24

24

Blueprint for 5th Grade Writing SOL Test

SOL Progression

Writing in Grades 4 - 12

Writing revolves around mode, purpose, audience, and process (“mode” means style)

All students should be given practice writing on demand, for shorter time frames, and over extended periods of time

Each grade level has a composing/revision standard and an editing/grammar standard

Writing: Grades 4 - 12

Emphasis on elaboration, unity, central idea, organization, tone, and voice

Grammar conventions remain Syntax and sentence variety are emphasized

Writing: Grades 4-12

Provide students with opportunities to compose using computer technology (NAEP; SOL writing online 5, 8, EOC)

Online Practice SOL Writing Tool – provide prompts

Teaching writing is an expectation of every grade, not only “tested” grades

Self- and peer-editing opportunities for students are essential

Lesson Plans from VDOE

Lesson Plans The new English Standards of Learning Enhanced Scope and

Sequence will be published in fall 2012. The Enhanced Scope and Sequence sample lesson plans are aligned with the 2010 English SOL. In preparation for the new online writing assessments, several of the writing lessons from each grade band are provided. These materials are intended as examples of ways the understandings, knowledge, and skills might be presented to students in sample lessons that have been aligned with the new standards.

K-2 Prewriting Using Pictures K-2 Revision K-2 Writing process-Expository writing Grades 3-5 Informative/Expository Writing Grades 3-5 Persuasive Writing Grades 3-5 Word Choice and Sentence Variety

Video Resources from VDOEhttp://learner.org/resources/series205.html

Program 6. Reading/Writing Connections Through interviews and classroom footage, this program demonstrates how teachers, including Christine Sanchez, Cristina Tijerina, Sheryl Bock, and Mark Hansen, incorporate works by published authors into their writing instruction.

Program 7. Teaching the Writing Craft This program examines whole-class instruction in the writing workshop, looking at why teachers choose this type of instruction and how they integrate it with other instructional strategies such as working with individuals and small groups. Go to this unit.

Program 8. Teaching a Specific Writing Strategy Silvia Edgerton teaches her fifth-grade students how to make their writing more vivid by zooming in on details, shown in a lesson unfolding over several days.

Program 9. Conversations With Student Writers The program demonstrates how teachers incorporate conferences with students into their writing instruction. Viewers will see how teachers structure conferences, choose a teaching focus for the conference, and keep records of their interactions. The emphasis is on practical strategies and on the fundamental benefit of responding personally to student writing. Go to this unit.

Program 10. Teacher Conferences This program features extensive footage of three effective student/teacher conferences in one fifth-grade and two third-grade classes. These conferences demonstrate how teachers use conferences to focus on instruction for individuals while helping students feel ownership of their work.

Research: Grades 4 - 12

Evaluate the accuracy, quality, and validity of the information

Analyze and synthesize information to solve problems, answer questions, and generate new knowledge

Each research “product” does not have to be a paper

Incorporate Media Literacy into research Consequences of plagiarism, following ethical

and legal guidelines for gathering and using information stressed grades 3-12

Communication/Media Literacy

Provide opportunities for collaboration Use of 21st century skills Paraphrasing and summarizing Active listening skills

Communication/Media Literacy

Identify author, audience, content, and purpose of media messages

Compare/contrast auditory, visual, and written media messages

Identify persuasive techniques in media messages

Distinguish between fact and opinion

Patterns of organizing nonfiction texts:

Chronological or sequential Comparison/contrast Cause and effect Problem-solution Description

Use of text features

Bold-face/italics Use of color type Underlining Indentation Side bars Illustrations, graphics, photographs Headings and subheadings