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Differentiated Word Study Block
to Promote Literacy
PLI Leadership Project
Cathryn Deering
Florence Griffith Joyner Elementary
LAUSD, SouthWatts, Los Angeles, CA
Florence Griffith Joyner Demographics Enrollment: Approximately 700 Students 70% Latino, 30% African American 100% Economically Disadvantaged, most
students come from Jordan Downs Housing Projects
40% ELL
Academic Performance Index
Year Score2013 6162012 6332011 6092010 6652009 6372008 652
Reading Levels K-5
AA
A B C D E F G H I J K L M N O P Q R S T U V W
K 52
19
3 2
1 6 21
38
9 5 0 1
2 2 4 10
9 16
12
4 7 7 2
3 1 2 7 5 5 8 12
5 4 2 12
20
5 5 5 4 0 1
4 1 2 2 6 5 2 4 3 5 7 7 4 10
9 8 4 2 0 1
5 1 2 1 1 4 5 5 5 7 7 3 4 7 6 6 5 3 1 0 3
Gra
de
Reading Level
How many students are reading at grade
level?Grade Students Reading at or
Above Grade LevelK 241 62 03 144 35 12
TOTAL 59
Why?
Literacy Social Justice
Opportunity/freedom
Implementing a Differentiated Word Study Block for 4th &
5th Grade
Literature ReviewValencia & Buly
(2004) Study focus on why so
many students fail state and standardized testing every year.
Found that students need differentiated instruction to meet the specific needs of all students.
Wiser & Mathes (2011)
Discussing the importance of using encoding instruction (using manipulatives, word tiles, Elkonin boxes, etc.) along with decoding instruction
Students who received encoding instruction consistently outscored those who didn’t, and did not need further intervention.
Literature Review Cont.
Kieffer & Lesaux (2007)
Study of 4th & 5th Graders ability to break down words and relate it to their vocabulary knowledge and reading comprehension.
Found that the relationship between vocabulary and morphology are reciprocal
Morphology is a powerful tool to extract meaning from text.
Key Points
Differentiated instruction
Decoding, Encoding for fluency (Emergent Readers)
Morphology for vocabulary development and comprehension (Higher level readers)
Fluency and Comprehension
4th & 5th Grade Reading Levels
A BCDE F GH I J K L MNO PQR S T UVW02468
1012141618
5TH GRADE4TH GRADE
NUM
BER
OF S
TUDE
NTS
READING LEVEL
Differentiated BlockTeacher/Grade/Experience
Reading Levels Word Study Focus
Choyce (4th & 5th Grade SDC) A-E Sight Words, CVC, Initial/Ending sounds
Deering (4th grade-experience teaching K-2)
F-H Long Vowels/Spelling Patterns
Kang (5th grade-only taught 5th gradeDouglas-(Sub-retired 2nd grade teacher)
I-J Digraphs/Blends/Clusters
Chea (4th grade-First year teacher)
K-L Inflectional Endings
Sedeghi (4th grade-mainly taught upper grades)
L-M Compound Words/Plurals
Ransom (5th grade-taught mainly upper grades)
N-O Multisyllabic Words/ Affixes
Dave’ (4th grade-New teacher to Elementary-mainly taught middle school)
P-Q Morphology/Greek & Latin Roots/ Mythology
Williams (5th grade-taught mainly upper grades)
R-W Context Clues/Vocabulary/ Literature Circles
Logic Model
Assessments
Time Line