Transcript Principals Institute Overview of Literacy K-12

Kathryn Catherman
Stephanie Lemmer
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•Pair share: “Did you know …” dialogue
•Info for whole staff?
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What influences college and career readiness?
What can be done to ensure that more middle
school students get off to a strong start in
high school?
1
2
Focus… As you watch this video,
1. Note the active participation procedures that
are directly taught to students.
2. Identify other good instructional practices.
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Inclusive: All means All, no voyeurs, every
student is actively responding
(saying/writing/doing) to the instruction
provided.
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Equity: Every student receives the
scaffolding (temporary instructional
support) to perform at least semi
competently during instruction. (e.g.
rehearse with a partner, sentence starter,
model answer, feedback, graphic
organizers, etc.)
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Academic: Every student is learning to
appropriately use academic language
(beyond vernacular chat) and engage in
higher order thinking (e.g. analyze, explain,
evaluate) daily across content areas.
We need to structure each lesson with these
three keys in mind…
Kevin Feldman
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Number off and read;
#1s
#2s
#3s
#4s
#5s
Read Pages 1-3
Pages 4,5, and 6 (through Model 3)
Pages 6 (starting Model 4) 7 and 8
Pages 9 and 10
Pages 11,12, and 13
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Jot down important points
•
Share out
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Phonemic Awareness
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Phonics
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Fluency
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Vocabulary
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Comprehension
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PA is the ability to focus on and
manipulate the phonemes in spoken
words.
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Critical skill: Segmentation and blending
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Taught in a progression of simple to
complex skills.
• Isolation: initial, final, medial
• Categorization
• Blending
• Segmentation
• Deletion/substitution
Phonemic Awareness is not directly taught
to adolescents.
 Students that lack the skill of blending and
segmenting words have a more difficult
time with word attack skills for multisyllabic
words.
 Application to spelling: lack of PA will
impair ability to spell.
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Based on two parts:
1. Alphabetic Understanding: Letters represent
sounds in words.
2. Phonological Recoding. Letter sounds can be
blended together to make words.
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Goal of all phonics programs is to provide
students with necessary knowledge to use
the alphabetic code so they can progress
normally in learning to read and
comprehending written language.
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Phonics elements should be taught
explicitly and systematically.
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Phonics elements should be taught explicitly
and systematically with a focus on multisyllabic
words.
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Emphasis is on word study (word parts, origins,
using synonyms and antonyms to find meaning
of a word…)
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Students that lack advanced phonics skills will
struggle with fluency.
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Fluent readers can read text with
appropriate rate, accuracy and proper
expression.
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Fluency=automaticity
Exposed to
1,800,000 words
per year
Exposed to
282,000 words
per year
Exposed to
8,000 words
per year
< 1 minute
4.6 minutes
20 minutes
Time spent reading each day
Statistics derived from Shaywitz, S. (2003). Overcoming dyslexia. New York:
Alfred A. Knopf.
Variation in Amount of Independent Reading
Minutes Per Day
Words Read Per Year
65.0
21.1
14.2
9.6
6.5
4.6
3.2
1.3
0.7
0.1
0.0
4,358,000
1,823,000
1,146,000
622,000
432,000
282,000
200,000
106,000
21,000
8,000
0
Anderson, Wilson, and Fielding (1988)
 Repeated
reading using instructional level
text
 Guided
oral reading
 Echo
reading
 Peer
assisted reading
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A person’s ability to store word meanings
in their lexicon.
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A reader must be able to access words
and their meanings on both a receptive
and expressive level.
 Vocabulary
Gap
Children enter schools with different levels
of vocabulary
◦ Meaningful Differences
(Hart & Risley, 1995)
Words heard
per hour
Words heard
in a 100-hour
week
Words heard
in a 5,200
hour year
3 years
Welfare
620
62,000
3 million
10 million
Working Class
1,250
125,000
6 million
20 million
Professional
2,150
215,000
11 million
30 million
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Quantity
Welfare: 616 words
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Working: 1,251 words
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Prof: 2,153 words
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Quality
Welfare: 5 affirmations
11 prohibitions
Working: 12 affirmations
7 prohibitions
Prof:
32 affirmations
5 prohibitions
1.
2.
3.
4.
5.
High-Quality Classroom
Language
Reading Aloud to Students
Explicit Vocabulary Instruction
Word-Learning Strategies
Wide Independent Reading
1.
2.
3.
4.
Introduce the word
Present a student-friendly
explanation
Illustrate the word with
examples
Check students’ understanding
28
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The essence of reading (Durkin, 93)
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An active process that engages the reader
by requiring them to intentionally think and
interact with the text in order to make
meaning. (NRP)
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Prediction
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Self Monitoring
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Asking and answering questioning
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Summarizing
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Explicit instruction: I do, We do, Y’all do, You do
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Multiple strategy instruction
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Use common graphic organizers
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Text structure
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Practice of strategies needs to be done with
appropriate text.
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Explicit strategy instruction is at the core of good
comprehension instruction.
 “Before” strategies
 “During” strategies (in the readers head)
 “After” strategies