GACE ECE Study Session

1. GACE ECE Study Session Reading Content Review Presented by Krystal Shaw

2. Contact Information • Third Grade Teacher • Mt. Zion Elementary • kshaw@clayton.k12.ga.us • School 116 on county Global Address List

3. Preview of Study Session Setup • Four Saturdays, 9:00-3:00 • Half day of content review • Half day of test practice and test-taking strategies • Saturday, Jan. 20: Reading • Saturday, Jan. 27: Social Studies • Saturday, Feb. 3: Math • Saturday, Feb. 10: Science

4. Preview of GACE Test Setup • Test One (001): Reading/LA/Social Studies • Objectives 0001-0008 • Reading/Language Arts • 40 Multiple Choice, 1 Written Response • Objectives 0009-0012 • Social Studies • 20 Multiple Choice, 1 Written Response • Totals: • 60 Multiple Choice • 2 Written Response

5. Preview of GACE Test Setup • Test One (002):Math, Science, Health, PE, Arts • Objectives 0013-0017 • Math • 25 Multiple Choice, 1 Written Response • Objectives 0018-0021 • Science • 20 Multiple Choice, 1 Written Response • Objectives 0022-0024 • Health, PE, and the Arts • 15 Multiple Choice • Totals: • 60 Multiple Choice • 2 Written Response

6. GACE Setup • Standards • Subareas • Reading/Language Arts • Social Studies • Math • Science • Health, PE, and the Arts • Website: http://www.gace.nesinc.com • Click on About the GACE • Click on Preparing for the Tests • Click on Preparation Materials • Click on Early Childhood Education • Scroll down and print off Early Childhood Education Preparation Guide

7. Curriculum • Know the Georgia Performance Standards • 5 Components of Reading • 4 Learning Theories of Literacy Development • 4 Cueing Systems • “Balanced Literacy Program”

8. Know the Standards (GPS) • Georgia Performance Standards Website • www.georgiastandards.org • Know the English and Language Arts standards for K-5

9. 5 Components of Reading • Phonemic Awareness • Matching sounds to words • Isolating sounds in words • Blending individual sounds to form a word • Substituting sounds in a word • Segmenting words into its constituent sounds (Tompkins, 2003: Literacy for the 21st Century)

10. 5 Components of Reading • Phonics • Relationships between the sounds in speech and the spelling patterns of the written language • Progression: • Letters of Alphabet, Consonants, Vowels, Blending Words, Rimes and Rhymes, Generalizations (Tompkins, 2003)

11. 5 Components of Reading • Vocabulary • Incidental word learning • Context clues • Knowledge of word and meaning

12. 5 Components of Reading • Comprehension • Understanding and gaining meaning from text • Develop background knowledge • Shared reading, guided reading, read aloud, independent reading • Responding to text • Retelling and Rereading • Applying to deepen understanding

13. 5 Components of Reading • Fluency • Accuracy • 95% correct shows independent level • 90% correct shows instructional level • Less than 90% correct shows frustrational level • Speed • Expression/Intonation

14. Four Learning Theories • Constructivist • Jean Piaget • Active Learning • New information related to prior knowledge • Organize new information into scheme • Closet Metaphor (Tompkins, 2003)

15. Four Learning Theories • Interactive • Use both prior knowledge and features of text • Use word-identification skills and comprehensions strategies to understand • Fluent readers want to make meaning (Tompkins, 2003)

16. Four Learning Theories • Sociolinguistic • Vygotsky • Thoughts and language are interrelated • Learning is social • Adults scaffold learners (support) • Instruction planned based on zone of proximal development (Tompkins, 2003)

17. Four Learning Theories • Reader Response • Rosenblatt • Create meaning as you read • Students vary reading styles according to purpose of reading • Goal is to become lifelong learners (Tompkins, 2003)

18. Four Cueing Systems • Phonological • Using sounds of letters to pronounce and read words • Syntactic • Using knowledge of grammar and structure • Semantic • Using meaning and vocabulary • Pragmatic • Using social/cultural dialects

19. Balanced Reading Program • Whole Language • Based on learning through literature • Does not teach phonics explicitly, but through literature experiences • Phonics • Based on isolated instruction using only phonics • Drill and practice outside of literature

20. Balanced Reading Program • Balanced programs involve aspects of both whole language and phonics • Whole-part-whole • Whole: Start with a piece of literature • Part: Use text to teach mini-lesson on phonics concept • Whole: Return to text for application of concept, Use additional texts for practice

21. Instruction • Four Instructional Approaches • Instructional Model • Reading Process • Writing Process • Instruction for 5 Components • Writer’s Workshop • Content Area Links

22. Four Instructional Approaches • Literature Focus Units • Teacher/students read one text and respond • Teacher chooses texts • Students explore through projects • Literature Circles • Teachers chooses 5-6 texts • Students choose books to read in groups • Students discuss/respond to text within groups

23. Four Instructional Approaches • Reading and Writing Workshop • Students choose books, read and respond individually • Teacher monitors through conferences • Students share books with class • Basal Reading Programs • Teacher uses anthology/basal reader as base for reading program • Guided reading is used to scaffold students

24. Instructional Model

25. Reading Process • Step 1: Prereading • Activating background knowledge (prepare schema) • Graphic organizers, anticipation guides, picture walk • Set Purpose • Make Predictions • Preview text

26. Reading Process • Step 2: Reading • Apply skills and strategies • Read independently, with partners, shared reading, listen • Read entire text or parts • Take notes

27. Reading Process • Step 3: Responding • Readers respond to text and continue to negotiate meaning • Learning logs • Reading response journals • Grand conversations

28. Reading Process • Step 4: Exploring • Revisit text to explore more in depth • Rereading and making connections • Learning new vocabulary • Participating in minilessons

29. Reading Process • Step 5: Applying • Extending comprehension, reflecting on meaning, and valuing experience • Projects • Connect to other related books • Reflect on reading and learning

30. Writing Process • Step 1: Prewriting • Getting ready to write • Choosing topic and style • Brainstorming ideas • Completing a graphic organizer • Rehearse story ideas

31. Writing Process • Step 2: Drafting • Using organizers/ideas to create a rough draft • Focus on content rather than mechanics • “Sloppy copy”

32. Writing Process • Step 3: Revising • “Making it better” • Rereading draft or reading to a partner • Participate in discussions about strengths and weaknesses • Change draft based on reflections and reactions to the text • Focus on changes to content

33. Writing Process • Step 4: Editing • “Making it look pretty” • Proofreading • Correct GUMS (Grammar, Usage, Mechanics, Spelling)

34. Writing Process • Step 5: Publishing • Final copy • Share with others • Put in class book • Read for an audience

35. Instruction for 5 Components • Phonemic Awareness • ABC books • Rhymes • Songs (Old MacDonald) • Blending Activities (/m/ /o/ /p/ = mop) • Segmenting activities (mop = /m/ /o/ /p/) • Sound Matching Activities • Elkonin Boxes: 1 box for each sound (NOT letter) • Child moves marker to mark sounds as they hear them

36. Instruction for 5 Components • Phonics • Explicit instruction • Teachable moments • Making Words • Word sorts based on spelling patterns • Letter cards

37. Instruction for 5 Components • Vocabulary • Teach context clues • Word concept maps • Frayer diagrams • Teach multiple meanings and mark differences on word wall • Teach prefixes, suffixes, and morphemes to determine meaning

38. Instruction for 5 Components • Comprehension • Graphic Organizers • Learning logs • Reading response journals • Strategy Instruction • Predicting • Monitor/Clarify • Evaluate • Summarize

39. Instruction for 5 Components • Comprehension • Skills Instruction • Cause/effect • Main idea/details • Inference • Problem/Solution • Compare/Contrast

40. Instruction for 5 Components • Fluency • Reread!!! (as much as possible) • Timed readings • Reader’s theatre • Modeling through read aloud • Choral reading • Sight words • Phrasing/marking text

41. Writer’s Workshop • Way to implement the writing process • Students choose their own topics (or can be guided to choose a topic) • Focus is on creating and sharing writing • Teacher serves as facilitator • Students write independently and hold scheduled writing conferences with teacher to discuss writing strengths/needs

42. Writer’s Workshop • Component 1: Writing • Students go through 5 steps of writing process • Teacher meets with students to conference • Component 2: Sharing • Students share writing • “Author's chair”

43. Writer’s Workshop • Component 3: Teaching Minilessons • Teacher gives short focused lessons on writing procedures, qualities, strategies, and skills (Not necessarily done in this order!)

44. Content Area Links • Informational Text • Integrate stories and poetry • Read and write to learn (versus learning to read and write) • Learning logs • Journals • Quickwrites • Graphic organizers • Reports/projects

45. Assessment • Formal vs. Informal Assessment • Writing Assessments • Standardized Tests • Assessment Results

46. Formal vs. Informal Assessments • Formal • The “paper and pencil” assessments • Tests (multiple choice, essay, standardized tests) • Quizzes • Classwork • Rubrics • Reports

47. Formal vs. Informal Assessments • Informal • Less paper/pencils • Ticket Out the Door • Checklist • Anecdotal notes • Questioning • Informal Reading Inventory (IRI) • Miscue Analysis

48. Formal vs. Informal Assessments • Cloze procedure • Running records (ORF) • Conferences • Retellings • Portfolios (show progress over time) • Journals The goal is to have a BALANCE of assessments!

49. Writing Assessments • Writing is assessed in developmental stages • Georgia’s Writing Assessment • http://public.doe.k12.ga.us/ci_testing.aspx?PageReq=CI_TESTING_WA

50. Standardized Tests • Meant to provide assessment in a standardized manner • Norm-referenced • Test compares student’s performance with the performance of a group of people who have already taken the test (the “norming” group • Gives percentile rankings • ITBS