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Reading First 2003-2008. Professional Development The Highlights. Objectives. Review key Reading First professional development Identify resources for training new teachers Share your experiences implementing this Professional Development. Areas of Professional Development.
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Reading First2003-2008 Professional Development The Highlights
Objectives • Review key Reading First professional development • Identify resources for training new teachers • Share your experiences implementing this Professional Development
Areas of Professional Development • Five Components of Reading Instruction • Assessment and Instruction • Literacy Coaching • Scientifically-based Reading Instruction • Three Tier Model, Differentiated Instruction and Response to Intervention (RtI)
Five Components of Reading Instruction Professional Development
Phonemic Awareness and Phonics Resources from the National Reading First Conference. • Lane, H., Nat. Reading First Conference, July 2005. Phonemic awareness assessment and instruction. A sound beginning. • Woodruff, T., Nat. Reading First Conference, July 2005. Phonics instruction: One of the 5 big ideas in reading – why is it necessary and what it should look like.
Fluency Presentations • Timothy Rasinski, Kent State University, March 2006. Effective teaching of reading: From phonics to fluency. • Joseph Torgesen, Florida Center for Reading Research, March 2006. Reading Fluency as a marker for early reading progress: Strengths and weaknesses
Resource Text • Timothy Rasinski (2005). The fluent reader: Oral reading strategies for building word recognition, fluency and comprehension. New York, NY: Scholastic Inc.
FosteringFluency Effective, research-based practices for development of automaticity and fluency Massachusetts Dept. of Education, Reading First
Resource Text • Isabel L. Beck, Margaret G. McKeown, and Linda Kucan (2002). Bringing words to life: Robust vocabulary instruction. New York, NY: The Guilford Press
Building Oral LanguageSkills All Day Long MADOE Reading First Regional Meetings “America’s future walks through the doors of our schools everyday.” Mary Jean LeTendre Lesley Maxwell Hanson Initiative for Language & Literacy (HILL) firstname.lastname@example.org; http://www.mghihp.edu/hill
Focus of Presentation • Activities for building up oral language across the day • Developing oral language at the sentence level • Using Think Aloud strategies to expand oral language
Developing Oral Language Skills Reading First MA Department of Education November 15, 2006
Unlocking Meaning Reading First MA Department of Education
Objectives • Strategy Instruction (Reciprocal Teaching) • Questioning Techniques (QAR) • MCAS Prep • Assessment
Resource Texts • Oczkus, L. D. (2003). Reciprocal teaching at work: Strategies for improving reading comprehension. Newark, D.E.: International Reading Association • Collins-Block, Rodgers, L.L., & Johnson, R.B. (2004). Comprehension process instruction: Creating reading success in grades K-3
Five Ws Plus H of Building Informational Literacy Nell K. Duke Michigan State University Literacy Achievement and Research Center Marlboro, MA March 2007
References for Material in this Talk Material for this talk is drawn in part from the book: Reading and Writing Informational Text in the Primary Grades: Research-based Practices, published by Scholastic. The complete citation for the book is: Duke, N. K., & Bennett-Armistead, V. S., with Huxley, A., Johnson, M. McClurkin, D., Roberts, E., Rosen, C., Vogel, E. (2003). Reading and writing informational text in the primary grades: Research-based practices. New York: Scholastic. Many additional citations are provided in the book.
Title: As You Like It Regional Meeting Massachusetts Reading First May 2006
Objectives Today we will: Define authentic text, both literary and informational, and explore its importance. Link the use of authentic text to our prior knowledge of comprehensive reading instruction. Explore the importance of text features for comprehension. Experience using informational text for standards-based instruction.
Written Response to Text Institute Massachusetts Department of Education August 1 & 2, 2007
Written response to text Our summer professional development plans: • Selecting text that is appropriate for an extended written response • Understanding text structures and features and aligning them to the ELA standards • Creating items that measure a clear learning target (standard) • Develop scoring guidelines
Written response to text Next year : • Review student work samples • Compare your scores to those of your colleagues • Rewrite items • Plan focused lessons
Resource Texts • Mass. Dept. of Education, June 2001. Massachusetts English language arts curriculum framework. Malden, MA: MADOE • Mass. Dept. of Education, June 2001. Supplement to the Massachusetts English language arts curriculum framework, Grades 3,5 and 7 grade level standards for vocabulary, reading, and literature. Malden, MA: MADOE
Demonstrating Reading Comprehension Through Expository Texts: Helping All K-3 Students Write About What They Learn The Massachusetts Reading First Plan Advanced Seminar November 7, 2007 Gary A. Troia, Ph.D. Michigan State University www.msularc.org
Resource Text • Steve Graham, Charles A. MacArthur & Jill Fitzgerald (Eds.), 2007. Best practices in writing instruction. New York, NY: The Guilford Press
Popular Materials for Study Groups • Beck, I., McKeown, M.G., & Kucan, L.(2002). Bringing words to life: Robust vocabulary instruction. New York, NY: The Guilford Press • Murphy, J. (2004). Leadership for Literacy: Research-based practice, PreK-3. Thousand Oaks, CA: Corwin Press. • Oczkus, L. D. (2003). Reciprocal teaching at work: Strategies for improving reading comprehension. Newark, D.E.: International Reading Association • Texas Center for Reading and Language Arts (2002). Teacher Reading Academy (TRA) binder. Austin, Tx: University of Texas College of Education.
Activity: Time to Share As you turn and talk with your partner, you may use the RF Professional Development Action Plan to record some tools/resources that you will use for future Professional Development. • Which DOE resources have been most useful to you in training teachers? • Based on this review, are there some tools that you will revisit or adopt for ongoing PD?
Assessment and Instruction Professional Development
DIBELS Training Resources • Good, R.H., & Kaminski, R.A. (2003). Dynamic Indicators of Basic Early Literacy Skills, 6th Ed. Administration and scoring guide. Longmont, CA: Sopris West. • IDEAL Consulting Services, June 2004. Collecting, interpreting and utilizing DIBELS data. Text available from DESE Office of Reading website.
GRADE Overview MA DOE Summer Reading Academy
GRADE Group Reading Assessment and Diagnostic Evaluation Published by AGS Content and Diagnostic Interpretation based on AGS Technical Manual Reading First, Mass. Dept. of Education 2005
Resources for Linking Assessment to Instruction • Mass. Dept. of Education, October 2005. Creating an assessment framework to prevent reading failure and strengthen instruction. • Hall, S. L. (2006). I’ve DIBEL’d, now what?: Designing interventions with DIBELS data. Boston, MA: Sopris West. • Mass. Dept. of Education, Spring 2007. Overview of the MCAS. • Hanson Institute for Language and Literacy tools for assessment and instruction http://www.mghihp.edu/hill/services/tools.html • U.Mass. Donahue Institute Reading First Evaluations http://www.doe.mass.edu/read/mrfp/donahue.html • IF network assessment binder: Protocols for conducting data meetings • http://www.testwiz.net Data management and reports
Activity: Time for Feedback As you turn and talk with your partner, you may use the RF Professional Development Action Plan to record some tools/resources that you will use for future Professional Development. • Based on this review, which tools have you found most useful in training teachers in administration, scoring and interpretation of DIBELS and GRADE? • Are there specific resources that you plan to revisit as you train new teachers? Why?
Literacy Coaching Professional Development
DOE RF Coaching Presentations • Sharon Walpole, University of Delaware & Cecilia Minden-Cupp, Harvard Graduate School of Education, Fall 2004. Strategies for coaching. • Sharon Walpole, University of Delaware, Jan. 2005. Targeted time, targeted curriculum, targeted instruction. • Janet Hasbrouck & Carolyn Denton, Fall 2007. Reading coaches: Ideas and strategies for success. • Contact: reading @doe.mass.edu for hard copies of these presentations
Coaching Resources • Sharon Walpole & Michael C. McKenna (2004). The literacy coach’s handbook: A guide to research-based practice. New York, NY: The Guilford Press • Jan Hasbrouck & Carolyn Denton (2005). The reading coach: A how-to manual for success. Boston, MA: Sopris West. • RMC Research Corporation (2005). Leading for success: An introductory guide for Reading First coaches. Austin, Tx: Central Reading First Technical Assistance Center, Vaughn Gross Cener for Language Arts. • MADOE/DESE Regional Meeting networks – “None of us is as smart as all of us.” (Ken Blanchard)
Coaching Workshops • Hanson Institute for Language and Literacy http://www.mghihp.edu/hill • DIBELS Workshop, Aug. 4, 2008 • Leading Literacy Change for Coaches, Aug. 5-8, 2008 These workshops will be held at the HILL, 13th St., Charlestown Navy Yard, MA 02129 • Literacy Leadership Summit, Aug. 13 and 14, 2008 This workshop is for district/school teams and will be held at the Highlander Charter School, 145 Greeley St., Providence, RI. For more information, contact the HILL at 617-726-7728 or E-mail:email@example.com
Activity: Time for Feedback As you turn and talk with your partner, you may use the RF Professional Development Action Plan to record some tools/resources that you will use for future Professional Development. • How have you supported coaching in your school/district? • Which coaching resources will be most useful in providing PD in your school/district?
Scientifically-based Reading Instruction Professional Development
Reading First Program-Specific Professional Development Eastern Regional Reading First Technical Assistance Center Florida Center for Reading Research Florida State University Sheryl Turner www.fcrr.org October 2004
Scientifically Based Reading Research (SBRR) SBRR Training is: • training on the importance of the 5 essential components of reading • instructional principles for effectively teaching those skills to at-risk students phonics phonemic awareness fluency vocabulary comprehension
More Resources for Scientifically-based Reading Research/Reading Instruction • Reviews of core reading programs http://www.fcrr.org/FCRRReports/CReports.aspx?rep=core • Gumm,R. & Turner, S. Nat. Reading First Conference, Minneapolis, MN, July 2004. 90 minutes plus: Demystifying the literacy block. Available at FCRR: http://www.fcrr.org • National Institute of Child Health and Human Development (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: U.S. Dept. of Health and Human Services
Activity: Time for Feedback As you turn and talk with your partner, you may use the RF Professional Development Action Plan to record some tools/resources that you will use for future Professional Development. • How have you enhanced training in the use of the core program? • Based on this review, are there some tools that you will adapt for use in your school/district?
The Three-Tier Model, Differentiated Instruction and Response to Intervention Professional Development
Teaching All Children to Read: Practices from Reading First Schools with Relatively Strong Intervention Outcomes Dr. Joseph Torgesen Florida Center for Reading Research and Eastern Regional Reading First Technical Assistance Center Massachusetts Reading First Summer Conference, August, 2006
Three-Tier Model Resources Three documents related to this presentation at www.fcrr.org 1.Complete report; 2. Executive summary for complete report; 3. “Principal’s guide to intensive interventions for struggling readers in Reading First schools” Free download of 240 independent student learning activities for K-1 classrooms, and 170 activities for 2-3, go tohttp://www.fcrr.org/activities/ Objective, teacher-written reviews of commercially available intervention programs and materials: http://www.fcrr.org/FCRReports/ Kosanovich, M., Ladinsky,K., Nelson, L. & Torgesen, J. (2006). Differentiated reading instruction: Small group alternative lesson structures for All students; http://www.fcrr.org/Curriculum/curriculum.htm
Instruction for English Language Learners • Arguelles, M. E., Central Reading First Technical Assistance Center (2006).Components of effective instruction for ELLs. • Carlo, M., University of Miami, Fall 2004. Should vocabulary instruction differ for English Language Learners? Yes or No? Contact: reading @doe.mass.edu for a hard copy of these presentations • Center on Instruction (2006). Practical guidelines for the education of English Language Learners: Research-based recommendations for instruction and academic interventions. Houston, Tx.: Texas Institute for Measurement, Evaluation, and Statistics, University of Houston. www.centeroninstruction.org
Diversity & Development: Promoting Early Literacy Skills of ELLs Nonie K. Lesaux, PhD Reading First Conference Sturbridge, MA August 16-17, 2006
Outline • K-12 Population Demographics • Pressing Issues • Preventing Reading Difficulties: Relevant Findings • Misconceptions & Implications