4 ways to stay safe online - nic spaull › 2019 › 07 › v2-nic... · 2019-07-01 · stay safe...
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RISECommunityofPracticeNicSpaull
WashingtonDC21June2019
AnthologiesofGradedReaders
4ProgramAreas
isiXhosaGrade1text
DavidCarel,Nangamso Mtsatse,NwabisaMakaluza
isiXhosaGrade2text
DavidCarel,Nangamso Mtsatse,NwabisaMakaluza
isiXhosaGrade3text
DavidCarel,Nangamso Mtsatse,NwabisaMakaluza
Module Description
1 CAPS Reading Activities ඵ/ŶƚƌŽĚƵĐƚŝŽŶƚŽƚĞĂĐŚŝŶŐƌĞĂĚŝŶŐඵ/ŶƚƌŽĚƵĐƚŝŽŶƚŽW^ƌĞĂĚŝŶŐĂĐƚŝǀŝƚŝĞƐඵĂƐĞůŝŶĞƚĞƐƚŝŶŐඵZĞĂĚůŽƵĚඵ^ŚĂƌĞĚZĞĂĚŝŶŐͲ'ƌŽƵƉ'ƵŝĚĞĚZĞĂĚŝŶŐඵWĂŝƌĞĚZĞĂĚŝŶŐඵ/ŶĚĞƉĞŶĚĞŶƚZĞĂĚŝŶŐඵƐƐĞƐƐŝŶŐW^ƌĞĂĚŝŶŐĂĐƚŝǀŝƚŝĞƐඵ
2 EMERGENT LITERACY ඵ/ŵƉŽƌƚĂŶĐĞŽĨƚŚĞŐƌĂĚĞZLJĞĂƌඵ>ŝƐƚĞŶŝŶŐĂŶĚƐƉĞĂŬŝŶŐඵŵĞƌŐĞŶƚƌĞĂĚŝŶŐΘǁƌŝƚŝŶŐඵWŚŽŶŽůŽŐŝĐĂůĂǁĂƌĞŶĞƐƐΘůĞƚƚĞƌƐŽƵŶĚŬŶŽǁůĞĚŐĞ
3 DECODING ඵ/ŶƚƌŽĚƵĐƚŝŽŶƚŽĚĞĐŽĚŝŶŐඵWŚŽŶŽůŽŐŝĐĂů;ΘƉŚŽŶĞŵŝĐͿĂǁĂƌĞŶĞƐƐඵ>ĞƚƚĞƌͲƐŽƵŶĚŬŶŽǁůĞĚŐĞΘƉŚŽŶŝĐƐඵtŽƌĚƌĞĂĚŝŶŐඵKƌĂůƌĞĂĚŝŶŐĨůƵĞŶĐLJඵƐƐĞƐƐŝŶŐĚĞĐŽĚŝŶŐ
4 VOCABULARY ඵ/ŶƚƌŽĚƵĐƚŝŽŶƚŽǀŽĐĂďƵůĂƌLJඵsŽĐĂďƵůĂƌLJĚĞǀĞůŽƉŵĞŶƚඵdĞĂĐŚŝŶŐǀŽĐĂďƵůĂƌLJŝŶĐŝĚĞŶƚĂůůLJඵdĞĂĐŚŝŶŐǀŽĐĂďƵůĂƌLJĞdžƉůŝĐŝƚůLJඵ^ƚƌĂƚĞŐŝĞƐĨŽƌĐŚŝůĚƌĞŶƚŽƵƐĞƚŽŝĚĞŶƚŝĨLJĂŶĚůĞĂƌŶǁŽƌĚƐඵƐƐĞƐƐŝŶŐǀŽĐĂďƵůĂƌLJ
5 COMPREHENSION ඵdĞĂĐŚŝŶŐĐŽŵƉƌĞŚĞŶƐŝŽŶඵdĞĂĐŚŝŶŐĐŽŵƉƌĞŚĞŶƐŝŽŶƐƚƌĂƚĞŐŝĞƐඵhƐŝŶŐƋƵĞƐƚŝŽŶƐƚŽďƵŝůĚĐŽŵƉƌĞŚĞŶƐŝŽŶඵdĞdžƚƚLJƉĞƐඵƐƐĞƐƐŝŶŐĐŽŵƉƌĞŚĞŶƐŝŽŶ
6 WRITING ඵ/ŶƚƌŽĚƵĐƚŝŽŶƚŽǁƌŝƚŝŶŐඵ^ƚĂŐĞƐŽĨǁƌŝƚŝŶŐĚĞǀĞůŽƉŵĞŶƚඵƉƌŽĐĞƐƐΘŐĞŶƌĞĂƉƉƌŽĂĐŚƚŽƚĞĂĐŚŝŶŐǁƌŝƚŝŶŐඵW^ǁƌŝƚŝŶŐĂĐƚŝǀŝƚŝĞƐඵdĞĂĐŚŝŶŐĐƌĞĂƚŝǀĞǁƌŝƚŝŶŐĂŶĚǁĂLJƐƚŽĞdžƚĞŶĚǁƌŝƚŝŶŐඵdĞĂĐŚŝŶŐůĂŶŐƵĂŐĞĂŶĚŐƌĂŵŵĂƌඵƐƐĞƐƐŝŶŐǁƌŝƚŝŶŐ
6 HANDWRITING ඵ/ŶƚƌŽĚƵĐƚŝŽŶƚŽƚĞĂĐŚŝŶŐŚĂŶĚǁƌŝƚŝŶŐඵdĞĂĐŚĞƌƐƌŽůĞŝŶƚĞĂĐŚŝŶŐŚĂŶĚǁƌŝƚŝŶŐඵtŚĂƚǁŚĞŶΘŚŽǁŽĨŚĂŶĚǁƌŝƚŝŶŐඵƐƐĞƐƐŝŶŐŚĂŶĚǁƌŝƚŝŶŐ
7 EFAL 1 ඵWƌŝŶĐŝƉůĞƐĨŽƌƚĞĂĐŚŝŶŐĂŶĂĚĚŝƚŝŽŶĂůůĂŶŐƵĂŐĞŝŶƚŚĞ&ŽƵŶĚĂƚŝŽŶWŚĂƐĞඵ^ĞƚƚŝŶŐƵƉƚŚĞĐůĂƐƐƌŽŽŵĂŶĚĚŽŝŶŐďĂƐĞůŝŶĞĂƐƐĞƐƐŵĞŶƚඵdĞĂĐŚŝŶŐŽƌĂůůĂŶŐƵĂŐĞඵdĞĂĐŚŝŶŐƉŚŽŶĞŵŝĐĂǁĂƌĞŶĞƐƐƉŚŽŶŽůŽŐŝĐĂůĂǁĂƌĞŶĞƐƐΘƉŚŽŶŝĐƐඵdĞĂĐŚŝŶŐƌĞĂĚŝŶŐŝŶ&>
8 EFAL 2 ඵdĞĂĐŚŝŶŐǁƌŝƚŝŶŐŝŶ&>ඵdĞĂĐŚŝŶŐǀŽĐĂďƵůĂƌLJĂŶĚŐƌĂŵŵĂƌŝŶ&>ඵWƌĞƉĂƌŝŶŐůĞĂƌŶĞƌƐĨŽƌŶŐůŝƐŚ>Ž>dŝŶ'ƌĂĚĞϰඵƐƐĞƐƐŝŶŐůĞĂƌŶĞƌƐŶŐůŝƐŚඵWůĂŶŶŝŶŐĨŽƌ&>
9 CREATING A CULTURE OF READING
ඵĨĨĞĐƚĞŶŐĂŐĞŵĞŶƚĂŶĚŵŽƚŝǀĂƚŝŽŶŝŶƌĞĂĚŝŶŐඵdĞdžƚƐĨŽƌƚĞĂĐŚŝŶŐƌĞĂĚŝŶŐඵWƌŝŶƚͲƌŝĐŚĐůĂƐƐƌŽŽŵƐඵDĂŶĂŐŝŶŐƌĞƐŽƵƌĐĞƐඵƐƚĂďůŝƐŚŝŶŐĂĐƵůƚƵƌĞŽĨƌĞĂĚŝŶŐĂĐƌŽƐƐƚŚĞƐĐŚŽŽů
10 INCLUSIVE EDUCATION ඵƚĞĂĐŚĞƌƐƌŽůĞŝŶĂŶŝŶĐůƵƐŝǀĞĐůĂƐƐƌŽŽŵඵtŚĂƚŝƐĂǀĂŝůĂďůĞƚŽŚĞůƉƚŚĞƚĞĂĐŚĞƌඵĂƌƌŝĞƌƐƚŽůĞĂƌŶŝŶŐƐƚƌĂƚĞŐŝĞƐĂŶĚƐƵŐŐĞƐƚŝŽŶƐ
11 ASSESSMENT AND REMEDIATION
ඵĂƐĞůŝŶĞĂƐƐĞƐƐŵĞŶƚඵ&ŽƌŵĂƚŝǀĞĂŶĚƐƵŵŵĂƚŝǀĞĂƐƐĞƐƐŵĞŶƚŽĨƌĞĂĚŝŶŐĂŶĚǁƌŝƚŝŶŐඵ,ĞůƉŝŶŐƐƚƌƵŐŐůŝŶŐƌĞĂĚĞƌƐĂŶĚǁƌŝƚĞƌƐ
12 PLANNING & PROGRESSION ඵ/ŶƚƌŽĚƵĐƚŝŽŶƚŽƚŚĞƉůĂŶŶŝŶŐĐLJĐůĞඵĞĐŽŵŝŶŐĂƌĞĨůĞĐƚŝǀĞƚĞĂĐŚĞƌඵ>ĞǀĞůƐŽĨƉůĂŶŶŝŶŐඵWůĂŶŶŝŶŐĨŽƌƌŽƵƚŝŶĞƐĂŶĚĐůĂƐƐƌŽŽŵŵĂŶĂŐĞŵĞŶƚ
Course Contents12 Short Courses Courses in the Advanced Certificate Foundation Phase Teaching: Literacy
Short Courses Description
824,345 anthologiesprintedanddistributedbyECDOE.
GroupGuidedReading
Whatdoweknow?
21
(1)Languagecomprehension
(2)Decoding
Weknowalmostnothing aboutthis!
Weknowalittleaboutthis.
Weknowthemostaboutthis
Oral
Oral
1% 1% 1% 1% 2% 4% 6%
15% 17%
53%
0%
10%
20%
30%
40%
50%
60%
Swahili Bemba,isiXhosa,isiZulu,Sepedi,
Setswana,SeSotho,Chichewa
Bengali Hindi Portuguese Arabic Spanish Chinese French English
Numberofarticlesintop3journals2009-2019
69-70%ofallarticleinthe3journalsareonEng/French
6%oftotal(rounding).
Arabic+Hindi+Bengali+Swahili=morethan1-billion people
Journal of Research in Reading, Scientific Studies of Reading, Reading Research Quarterly
Lackofreadingresearchonlanguagesindevelopingcountries
Takingacloserlookat
Comprehension
EGRS1impacts(Cilliers etal.2018)
• gg
EGRS1:Comprehension
• Controlschoolsimproveby1.2comprehensionQs• (i.e.30%correctof4questions)
• Coachingschoolsimproveby1.5comprehensionQs• (i.e.38%correctof4questions)
ComprehensionComprehensionandfluencyhavebeenwidelystudiedinEnglish(Adams,1994;Spear-Swerling,2006).
1. Independentreadinglevel:wordrecognitionis99%andcomprehensionis90%orbetter.
2. Instructionalreadinglevel:(thelevelatwhichthereadercanbesuccessfullyinstructed)wordrecognitionis95%andcomprehensionis75%orbetter.
3. Frustrationreadinglevel:wordrecognitionis90%orlessandcomprehensionislessthan50%. Atthislevelthereadercannotreallyunderstandthetext.
Essentiallyalllearnersintreatmentschoolsarestillat‘frustrationreadinglevel’
RachelKahn,PatriciaA.Zapf,&VirginiaG.Cooper, ReadabilityOfMirandaWarningsAndWaivers:ImplicationsForEvaluatingMirandaComprehension,30L.&Psychol.Rev.119,127(2006)(citingDanielP.Greenfieldetal., RetrospectiveEvaluationofMirandaReadingLevelsandWaiverCompetency,19Am.J.ForensicPsychol.75,79-80(2001)).
A B C D
Whatdoesa0.2SDlookslike?
Comprehension
Comprehensionthreshold?
Pointsfordiscussion:
1. Ofcoursetheinputcomponentsofreading(letter-recognition,orallanguageproficiency,vocabulary)areimportantforcomprehension(&byimplicationimprovingthemisgood),butis‘realcomprehension’actuallyimprovingevenamongthetopoftheinterventiondistribution?
2. Areweactuallymovingtheneedleoncomprehension?
3. Whatarewedoingtomeasure&improveorallanguageproficiency.(constrainedvsunconstrainedskills(alaSnow)
Workinginanentirephasevsanindividualgrade
Coaches:school
#Gradeswhichcoachcoachesperyear
Grade years/coach/year
EGRS 1:15 1 15
FundaWande 1:5 3 15
Differentconfigurationswhichdecreasethecostperlearner• Grades:Workingwiththeentirephase(Grade1-3)meansthedosagecanbe
1coachto5schoolsinsteadof1:15• Subjects:Literacy-onlycoachvsliteracy-and-numeracycoach
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