Targeting K-1 Struggling Learners through an Ongoing,

Collaborative Professional Development Model in Literacy

Targeting K-1 Struggling Learners through an Ongoing,

Collaborative Professional Development Model in Literacy

Today’s AgendaToday’s Agenda

Presentation of our professional development model

Presentation of a model of reading Modeling and role-playing of

selected strategies Case studies

Presentation of our professional development model

Presentation of a model of reading Modeling and role-playing of

selected strategies Case studies

The Problems We FaceThe Problems We Face

The Problem #1The Problem #1

Conventional wisdom Not true! Influential study (Connie Juel,

1988) Students behind in reading at

end of first grade; 88% were still behind at end of fourth grade

Conventional wisdom Not true! Influential study (Connie Juel,

1988) Students behind in reading at

end of first grade; 88% were still behind at end of fourth grade

The Problem # 2The Problem # 2

Typical professional development One-shot Not open to teachers’ views &

experiences Out of context, not integrated with

current curriculum and organization

No time for modeling, practicing, sharing, fine-tuning

No time for professional sharing

Typical professional development One-shot Not open to teachers’ views &

experiences Out of context, not integrated with

current curriculum and organization

No time for modeling, practicing, sharing, fine-tuning

No time for professional sharing

What do teachers say they need?

What do teachers say they need?

Team planning periods Mentoring by another teacher Regular collaboration with

others

-- Teacher Quality: A Report on the Preparation and Qualifications of Public School Teachers

Team planning periods Mentoring by another teacher Regular collaboration with

others

-- Teacher Quality: A Report on the Preparation and Qualifications of Public School Teachers

The Problem # 3The Problem # 3

Teaching reading is Complex!

Teaching Reading Is Rocket Science by Louisa Moats

Teaching reading is Complex!

Teaching Reading Is Rocket Science by Louisa Moats

Our Solutions #1Our Solutions #1

Early Intervention--Catch them before they fall

Target struggling learners in kindergarten and first grade

Early Intervention--Catch them before they fall

Target struggling learners in kindergarten and first grade

Our Solutions # 2Our Solutions # 2

Ongoing collaboration with coaching, institutes, workshops, study groups, and distance Problem-solving Modeling Self-assessments Peer learning Food!

Ongoing collaboration with coaching, institutes, workshops, study groups, and distance Problem-solving Modeling Self-assessments Peer learning Food!

Our Solutions # 3Our Solutions # 3Efficient professional development:

Integrating a model of reading development; efficient

instructional strategies; and the cyclical progression of assessment,

diagnosis and instruction, in all that we do.

Efficient professional development:

Integrating a model of reading development; efficient

instructional strategies; and the cyclical progression of assessment,

diagnosis and instruction, in all that we do.

Our Goals # 1Our Goals # 1

Rapid acceleration of struggling learners’ reading level

Rapid acceleration of struggling learners’ reading level

Our Goals # 2Our Goals # 2

Teachers’ enhanced understanding of early reading development

Teachers’ enhanced understanding of early reading development

Our Goals # 3Our Goals # 3

Teachers’ daily use of diagnostic thinking about reading development and instruction

Teachers’ daily use of diagnostic thinking about reading development and instruction

Linking a Model of Reading with Assessment

Linking a Model of Reading with Assessment

Vocabulary Word

Meanings

Fluency

Word Identification

Motivation and

Engagement(Ginsberg, Amendum, & Klausman, 2005)

Com

pre

hen

sion

Comprehension

Com

preh

ension

Vocabulary Word

Meanings

Fluency

Word Identification

Motivation and

Engagement(Ginsberg, Amendum, & Klausman, 2005)

Com

pre

hen

sion

Comprehension

Com

preh

ension

NC K-2 Lit Assmt: Running Record

Linking a Model of Reading with Assessment

Linking a Model of Reading with Assessment

Linking a Model of Reading with Assessment

(Ginsberg, Amendum, & Klausman, 2005)

Word Identification

Phonics Knowledge NC K-2 Lit Assmt: Assessment of Letter Knowledge (Sounds)

Phonemic Awareness SkillNC K-2 Lit Assmt: Phonemic Awareness Inventory, Segmenting Words into Phonemes

Sight Word KnowledgeNC K-2 Lit Assmt: Dolch Basic Sight Vocabulary Lists

Phonemic Awareness SkillNC K-2 Lit Assmt: Phonemic Awareness Inventory, Blending Onset-rimes

Phonemic Awareness SkillTRI Word Work-Recording Sheet

Linking a Model of Reading with Assessment

Linking a Model of Reading with Assessment

(Ginsberg, Amendum, & Klausman, 2005)

Fluency

Oral Reading FluencyNC K-2 Lit Assmt: Running Record

Oral Reading Fluency NC K-2 Lit Assmt: Fluency Assessment

Oral Reading FluencyTRI Reading for Fluency Progress-Recording Sheet

Linking a Model of Reading with Assessment

Linking a Model of Reading with Assessment

(Ginsberg, Amendum, & Klausman, 2005)

VocabularyWord

Meanings

Story RetellingNC K-2 Lit Assmt: Retelling

Story VocabularyTRI Word Work and Guided Oral Reading-Recording Sheet

Comprehension

RetellingNC K-2 Lit Assmt: Retelling

Understanding Story Events and SequenceAccelerated Reader Tests

Making predictions, connections, and inferencesAnecdotal notes from discussions during Interactive Read-Alouds

Linking a Model of Reading with Assessment

(Ginsberg, Amendum, & Klausman, 2005)

Linking a Model of Reading with Assessment

Linking a Model of Reading with Assessment

Vocabulary Word

Meanings

Fluency

Word Identification

Motivation and

Engagement

Com

pre

hen

sion

Comprehension

Com

preh

ension

(Ginsberg, Amendum, & Klausman, 2005)

What is the fundamental, developmental need in

reading for most struggling K & 1st grade

learners?

What is the fundamental, developmental need in

reading for most struggling K & 1st grade

learners?Word Recognition

• Alphabetic Principle

• Phonics Knowledge

• Phonemic Awareness Skills

• Orthographic Recognition

Automatized Word Identification

More Sophisticated Word Identification Strategies

More Complex Phonics Knowledge

Word Identification Strategies

Blending

Segmenting

Letter-Sound Knowledge

Alphabetic Principle

Word Identification

Development

Sight Words

What Strategies Best Target the Needs of K-1st

Struggling Readers?

What Strategies Best Target the Needs of K-1st

Struggling Readers? Daily individual or small group

instruction of Engaging, interactive read alouds Word Work Rereading for Fluency Guided Oral Reading

Daily individual or small group instruction of Engaging, interactive read alouds Word Work Rereading for Fluency Guided Oral Reading

Today’s StrategiesToday’s Strategies

Interactive Book Reading Word Work

Look, Say, & Write Change One Sound Write & Say Read, Write, & Say

Interactive Book Reading Word Work

Look, Say, & Write Change One Sound Write & Say Read, Write, & Say

Why the Need?Why the Need?

Reading on mother’s lap Middle-income children ~ 1000 hours by age

5 Low income children ~ 25 hours by age 5

Some K children know 20,000 words; some know 5,000

RESULT? Differences in vocabulary knowledge,

emotional connections with books, print knowledge, background knowledge, and comprehension skills and strategies

Reading on mother’s lap Middle-income children ~ 1000 hours by age

5 Low income children ~ 25 hours by age 5

Some K children know 20,000 words; some know 5,000

RESULT? Differences in vocabulary knowledge,

emotional connections with books, print knowledge, background knowledge, and comprehension skills and strategies

Why else?Why else?

Delores Durkin’s 1979 comprehension study: teachers assign comprehension tasks but do NOT teach comprehension strategies

30 years of research on learners and comprehension strategiesall children can be taught and learn a variety of comprehension strategies that benefits their reading achievement

Delores Durkin’s 1979 comprehension study: teachers assign comprehension tasks but do NOT teach comprehension strategies

30 years of research on learners and comprehension strategiesall children can be taught and learn a variety of comprehension strategies that benefits their reading achievement

Why else?Why else? NC Standard Course of Study

Competency Goal 2 The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. 

2.01 Read aloud independently with fluency and comprehension any text that is appropriately designed for emergent readers.2.02 Demonstrate familiarity with a variety of texts (storybooks, short chapter books, newspapers, telephone books, and everyday print such as signs and labels, poems, word plays using alliteration and rhyme, skits and short plays).2.03 Read and comprehend both fiction and nonfiction text appropriate for grade one using: prior knowledge, summary, questions, and graphic organizers.

2.04 Use preparation strategies to anticipate vocabulary of a text and to connect prior knowledge and experiences to a new text.2.05 Predict and explain what will happen next in stories.2.06 Self-monitor comprehension by using one or two strategies (questions, retelling, summarizing).2.07 Respond and elaborate in answering what, when, where, and how questions.2.08 Discuss and explain response to how, why, and what if questions in sharing narrative and expository texts.2.09 Read and understand simple written instructions..

NC Standard Course of Study Competency Goal 2 The learner will develop and apply

strategies and skills to comprehend text that is read, heard, and viewed. 

2.01 Read aloud independently with fluency and comprehension any text that is appropriately designed for emergent readers.2.02 Demonstrate familiarity with a variety of texts (storybooks, short chapter books, newspapers, telephone books, and everyday print such as signs and labels, poems, word plays using alliteration and rhyme, skits and short plays).2.03 Read and comprehend both fiction and nonfiction text appropriate for grade one using: prior knowledge, summary, questions, and graphic organizers.

2.04 Use preparation strategies to anticipate vocabulary of a text and to connect prior knowledge and experiences to a new text.2.05 Predict and explain what will happen next in stories.2.06 Self-monitor comprehension by using one or two strategies (questions, retelling, summarizing).2.07 Respond and elaborate in answering what, when, where, and how questions.2.08 Discuss and explain response to how, why, and what if questions in sharing narrative and expository texts.2.09 Read and understand simple written instructions..

Why else?Why else?NC Standard Course of Study Competency Goal 4 The learner will apply strategies

and skills to create oral, written, and visual texts.  4.01 Select and use new vocabulary and language

structures in both speech and writing contexts (e.g., oral retelling using exclamatory phrases to accent an idea or event).4.02 Use words that describe, name characters and settings (who, where), and tell action and events (what happened, what did ___ do) in simple texts. 4.03 Use specific words to name and tell action in oral and written language (e.g., using words such as frog and toad when discussing a nonfiction text). 4.04 Extend skills in using oral and written language:

clarifying purposes for engaging in communication. using clear and precise language to paraphrase messages. engaging in more extended oral discussions. producing written products. completing graphic organizers.

NC Standard Course of Study Competency Goal 4 The learner will apply strategies

and skills to create oral, written, and visual texts.  4.01 Select and use new vocabulary and language

structures in both speech and writing contexts (e.g., oral retelling using exclamatory phrases to accent an idea or event).4.02 Use words that describe, name characters and settings (who, where), and tell action and events (what happened, what did ___ do) in simple texts. 4.03 Use specific words to name and tell action in oral and written language (e.g., using words such as frog and toad when discussing a nonfiction text). 4.04 Extend skills in using oral and written language:

clarifying purposes for engaging in communication. using clear and precise language to paraphrase messages. engaging in more extended oral discussions. producing written products. completing graphic organizers.

The Power of Interactive Read Alouds

The Power of Interactive Read Alouds

Engagement in reading Builds vocabulary knowledge Builds background knowledge Scaffolds students where they are Guides students to learn comprehension

strategies Texts can be at students’ listening

comprehension level, not their reading level

Engagement in reading Builds vocabulary knowledge Builds background knowledge Scaffolds students where they are Guides students to learn comprehension

strategies Texts can be at students’ listening

comprehension level, not their reading level

How?How?

Scaffold the experience Before During After

Scaffold the experience Before During After

How to Scaffold Students’ Comprehension

How to Scaffold Students’ Comprehension

Before Develop or retrieve background

knowledge related to the text Make a prediction Preview the text Present key vocabulary; concepts Motivate—hook them! Set purpose for reading

Before Develop or retrieve background

knowledge related to the text Make a prediction Preview the text Present key vocabulary; concepts Motivate—hook them! Set purpose for reading

How to Scaffold Students’ Comprehension

How to Scaffold Students’ Comprehension

During Read with excitement, expression, and

verve! Talk aloud; teach students to:

Monitor their comprehension Make connections between the text and their lives,

or to other books Retrieve background knowledge related to the text Retell/summarize

Develop lacking background knowledge

During Read with excitement, expression, and

verve! Talk aloud; teach students to:

Monitor their comprehension Make connections between the text and their lives,

or to other books Retrieve background knowledge related to the text Retell/summarize

Develop lacking background knowledge

How to Scaffold Students’ Comprehension

How to Scaffold Students’ Comprehension

After Retell/Summarize Synthesize (taking information and

re-creating it into a new form) Reflect

After Retell/Summarize Synthesize (taking information and

re-creating it into a new form) Reflect

Let’s Try It!Let’s Try It!

Now Let’s Try Word Work Strategies

Now Let’s Try Word Work Strategies

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