The JCPS / Bellarmine University

Literacy ProjectThe Principals FellowshipSession 1September 15, 2014Kathleen & Robert Cooter

… literacy liberates us from dependence on received wisdom and allows us to find and weigh the evidence ourselves. Simply put,

literacy is a cornerstone of our freedom.

(Ippilito, J., Steele, J, & Samson, J., 2007)

Class Agenda Welcome and Introductions

Warm-up Activity

Name Plates & Class Norms

Course Overview – Review of Syllabus/Book

PhD Credit in Literacy Leadership

QUESTION: Why do we HAVE to do this?!

“Ugly Baby” Activity

Hearing from the Teachers

EXECUTIVE SUMMARY: National Reading Panel & What Your Teachers Are

Learning

What is a CAP?

What’s next?

Course Overview

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•Syllabus

•Semester Outline

R. Cooter, Fall 2014 5

QUESTION:

Why do we HAVE to do this?!

JCPS-Bellarmine Literacy Project

• Deep content knowledge of the reading process and reading instruction (Knowledge)

• Research-Based, Culturally Relevant Reading Instruction (Skill)

• Growth vs. fixed mindset (Dispositions)

A Capacity-Building Model for Teacher Development (Cooter & Cooter, 2003) in Research Based, Culturally Relevant Reading Instruction

Effective Teachers of Reading…….

Observe

Inquire

Diagnose

Design

Evaluate Learning

Teach

Gradual Release of Responsibility Framework(Pearson and Gallagher, 1983)

Proportion of responsibility for task completion

All teacher

Joint responsibility

All student

MODELING GUIDED/COLLABORATIVE PRACTICE

GRADUALLY RELEASE RESPONSIBILTY TO THE STUDENT

INDEPENDENT PRACTICE AND

APPLICATION

What does scientific research say about fluency?

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Time on task improves performance!

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DECODING/WORD RECOGNITION

COMPREHENSION

Phonics

Fluency

Vocabulary

Comprehension Strategies

The 5 Essential Components of Effective Reading Instruction (Nat’l Reading Panel)

Phonemic Awareness

The Big 5

Build Teacher Background

Assessment

Strategize/TeachDifferentiate Instruction

Family Connections

The Teaching and Learning Cycle

Let’s take a look at your teachers

first CAPs!!

Assessing Fluent Oral Reading

Four components:• Accurate decoding of text• Reading rate or speed• Use of volume, stress, pitch, and prosodic

markers• Mature phrasing or chunking of text

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Assessing Fluent Oral Reading

Four components:• Accurate decoding of text• Reading rate or speed• Use of volume, stress, pitch, and prosodic

markers• Mature phrasing or chunking of text

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Literacy Profile: Fluency AssessmentsGrade Level:_____2______Teacher:___Ms. Jones_________ Fall or Spring

Student

Words Correct per Minute (wcpm)

ORF Norms Interpretation

(Above, Appropriate, and Below)

Accuracy TOWRESWE

SS, Percentile andInterpretation

TOWREPDE

SS, Percentile andInterpretation

1 49 Appropriate 96% 111, 77%, D 100, 50%, P

2 30 Below 58% 95, 37%, S 86, 18%, S

3 81 Above 100% 123, 94%, D 112, 79%, D

4 23 Below 45% 86, 18%, VP 85, 16%, VP

5 60 Appropriate 100% 114, 82%, D 105, 63%, P

6 15 Below 29% 85, 16%, VP 81, 10%, VP

7 100 Above 100% 138, >99%, D 130, 98%, D

8 33 Below 64% 97, 42%, P 90, 25%, S

9 65 Above 100% 119, 90%, D 108, 70%, D

10 16 Below 31% 88, 21%, S 83, 13%, VP

11 98 Above 100% 130, 98%, D 120, 91%, D

12 77 Above 100% 117, 87%, D 107, 68%, D

13 38 Below 74% 103, 58%, P 94, 35%, S

14 75 Above 100% 119, 90%, D 108, 70%, D

15 23 Below 45% 90. 25%, S 85, 16%, VP

What does scientifically based research tell us about fluency instruction?

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No evidence to support instructional time spent on silent, independent reading with minimal guidance improves reading fluency and overall reading achievement.

Repeated and monitored oral reading improves reading fluency and overall reading achievement.

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CHORAL READING

Three types are effective…

• UNISON• ECHO (also called “ECHOIC”)• ANTIPHONAL

YOUR TEACHERS’ HOMEWORK ASSIGNMENT: CAP #2

Begin work on CAP #2 Part 2 – Refer to CAP #2 Guidelines

– Meet with your Literacy Project Coach– Due to your instructor by Session 8

**Grade Level Passage Reading and TOWRE-2 completed and entered into Cascade by October 3, 2014 for Grades 1-3

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