Principals Fellowship Session 1 rbc
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The JCPS / Bellarmine University Literacy Project The Principals Fellowship Session 1 September 15, 2014 Kathleen & 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 • Syllabus • Semester Outline
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QUESTION: Why do we HAVE to do this?!
R. Cooter, Fall 2014
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JCPS-Bellarmine Literacy Project A Capacity-Building Model for Teacher Development (Cooter & Cooter, 2003) in Research Based, Culturally Relevant Reading Instruction
• Deep content knowledge of the reading process and reading instruction (Knowledge) • Research-Based, Culturally Relevant Reading Instruction (Skill) • Growth vs. fixed mindset (Dispositions)
Effective Teachers of Reading…….
Observe Teach
Inquire
Evaluate Learning
Diagnose Design
Gradual Release of Responsibility Framework (Pearson and Gallagher, 1983)
Proportion of responsibility for task completion All teacher
MODELING
Joint responsibility
GUIDED/COLLABORATIVE PRACTICE GRADUALLY RELEASE RESPONSIBILTY TO THE STUDENT
All student
INDEPENDENT PRACTICE AND APPLICATION
What does scientific research say about fluency?
Time on task improves performance!
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The 5 Essential Components of Effective Reading Instruction (Nat’l Reading Panel) DECODING/WORD RECOGNITION
COMPREHENSION
Vocabulary
Phonics
Phonemic Awareness
Fluency
Comprehension Strategies 10
The Teaching and Learning Cycle Build Teacher Background
Family Connections
The Big 5 Strategize/Teach Differentiate Instruction
Assessment
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 Assessments Grade Level:_____2______Teacher:___Ms. Jones_________
Fall or Spring
Student
Words Correct per Minute (wcpm)
ORF Norms Interpretation (Above, Appropriate, and Below)
Accuracy
TOWRE SWE SS, Percentile and Interpretation
TOWRE PDE SS, Percentile and Interpretation
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
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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? Repeated and monitored oral reading improves reading fluency and overall reading achievement.
No evidence to support instructional time spent on silent, independent reading with minimal guidance improves reading fluency and overall reading achievement.
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CHORAL READING Three types are effective…
• UNISON • ECHO (also called “ECHOIC”) • ANTIPHONAL
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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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