Principals Fellowship Session 1 rbc

January 17, 2018 | Author: Anonymous | Category: Science, Health Science, Pediatrics
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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

5

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!

9

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

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? 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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