Title: QUALITY QUINN keynote and session notes Learning Paths: Data RichAnalysis Poor Two Years Growth for
1QUALITY QUINN keynote and session
notesLearning Paths Data RichAnalysis
PoorTwo Years Growth for One Year of
InstructionLooking for Rapid Growth at the
Intermediate Level?
2Project EarlyWord
- Teach everyday words EVERYDAY
- Tell a story EVERYDAY
- Use eye contact when answering children's
questions - Teach the alphabet-Start Early
- Find a LIBRARY
3You Cant Tutor What HasntBeen Taught
- You cant tutor what hasnt been taught
- You cant tutor what hasnt been taught
- You cant tutor what hasnt been taught
- You cant tutor what hasnt been taught
- You cant tutor what hasnt been taught
- You cant tutor what hasnt been taught
- You cant tutor what hasnt been taught
4The Bones of a Lesson Design
5Three Flavors of Assessment
- Summative Assessment External Reporting
- Scorekeeping
- Broad data for identifying and monitoring
specific subgroups - Program evaluation and budget indicators
- Formative Assessment Internal Reporting
- Intervention Do something differently,
immediately (STOP Spray and Pray!) - Progress monitoring over time for individual
students - Data used to plan next move for instruction
(lesson design --GLM) - Getting a Grade Comfort the troubled, trouble
the comfortable - Public relations
- A,B,C,D,F Coin of the realm
6Five Types of Vocabulary
- Listening Vocabulary
- Thinking Vocabulary
- Speaking Vocabulary
- Reading Vocabulary
- Writing Vocabulary
7Aoccodrnig to rscheearch at an Elinsgsh
uinervtisy, it deosnt mttaer in what oredr the
ltteers in a word are, the olny iprmoetnt tihng
is that the frist and lsat ltteer is at the rghit
pclae. The rset can be a toatl mses and you can
still raed it wouthit porbelm. This is bcuseae
we do not raed ervey lteter by itslef but the
wrod as a wlohe. Aamznig! (Author
unknown)
8The Challenge
- After third grade, the achievement gap with
minority, second language, and low-income
learners widens substantially - Incomplete beginning reading instruction
- Serious vocabulary deficit
- Very limited knowledge of text structure
- Misconceptions about fluency
- Lack of meaningful early comprehension assessment
9The Zone of Proximal Development
- Moving readers from their level of success to the
appropriate level of difficulty - Using Coached Reading to identify the independent
reading supportshow does the reader solve her
problem? How do you or the materials you employ
help? - Fluency is not about how fast you read, but what
is it that is slowing you down.
10The Gradual Release Model
11Grade Level Meetings Student specific
- Find and use ALL data (bring to meeting)
- Do analysis for strength and weakness
- Prioritize needs
- Set goals (what of sub groups will grow 04-05)
- Brainstorm specific strategies
- Results indicators
- Action Plan
12The Janet Factor
- I have never heard the word.
- I have heard the word, but I do not know what it
means. - I can sound out or chunk the word, but I do not
know what it means. - I need help reading this word.
- Once I asked for help reading this word, I knew
what it meant.
13The three most important words for the struggling
reader
- VOCABULARY
- VOCABULARY
- VOCABULARY
- Words-words-words-words-words-words-words-words-wo
rds-words-words-words-words-words-words-words-word
s-words-words-words-you get it!!!!
14What Spanish and English have in Common
- Spanish is 90 Latin
- English is 67 Latin
- Both languages are alphabetic
- Both languages have the same vowels
15How Spanish and English are Different
- Spanish is a language of segmentation
- English is a language blending
- Spanish has three types of syllables
- English has six types of syllables
- English has words that must be learned by sight
(sight words are also called high frequency words)
16Writing for Success
- Question Are people motivated to achieve by
personal satisfaction rather than by fame or
money? - My view of the idea that it is personal
satisfaction rather than money or fame that
motivates people to achieve is sometimes wrong
because in sports some people do it for personal
satisfaction because they love the game and some
people do it for the money because it pays well.
17Student response
- Even though we live in a capitalist society, I
still cannot help but believe, despite my own
cynicism, that people are more motivated to
achieve something for personal satisfaction
rather than monetary gains.
18Registers of Language R. Payne
- Frozen Language that is always the same
- Formal Standard sentence syntax of work and
school. - Consultative Formal register when used with
conversation. Discourse patterns slightly less
formal. - Casual Language between friends 400-800 word
vocabulary. Non-specific word-choice non-verbal
assists determine meaning. Sentence syntax often
incomplete. - Intimate Language between lovers or twins. The
language of sexual harassment.
19Vocabulary Instruction
- Concept vocabulary
- Big idea words attrition, populism, hypothesis
- Context vocabulary
- Words that have multiple meanings economy,
mine, elements, book, state, set, case - Vocabulary structure
- Words with recognizable Latin cognates
migratory, revolt, spectator - Jim Cummins-Word Harvesting
20What Words to TeachBringing Words to LifeROBUST
Vocabulary InstructionIsabel Beck ,Nancy MacKowen
- First tier words Most common and least
sophisticated form of word . Ex. find - Second tier words Increasingly specific high
utility words that they need to know in your
class, and everyone elses. Ex. locate - Third tier words Extremely specific words in your
content area that require considered, deliberate
and in-depth instruction. Ex. unearth, discover,
discern
21Three Muscles
- Early Language Experience
- Phonemic awareness and concept development
- Vocabulary, academic language and alphabetic
principle - Decoding muscle
- Three ways of getting meaning off the page
- (1)phonicsprimary decoding strategy
- (2)semantics and vocabulary
- (3) syntax and structure
- Fluency muscle
- Reads a lot of words fast w/ comprehension
- Class libraries of high-interest content related
articles - Every day, every reader reading at a level of
success of self-selected quality literature
(fiction or non-fiction)
22Text Structures
23Language Arts
24Language Arts
- Whose woods these are I think I know. His house
is in the village though, he will not mind me
stopping here to watch his woods fill up with
snow. My little horse must think it queer to stop
without a farmhouse near. He gives his harness
bells a shake, to ask if there is some mistake.
The only other sounds the sweep of easy wind and
downy flake. The woods are lovely dark and deep,
but I have promises to keep, and miles to go
before I sleep, and miles to go before I sleep.
25Science
26Science
- The Hall-Heroult process is essentially the
electrolytic decomposition of purified bauxite.
In a cell made of iron, a solution of Al2O3 in
molten cryolite, Na3AlF6, conducts the current. - Procedural words, ordinals, first, then, next,
etc.
27Social Studies
8
28Social Studies/History
- Although the Confederacy represented the Southern
states, its army attacked Gettysburg from the
north. The Confederate Generals, having spent a
tough winter and spring in the Shenandoah Valley,
were desperate for supplies, particularly shoes.
Gettysburg, Pennsylvania, a farming and shoe
manufacturing community would hopefully provide
the much needed supplies. - Subordinating conjunctions since, while,
because, although, yet, if, as if, however, etc.
29Math
30Math
- The architect and contractor were conferring over
the blueprints of the new ten story parking
garage. It needed to be ten floors and have space
for compact cars. Each floor required twenty-two
I beams, plus one additional beam for each
additional floor after the first. Determine the
number of I beams and show a possible
structural configuration.
31 Attributes of Word Walls
at the Middle School Level
- Alphabetically organized
- Easily seen
- Easy to manipulate and upgrade
- A combination of cognates (roots) and complete
words - Attention to word job (part of speech)
- Driven by words encountered in text
- Student maintained
- Subtle hyphenation when appropriate
32What Words to TeachBringing Words to LifeROBUST
Vocabulary InstructionIsabel Beck ,Nancy MacKowen
- First tier words Words that you wish students
knew, hope they can get, but you dont have time
to teach. - Second tier words High utility words that they
need to know in your class, and everyone elses. - Third tier words Extremely specific words in your
content area that require considered, deliberate
and in depth instruction.
33Lets Demystify Reading
34Five Essential Components of Reading
- Phonemic Awareness
- The ability to hear, identify, and manipulate
individual sounds in spoken words - Phonics
- The understanding that there is a predictable
relationship between phonemes and graphemes - Vocabulary
- Development of stored information about the
meaning of words and pronunciation of words - Fluency
- The ability to read text accurately and quickly
- Comprehension
- Understanding, remembering, and communicating
with others about what has been read
35News Flash!!!!!
- 26 letters and 44 sounds
- 16 reliable letters, (letters that always sound
the same) q,w,t,p,d,f,h,j,k,l,z,x,v,n,m,b, - 4 that are switch hitters... s,g,cr
- 3 that are pests ...a,o,u
- 3 that will make you CRAZY!!!!i,e,y
- Double vowels oa, oo, ee, ea, oi, ou, au
- Blends ch, sh, wh, st,str, pl, sl, fl, gl, cl,
bl, kl,cr,scr,
36 Attributes of Word Walls
at the Middle School Level
- Alphabetically organized
- Easily seen
- Easy to manipulate and upgrade
- A combination of cognates (roots) and complete
words - Attention to word job (part of speech)
- Driven by words encountered in text
- Student maintained
- Subtle hyphenation when appropriate
37Teaching Word Attack (phonics) in Science
- Con-ser-va-tion bun-dle
- Ac-cel-er-a-tion state
- Force base
- Mass mol-e-cule
- Grav-i-ta-tion-al force gas-e-ous
- Ter-min-al vel-o-city
- Grav-i-ta-tion-al at-trac-tion
- Mo-men-tum
38How Spanish and English are Different
- Spanish is a language of segmentation
- English is a language blending
- Spanish has three types of syllables
- English has six types of syllables
- English has words that must be learned by sight
(sight words are also called high frequency words)
39anthropologically
40australopithecine
41Definition of Comprehension
- Comprehension is defined as
- intentional thinking during which meaning is
constructed through interactions between the text
and the reader (Harris Hodges,1995)
42STRATEGIES
- Clarifying
- Comparing and contrasting
- Connecting to prior experiences
- Inferencing (including generalizing and drawing
conclusions)
- Predicting
- Questioning the text
- Recognizing the authors purpose
- Seeing causal relationships
- Summarizing
- visualizing
43an excerpt
- Draped for the formal unveiling May 31 with
only an insouciant topknot and Horton The
Elephants trunk peeking out the sculptures
frolic on the wide green linking the city library
and its four museums that gave wing to the
authors imagination.--
44Process for Leadership
- Challenge the process
- search for opportunities
- change status quo
- Inspiring a shared vision
- imagine the ideal situation
- Enabling others to act
- foster cooperation
- modeling the way
- Encouraging the heart to begin the journey
45-el words
- Towel
- Trowel
- Compel
- Dispel
- Dowel
- Repel
- Bushel
- Shovel
- Pummel
- Level revel travel dishevel
46Testwiseness An Important Piece of a
Comprehensive Intervention Strategy
- On-going, sustained test readiness and rehearsal,
i.e. testwiseness - Phonics instruction for those who received
hit-or-miss decoding during whole language
approach analyze spelling errors - Build fluency with an every day, every child
reads at a level of success approach assess for
oral expression, pace and accuracy - Use regular non-fiction writing events to teach
science soc. studies syntax CRCT high-level
comprehension objectives
47Teaching Comprehension Directly
- Monitor the use of the strategy
- Offer less coaching as less is called for
- Ask what strategy they are using why, therefore
bringing the strategy to the students awareness - Give students continued opportunity to observe
more modeling - Provide multiple and ongoing opportunities for
students to interact w/others using a variety of
text
48How do I teach those strategies?
- Decide which strategy you want to model and which
text to use - Tell your students which strategy you are going
to practice while you read - Read the passage to the students modeling the
strategy you are using..think aloud - During real reading, give your students multiple
chances to practice - Continue modeling as the genre or text structure
changes - Give students a chance to practice without your
coaching or support
49Struggling Older Reader
- Incomplete beginning reading instruction
- Lacks metacognitive strategies
- Limited prior knowledge
- Limited word study skills and spelling
- No text available at level of success
- No adults modeling reading
- No history of reading success
50Five Keys to No Child Left Behind
- Vertical team study of 4-9 reading curriculum
with evidence of student work - Phonemic Awareness Phonics training for 4th
through 9th grade teachers - Vocabulary instruction training geared more
toward word harvest - Ready availability of compelling leveled text
with conditional assessment - Classroom management strategies that provide
intensity and focus for below level readers
51The Old Syllable-the part of a word controlled by
a vowel- In English, there are 6 types
- Syllable that is a single letter, single vowel,
as in a-bout, i-dent-i-fy, e-lec-tric,
a-vail-a-ble - Syllable ending in vowel, as in cru-el-ty,
- Syllable ending in a consonant, as in al-co-hol,
con-su-mer, ath-lete - Syllable ending in -tion-sion, as in
in-tro-duc-tion - Syllable ending in -le, as in tin-gle, pic-kle,
bi-cy-cle - Syllable ending with a vowel, consonant, silent
e, as in shame, dime, kite, mon-o-tone,
val-en-tine - O-le
- Que-so
- Cam-e-ro-nes
52Five Steps to Two Years Growth for One Year of
Instruction
- Vertical team study of k-8 reading curriculum
with evidence of student work - Phonics training for 3rd through 8th grade
teachers - Vocabulary instruction training geared more
toward word harvest - Ready availability of compelling leveled text
with conditional assessment - Classroom management strategies that provide
intensity and focus for below level readers
53The Goal Show Improvement
- Growth triggers funding
- Data is the gatekeeper
- No improvement no money
- Show enough growth to secure funding
- What will be considered growth?
54What you can do in the classroom?
- Discipline
- Use the adult voice first, then the parent voice.
- To avoid arguments with parents and students, use
the adult voice. - Use discipline interventions as an opportunity
for instruction. - Use the parent voice to stop behaviors. Use the
parent voice to change behaviors.
55Math Research
- Embed in real worldmake it engaging, generating
more questions - Create a language rich classroom
- Justifying, generalizations, highly verbal,
highly visual students - Draw pictures, create mental images, foster
visualization - Build from charts, graphs tables- also, the
misinterpretation of data - Dont leave out measurement
56The Recommendations of the Reading Next
ReportThe Fifteen Elements of Effective
Adolescent Literacy Programs
- 1. Direct, explicit comprehension instruction,
which is instruction in the strategies and
processes that proficient readers use to
understand what they read, including summarizing,
keeping track of ones own understanding, and a
host of other practices - 2. Effective instructional principles embedded in
content, including language arts teachers using
content-area texts and content-area teachers
providing instruction and practice in reading and
writing skills specific to their subject area - 3. Motivation and self-directed learning, which
includes building motivation to read and learn
and providing students with the instruction and
supports needed for independent learning tasks
they will face after graduation - 4. Text-based collaborative learning, which
involves students interacting with one another
around a variety of texts - 5. Strategic tutoring, which provides students
with intense individualized reading, writing, and
content instruction as needed - 6. Diverse texts, which are texts at a variety of
difficulty levels and on a variety of topics - 7. Intensive writing, including instruction
connected to the kinds of writing tasks students
will have to perform well in high school and
beyond
57The Recommendations of the Reading Next
ReportThe Fifteen Elements of Effective
Adolescent Literacy Programs
- 8. A technology component, which includes
technology as a tool for and a topic of literacy
instruction - 9. Ongoing formative assessment of students,
which is informal, often daily assessment of how
students are progressing under current
instructional practices - 10. Extended time for literacy, which includes
approximately two to four hours of literacy
instruction and practice that takes place in
language arts and content-area classes - 11. Professional development that is both long
term and ongoing - 12. Ongoing summative assessment of students and
programs, which is more formal and provides data
that are reported for accountability and research
purposes - 13. Teacher teams, which are interdisciplinary
teams that meet regularly to discuss students and
align instruction - 14. Leadership, which can come from principals
and teachers who have a solid understanding of
how to teach reading and writing to the full
array of students present in schools - 15. A comprehensive and coordinated literacy
program, which is interdisciplinary and
interdepartmental and may even coordinate with
out-of-school organizations and the local
community
58Useful References
- Adams, M.J. (2000). Beginning to Read thinking
and learning about print. Cambridge, MA The
MIT Press. - Alexander, K. Entwisle, D. (1996). Schools
and children at risk. In A. Booth J. Dunn
(Eds.). Family-school links How do they affect
educational outcomes? Hillsdale, NJ Erlbaum. - Baker, L. (1994). Contexts of emergent literacy
Everyday home experiences of urban
pre-kindergarten children. College Park, MD
National Reading Research Center. - Baker, L., D. Scher, and K. Mackler. (1997).
Home and family influences on motivations for
reading. Educational Psychologist 32(2) 6982. - Burns, M.S., Griffin, P., Snow, C.E. (1999).
Starting out right A guide to promoting
childrens reading success. Washington, DC
National Academy Press. - Baker, L., Allen. J., Schockley, B, Pelligrini,
A.D., Galda, L. Stahl, S. (1996). Connecting
school and home Constructing partnerships to
foster reading development in L. Baker, P.
Afflerbach D. Reinking (Eds.), Developing
engaged readers in home and school communities,
Mahwah, New Jersey Lawrence Erlbaum, pp. 21-41.
59- Burns, M.S., Griffin, P., Snow, C.E. (1999).
Starting out right A Guide to promoting
childrens reading success. Washington, DC
National Academy Press. - Bus. A.G., M.H. van Ijzendoorn, and A.D.
Pellegrini. (1995). Joint book reading makes
for success in learning to read A meta-analysis
on intergenerational transmission of literacy.
Review of Educational Research 65(1) 1-21. - Center for the Improvement of Early Reading
Achievement. (2001). Put reading first The
research building blocks for teaching children to
read. Jessup, MD Partnership for Reading.
Available www.nifl.gov. - Edwards, P.A. (1995). Empowering low income
mothers and fathers to share books with young
children. The reading teacher 48 4888-564. - Epstein, J.L., Coates, L., Salinas, K.C.,
Sanders, M.G., Simmons, B.S. (1997). School,
family and community partnerships Your handbook
for action. Thousand Oaks, CA Corwin Press. - Gallimore, R., Goldenberg, C. (1993).
Activity settings of early literacy Home and
school factors in childrens emergent literacy.
In E. Forman, N. Minick, A. Stone (Eds.),
Contexts for learning Sociocultural dynamics in
childrens development (pp. 315-335). New York
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60- Gentile, L. M., McMillan, M.M. (1992).
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636-640. - Hart, Betty Risley, Todd R. (1995). Meaningful
Differences in the Everyday Experience of Young
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literacy initiatives. Testimony Provided to the
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Rocket Science. Wahington, DC American
Federation of Teachers. Available online
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National Center for Education Statistics (1998).
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children to read An evidence-based Assessment
of the scientific research literature on reading
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Reports of the subgroups. Washington DC
National Institute of Child Health and Human
Development. Available www.nichd.nih.gov/public
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reader A developmental instruction. Boston
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motivations for literacy learning in Developing.
In L. Baker, C. Afflorbach D. Reinking (Eds.).
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Lawrence Erlbaum. - Riley, J. (1996). The teaching of reading,
London Paul Chapman. - Robbins, C., and L.C. Ehri. (1994). Reading
storybooks to kindergarteners helps them learn
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Griffin. (1998). Preventing Reading
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(1996). The influence of family beliefs and
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early, finish strong How to help every child
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