Principals Meeting Elementary Literacy Session

1
Principals MeetingElementary Literacy Session

• Judy Hall, Literacy Coordinator
• Mary Campbell, EL Coordinator
• Debra Hirsch, Literacy Adviser
• Christopher Clarke, Literacy Coach
• October 8, 2003

2
Previously we

• looked at multiple measures to analyze and
  determine student achievement in literacy
• reviewed and identified SDAIE strategies
  contained in the Open Court Reading Program
• demonstrated the use of the Concept/Question
  Board and other strategies to build and reinforce
  vocabulary development for ELD Levels 3-5
• shared a tool to distinguish SDAIE methodology
  and where to look during OCR for evidence

3
Today we will

• observe a group of teachers reviewing their data
  at a grade level meeting to determine student
  achievement and next instructional steps
• listen for evidence of Clear Expectations,
  Accountable Talk and Academic Rigor during a
  grade level meeting
• share a tool with you to help teachers
  differentiate instruction for students during
  direct teaching and IWT

4
Today we will

• share some initial District B data on fluency as
  a bridge for next instructional focus
• review the Direct Instruction model
• read an article that supports the research on
  teaching reading to early language learners
• illustrate additional vocabulary strategies based
  on research to support the needs of English
  Learners

5
Behind the Scenes at a Grade Level Meeting

• As you watch the video of this grade level
  meeting observe the following
• Questions asked by the Literacy Coach
• Conversations the teachers have around data
• Implications for instruction during the next Open
  Court or SFA cycle
• Evidence of differentiating for student need
• Write down some key points that the teachers make
  that demonstrate Clear Expectations and
  Accountable Talk.

6
Successful, Targeted and Differentiated
Instruction

• Careful use of the assessment to focus planning
  in key areas
• Working with colleagues to identify strategies
  and actions that can be taken to improve
  instruction
• Using the data and the unit content plan for
  small group instruction with target students

7
Successful, Targeted and Differentiated
Instruction

• Following up quickly when students become
  confused with key content
• Engaging target students orally in rehearsing and
  practicing key elements of instruction daily
• Extend and expand learning opportunities for
  those students that need more academic challenge

8
(No Transcript)
9
OCR Classroom Action Plan
10
Table Talk

• Review with your colleagues the following
• Concept of Direct Instruction (What does that
  mean in terms of OCR or SFA lesson delivery?)
• Analyzing data to determine and plan instruction
  for the individual needs of students
• How and where can this occur in the Open Court or
  SFA Reading block (Reading Room and Homeroom)
• Impact of goal setting

11
A Look At District B DataConnecting Fluency to

• Fluency scores are low in grades 2-5
• There is a direct correlation between fluency,
  vocabulary, comprehension and writing
• As we improve or make progress in any one of
  these areas that the other two areas should
  naturally increase as well
• Focus on students scoring at the strategic level
  should give us the greatest opportunity for
  student achievement gains

12
District B Unit 1 Summary Sheet
13
Fluency and Vocabulary Data
14
(No Transcript)
15
(No Transcript)
16
Direct Instruction
A direct instruction environment is one in which
there is a predominant focus on learning and in
which students are engaged in academic tasks a
large percentage of time and achieve at a high
rate of success. The social climate is positive
and free of negative affect. Models of
Teaching Joyce, Weil and Calhoun
17
Steps of Direct Instruction

• Presenting material in small steps
• Providing many, varied examples of the new skill
  or concept
• Modeling, or giving narrated demonstrations
• Avoid digressions and staying on topic
• Re-explaining difficult points

18
Phases of Direct Instruction

• Orientation--teacher clarifies objectives and
  procedures for the new task, activates prior
  knowledge and/or connects to previous lessons
• Presentation--Teacher explains, demonstrates, and
  gives examples of concept, skill, or strategy.
  Teacher uses visual representation of the
  material and checks for student understanding

19
Phases of Direct Instruction

• Highly Structured Practice--Teacher leads
  students through the practice, step-by-step,
  using an overhead transparency or chart of the
  practice examples as well as the visual
  representation
• Guided Practice--Students practice on their own
  but with the teacher present to monitor and give
  corrective feedback

20
Phases of Direct Instruction

• Independent Practice--Students practice using a
  variety of strategies and opportunities and that
  multiple practice sessions spread out over time

21
How does Direct Instruction Work?
Horse--an animal you can ride on
Direct Instruction assists the learner through a
specific design that focuses on getting initial
learning into short-term memory. Direct
Instruction must be followed by active practice
of the new learning so that there is a transfer
of the new learning into long term memory. Direct
Instruction relies on the learner chunking the
learning and connecting the learning until the
neural path is enriched with many connections and
patterns.
22
Professional Reading Opportunity
Teaching Reading to Early Language Learners

• As you read, look for evidence of
• Direct Instruction as a strategy for scaffolding
  instruction
• Recommendations for multiple opportunity to
  practice
• Suggestions for infusing lessons with vocabulary
  development
• Successful reading strategies for English Learners

23
At our last session we

• demonstrated building the Unit Opener and
  Concept/Question Board to assist students with
  necessary activation of knowledge
• illustrated the use of strategies to attack
  unfamiliar text context clues, apposition, and
  word structure
• modeled scaffolding strategies to use in
  conjunction with daily instruction

24
Vocabulary Development

• Differentiating Instruction for English Learners

25
Vocabulary Instruction

• Formal before, during, or after a lesson
• Embedded/Ongoing
• Daily opportunities
• Supportive room environment
• Linking to all learning
• Informal Use opportunities as they arise
• Goal to create a rich verbal/written environment

26
Which words should we teach during vocabulary
instruction?

• Underlined words in the selection
• Words from the vocabulary section of the
  teachers manual
• Problem words from Clues/Problems
• Words suggested in the ELD Guide
• Words selected by the teachers as important based
  on ELD levels

27
Three Tiers of a Mature Readers Vocabulary

• Tier 1 The Most Basic Words
• cat, mother, go, red
• Tier 2 Words of High Frequency
• unique, convenient, ponder
• Tier 3 Low Frequency Words that Apply to
  Specific Domains
• archeological astronomy, pericardium

28
The most productive instructional efforts should
be directed toward the second tier.
29
Do I have to teach every word that the students
dont understand?
30
No.
31
Three Features of Vocabulary Instruction that
Facilitate Reading Instruction

• Students have a high number of encounters with
  target words.
• Classroom activities in which students have to
  think about target words
• Activities that encourage students to be aware of
  target words outside of vocabulary instruction

32
Sentence Stems
1. restrain to keep someone from doing
something they intended or wanted to do, usually
by using physical strength. I had to restrain my
dog by pulling on his leash because he wanted to
chase the neighbors tabby cat. 2. embark
to start doing something new, different, or
exciting. My family decided to embark on the
trip a day early because ____________________ ____
_____________________________. I. Beck,
Vocabulary, Sacramento, 1999
33
Sentence Beginnings

• If you wanted to eavesdrop on someone in the next
  room
• The doorbell wasnt audible from the kitchen
• Jack answered the phone, but the din of music and
  voices
• made it hard for him to hear who was on the other
  end.
• you can hear better if you put your ear up to the
  keyhole.
• so we didnt know that the guests had arrived.

Sentence Endings
I. Beck, Vocabulary, Sacramento, 1999
34
Word Lines

• How surprised would you be if.
• Your teacher commended you for doing good work?
• A dog started bantering with you?
• How much energy does it take to
• Meander down the hall?
• Vault over a car?

Least------------------------------------------
-Most Surprised Surprised
Least -------------------------------------------
--Most Energy Energy
35
Sense and Nonsense

• If the maiden didnt like the mans serenade, he
  would
• trudge home feeling glum.
• vault home feeling cautious.
• A virtuoso would be
• berated for devouring something edible.
• Commended for playing something melodious.
• The sound of the wind rustling through the trees
  could
• give you an appetite.
• give you a placid feeling.
• If spectators had to wait in a long line for
  tickets to a game
• They might become impatient.
• They might become obese.

36
Word Concept Map













Antonym


What It's Like

What It's Not Like













New Vocabulary Word






Synonym








Examples



37
Word Concept Map




calm









What It's Like

Antonym


What It's Not Like





Lots of people or things moving fast

Things in order

chaos


peaceful
Lots of noise and movement


Planned - people know what to do


Much confusion
New Vocabulary Word






Synonym


confusion




How the passengers acted after the Titanic struck
an iceberg

A messy room where you cant find anything

Examples



A bomb explodes and people are trying to escape
38
Meaning In Motion

• Students are assigned an unknown word
• Write the word in large letters at the top of a
  sheet of white paper.
• Underneath the word students draw an illustration
  using felt tip markers.
• Underneath the illustration, students write a
  synonym.
• On the back, students write the definition.
• Students share, explaining their drawing to the
  class.
• Words should be posted around the room for
  further reference.
• When teaching, use these words in your language
  referring to the words, synonyms, and pictures.
  Children may need help drawing meaningful pictures

Babcock, Susie. Vocabulary Visualization Making
Connections With Words
39
Words Alive

• After introducing new words, each student/group
  is assigned a word.
• Students draw their word in a way that shows
  the meaning on a 5x7 index card.
• Example smile is in the shape of a
  smile
• Students share, explaining their drawing to the
  class.
• Words should be posted around the room for
  further reference.
• When teaching, use these words in your language
  referring to the words
• Encourage the pictures to live within the
  letters of the word.

Babcock, Susie. Vocabulary Visualization Making
Connections With Words
40
Bingo Lingo
41
Wait for me. I dont want to be tardy
I hope youre impressed with my grade

• Students Need To Notice Words Outside Of
  Vocabulary Instruction

42
Word Wizard
1 point See target word in print tell or show
teacher 2 points Hear target word repeat
the sentence to the teacher 3 points Use word
correctly in writing or speaking outside of
vocabulary time Keep a classroom chart of
accumulated points.