Kimberly A. Norman

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• Kimberly A. Norman
• California State University, Fullerton
• Presented at AERA, Seattle WA April 11, 2001

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School Institutes for Reading and Teaching
(SIRT) Professional Development Model
Professional Development Institute
Student Academy (Summer School)
WordWork (Decoding / Spelling) Read-Write
(Comprehension / Composition)
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School Institutes for Reading and Teaching
(SIRT) Professional Development Institutes

• Merge theory and practice
• Supervised experience
• Students with literacy problems
• - Assess-teach-reflect
• - Peer coaching / planning

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• Critical Literacy
• Curricular Framework
• Vocabulary / Concepts
• Decoding / Spelling
• Exposition / Narrative
• Comprehension Composition

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VEND
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VEND
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• Critical Literacy
• Curricular Framework
• Vocabulary / Concepts
• Decoding / Spelling
• Exposition / Narrative
• Comprehension Composition

Social-Cognitive Theory Lesson
Design Assessment Standards English Language
Learners
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Participants
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• English Orthography WordWork
• Articulatory Phoneme Awareness Vowels
• Application to Reading and Writing
• Text-Level Instruction Read/Write
• Connect Reading and Writing
• Narrative and Expository Elements
• Social-Cognitive Instruction
• Dialogic
• Metacognition

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Understanding vs. Rote Learning
how sounds are produced in the mouth talk
with children about how they make sounds
allow children the freedom to find out for
themselves
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• Functional Use CVC units
• Shared Technical Language
• Long / short vowel contrast
• Metaphonic approach

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assists with spelling and writing rather than
just with readingits usually associated with
reading --- 1st Grade Application to
reading and writing was reflected in teachers
instructional plans.
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Reading and Writing Connected Narrative and
Expository Structure
Text-Level Instruction
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5-Day Unit Narrative and Expository
Comprehension

• Meta-cognitive and Meta-strategic Understanding
  of Text Structure
• Questioning / Explanation
• Student / Teacher Roles
• Reflection on Content and Strategy

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I felt like I hadnt accomplished much. It kind
of felt like they didnt have a clue what this
was all about. Upon reflection . . .
students really were thinking.
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. . . what was also exciting and refreshing was
that I wasnt telling them some information
they were discovering the answers on their own.
It gave a new feel to the lesson instead of the
question-response-move on kind of lesson. I
think the students learned something today, I
know I did.
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I think the students are beginning to catch on
as to what we are doing with our diagrams not
just reading a book, but we are talking about how
to understand the contents of the book better.
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they took charge of their own learning instead
of me taking charge of their learning. I have
learned so much by talking less and listening
more to the students.
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I really felt like I was reaching down deep
and teaching something the students could use
throughout their careers. Having experienced the
students learning and seeing that they could do
higher-level thinking made me realize I was
teaching only on the surface there was no
meat.
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• Curriculum Organization Teach transferable
  concepts and strategies
• Learning Theory Roles of Teacher and
  Learner
• Refine Scaffolding Techniques

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Increased Conceptual Understanding of Literacy
Development and Instruction
I have been trained in 3 programs adopted by
the state. Its difficult to match student needs
with programs. SIRT has helped me internalize
the basic concepts which we need to help our
students become literate.
I was always told to have a balanced program
but I never really understood what that meant.
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Increased Confidence / Motivation

• I feel more secure about teaching.
• more comfortable
• more knowledgeable
• great relief

I learned to trust myself.
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Collegial, Reflective Dialogue
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Direct Application Principled Application
1st year
1st year
2nd year
Adopts Activities Driven by
External Forces
Reflective Inquisitive
Content Knowledge Integrates Concepts