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Review. Are You an Orange? Are Your Students Number People or Letter People? Instruction and Assessment shouldn’t be “One Size fits all” Respectful of Students’ Interests and Strenghts Menus not mandates. Equitable Design in Instruction and Assessment. CogAT Tic-Tac-Toe as a design tool.

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review
Review

Are You an Orange? Are Your Students Number People or Letter People?

Instruction and Assessment shouldn’t be “One Size fits all”

Respectful of Students’ Interests and Strenghts

Menus not mandates

equitable design in instruction and assessment

Equitable Design in Instruction and Assessment

CogAT Tic-Tac-Toe as a design tool

V+

Love to talk and write about what they are learning

Q+

Love abstract reasoning, games and puzzles

N+

Love drawing, visual and mechanical arts

Develop a set of rules for doing…

Develop a movie script that…

Draw a poster that…

Write a different ending to…

Develop a game that…

Develop a map that…

shift to activities that engage students
Shift to Activities That Engage Students

“the most immediate and pressing issue for students and teachers is not low achievement but student disengagement” Alfie Kohn in The Schools Our Children Deserve

reason i work hard is because my teacher encourages me
“Reason I work hard is because my teacher encourages me”

Ferguson, R., (2001) Harvard University & Minority Student Achievement Network

academic engagement
Academic Engagement

Nobody is “Hooked on Phonics”

What Fraction is larger 4/11 or 5/13?

The Con----Children who are not proficient must go back to covering the basics before they attempt the fancy stuff

Graduate school—they saved all the good stuff till then

robert marzano in the art and science of teaching says
Robert Marzano in The Art and Science of Teaching says…..

“the quality of relationships teachers have with students is the keystone of effective management and perhaps even the entirety of teaching”

emotional engagement the reason i work hard is because my teacher demands it
Emotional Engagement“The reason I work hard is because my teacher demands it”

Ferguson, R., (2001) Harvard University & Minority Student Achievement Network

the culture of achievement
The Culture of Achievement

The popularity of white students increases as their grades increase. For black and Hispanic students, there is a drop off in popularity for those with higher GPAs.

Black/Hispanic Popularity

White Popularity

Note: A grade of 1.0=D; 4.0=A

Source: Fryer, R. G. (Winter 2006).Education Next.

Calculations from National Longitudinal Study of Adolescent Health data

what hs dropouts can teach us
What HS Dropouts Can Teach Us

Civic Enterprises-Gates Foundation 2006

grading joe
Grading Joe

Joe’s Grades

80

80

Missing What’s his final Grade?

70 90 A

80 80 B

90 70 C

Missing 60 D

Missing

90

100

billy
Billy

One Super-Duper Power Standard

*Know Who’s Boss

Know Your letters!

illiteracy is the elephant in the classroom
Illiteracy is the “Elephant in the Classroom”

“Looking for Q’s”

USA Today reports 1 in 5 HS graduates can’t read their diploma

NAEP results 8.7 Million students below grade level in reading

Coalition for Juvenile Justice reports 1/3 of offenders (median age 15) read below 4th grade

literacy
Literacy
  • 50 percent of adults cannot read a book written at an eighth grade level.
  • 20 percent of Americans are functionally illiterate and read below a 5th grade level.
  • Approximately 50 percent of Americans read so poorly that they are unable to perform simple tasks such as balancing a checkbook and reading prescription drug labels.
reading levels defined and demonstrated
Reading Levels Defined And Demonstrated
  • Independent reading level 90% – Pupil can read with ease and without the help or guidance of a teacher, They can answer four or five correct answers (out of five test questions) and can read with rhythm, with a conversational tone, and can interpret punctuation correctly. Instructional reading level 80-90% – Pupil can profit from instruction. They answer three out of five test questions correctly. Frustrated reading level< 80% – Pupil gets two or below out of five test questions. They show symptoms or behavior of withdrawing from reading situations and commit multiple types of errors in oral reading.
reading passage
Reading Passage
  • The Blimbat (80%)

My tmloydn and I were standing in line to buy xtlofms for the Blimbat. Finally, there was only one puvdrm between us and the xtlofm tmnutzq. This puvdrm made a big ampler on me. There were eight utzs all probably ord the age of 12. You could tell tures did not have a lot of willen. Their pard weer not yanker, but tures were clean. The utzs were well-behaved, all of them standing in line, two-by-two zors their potent holding zibits. Tures were telly temering about the plums, fonts, and other yoks tures would wint that noster.

reading test
Reading Test
  • RETELL:
  • Tell me everything you remember that you just read.
  • Comprehension Questions:
  • What is the setting?
  • Who was excited?
  • Why were they excited?
  • What impressed the narrator of the story?
  • What do you think is the age of the narrator? Why?
reading passage17
Reading Passage
  • The Circus (97%)

My tmloydn and I were standing in line to buy tickets for the circus. Finally, there was only one family between us and the ticket counter. This family made a big impression on me. There were eight kids, all probably under the age of 12. You could tell they did not have a lot of money. Their pard were not yanker, but they were clean. The kids were well-behaved, all of them standing in line, two-by-two behind their parents holding hands. They were excitedly jabbering about the clowns, animals, and other acts they would see that night.

too many students that go to college do not finish
Too Many Students That Go To College Do Not Finish

Source: U.S. DOE, NCES, 1995-96 Beginning Postsecondary Students Longitudinal Study, Second Follow-Up (BPS: 96/01) in U.S. DOE, NCES, Descriptive Summary of 1995-96 Beginning Postsecondary Students: Six Years Later. Table 7-6 on page 163.

time matters
Time Matters

Source: Reeves, D. B. (2006). High Impact Learning. Corwin Press.

an elementary schedule
An Elementary Schedule

9:10-11:45 Literacy

11:45-12:45 Lunch

12:45-1:05 SSR

1:05-1:40 Specials

1:40-3:30 Math

high school schedule
High School Schedule

English

*Science 1

Social Studies 1

Math

*Elective 1--- Applied Literacy

Elective 2

*grades 9 and 10 electives for Applied Literacy (USA Today). Have Academic 1 science for freshman and Academic 2 science for sophomores.

slide22
Mike White

(513) 623-9470

[email protected]

Mike White

(513) 623-9470

[email protected]

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