K 5 literacy field study and adoption
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K-5 Literacy Field Study and Adoption. Welcome to Parent Information Night October 14, 2010 Clyde Hill Elementary Your facilitators this evening: Erin King – K-12 Co-Literacy Curriculum Developer Murali Krishnan – Parent Rep on the K-5 Materials Review Committee.

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K-5 Literacy Field Study and Adoption

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K 5 literacy field study and adoption

K-5 Literacy Field Study and Adoption

Welcome to Parent Information Night

October 14, 2010

Clyde Hill Elementary

Your facilitators this evening:

Erin King – K-12 Co-Literacy Curriculum Developer

Murali Krishnan – Parent Rep on the K-5 Materials Review Committee

We’d like to know what schools are represented here

tonight. If you would, please sign in at the door.


On our agenda for this evening

On our agenda for this evening…

1. Recent Trends in Literacy Instruction

2. Recent History of Literacy Instruction at BSD

3. What We Know About Our Students: Assessment Data

4. Rationale Behind K-5 Core Literacy Materials Adoption

5. Process of the Adoption

6. Parents as Partners in the Process


National trends in literacy instruction

National Trends in Literacy Instruction

1930s–1970s: A look-say or whole word approach, exemplified by the “Dick and Jane” reading series, dominates reading instruction in schools. Instruction emphasizes comprehension/making meaning.


National trends in literacy instruction1

National Trends in Literacy Instruction

  • 1950’s – 1970’s:Phonics becomes a focal point of research and discussion among educational experts.


National trends in literacy instruction2

National Trends in Literacy Instruction

  • 1970 – 1980’s: The whole language philosophy emerges. Research on reading shifts from a focus on phonics to an emphasis on how readers construct meaning. 

    Definition of Whole Language:

  • Focus on comprehension/making meaning in reading and expressing meaning in writing

  • Reading and Writing for “real” purposes

  • Focus on motivational aspect of literacy / use of authentic texts

  • Phonics instruction is not explicit


National trends in literacy instruction3

National Trends in Literacy Instruction

  • Late 1980’s – 1990’s:Phonics makes a resurgence in the research and in educational literature.

    • Studies released by the National Institute for Child Health and Human Development (NICHD) indicate that children with reading difficulties benefit from explicit phonics instruction.


National trends in literacy instruction4

National Trends in Literacy Instruction

  • Late 1990’s – current day: The concept of “Balanced Literacy” emerges in the literature.

    • 2001 Report from the National Reading Panel – 5 Big Ideas

      Definition of Balanced Literacy:

  • Best of Whole Language and Explicit Phonics Instruction

  • 5 Big Ideas: Phonemic Awareness, Alphabetic Principal (Phonics), Accuracy and Fluency, Comprehension, and Vocabulary

  • High-interest, quality literature

  • Instruction in shared, guided, and independent reading & writing


Recent history of literacy instruction at bsd

Recent History of Literacy Instruction at BSD

  • 1990’s - An embrace of Whole Language Instruction with some resources for phonics instruction (depending on school)

  • Early 2000 - Purchase of Leveled Libraries for classrooms so that students may read books at their reading level

  • Mid 2000 - framework for Balanced Literacy published on the curriculum web

  • 2008 - Introduction of DIBELS assessment / TRC

  • 2010 – Dr. Cudeiro identifies K-5 literacy as a district-wide initiative that will address two major district goals –

    • Close the achievement gap

    • Meet the needs of all learners

      Materials review, field study, and adoption process initiated


Let s pause

Let’s pause…

Questions?


What we know about our students reading assessment data

What we know about our students: Reading Assessment Data

  • K-3 General Trends

    • 20-30% of our students struggle in the area of phonemic awareness and phonics

    • 24% of our student population is exceeding our grade level standards in measures of comprehension


What we know about our students reading assessment data1

What we know about our students: Reading Assessment Data

  • DRA 4-5 General Trends

    • A portion of our student population is struggling with inferential thinking

    • A portion of our student population is struggling with accuracy and fluency


Let s pause1

Let’s pause…

Questions?


Rationale behind k 5 core literacy materials adoption

Rationale Behind K-5 Core Literacy Materials Adoption

  • Data

  • Dr. Cudeiro’s classroom visits and observations

  • Review of district-wide resources

    • schools lack similar instructional materials to teach the research-based literacy skills necessary to become a proficient reader

  • Teacher Feedback

  • District-wide initiative to close the achievement gap and serve the needs of all students


Rationale what is the teacher perspective

Rationale: What is the teacher perspective?

  • Electronic Teacher survey

    • More than 60% of our teachers felt they did not have resources to effectively teach phonemic awareness, alphabetic principal, vocabulary, fluency and accuracy, and comprehension.

    • Overall, the survey revealed that the district provided resources on how to teach balanced literacy, but not what specific skills to teach inside that framework.


Teacher reflection

Teacher Reflection

“After so many years of teaching, I have gathered a lot of resources that are effective with my students. None of them were provided by the district. I am thrilled that the district is beginning to take literacy seriously and looking for a researched, tested approach to teaching and learning. I look forward to having sufficient common resources to meet the needs of all learners.”

– First Grade Teacher


Evaluation criteria for programs

Evaluation Criteria for Programs

5 Big Ideas – Reading Research

Balanced Literacy

Technology component that we could integrate into our current systems

Fully developed materials in Spanish

Also consider availability of Pre-K


Materials in field study

Materials in Field Study

Please visit the BSD homepage to link to the

K-5 Field Study website for more information!

Good Habits, Great Readers

(Pearson)

  • Journeys

  • (Houghton Mifflin Harcourt)


Process of the adoption

Process of the Adoption


Let s pause2

Let’s pause…

Questions?


What are next steps

What are next steps?


Review committee

Review Committee


Review committee assess both programs

Review Committee: Assess Both Programs

  • Assess both programs using a curriculum evaluation tool

    • Dr. Marcy Stein – UW Tacoma, professor and researcher

    • Expertise in curriculum adoption and evaluation

    • Assist in development of tool that will help us compare and evaluate both programs


How will we decide on the best program

How will we decide on the best program?


What will factor into the final recommendation

What will factor into the final recommendation?

Formal assessment by Review Committee of both programs using a curriculum evaluation tool

Review student data gathered during the field study

Teacher feedback

Parent/community feedback

Review Committee votes and makes recommendation to district’s Instructional Materials Committee


Parents as partners how can i share my perspective

Parents as Partners: How can I share my perspective?

Link to K-5 Field Study and Adoption Website through BSD homepage.


More information

More Information


Offer your feedback

Offer Your Feedback


Where can i view materials

Where can I view materials?

  • Educational Services Center

    • Contact Bonnie Benz for access to all grade levels

      • [email protected] / (425) 456-4055

  • Your child’s school

    • Both programs in all 16 schools

    • May not have access to your child’s grade level at your school


Thank you for coming

Thank you for coming!

Questions?

Have questions later?

[email protected]


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