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Read to Achieve. Webinar 3 February 26, 2013. Attendance Report Program Evaluation Report Non-fiction . Agenda. 88.7\% of the teachers providing RTA interventions are full time. 47.8\% of classroom teachers use differentiated instruction a significant amount of time.

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read to achieve

Read to Achieve

Webinar 3

February 26, 2013

Attendance Report
  • Program Evaluation Report
  • Non-fiction
program evaluation report
88.7% of the teachers providing RTA interventions are full time.
  • 47.8% of classroom teachers use differentiated instruction a significant amount of time.
Program Evaluation Report

Team Meetings

The RTA grant is a legal binding document. Every school that applied for the grant must adhere to the requested research based program.
On the average, fewer than 10% of elementary English language arts texts are nonfiction (Duke, 2004).
In your school,

how much time do

kindergarten students spend

engaged in nonfiction?

What about first graders?

The Common Core State Standards, academic benchmarks that have been adopted by 46 states, call for 12th grade reading to be 70 percent nonfiction, or "informational texts" -- gradually stepping up from the 50 percent nonfiction reading required of elementary school students.
Red: Divide the text into three sections: introduction, main body, and review.
  • Gray: Box the illustrations.
  • Black: Box labels that help a reader understand the illustration.
  • Green: Circle each heading and box its corresponding section.
  • Blue: Circle each sub heading and box its corresponding sub- section.
  • Purple: Box all questions in the main body of the text.
  • Yellow: Highlight vocabulary words in main body of the text.
  • Brown: Box graphs and charts.
Write one word or phrase on a sticky note

that summarizes the message of the passage.

To find an effect, ask yourself

What happened?




To find a cause,

ask yourself

Why did this happen?

the effect of


A leading non-profit organization that provides a FREE research based, and Common Core-aligned reading comprehension curriculum for grades K-6.


Waiting for Wings by Lois Ehlert

Caterpillar Diary by David Drew

The Very Hungry Caterpillar by Eric Carle


The Biggest Bear by Lynd Ward

Blueberries for Sal by Robert McCloskey

Goldilocks and the Three Bears


The Pain and the Great One by Judy Blume

Alexander and the Terrible, Horrible,

No-Good Very Bad Day by Judith Viorst

According to NEAP’s 2011 National Report Card

only 25%of U.S. 12th graders write at a proficient level and only 3% write at an advanced level.

KRS 158.305

Evidence of implementation shall be submitted by the district to the department for:

Reading/Writing Interventions August 1, 2013

Math Interventions August 1, 2014

Behavior Interventions August 1, 2015

Two necessary conditions

for students to improve the quality of their writing

are explicit instruction in writing techniques and sustained writing practice.

Essentials for a writing workshop
  • Gathering space for mini lessons
  • Clipboards for research
  • Clustered desks for partner work
  • Writing resource area
  • Classroom library
  • Word walls
  • Shared topic lists

Anderson, E., & Guthrie, J. T. (1999, April). Motivating children to gain conceptual knowledge from text: The combination of science observation and interesting texts. Paper presented to the annual meeting of the American Educational Research Association, Montreal, Canada.

Caswell, L. J., & Duke, N. K. (1998). Non-narratives as a catalyst for literacy development. Language Arts, 75 , 108-117.

Dreher, M. J. (2000). Fostering reading for learning. In L. Baker, M. J. Dreher, & J. Guthrie (Eds.), Engaging young readers: Promoting achievement and motivation (pp. 94-118). New York: Guilford.

Duke, N. K., Bennett-Armistead, V. S., & Roberts, E. M. (2002). Incorporating information text in the primary grades. In C. Roller (Ed.), Comprehensive reading instruction across grade levels (pp. 40-54). Newark, DE: International Reading Association.

Duke, N. K., & Kays, J. (1998). Can I say Once upon a time: Kindergarten children developing knowledge of information book language. Early Childhood Research Quarterly, 13, 295-318.

Duke, N. K., Bennett-Armistead, V. S., & Roberts, E. M. (2003). Bridging the gap between learning to read and reading to learn. In D. M. Barone & L. M. Morrow (Eds.),

Guthrie, J. T., Van Meter, P., McCann, A. D., Wigfield, A., Bennett, L., Poundstone, et al. (1996). Growth in literacy engagement: Changes in motivations and strategies during concept-oriented reading instruction. Reading Research Quarterly, 31, 306-332.

Jobe, R. & Dayton-Sakari,M. (2002). Info-kids: How to use nonfiction to turn reluctant readers into enthusiastic learners. Markham, Ontario, Canada: Pembroke.

Joint reading between Head Start children and their mothers. Child Development, 61 , 443-453.

Kamil, M. L. & Lane D. M. (1998). Researching the relation between technology and literacy: An agenda for the 21st century. In D. R. Reinking, L. D. Labbo, M. McKenna, & R. Kieffer (Eds.), Literacy for the 21st century: Technological transformations in a post-typographical world (pp. 235-251). Mahwah, NJ: Erlbaum.

Literacy and young children: Research-based practices (pp. 226-242). New York: Guilford Press. (Note: This is an only slightly different version of the chapter listed immediately above.)

Mason, J. M., Peterman, C. L., Powell, B. M., & Kerr, B. M. (1989). Reading and writing attempts by kindergarteners after book reading by teachers, In J. M. Mason (Ed.)

Rationale for Teaching Nonfiction Writing Grades K-2 Explorations in Nonfiction Writing by Tony Stead and Linda Hoyt an imprint of Heinemann 2011

Reading and writing connections (pp. 105-120). Boston: Allyn & Bacon. Pelligrini, A. D., Perlmutter, J. C., Galda, L., Brody, G. H. (1990).

Report of The National Commission on Writing in America’s Schools and Colleges The Neglected “R” The Need for a Writing Revolution. April 2003

Smith, M. C. (2000). The real-world reading practices of adults. Journal of Literacy Research, 32 , 25-32.

Venezky, R. L. (1982) The origins of the present-day chasm between adult literacy needs and school literacy instruction. Visible Language, 16, 112-127.

Williams J., et. al. “Embedding Reading Comprehension Training in Content-Area

Instruction.” Journal of Educational Psychology, 101.1 (2009), pp. 1-20. (subscription only)

Wilson, P. T., Anderson, R. C. (1986). What they don't know will hurt them: The role of prior knowledge in comprehension. In J. Oransano (Ed.), Reading comprehension from research to practice (pp. 31-48), Hillside, NJ: Erlbaum.