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Literacy May 2014
Where have we been? • Critical Elements of Reading Instruction • Allington’s “Big 6” • Reading Framework • Assessing Reading • Listening to Students Read • Gathering Data • Using Data towards Purposeful Instruction • Qualitative Data from listening to student read informs programming • Quantitative Data informs progress • We have been trying to lay out a picture of the “ideal.” However, we have stayed pretty general concerning instruction so far.
Where have we been? • Common Reactions to Growth Initiatives Spectrum Are you done? I want to go home! I’m doing a bunch of this…but I could get better. I’m so far from this…I quit! We’re already doing this!
Where have we been? • Robinson shows how to move towards a goal: • Create a discrepancy between the current state and the ideal • Motivate persistent goal-related behavior • Focus attention and effort • 2 ways to look at growth goals towards an ideal: • Do we know what to do? (Learning Goals of Staff) • Theory, Strategies • Are we applying what we know? (Performance Goals for Students) • Structure in school to support planning, observing, reflecting (IL, LST) • We are likely at different places in different Schools
Where are we headed? • We plan to become more specific: • What do we expect of readers in grade ___? Beyond what a tool can tell us. • What does reading instruction look like at my level? in my subject? for ALL students? • Pre-reading, During reading, and After reading strategies • We will remain connected to: • Continuum of Supports – and IEPT library • Allington’s Big 6 • Reading Framework • So there is no way to show ALL of the strategies. Next year we will show some…today we want to dig even more into where you can go look.
Reading Framework • Choose an area of framework that: • Is applicable to the level you teach, • Is useful to specific students in your class, and/or • You want to learn about • While you read through this section: • Prepare a short explanation of the area – meaning, how to assess, how to instruct, etc. • If you have feedback, please write it on the feedback sheet in the middle of the table. • Starting at the shortest person (if you can find them), and then rotating clockwise, report to your table a “2 minute” summary