reading first 2003 2008 l.
Download
Skip this Video
Download Presentation
Reading First 2003-2008

Loading in 2 Seconds...

play fullscreen
1 / 62

Reading First 2003-2008 - PowerPoint PPT Presentation


  • 80 Views
  • Uploaded on

Reading First 2003-2008. Professional Development The Highlights. Objectives. Review key Reading First professional development Identify resources for training new teachers Share your experiences implementing this Professional Development. Areas of Professional Development.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Reading First 2003-2008' - zareh


Download Now An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
reading first 2003 2008

Reading First2003-2008

Professional Development

The Highlights

objectives
Objectives
  • Review key Reading First professional development
  • Identify resources for training new teachers
  • Share your experiences implementing this Professional Development
areas of professional development
Areas of Professional Development
  • Five Components of Reading Instruction
  • Assessment and Instruction
  • Literacy Coaching
  • Scientifically-based Reading Instruction
  • Three Tier Model, Differentiated Instruction and Response to Intervention (RtI)
phonemic awareness and phonics
Phonemic Awareness and Phonics

Resources from the National Reading First Conference.

  • Lane, H., Nat. Reading First Conference, July 2005. Phonemic awareness assessment and instruction. A sound beginning.
  • Woodruff, T., Nat. Reading First Conference, July 2005. Phonics instruction: One of the 5 big ideas in reading – why is it necessary and what it should look like.
fluency presentations
Fluency Presentations
  • Timothy Rasinski, Kent State University, March 2006. Effective teaching of reading: From phonics to fluency.
  • Joseph Torgesen, Florida Center for Reading Research, March 2006. Reading Fluency as a marker for early reading progress: Strengths and weaknesses
resource text
Resource Text
  • Timothy Rasinski (2005). The fluent reader: Oral reading strategies for building word recognition, fluency and comprehension. New York, NY: Scholastic Inc.
fostering fluency

FosteringFluency

Effective, research-based practices for development of automaticity and fluency

Massachusetts Dept. of Education,

Reading First

resource text10
Resource Text
  • Isabel L. Beck, Margaret G. McKeown, and Linda Kucan (2002). Bringing words to life: Robust vocabulary instruction. New York, NY: The Guilford Press
slide11

Building Oral LanguageSkills All Day Long

MADOE Reading First

Regional Meetings

“America’s future walks through

the doors of our schools

everyday.” Mary Jean LeTendre

Lesley Maxwell

Hanson Initiative for Language & Literacy (HILL)

lmaxwell@mghihp.edu;

http://www.mghihp.edu/hill

focus of presentation
Focus of Presentation
  • Activities for building up oral language across the day
  • Developing oral language at the sentence level
  • Using Think Aloud strategies to expand oral language
developing oral language skills

Developing Oral Language Skills

Reading First

MA Department of Education

November 15, 2006

unlocking meaning

Unlocking Meaning

Reading First

MA Department of Education

objectives15
Objectives
  • Strategy Instruction (Reciprocal Teaching)
  • Questioning Techniques (QAR)
  • MCAS Prep
  • Assessment
resource texts
Resource Texts
  • Oczkus, L. D. (2003). Reciprocal teaching at work: Strategies for improving reading comprehension. Newark, D.E.: International Reading Association
  • Collins-Block, Rodgers, L.L., & Johnson, R.B. (2004). Comprehension process instruction: Creating reading success in grades K-3
five ws plus h of building informational literacy

Five Ws Plus H of Building Informational Literacy

Nell K. Duke

Michigan State University

Literacy Achievement and Research Center

Marlboro, MA March 2007

references for material in this talk
References for Material in this Talk

Material for this talk is drawn in part from the book: Reading and Writing Informational Text in the Primary Grades: Research-based Practices, published by Scholastic. The complete citation for the book is:

Duke, N. K., & Bennett-Armistead, V. S., with Huxley, A., Johnson, M. McClurkin, D., Roberts, E., Rosen, C., Vogel, E. (2003). Reading and writing informational text in the primary grades: Research-based practices. New York: Scholastic.

Many additional citations are provided in the book.

title as you like it

Title: As You Like It

Regional Meeting

Massachusetts Reading First

May 2006

objectives20
Objectives

Today we will:

Define authentic text, both literary and informational, and explore its importance.

Link the use of authentic text to our prior knowledge of comprehensive reading instruction.

Explore the importance of text features for comprehension.

Experience using informational text for standards-based instruction.

written response to text institute massachusetts department of education august 1 2 2007
Written Response to Text Institute

Massachusetts Department of Education

August 1 & 2, 2007

written response to text
Written response to text

Our summer professional development plans:

  • Selecting text that is appropriate for an extended written response
  • Understanding text structures and features and aligning them to the ELA standards
  • Creating items that measure a clear learning target (standard)
  • Develop scoring guidelines
written response to text23
Written response to text

Next year :

  • Review student work samples
  • Compare your scores to those of your colleagues
  • Rewrite items
  • Plan focused lessons
resource texts24
Resource Texts
  • Mass. Dept. of Education, June 2001. Massachusetts English language arts curriculum framework. Malden, MA: MADOE
  • Mass. Dept. of Education, June 2001. Supplement to the Massachusetts English language arts curriculum framework, Grades 3,5 and 7 grade level standards for vocabulary, reading, and literature. Malden, MA: MADOE
slide25

Demonstrating Reading Comprehension Through Expository Texts: Helping All K-3 Students Write About What They Learn

The Massachusetts Reading First Plan

Advanced Seminar

November 7, 2007

Gary A. Troia, Ph.D.

Michigan State University

www.msularc.org

resource text26
Resource Text
  • Steve Graham, Charles A. MacArthur & Jill Fitzgerald (Eds.), 2007. Best practices in writing instruction. New York, NY: The Guilford Press
popular materials for study groups
Popular Materials for Study Groups
  • Beck, I., McKeown, M.G., & Kucan, L.(2002). Bringing words to life: Robust vocabulary instruction. New York, NY: The Guilford Press
  • Murphy, J. (2004). Leadership for Literacy: Research-based practice, PreK-3. Thousand Oaks, CA: Corwin Press.
  • Oczkus, L. D. (2003). Reciprocal teaching at work: Strategies for improving reading comprehension. Newark, D.E.: International Reading Association
  • Texas Center for Reading and Language Arts (2002). Teacher Reading Academy (TRA) binder. Austin, Tx: University of Texas College of Education.
activity time to share
Activity: Time to Share

As you turn and talk with your partner, you may use the RF Professional Development Action Plan to record some tools/resources that you will use for future Professional Development.

  • Which DOE resources have been most useful to you in training teachers?
  • Based on this review, are there some tools that you will revisit or adopt for ongoing PD?
assessment and instruction

Assessment and Instruction

Professional Development

dibels training resources
DIBELS Training Resources
  • Good, R.H., & Kaminski, R.A. (2003). Dynamic Indicators of Basic Early Literacy Skills, 6th Ed. Administration and scoring guide. Longmont, CA: Sopris West.
  • IDEAL Consulting Services, June 2004. Collecting, interpreting and utilizing DIBELS data. Text available from DESE Office of Reading website.
grade overview ma doe summer reading academy
GRADE Overview

MA DOE

Summer Reading Academy

grade
GRADE

Group Reading Assessment and Diagnostic Evaluation

Published by AGS

Content and Diagnostic Interpretation based on AGS Technical Manual

Reading First, Mass. Dept. of Education 2005

resources for linking assessment to instruction
Resources for Linking Assessment to Instruction
  • Mass. Dept. of Education, October 2005. Creating an assessment framework to prevent reading failure and strengthen instruction.
  • Hall, S. L. (2006). I’ve DIBEL’d, now what?: Designing interventions with DIBELS data. Boston, MA: Sopris West.
  • Mass. Dept. of Education, Spring 2007. Overview of the MCAS.
  • Hanson Institute for Language and Literacy tools for assessment and instruction

http://www.mghihp.edu/hill/services/tools.html

  • U.Mass. Donahue Institute Reading First Evaluations

http://www.doe.mass.edu/read/mrfp/donahue.html

  • IF network assessment binder: Protocols for conducting data meetings
  • http://www.testwiz.net

Data management and reports

activity time for feedback
Activity: Time for Feedback

As you turn and talk with your partner, you may use the RF Professional Development Action Plan to record some tools/resources that you will use for future

Professional Development.

  • Based on this review, which tools have you found most useful in training teachers in administration, scoring and interpretation of DIBELS and GRADE?
  • Are there specific resources that you plan to revisit as you train new teachers? Why?
literacy coaching

Literacy Coaching

Professional Development

doe rf coaching presentations
DOE RF Coaching Presentations
  • Sharon Walpole, University of Delaware & Cecilia Minden-Cupp, Harvard Graduate School of Education, Fall 2004. Strategies for coaching.
  • Sharon Walpole, University of Delaware, Jan. 2005. Targeted time, targeted curriculum, targeted instruction.
  • Janet Hasbrouck & Carolyn Denton, Fall 2007. Reading coaches: Ideas and strategies for success.
  • Contact: reading @doe.mass.edu for hard copies of these presentations
coaching resources
Coaching Resources
  • Sharon Walpole & Michael C. McKenna (2004). The literacy coach’s handbook: A guide to research-based practice. New York, NY: The Guilford Press
  • Jan Hasbrouck & Carolyn Denton (2005). The reading coach: A how-to manual for success. Boston, MA: Sopris West.
  • RMC Research Corporation (2005). Leading for success: An introductory guide for Reading First coaches. Austin, Tx: Central Reading First Technical Assistance Center, Vaughn Gross Cener for Language Arts.
  • MADOE/DESE Regional Meeting networks – “None of us is as smart as all of us.” (Ken Blanchard)
coaching workshops
Coaching Workshops
  • Hanson Institute for Language and Literacy

http://www.mghihp.edu/hill

  • DIBELS Workshop, Aug. 4, 2008
  • Leading Literacy Change for Coaches, Aug. 5-8, 2008

These workshops will be held at the HILL, 13th St., Charlestown

Navy Yard, MA 02129

  • Literacy Leadership Summit, Aug. 13 and 14, 2008

This workshop is for district/school teams and will be held at the

Highlander Charter School, 145 Greeley St., Providence, RI.

For more information, contact the HILL at 617-726-7728 or

E-mail:sdjones@mghihp.edu

activity time for feedback39
Activity: Time for Feedback

As you turn and talk with your partner, you may use the RF Professional Development Action Plan to record some tools/resources that you will use for future

Professional Development.

  • How have you supported coaching in your school/district?
  • Which coaching resources will be most useful in providing PD in your school/district?
reading first program specific professional development
Reading First Program-Specific Professional Development

Eastern Regional Reading First Technical Assistance Center

Florida Center for Reading Research

Florida State University

Sheryl Turner

www.fcrr.org

October 2004

slide42

Scientifically Based Reading Research (SBRR)

SBRR Training is:

  • training on the importance of the 5 essential components of reading
  • instructional principles for effectively teaching those skills to at-risk students

phonics

phonemic awareness

fluency

vocabulary

comprehension

more resources for scientifically based reading research reading instruction
More Resources for Scientifically-based Reading Research/Reading Instruction
  • Reviews of core reading programs

http://www.fcrr.org/FCRRReports/CReports.aspx?rep=core

  • Gumm,R. & Turner, S. Nat. Reading First Conference, Minneapolis, MN, July 2004. 90 minutes plus: Demystifying the literacy block.

Available at FCRR: http://www.fcrr.org

  • National Institute of Child Health and Human Development (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: U.S. Dept. of Health and Human Services
activity time for feedback44
Activity: Time for Feedback

As you turn and talk with your partner, you may use the RF Professional Development Action Plan to record some tools/resources that you will use for future Professional Development.

  • How have you enhanced training in the use of the core program?
  • Based on this review, are there some tools that you will adapt for use in your school/district?
the three tier model differentiated instruction and response to intervention

The Three-Tier Model, Differentiated Instruction and Response to Intervention

Professional Development

teaching all children to read

Teaching All Children to Read:

Practices from Reading First Schools

with Relatively Strong Intervention Outcomes

Dr. Joseph Torgesen

Florida Center for Reading Research and Eastern Regional Reading First Technical Assistance Center

Massachusetts Reading First Summer Conference, August, 2006

three tier model resources
Three-Tier Model Resources

Three documents related to this presentation at www.fcrr.org

1.Complete report; 2. Executive summary for complete report; 3. “Principal’s guide to

intensive interventions for struggling readers in Reading First schools”

Free download of 240 independent student learning

activities for K-1 classrooms, and 170 activities for 2-3, go

tohttp://www.fcrr.org/activities/

Objective, teacher-written reviews of commercially available intervention programs and

materials:

http://www.fcrr.org/FCRReports/

Kosanovich, M., Ladinsky,K., Nelson, L. & Torgesen, J. (2006). Differentiated reading

instruction: Small group alternative lesson structures for All students;

http://www.fcrr.org/Curriculum/curriculum.htm

instruction for english language learners
Instruction for English Language Learners
  • Arguelles, M. E., Central Reading First Technical Assistance Center (2006).Components of effective instruction for ELLs.
  • Carlo, M., University of Miami, Fall 2004. Should vocabulary instruction differ for English Language Learners? Yes or No?

Contact: reading @doe.mass.edu for a hard copy of these presentations

  • Center on Instruction (2006). Practical guidelines for the education of English Language Learners: Research-based recommendations for instruction and academic interventions. Houston, Tx.: Texas Institute for Measurement, Evaluation, and Statistics, University of Houston.

www.centeroninstruction.org

diversity development promoting early literacy skills of ells

Diversity & Development: Promoting Early Literacy Skills of ELLs

Nonie K. Lesaux, PhD

Reading First Conference

Sturbridge, MA

August 16-17, 2006

outline
Outline
  • K-12 Population Demographics
  • Pressing Issues
  • Preventing Reading Difficulties: Relevant Findings
  • Misconceptions & Implications
differentiated instruction

Differentiated Instruction

Advanced Seminar

Massachusetts Reading First Plan and John Silber Early Literacy Initiative

Dorothy S. Strickland, Ph. D.

Rutgers, The State University of New Jersey

resource text52
Resource Text
  • Dorothy S.Strickland, Kathy Ganske & Joanne K. Monroe (2002). Supporting struggling readers and writers: Strategies for classroom intervention 3-6. Newark, DE: International Reading Association
response to intervention and the three tier model

Response-to-InterventionandThe Three-Tier Model

Reading First

MA Department of Education

objectives54
Objectives
  • Introduction to Response to Intervention as a decision-making model based on the 3 Tier Model of instruction
  • The 3 Tier Model as a vehicle for differentiating instruction, particularly for the lowest performing students.
  • How teachers can strengthen Tier 1 instruction for all students, with particular emphasis on the prevention of reading failure for the lowest performing students.
response to intervention resources
Response to Intervention Resources

Professional development modules and implementation guidelines

for teachers and principals

  • The IRIS Center

http://iris.peabody.vanderbilt.edu/resources.html

Curriculum design for all learners

  • Center for Applied Special Technology

http://www.cast.org

Student progress monitoring professional development and tools

  • National Center on Student Progress Monitoring

http://www.studentprogress.org/default.asp

Intervention Reports

  • What Works Clearinghouse, Institute of Education Sciences, U.S. Dept of Education.

http://ies.ed.gov/ncee/wwc/

activity time for feedback56
Activity: Time for Feedback

As you turn and talk with your partner, you may use the RF Professional Development Action Plan to record some tools/resources that you will use for future Professional Development.

  • How have you helped staff make the link between the Three Tier

Model, differentiated instruction and Response to Intervention?

  • Which resources have been helpful in addressing the needs of ELLs

through professional development?

  • Based on this review, are there some tools that you plan to use in

future trainings?

slide57

Area of Professional Development

What I used in past trainings

What were the outcomes

How I will use this PD review to build on my trainings.

1. Five Components of Reading Instruction

Reading First

Professional Development plan

2.Assessment and Instruction

3.Coaching

4. Scientifically-based Reading Research

5. Three Tier Model, Differentiated Instruction, Response to Intervention

references
References
  • American Guidance Services, Mass. Dept. Education Summer Reading Academy, 2004. Group Reading and Diagnostic Evaluation Overview
  • Arguelles, M. E., Westborough, MA., 2006.Components of effective instruction for ELLs.
  • Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York, NY: The Guilford Press.
  • Beck, I. L., Westborough, MA., 2004. Enhancing student’s vocabulary development.
  • Blanchard, K. H. & Johnson, S. (2002). The one minute manager. New York, NY: Morrow & Co. Inc
  • Block, C.C., Rodgers, L.L., & Johnson, R.B. (2004). Comprehension process instruction: Creating reading success in grades K-3. NY: Guilford Press.
  • Carlo, M., Westborough, MA, 2004. Should vocabulary instruction differ for English Language Learners? Yes or No?
  • Center on Instruction (2006). Practical guidelines for the education of English Language Learners: Research-based recommendations for instruction and academic interventions. Houston, Tx.: Texas Institute for Measurement, Evaluation, and Statistics, University of Houston.
  • Duke, N.K. & Bennett-Armistead, V.S. (2003). Reading & writing informational text in the primary grades. New York: Scholastic.
slide59
Duke, N. K., Best Western, Marlborough, March 2007. Five Ws Plus H of BuildingInformational Literacy.

Good, R.H., & Kaminski, R.A. (2003). Dynamic Indicators of Basic Early Literacy Skills, 6th Ed. Administration and scoring guide. Longmont, CA: Sopris West.

Graham, S., MacArthur, C.A., & Fitzgerald, J. (Eds.), 2007. Best practices in writing instruction. New York, NY: The Guilford Press.

Gumm,R. & Turner, S. Nat. Reading First Conference, Minneapolis, MN, July 2004. 90 minutes plus: Demystifying the literacy block.

Hall, S. L. (2006). I’ve DIBEL’d, now what?: Designing interventions with DIBELS data. Boston, MA: Sopris West.

Hasbrouck, J., & Denton, C. (2005). The reading coach: A how-to manual for success. Boston, MA: Sopris West.

IDEAL Consulting Services (2004). Collecting, analyzing and utilizing DIBELS data. (Text o nly)

Kosanovich, M., Ladinsky,K., Nelson, L. & Torgesen, J. (2006). Differentiated reading instruction: Small group alternative lesson structures for All students. Tallahassee, Fl. : Florida Center for Reading Research.

Lane, H., National Reading First Conference, July 2005. Phonemic awareness assessment and instruction: A sound beginning.

slide60
Lesaux, N. K., Massachusetts Reading First Summer Conference, Aug. 16-17, 2006. Diversity and development: Promoting early literacy skills for ELLs.

Murphy, J. (2004). Leadership for Literacy: Research-based practice, PreK-3. Thousand Oaks, CA: Corwin Press.

Mass. Dept. of Education, June 2001. Massachusetts English Language Arts Curriculum Framework. Malden, MA: MADOE

Mass. Dept. of Education, June 2001. Supplement to the Massachusetts English language arts curriculum framework, Grades 3,5 and 7 grade level standards for vocabulary, reading, and literature. Malden, MA: MADOE

Mass. Dept. of Education, Spring 2005. GRADE: Content and diagnostic interpretation based on the AGS technical manual.

Mass. Dept. of Education Reading First Regional Meetings, Fall 2005. Fostering fluency: Effective, research-based strategies for developing automaticity and fluency.

Mass. Dept. of Education, 31st Annual Title 1 Conference, Hyannis, MA. October, 2005. Creating an assessment framework to prevent reading failure and strengthen instruction.

Mass. Dept. of Education Reading First Regional Meetings, November 2005. Unlocking meaning.

Maxwell, L., Mass. Dept. of Education Reading First Regional Meetings, November 2006. Building oral language skills all day long.

Mass. Dept. of Education Reading First Regional Meetings, November 2006. Developing oral language skills.

Mass. Dept. of Education Reading First Regional Meetings, April 2007. Response to Intervention and the Three Tier Model.

slide61
Mass. Dept. of Education Reading First Regional Meetings, May 2007. As you like it: Developing informational text literacy.

Mass. Dept. of Education, Spring 2007. Overview of the MCAS.

Mass. Dept. of Education, Radisson Inn, Marlborough, Aug. 1-2, 2007. Written Response to Text Institute

National Institute of Child Health and Human Development (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: U.S. Dept. of Health and Human Services

Oczkus, L. D. (2003). Reciprocal teaching at work: Strategies for improving reading comprehension. Newark, D.E.: International Reading Association

Rasinski, T.V. (2003). The fluent reader: Oral reading strategies for building word recognition fluency and comprehension. New York, NY: Scholastic Inc.

Rasinski, T. V. , Radisson Inn, Marlborough, MA, March 2006. Effective Teaching of Reading: From Phonics to Fluency.

RMC Research Corporation (2005). Leading for success: An introductory guide for Reading First coaches. Austin, Tx: Central Reading First Technical Assistance Center, Vaughn Gross Cener for Language Arts.

Strickland, D.S., Ganske, K., & Monroe, J.K. (2002). Supporting struggling readers and writers: Strategies for classroom intervention 3-6. Newark, DE: International Reading Association

Texas Center for Reading and Language Arts (2002). Teacher Reading Academy (TRA) binder. Austin, Tx: University of Texas College of Education.

slide62
Texas Center for Reading and Language Arts (2002). Teacher Reading Academy (TRA) binder. Austin, Tx: University of Texas College of Education.

 The Donahue Institute (2003-2008). Evaluation of Massachusetts Reading First Project. University of Massachusetts, Amherst: The Donahue Institute

Torgesen, J. , March 2006. Reading Fluency as a marker for early reading progress: Strengths and weaknesses

Torgesen, J., Massachusetts Reading First Summer Conference, Sturbridge, MA., August 2006. Teaching all children to read: Practices from Reading First Schools

with relatively strong intervention outcomes

Turner, S., October 2004. Reading First Program-Specific Professional Development. Tallahassee, Fl.: Eastern Region Reading First Technical Assistance Center (ERRFTAC), Florida Center for Reading Research, Florida State University

Walpole, S., & McKenna, M.C. (2004). The literacy coach's handbook: A guide to research-based practice. New York, NY: The Guilford Press.

Walpole, S. & Minden-Cupp, C., Randolph, MA. Oct. 2004. Strategies for coaching.

Walpole, S., Randolph, MA, Jan. 2005. Targeted time, targeted curriculum, targeted instruction.

Woodruff, T., National Reading First Conference, July 2005. Phonics instruction: One of the 5 big ideas in reading – why is it necessary and what it should look like.