Writing to Achieve The Early Years Part 2

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Writing to AchieveThe Early YearsPart 2

• Debbie Jura
• Literacy Coach
• Wilson School, Rm. 22
• Ext. 47822, djura_at_selma.k12.ca.us

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Welcome to Day 2

• Sign in sheets
• Bathrooms
• Break
• Lunch
• Parking Lot

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Goals for the Day

• To continue to work and grow more comfortable as
  a Professional Learning Community.
• To begin to use data to drive instruction and to
  plan interventions.
• To refine our teaching for oral language
  development.

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Ice Breaker

• In the center of the card write your name, school
  site, grade level, room number and a contact
  phone number.
• In the top right corner write the title of the
  best book or movie you have recently enjoyed.
• In the top left hand corner write the number of
  years you have been teaching.
• In the bottom left corner write your favorite
  activity outside of work.
• In the bottom right corner write your biggest
  challenge in writing this year.

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Forming Table Groups

• Please look at the back of your 5x8 card. There
  should be a sticky do on it. Please move to the
  table with that color on it. This will form our
  morning working groups.

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Teacher learning communities appear to be the
most effective, practical method for changing day
to day classroom
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• Members of a professional learning community
  recognize they cannot accomplish their
  fundamental purpose of high levels of learning
  for all students unless they work together
  collaboratively.
• Richard DuFour, Rebecca DuFour, Robert Eaker and
  Thomas Many

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Good to Great

• Great schools row as one they are
• quite clearly in the same boat, pulling
• in the same direction in unison. The best
  schools we visited were tightly aligned
  communities marked by a palpable sense of common
  purpose and shared identity among staff-a clear
  sense of we.
• -Lickona and Davidson (2005)

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Working on Solutions

• Each of you has written down a challenge you face
  in writing.
• Please list those on one color of sticky note.
• Share those challenges in your group and see if
  there are any commonalities.

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Solutions

• Lets share possible solutions to each persons
  challenge.
• List at least one of those solutions on the
  remain color of sticky note and stick it beside
  the challenge statement.

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• Reading and writing float on a sea of talk.
• J. Britton

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Study ResultsA study by Hart and Risley
American Educator, Spring 2003

• Total words heard by age 4
• Professional Family
• 45 million
• Working Class Family
• 26 million

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Poverty Level family

• 13 million words
• So, by the age of 4 there is already a 30 million
  word deficit in the number of words heard.

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The Type of Words Heard

• Professional Family
• 32 affirmations , 5 prohibitions
• A ratio
• of 6 encouragements
• to
• 1 discouragement per hour

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Working Class Family

• 12 affirmations to 5 prohibitions
• per hour
• A ratio
• of 2 encouragements
• to
• 1 discouragement
• pre hour

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Poverty Level Family

• 5 affirmations to 11 prohibitions
• per hour
• A ratio
• of
• 1 encouragement
• to
• 2 discouragements
• per hour

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Differences across 1 year

• Professional family
• 166,000 affirmations to 26, 000 prohibitions
• Working Class Family
• 62,000 affirmations to 36,000 prohibitions
• Poverty level Family
• 26,000 affirmations to 57,000 prohibitions

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Another thing to consider

• Vocabulary experts agree that adequate reading
  comprehension depends on the person already
  knowing 90-95 of the words in the text.

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How do we learn words?

• A well educated 12th grader knows between 60,000
  and 100,000 words.
• How did he or she learn them?

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• Most vocabulary growth results incidentally from
  massive immersion in the world of language and
  knowledge.

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Using Assessment to Drive Instruction

• Oral Language Development
• Assessment and Instruction

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Balanced Literacy
Listening
Speaking
Thinking
Reading
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• Since reading and writing are language
  activities, it is vital for teachers to have a
  clear understanding of how language develops and
  to know the most common structures in English and
  how these structures are acquired by children who
  are learning to read and write.
• Clay, 1991

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5 Mosst Common Sentence Structures

• Simple sentences.
• Sentences with a prepositional phrase.
• Sentences with 2 phrases or clauses linked by a
  conjunction.
• Sentences with 2 phrases or clauses linked by a
  pronoun.
• Sentences with 2 phrases or clauses linked by an
  adverb.

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Transformed Sentences

• Negative statements
• Questions
• Commands
• Exclamations

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Assessment Activity

• Pick up an assessment packet.
• Find a comfortable spot to test.
• Get acquainted with the child.
• Test sentence structures and transformed
  sentences.
• Thank the child and escort them back to class.
• Summarize your results.

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Implications for Teaching

• Slow teacher talk.
• Target low language students for support.
• Use more non linguistic representations.
• Pair students with more proficient language
  learners.
• Provide the language structure for them.
• Repeated practice.
• Model! Model! Model!
• Involve them in the conversation.
• Oral language group vs reading or writing group.

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Assessment Activity 2

• Because one assessment does not give you a
  complete picture of what the child controls, we
  will use 2 other assessments.
• 4 picture narrative
• Story drawing, narration and dictation

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4 Picture Narrative

• You are assessing the childs ability to listen
  to and reconstruct or create a logically
  sequenced story.
• Allows you the opportunity to measure the childs
  independent language production in a meaningful
  activity.

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Picture Drawing with Narration

• You are establishing a relationship of joint
  attention to something in the outside world. (the
  picture)
• Writing the sentence challenges the child to use
  what they know about CAP skills as well as what
  they know about print strategies. (HRSIWS)
• Re-reading indicates whether the child
  understands that the print contains the message
  and how long they can hold an idea in their head.
  (storage and retrieval of a message)

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• Summarize your students strengths and needs
• What are the implications for instruction and
  support?

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Teaching with the End In Mind
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5x5 ActivityHaving the END in mind.

• In your working group, work together to define
  the following
• 3-5 essential learnings that all students should
  acquire as a result of writing instruction in
  Kindergarten.
• 3-5 ways you will know when each student has
  acquired these essential learnings.

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Analysis of Student Work

• Heres what!
• So What?
• Now what?

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Heres What!

• First divide your student work into 2 piles.
  (High and Low)
• Next divide those 2 piles into 2 more piles.
• You now have 4 piles of student work..Adv,Pro,
  Basic, and Below Basic

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Heres Whatcontinued

• Looking at each group make some general, factual
  statements about
• What were students able to do.
• What do the students need.
• Did anything surprise you?

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So What?

• What are the implication of this information?
• Write factual statements that describe the
  problem or hypothesize reasons for the problem.
  My students dontI need to.
• Determine the groups top 2-4 areas of greatest
  need..please chart these responses.

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Now What?

• Between now and testing what specific actions do
  you need to address? Please chart those
  responses.
• Prepare to share your work with the group.

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CELDT Testing

• How can we use the results to inform our teaching?

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Components

• Following directions
• Teacher Talk
• Extended listening comprehension
• Rhyming

Listening
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• Oral vocabulary
• Choose and give 2 reasons
• Speech Functions
• 4 picture narrative

Speaking
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• Word Analysis
• Letter name
• Sentence and picture matching

Reading
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• Copying a letter
• Copying a word
• Label
• 1 word response
• Punctuation

Writing
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Summing Up!

• What one thing are you taking away from todays
  in-service?

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Evaluation

• Please fill out an evaluation for today. It has
  been my pleasure to work with you. Let me know if
  you have questions, concerns, or special needs.
• Debbie Jura
• Next in-service date 11/5
• Please give your kids a sample dictated sentence
  and bring that with you.
• The bus is coming. It will stop here to let me
  get on.