GACE ECE Study Session

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GACE ECE Study Session

• Reading Content Review
• Presented by Krystal Shaw

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Contact Information

• Third Grade Teacher
• Mt. Zion Elementary
• kshaw_at_clayton.k12.ga.us
• School 116 on county Global Address List

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Preview of Study Session Setup

• Four Saturdays, 900-300
• Half day of content review
• Half day of test practice and test-taking
  strategies
• Saturday, Jan. 20 Reading
• Saturday, Jan. 27 Social Studies
• Saturday, Feb. 3 Math
• Saturday, Feb. 10 Science

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Preview of GACE Test Setup

• Test One (001) Reading/LA/Social Studies
• Objectives 0001-0008
• Reading/Language Arts
• 40 Multiple Choice, 1 Written Response
• Objectives 0009-0012
• Social Studies
• 20 Multiple Choice, 1 Written Response
• Totals
• 60 Multiple Choice
• 2 Written Response

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Preview of GACE Test Setup

• Test One (002)Math, Science, Health, PE, Arts
• Objectives 0013-0017
• Math
• 25 Multiple Choice, 1 Written Response
• Objectives 0018-0021
• Science
• 20 Multiple Choice, 1 Written Response
• Objectives 0022-0024
• Health, PE, and the Arts
• 15 Multiple Choice
• Totals
• 60 Multiple Choice
• 2 Written Response

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GACE Setup

• Standards
• Subareas
• Reading/Language Arts
• Social Studies
• Math
• Science
• Health, PE, and the Arts
• Website http//www.gace.nesinc.com
• Click on About the GACE
• Click on Preparing for the Tests
• Click on Preparation Materials
• Click on Early Childhood Education
• Scroll down and print off Early Childhood
  Education Preparation Guide

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Curriculum

• Know the Georgia Performance Standards
• 5 Components of Reading
• 4 Learning Theories of Literacy Development
• 4 Cueing Systems
• Balanced Literacy Program

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Know the Standards (GPS)

• Georgia Performance Standards Website
• www.georgiastandards.org
• Know the English and Language Arts standards for
  K-5

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5 Components of Reading

• Phonemic Awareness
• Matching sounds to words
• Isolating sounds in words
• Blending individual sounds to form a word
• Substituting sounds in a word
• Segmenting words into its constituent sounds
• (Tompkins, 2003
• Literacy for the 21st Century)

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5 Components of Reading

• Phonics
• Relationships between the sounds in speech and
  the spelling patterns of the written language
• Progression
• Letters of Alphabet, Consonants, Vowels, Blending
  Words, Rimes and Rhymes, Generalizations
• (Tompkins, 2003)

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5 Components of Reading

• Vocabulary
• Incidental word learning
• Context clues
• Knowledge of word and meaning

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5 Components of Reading

• Comprehension
• Understanding and gaining meaning from text
• Develop background knowledge
• Shared reading, guided reading, read aloud,
  independent reading
• Responding to text
• Retelling and Rereading
• Applying to deepen understanding

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5 Components of Reading

• Fluency
• Accuracy
• 95 correct shows independent level
• 90 correct shows instructional level
• Less than 90 correct shows frustrational level
• Speed
• Expression/Intonation

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Four Learning Theories

• Constructivist
• Jean Piaget
• Active Learning
• New information related to prior knowledge
• Organize new information into scheme
• Closet Metaphor
• (Tompkins, 2003)

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Four Learning Theories

• Interactive
• Use both prior knowledge and features of text
• Use word-identification skills and comprehensions
  strategies to understand
• Fluent readers want to make meaning
• (Tompkins, 2003)

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Four Learning Theories

• Sociolinguistic
• Vygotsky
• Thoughts and language are interrelated
• Learning is social
• Adults scaffold learners (support)
• Instruction planned based on zone of proximal
  development
• (Tompkins, 2003)

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Four Learning Theories

• Reader Response
• Rosenblatt
• Create meaning as you read
• Students vary reading styles according to purpose
  of reading
• Goal is to become lifelong learners
• (Tompkins, 2003)

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Four Cueing Systems

• Phonological
• Using sounds of letters to pronounce and read
  words
• Syntactic
• Using knowledge of grammar and structure
• Semantic
• Using meaning and vocabulary
• Pragmatic
• Using social/cultural dialects

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Balanced Reading Program

• Whole Language
• Based on learning through literature
• Does not teach phonics explicitly, but through
  literature experiences
• Phonics
• Based on isolated instruction using only phonics
• Drill and practice outside of literature

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Balanced Reading Program

• Balanced programs involve aspects of both whole
  language and phonics
• Whole-part-whole
• Whole Start with a piece of literature
• Part Use text to teach mini-lesson on phonics
  concept
• Whole Return to text for application of concept,
  Use additional texts for practice

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Instruction

• Four Instructional Approaches
• Instructional Model
• Reading Process
• Writing Process
• Instruction for 5 Components
• Writers Workshop
• Content Area Links

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Four Instructional Approaches

• Literature Focus Units
• Teacher/students read one text and respond
• Teacher chooses texts
• Students explore through projects
• Literature Circles
• Teachers chooses 5-6 texts
• Students choose books to read in groups
• Students discuss/respond to text within groups

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Four Instructional Approaches

• Reading and Writing Workshop
• Students choose books, read and respond
  individually
• Teacher monitors through conferences
• Students share books with class
• Basal Reading Programs
• Teacher uses anthology/basal reader as base for
  reading program
• Guided reading is used to scaffold students

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Instructional Model
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Reading Process

• Step 1 Prereading
• Activating background knowledge (prepare schema)
• Graphic organizers, anticipation guides, picture
  walk
• Set Purpose
• Make Predictions
• Preview text

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Reading Process

• Step 2 Reading
• Apply skills and strategies
• Read independently, with partners, shared
  reading, listen
• Read entire text or parts
• Take notes

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Reading Process

• Step 3 Responding
• Readers respond to text and continue to negotiate
  meaning
• Learning logs
• Reading response journals
• Grand conversations

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Reading Process

• Step 4 Exploring
• Revisit text to explore more in depth
• Rereading and making connections
• Learning new vocabulary
• Participating in minilessons

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Reading Process

• Step 5 Applying
• Extending comprehension, reflecting on meaning,
  and valuing experience
• Projects
• Connect to other related books
• Reflect on reading and learning

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Writing Process

• Step 1 Prewriting
• Getting ready to write
• Choosing topic and style
• Brainstorming ideas
• Completing a graphic organizer
• Rehearse story ideas

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Writing Process

• Step 2 Drafting
• Using organizers/ideas to create a rough draft
• Focus on content rather than mechanics
• Sloppy copy

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Writing Process

• Step 3 Revising
• Making it better
• Rereading draft or reading to a partner
• Participate in discussions about strengths and
  weaknesses
• Change draft based on reflections and reactions
  to the text
• Focus on changes to content

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Writing Process

• Step 4 Editing
• Making it look pretty
• Proofreading
• Correct GUMS (Grammar, Usage, Mechanics, Spelling)

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Writing Process

• Step 5 Publishing
• Final copy
• Share with others
• Put in class book
• Read for an audience

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Instruction for 5 Components

• Phonemic Awareness
• ABC books
• Rhymes
• Songs (Old MacDonald)
• Blending Activities (/m/ /o/ /p/ mop)
• Segmenting activities (mop /m/ /o/ /p/)
• Sound Matching Activities
• Elkonin Boxes 1 box for each sound (NOT letter)
• Child moves marker to mark sounds as they hear
  them

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Instruction for 5 Components

• Phonics
• Explicit instruction
• Teachable moments
• Making Words
• Word sorts based on spelling patterns
• Letter cards

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Instruction for 5 Components

• Vocabulary
• Teach context clues
• Word concept maps
• Frayer diagrams
• Teach multiple meanings and mark differences on
  word wall
• Teach prefixes, suffixes, and morphemes to
  determine meaning

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Instruction for 5 Components

• Comprehension
• Graphic Organizers
• Learning logs
• Reading response journals
• Strategy Instruction
• Predicting
• Monitor/Clarify
• Evaluate
• Summarize

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Instruction for 5 Components

• Comprehension
• Skills Instruction
• Cause/effect
• Main idea/details
• Inference
• Problem/Solution
• Compare/Contrast

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Instruction for 5 Components

• Fluency
• Reread!!! (as much as possible)
• Timed readings
• Readers theatre
• Modeling through read aloud
• Choral reading
• Sight words
• Phrasing/marking text

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Writers Workshop

• Way to implement the writing process
• Students choose their own topics (or can be
  guided to choose a topic)
• Focus is on creating and sharing writing
• Teacher serves as facilitator
• Students write independently and hold scheduled
  writing conferences with teacher to discuss
  writing strengths/needs

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Writers Workshop

• Component 1 Writing
• Students go through 5 steps of writing process
• Teacher meets with students to conference
• Component 2 Sharing
• Students share writing
• Author's chair

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Writers Workshop

• Component 3 Teaching Minilessons
• Teacher gives short focused lessons on writing
  procedures, qualities, strategies, and skills
• (Not necessarily done in this order!)

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Content Area Links

• Informational Text
• Integrate stories and poetry
• Read and write to learn (versus learning to read
  and write)
• Learning logs
• Journals
• Quickwrites
• Graphic organizers
• Reports/projects

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Assessment

• Formal vs. Informal Assessment
• Writing Assessments
• Standardized Tests
• Assessment Results

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Formal vs. Informal Assessments

• Formal
• The paper and pencil assessments
• Tests (multiple choice, essay, standardized
  tests)
• Quizzes
• Classwork
• Rubrics
• Reports

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Formal vs. Informal Assessments

• Informal
• Less paper/pencils
• Ticket Out the Door
• Checklist
• Anecdotal notes
• Questioning
• Informal Reading Inventory (IRI)
• Miscue Analysis

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Formal vs. Informal Assessments

• Cloze procedure
• Running records (ORF)
• Conferences
• Retellings
• Portfolios (show progress over time)
• Journals
• The goal is to have a BALANCE of assessments!

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Writing Assessments

• Writing is assessed in developmental stages
• Georgias Writing Assessment
• http//public.doe.k12.ga.us/ci_testing.aspx?PageRe
  qCI_TESTING_WA

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Standardized Tests

• Meant to provide assessment in a standardized
  manner
• Norm-referenced
• Test compares students performance with the
  performance of a group of people who have already
  taken the test (the norming group
• Gives percentile rankings
• ITBS

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Standardized Tests

• Criterion-referenced tests
• Student scores come from what the student knows
  in reference to a certain set of criteria or
  curriculum
• Does NOT compare student scores
• CRCT

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Assessment Results

• Assessment results should drive instruction
• Decisions on whether to continue or reteach
  should come from assessment results
• Reteaching and extending should be given as needed

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• Good luck!