Pieces of Eight

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Pieces of Eight

• Presented by
• Quality Quinn

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For more information

• www.qualityquinn.com
• Click on presentations
• Find your state on the map
• Click!

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Process for Leadership

• Challenge the process
• search for opportunities
• change status quo
• Inspiring a shared vision
• imagine the ideal situation
• Enabling others to act
• foster cooperation
• modeling the way
• Encouraging the heart to begin the journey

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State of the Nation

• Annual testing -NO CHILD LEFT BEHIND
• The Real Agenda The STEMs
• Science,Technology,Engineering,Mathematics
• Social Studies

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How we can help?

• Prepare for early success
• Prevent learners from falling behind
• Intervene for below level learners
• Challenge above grade level learners

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The Model

• Rigorous state Standards that raise
  expectations
• Curriculum and benchmarks aligned to state
  standards
• Quality, on-going professional development for
  teachers who support and teach reading
• Resources to support new instructional strategies
  and classroom management strategies
• Informal classroom diagnostic assessment for
  reading and growth
• Maximizing Federal Dollars (Title 1) to buy more
  TIME
• STATE TEST ALIGNED to STANDARDS

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Teaching Comprehension Directly

• Monitor the use of the strategy
• Offer less coaching as less is called for
• Ask what strategy they are using why, therefore
  bringing the strategy to the students awareness
• Give students continued opportunity to observe
  more modeling
• Provide multiple and ongoing opportunities for
  students to interact w/others using a variety of
  text

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You Cant Tutor What HasntBeen Taught

• You cant tutor what hasnt been taught
• You cant tutor what hasnt been taught
• You cant tutor what hasnt been taught
• You cant tutor what hasnt been taught
• You cant tutor what hasnt been taught
• You cant tutor what hasnt been taught
• You cant tutor what hasnt been taught

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Three Flavors of Assessment

• Summative Assessment External Reporting
• Scorekeeping
• Broad data for identifying specific populations
• Program evaluation and budget indicators
• Formative Assessment Internal Reporting
• Intervention Do something differently,
  immediately (STOP Spray and Pray!)
• Progress monitoring over time for individual
  students
• Data used to plan next move for instruction
• Getting a Grade Comfort the troubled, trouble
  the comfortable
• Public relations
• A,B,C,D,F Coin of the realm

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The Challenge

• After third grade, the achievement gap with
  minority, second language, and low-income
  learners widens substantially
• Incomplete beginning reading instruction
• Serious vocabulary deficit
• Very limited knowledge of text structure
• Misconceptions about fluency
• Lack of meaningful early comprehension assessment

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Lets Demystify Reading
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Three Muscles

• Early Language Experience
• Phonemic awareness and concept development
• Vocabulary, academic language and alphabetic
  principle
• Decoding muscle
• Three ways of getting meaning off the page
• (1)phonicsprimary decoding strategy
• (2)semantics and vocabulary
• (3) syntax and structure
• Fluency muscle
• Reads a lot of words fast w/ comprehension
• Class libraries of leveled or decodable text
• Every day, every reader reading at a level of
  success of self-selected quality literature

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News Flash!!!!!

• 26 letters and 44 sounds
• 17 reliable letters, (letters that always sound
  the same) q,w,,t,p,d,f,h,j,k,l,z,x,v,n,m,b,
• 4 that are switch hitters... s,g,cr
• 3 that are pests ...a,o,u
• 3 that will make you CRAZY!!!!i,e,y
• Double vowels oa, oo, ee, ea, oi, ou, au
• Blends ch, sh, wh, st,str, pl, sl, fl, gl, cl,
  bl, kl,cr,scr,

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Definition of Comprehension

• Comprehension is defined as
• intentional thinking during which meaning is
  constructed through interactions between the text
  and the reader (Harris Hodges,1995)

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an excerpt

• Draped for the formal unveiling May 31 with
  only an insouciant topknot and Horton The
  Elephants trunk peeking out the sculptures
  frolic on the wide green linking the city library
  and its four museums that gave wing to the
  authors imagination.--

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STRATEGIES

• Clarifying
• Comparing and contrasting
• Connecting to prior experiences
• Inferencing (including generalizing and drawing
  conclusions)

• Predicting
• Questioning the text
• Recognizing the authors purpose
• Seeing causal relationships
• Summarizing
• visualizing

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Teaching Comprehension Directly

• Monitor the use of the strategy
• Offer less coaching as less is called for
• Ask what strategy they are using why, therefore
  bringing the strategy to the students awareness
• Give students continued opportunity to observe
  more modeling
• Provide multiple and ongoing opportunities for
  students to interact w/others using a variety of
  text

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Text Structures
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Language Arts
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Language Arts

• Whose woods these are I think I know his house
  is in the village, though. He will not mind me
  stopping here to watch his woods fill up with
  snow. My little horse must think it queer to stop
  without a farmhouse near. He gives his harness
  bells a shake, to ask if there is some
  mistake.The only other sounds the sweep of easy
  wind and downy flake. The woods are lovely dark
  and deep,but I have promises to keepand miles to
  go before I sleep. And miles to go before I
  sleep.
• Pronouns, demonstrative adjectives

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Science
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Science

• The Hall-Heroult process is essentially the
  electrolytic decomposition of purified bauxite.
  In a cell made of iron, a solution of Al2O3 in
  molten cryolite, Na3AlF6, conducts the current.
• Procedural words, ordinals, first, then, next,
  etc.

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Social Studies
8
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Social Studies/History

• Although The Confederacy represented the Southern
  states, its army attacked Gettysburg from the
  North. The Confederate Generals, having spent a
  tough winter and spring in the Shenandoah Valley,
  were desperate for supplies, particularly shoes.
  Gettysburg, Pennsylvania, a farming and shoe
  manufacturing community would hopefully provide
  the much needed supplies.
• Subordinating conjunctions since, while,
  because, although, yet, if, as if, however, etc.

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Math
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Math

• The architect and contractor were conferring over
  the blueprints of the new ten story parking
  garage. It needed to be ten floors and have space
  for compact cars. Each floor required twenty-two
  I beams, plus one additional beam for each
  additional floor after the first. Determine the
  number of I beams and show a possible
  structural configuration.

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Math Research

• Embed in real worldmake it engaging, generating
  more questions
• Create a language rich classroom
• Justifying, generalizations, highly verbal,
  highly visual students
• Draw pictures, create mental images, foster
  visualization
• Build from charts, graphs tables- also, the
  misinterpretation of data
• Dont leave out measurement

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The three most important words for the struggling
reader

• VOCABULARY
• VOCABULARY
• VOCABULARY
• Words-words-words-words-words-words-words-words-wo
  rds-words-words-words-words-words-words-words-word
  s-words-words-words-you get it!!!!

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Registers of Language R. Payne

• Frozen Language that is always the same
• Formal Standard sentence syntax of work and
  school.
• Consultative Formal register when used with
  conversation. Discourse patterns slightly less
  formal.
• Casual Language between friends 400-800 word
  vocabulary. Non-specific word-choice non-verbal
  assists determine meaning. Sentence syntax often
  incomplete.
• Intimate Language between lovers or twins. The
  language of sexual harassment.

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Vocabulary Instruction

• Concept vocabulary
• Big idea words attrition, populism, hypothesis
• Context vocabulary
• Words that have multiple meanings economy,
  mine, elements, book, state, set, case
• Vocabulary structure
• Words with recognizable Latin cognates
  migratory, revolt, spectator
• Jim Cummins-Word Harvesting

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What Words to TeachBringing Words to LifeROBUST
Vocabulary InstructionIsabel Beck ,Nancy MacKowen

• First tier words Words that you wish students
  knew, hope they can get, but you dont have time
  to teach.
• Second tier words High utility words that they
  need to know in your class, and everyone elses.
• Third tier words Extremely specific words in your
  content area that require considered and
  deliberate
• and in depth instruction

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Teaching Word Attack (phonics) in Science

• Con-ser-va-tion bun-dle
• Ac-cel-er-a-tion state
• Force base
• Mass mol-e-cule
• Grav-i-ta-tion-al force gas-e-ous
• Ter-min-al vel-o-city
• Grav-i-ta-tion-al at-trac-tion
• Mo-men-tum

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anthropologically

• An-thro-po-log-i-cal-ly

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australopithecine

• Aus-tra-lo-pith-e-cine

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Struggling Older Reader

• Incomplete beginning reading instruction
• Lacks metacognitive strategies
• Limited prior knowledge
• Limited word study skills and spelling
• No text available at level of success
• No adults modeling reading
• No history of reading success

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Useful References

• Adams, M.J. (2000). Beginning to Read thinking
  and learning about print. Cambridge, MA The
  MIT Press.
• Alexander, K. Entwisle, D. (1996). Schools
  and children at risk. In A. Booth J. Dunn
  (Eds.). Family-school links How do they affect
  educational outcomes? Hillsdale, NJ Erlbaum.
• Baker, L. (1994). Contexts of emergent literacy
  Everyday home experiences of urban
  pre-kindergarten children. College Park, MD
  National Reading Research Center.
• Baker, L., D. Scher, and K. Mackler. (1997).
  Home and family influences on motivations for
  reading. Educational Psychologist 32(2) 6982.
• Burns, M.S., Griffin, P., Snow, C.E. (1999).
  Starting out right A guide to promoting
  childrens reading success. Washington, DC
  National Academy Press.
• Baker, L., Allen. J., Schockley, B, Pelligrini,
  A.D., Galda, L. Stahl, S. (1996). Connecting
  school and home Constructing partnerships to
  foster reading development in L. Baker, P.
  Afflerbach D. Reinking (Eds.), Developing
  engaged readers in home and school communities,
  Mahwah, New Jersey Lawrence Erlbaum, pp. 21-41.

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• Burns, M.S., Griffin, P., Snow, C.E. (1999).
  Starting out right A Guide to promoting
  childrens reading success. Washington, DC
  National Academy Press.
• Bus. A.G., M.H. van Ijzendoorn, and A.D.
  Pellegrini. (1995). Joint book reading makes
  for success in learning to read A meta-analysis
  on intergenerational transmission of literacy.
  Review of Educational Research 65(1) 1-21.
• Center for the Improvement of Early Reading
  Achievement. (2001). Put reading first The
  research building blocks for teaching children to
  read. Jessup, MD Partnership for Reading.
  Available www.nifl.gov.
• Edwards, P.A. (1995). Empowering low income
  mothers and fathers to share books with young
  children. The reading teacher 48 4888-564.
• Epstein, J.L., Coates, L., Salinas, K.C.,
  Sanders, M.G., Simmons, B.S. (1997). School,
  family and community partnerships Your handbook
  for action. Thousand Oaks, CA Corwin Press.
• Gallimore, R., Goldenberg, C. (1993).
  Activity settings of early literacy Home and
  school factors in childrens emergent literacy.
  In E. Forman, N. Minick, A. Stone (Eds.),
  Contexts for learning Sociocultural dynamics in
  childrens development (pp. 315-335). New York
  Oxford University Press.

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• Gentile, L. M., McMillan, M.M. (1992).
  Literacy for students at-risk Developing
  critical dialogues. Journal of Reading, 35,
  636-640.
• Hart, Betty Risley, Todd R. (1995). Meaningful
  Differences in the Everyday Experience of Young
  American Children. Paul H Brookes Pub Co.
• Lyon, G.R. (1998). Overview of reading and
  literacy initiatives. Testimony Provided to the
  Committee on Labor and Human Resources, United
  States Senate. Bethesda, MD National Institute
  of child Health and Human Development.
• Moats, L. (1999, June). Teaching Reading is
  Rocket Science. Wahington, DC American
  Federation of Teachers. Available online
  http//www.aft.org/edissues/rocketscience.htm
  National Center for Education Statistics (1998).
  Characteristics of childrens early care and
  Education programs Data from, the 1995 National
  Household Education Surveys (NCES No. 98-128).
• National Reading Panel. (1999). Teaching
  children to read An evidence-based Assessment
  of the scientific research literature on reading
  and its implications for reading instruction
  Reports of the subgroups. Washington DC
  National Institute of Child Health and Human
  Development. Available www.nichd.nih.gov/public
  ations/pubskey.
• ODonnell, M.P., Wood, M. (1992). Becoming a
  reader A developmental instruction. Boston
  Allyn Bacon.

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• Oldfather, P. Wigfield, A. (1996). Childrens
  motivations for literacy learning in Developing.
  In L. Baker, C. Afflorbach D. Reinking (Eds.).
  Developing engaged readers in home and school
  communities. (pp. 89-113, Mahwah, New Jersey
  Lawrence Erlbaum.
• Riley, J. (1996). The teaching of reading,
  London Paul Chapman.
• Robbins, C., and L.C. Ehri. (1994). Reading
  storybooks to kindergarteners helps them learn
  new vocabulary words. Journal of Educational
  Psychology 86(1) 54-64.
• Snow, Catherine E., M. Susan Burns, and Peg
  Griffin. (1998). Preventing Reading
  Difficulties in Young Children. Washington D.C.,
  National Academy Press.
• Sonnenschein, S., Brody, G., Munsterman, K.
  (1996). The influence of family beliefs and
  practices on childrens early reading
  development, In L. Baker, P. Afflerback D.
  Reinking (Eds.). Developing engaged readers in
  home and school communities. Mahwah, New Jersey
  Lawrence Erlbaum. PP. 3-20.
• U.S. Department of Education. (1999). Start
  early, finish strong How to help every child
  become a reader (America Reads Challenge),
  Washington, D.C. author. Available online
  http//www.ed.gov.pubs/startearly/