LEADS in the Classroom: Why You Do What You Do For Elizabeth Schools, January 23, 2012 Presentation by Kelly Ford Fred Carrigg and Associates, LLC
Steeped in Research Think of your classroom, your lessons, and the way you teach. LEADS research empowers you to be able to say why you’re doing what you’re doing as a teacher. LEADS Research Matrix http://www.middletownk12.org/leads/files/LEADS%20Middle%20Grades%20Research%20Matrix.pdf
Tier 1 : YOU supply the new information. What Does It Look Like? Tier 1 : YOU supply the new information. Build background knowledge. Predict key vocabulary. Model the strategy (i.e. Questioning and Predicting).
Tier 2: Students Do What You Modeled in Small Groups Guided Reading/Writing, Technology, Word Wall Activities, Independent Reading (see handout or go to http://elizabethteachers.weebly.com)
Tier 3: Reserved for students seriously behind, happens during Tier 2. This is when you refer to that DRA Focus Plan, the retired word wall vocab that a handful of students haven’t learned, or a skill you need to re-teach to a handful of students.
Bottom Line Student-Centered – what do your students need? What motivates your students? How can you capitalize on their interests in the classroom? Flexible Grouping – by level, or interest, or behavior issues Rigorous – Three novels at same time: core, guided, and independent. High level of exposure to vocabulary.
DRA Is Not Done In Isolation What happens after the assessment is most important. Used to create your tier 1 and tier 2 lessons. “Focus For Instruction” identifies what students need to learn next and breaks it into down into easy steps Writing plays a reciprocal role with reading (they always write about what was done in guided reading)
Common Misuses of the DRA Using current grade level at beginning of year (students should be independent 40 at beginning of 5th grade) Students who are partially proficient on NJASK yet on or above grade level according to DRA record. Teachers helping too much Teachers scoring too easy or too hard Not looking at previous DRAs (the best DRA profile is multiple DRAs given over time) Teachers using the books to teach the skill (then students are re-reading same book during assessment) The DRA goes into a drawer, never to be seen again
The DRA assess a student’s ability to use Comprehension Strategies, which is the ultimate goal to reading. Activating background knowledge Questioning the text (to make solid predictions) Repairing when understanding breaks down Determining importance (for summarizing) Drawing inferences Creating mental images (visualizing) Synthesizing/Evaluation: new understanding into their lives and world view.
Let’s Look at a Genuine DRA Take a moment to review this actual DRA from a 5th grade student.
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Get Your DRA Copies and Teacher Guide Online http://connect.pearsonlearning.com/c2dra/index.cfm Scroll down and click on “General” on far right side. Scroll down and click on either the K-3 kit or 4-8 kit.
Tier 1 to Tier 2 Purpose for Reading: Demonstration Tier 1 to Tier 2 Purpose for Reading: Use the text features to ask questions and make predictions about the novel. ___________________ Watch how the Tier 3 Focus Plan ties into the general guided reading discussion.
What questions came up during the demonstration? Discuss What questions came up during the demonstration?
Progress Monitoring Record for Language Arts Literacy Track student progress to ensure growth. (If mastered, move on to new skill on same level OR higher level with same skill. Spend approx. 3 weeks on each skill.) See sample handout Progress Monitoring Record for Language Arts Literacy General Ed LAL Teacher: Jones Student: Mark Ford LAL Co-Teacher: Smith School Year: 2011 Progress Key* Grade: 9 Most recent NJ-ASK LAL Score: 189
Breakout Session Learning is social.
Create your own weekly lesson plan based upon ANY objective that links to the DRA. Follow guidelines on handout.
Share & Discuss For resources and presentations, go to http://elizabethteachers.weebly.com KellyFord102@comcast.net