The JCPS / Bellarmine University Literacy Project The Principals Fellowship Session 1 September 15, 2014 Kathleen & Robert Cooter

(Ippilito, J., Steele, J, & Samson, J., 2007) … literacy liberates us from dependence on received wisdom and allows us to find and weigh the evidence ourselves. Simply put, literacy is a cornerstone of our freedom. (Ippilito, J., Steele, J, & Samson, J., 2007)

Class Agenda Welcome and Introductions Warm-up Activity Name Plates & Class Norms Course Overview – Review of Syllabus/Book PhD Credit in Literacy Leadership QUESTION: Why do we HAVE to do this?! “Ugly Baby” Activity Hearing from the Teachers EXECUTIVE SUMMARY: National Reading Panel & What Your Teachers Are Learning What is a CAP? What’s next?

Course Overview Syllabus Semester Outline 4

QUESTION: Why do we HAVE to do this?! R. Cooter, Fall 2014

JCPS-Bellarmine Literacy Project A Capacity-Building Model for Teacher Development (Cooter & Cooter, 2003) in Research Based, Culturally Relevant Reading Instruction Deep content knowledge of the reading process and reading instruction (Knowledge) Research-Based, Culturally Relevant Reading Instruction (Skill) Growth vs. fixed mindset (Dispositions)

Effective Teachers of Reading……. Observe Inquire Diagnose Design Evaluate Learning Teach

Proportion of responsibility for task completion Wednesday, October 11, 2006 Gradual Release of Responsibility Framework (Pearson and Gallagher, 1983) Proportion of responsibility for task completion All teacher Joint responsibility All student INDEPENDENT PRACTICE AND APPLICATION MODELING GUIDED/COLLABORATIVE PRACTICE GRADUALLY RELEASE RESPONSIBILTY TO THE STUDENT T. Magpuri-Lavell, Fall 2006

What does scientific research say about fluency? Time on task improves performance!

The 5 Essential Components of Effective Reading Instruction (Nat’l Reading Panel) DECODING/WORD RECOGNITION COMPREHENSION Vocabulary Phonics Fluency Phonemic Awareness Comprehension Strategies

The Teaching and Learning Cycle The Big 5 Build Teacher Background Assessment Strategize/Teach Differentiate Instruction Family Connections

Let’s take a look at your teachers first CAPs!!

Assessing Fluent Oral Reading Four components: Accurate decoding of text Reading rate or speed Use of volume, stress, pitch, and prosodic markers Mature phrasing or chunking of text

Assessing Fluent Oral Reading Four components: Accurate decoding of text Reading rate or speed Use of volume, stress, pitch, and prosodic markers Mature phrasing or chunking of text

Literacy Profile: Fluency Assessments Grade Level:_____2______Teacher:___Ms. Jones_________ Fall or Spring Student   Words Correct per Minute (wcpm) ORF Norms Interpretation (Above, Appropriate, and Below) Accuracy TOWRE SWE SS, Percentile and Interpretation PDE 1 49 Appropriate 96% 111, 77%, D 100, 50%, P 2 30 Below 58% 95, 37%, S 86, 18%, S 3 81 Above 100% 123, 94%, D 112, 79%, D 4 23 45% 86, 18%, VP 85, 16%, VP 5 60 114, 82%, D 105, 63%, P 6 15 29% 81, 10%, VP 7 100 138, >99%, D 130, 98%, D 8 33 64% 97, 42%, P 90, 25%, S 9 65 119, 90%, D 108, 70%, D 10 16 31% 88, 21%, S 83, 13%, VP 11 98 120, 91%, D 12 77 117, 87%, D 107, 68%, D 13 38 74% 103, 58%, P 94, 35%, S 14 75 90. 25%, S

What does scientifically based research tell us about fluency instruction? Repeated and monitored oral reading improves reading fluency and overall reading achievement. No evidence to support instructional time spent on silent, independent reading with minimal guidance improves reading fluency and overall reading achievement.

CHORAL READING Three types are effective… UNISON ECHO (also called “ECHOIC”) ANTIPHONAL

YOUR TEACHERS’ HOMEWORK ASSIGNMENT: CAP #2 Begin work on CAP #2 Part 2 – Refer to CAP #2 Guidelines Meet with your Literacy Project Coach Due to your instructor by Session 8 **Grade Level Passage Reading and TOWRE-2 completed and entered into Cascade by October 3, 2014 for Grades 1-3