Kathryn Catherman Stephanie Lemmer

Read all Select 5 Pair share: “Did you know …” dialogue Info for whole staff?

 What influences college and career readiness?  What can be done to ensure that more middle school students get off to a strong start in high school?

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Focus… As you watch this video, video 1. Note the active participation procedures that are directly taught to students. 2. Identify other good instructional practices.

 Inclusive: All means All, no voyeurs, every student is actively responding (saying/writing/doing) to the instruction provided.

 Equity: Every student receives the scaffolding (temporary instructional support) to perform at least semi competently during instruction. (e.g. rehearse with a partner, sentence starter, model answer, feedback, graphic organizers, etc.)

 Academic: Every student is learning to appropriately use academic language (beyond vernacular chat) and engage in higher order thinking (e.g. analyze, explain, evaluate) daily across content areas.  We need to structure each lesson with these three keys in mind… Kevin Feldman

Number off and read;  #1s Read Pages 1-3  #2s Pages 4,5, and 6 (through Model 3)  #3s Pages 6 (starting Model 4) 7 and 8  #4s Pages 9 and 10  #5s Pages 11,12, and 13 Jot down important points Share out

 Phonemic Awareness  Phonics  Fluency  Vocabulary  Comprehension

 PA is the ability to focus on and manipulate the phonemes in spoken words.  Critical skill: Segmentation and blending

 Taught in a progression of simple to complex skills. Isolation: initial, final, medial Categorization Blending Segmentation Deletion/substitution

 Phonemic Awareness is not directly taught to adolescents.  Students that lack the skill of blending and segmenting words have a more difficult time with word attack skills for multisyllabic words.  Application to spelling: lack of PA will impair ability to spell.

Based on two parts: 1. Alphabetic Understanding: Letters represent sounds in words. 2. Phonological Recoding. Letter sounds can be blended together to make words.

 Goal of all phonics programs is to provide students with necessary knowledge to use the alphabetic code so they can progress normally in learning to read and comprehending written language.  Phonics elements should be taught explicitly and systematically.

 Phonics elements should be taught explicitly and systematically with a focus on multisyllabic words.  Emphasis is on word study (word parts, origins, using synonyms and antonyms to find meaning of a word…)  Students that lack advanced phonics skills will struggle with fluency.

 Fluent readers can read text with appropriate rate, accuracy and proper expression.  Fluency=automaticity

Exposed to 1,800,000 words per year Exposed to 282,000 words per year Exposed to 8,000 words per year < 1 minute4.6 minutes20 minutes Time spent reading each day Statistics derived from Shaywitz, S. (2003). Overcoming dyslexia. New York: Alfred A. Knopf.

Variation in Amount of Independent Reading Minutes Per Day Words Read Per Year 65.04,358, ,823, ,146, , , , , , , , Anderson, Wilson, and Fielding (1988)

 Repeated reading using instructional level text  Guided oral reading  Echo reading  Peer assisted reading

 A person’s ability to store word meanings in their lexicon.  A reader must be able to access words and their meanings on both a receptive and expressive level.

 Vocabulary Gap Children enter schools with different levels of vocabulary ◦ Meaningful Differences (Hart & Risley, 1995) Words heard per hour Words heard in a 100-hour week Words heard in a 5,200 hour year 3 years Welfare62062,0003 million10 million Working Class1,250125,0006 million20 million Professional2,150215,00011 million30 million

Quantity  Welfare: 616 words  Working: 1,251 words  Prof: 2,153 words Quality  Welfare: 5 affirmations 11 prohibitions  Working: 12 affirmations 7 prohibitions  Prof: 32 affirmations 5 prohibitions

1. High-Quality Classroom Language 2. Reading Aloud to Students 3. Explicit Vocabulary Instruction 4. Word-Learning Strategies 5. Wide Independent Reading

1. Introduce the word 2. Present a student-friendly explanation 3. Illustrate the word with examples 4. Check students’ understanding

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 The essence of reading (Durkin, 93)  An active process that engages the reader by requiring them to intentionally think and interact with the text in order to make meaning. (NRP)

 Prediction  Self Monitoring  Asking and answering questioning  Summarizing

 Explicit instruction: I do, We do, Y’all do, You do  Multiple strategy instruction  Use common graphic organizers  Text structure  Practice of strategies needs to be done with appropriate text.

 Explicit strategy instruction is at the core of good comprehension instruction.  “Before” strategies  “During” strategies (in the readers head)  “After” strategies