1. OPED 645 01-05 Teacher Leadership Practice in Academic Literacy Mary Morgan JCPS-Bellarmine Literacy Project

2. Class Agenda Welcome! Review of the Literacy Project Essentials CAP #1 Debrief Guided Reading and a Gradient of Text to Select Books Break Language and Literacy – The Important Connection Diagnostic Reading Case Study Wrap up and adjourn!

3. Class Norms I seek equity of voice. I am willing to talk about sensitive issues. I listen for understanding. I appreciate the strengths and contributions of others. I bring positive energy and encouragement to the team. I take 100% responsibility. I take my issues to the source. I am a professional and my actions reflect that role. I come prepared to each class and participate as a learner.

4. JCPS-Bellarmine Literacy Project Equity in Education Young people in this country—regardless of wealth, home language, zip code, gender, sexual orientation, race or disability—must have the chance to learn and achieve. Education must provide a path to a thriving middle class for all who are willing to work hard. Our national identity and our economic strength depend on it. 4

5. JCPS-Bellarmine Literacy Project Deep content knowledge of the reading process and reading instruction (Knowledge) Research-Based, Culturally Relevant Reading Instruction (Skill) Growth vs. fixed mindset (Dispositions) A Capacity-Building Model for Teacher Development (Cooter & Cooter, 2003) in Research Based, Culturally Relevant Reading Instruction Teacher Agency Global Thinkers 5

6. Question: What is the primary ingredient in the recipe for every child’s reading success? Answer: An effective classroom teacher who has the ability to teach reading to a group of children that have a variety of abilities and needs (e.g., Snow, Griffin, & Burns, 2005; Strickland, Snow, Griffin, Burns, & McNamara, 2002). 6

7. Effective Teachers of Reading Must understand literacy well enough to: Understand the literacy strengths and needs of individual learners Adapt instruction to meet individual needs Be culturally responsive in their reading instruction  (Briggs, Perkins, & Walker-Dalhouse, 2010) 7

8. Effective Teachers of Reading ObserveInquireDiagnoseDesign Assess Student Learning Teach 8

9. Research-Based Reading Instruction National Reading Panel (2000) Report and the “Big Five” (what to teach, content) Research-based reading instructional strategies (how to teach, pedagogy) – experimental studies used to develop a strong research base – proven to raise student achievement What Works Clearinghouse http://ies.ed.gov/ncee/wwc/ T EACHING CHILDREN TO READ: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction 9

10. 10 DECODING/WORD RECOGNITION COMPREHENSION Phonics Fluency Vocabulary Comprehension Strategies The 5 Essential Components of Effective Reading Instruction Phonemic Awareness

11. Culturally Responsive Instruction: Approach to Teaching Connecting to students’ backgrounds Building on students’ home dialects Planning for dialogic instruction Maintaining a rigorous curriculum Attending to classroom discourse Be explicit & Scaffold (I-do, We-do, You-do) WIKI 11

12. Recognition and Response System: A Conceptual Framework 12

13. CAP #1 Debrief Guided Reading with a focus on Individual Prompts Wiki 13

14. Deepening Teacher Background Knowledge Systematic Assessment: Classroom Based and Diagnostic Standardized Reading Assessments Strategize/Teach Differentiate Instruction and Intervention Word Work Fluency Practice Comprehension Refining Reading (R²) Time The Teaching and Learning Cycle

15. Literacy Project Reading Instruction Delivery Model Guided Reading Independent reading Writing about your Reading Closure/Share time Mini lesson Read aloud/think aloud Shared Reading Literature and informational standards Closure/Share time Mini Lesson Differentiated word work practice Closure/Share time 20-40% of allocated time Whole Class Choral Reading Differentiated fluency practice Closure/Share time 5-10% of allocated time Fluency Practice Word Work (PA, Phonics, and Vocabulary) Refining Reading (R ² ) Time Comprehension Instruction Purpose: To provide differentiated reading instruction that targets students’ ZPDs and incorporates all of the big 5 (as relevant to student needs). 15

16. Guided Reading Reflection Please respond: Think about your guided reading lessons and ask yourself, What have I taught the readers how to do today that they will be able to do with other texts? 16

17. Guided Reading and Using a Gradient of Text to Select Books Just because a book has a level does not mean it is high quality. When teachers understand the 10 text characteristics that are used to determine the level, they understand its demands on the reader and can use it in a more powerful way in teaching. The ability to analyze texts represents important teacher knowledge that takes time to develop. Moodle 17

18. Language and Literacy Look back at your notes from the reading Speaking Out for Language: Why Language Is Central to Reading Development. Participate in Reciprocal Teaching Wiki 18

19. Diagnostic Reading Case Study The Cycle of Inquiry Identify the problem of meaning Develop questions and examine assumptions Gather data Analyze and interpret the data Action Plan The real value of engaging in teacher research at any level is that it may lead to rethinking and reconstructing what it means to be a teacher or teacher educator and, consequently, change the way teachers relate to children and students. 19

20. Diagnostic Reading Case Study Implementing the Cycle of Inquiry Identify the problem of meaning Develop questions and examine assumptions Gather data Analyze and interpret the data Action Plan Identify a struggling reader Why is the student struggling with learning how to read ? TOWRE GORT CTOPP Classroom based reading assessments Analyze and interpret the data Implications for Teaching and Reflection What does the research say? 20

21. Diagnostic Reading Case Study Learning Outcomes: Learned process for diagnosing our most struggling readers (i.e., eliminating instruction as a factor) Administering standardized diagnostic assessments for the purposes of:  Identifying ‘true’ Tier 3 readers  Identifying readers with dyslexia Creating an intervention plan Creating an intervention plan by linking the results from the analysis section to the instructional needs of the child 21

22. Diagnostic Reading Case Study As a result of the DRCS learning process, teachers also expand their background knowledge on the cognitive processes that affect reading beyond the classroom-based reading assessments. TOWRE GORT-5 CTOPP Standardized literacy assessments Because these are standardized measures, we need to begin with a review of the reading model and understanding the standard scores and normal curve. 22

23. The Reading Model 23 Sightword Reading SWE Phonological Decoding PDE Accumaticity Comprehension Total Words Read Miscues Word Reading

24. What does working memory and rapid naming have to do with reading? Wiki 24

25. DRCS Work Time Add TOWRE scaled scores to your diagnostic assessment data sheet Sample data sets and guided practice in creating a learning plan using the results Moodle Wiki 25

26. HOMEWORK ASSIGNMENT Reading(s): Wasik (2012) Developing Vocabulary Through Purposeful Strategic Reading Moodle