1. JCPS-Bellarmine Literacy Project
OPED 645: Advanced Diagnostics and Interventions for Struggling Learners
Literacy is a bridge from misery to hope. It is a tool for daily life in modern society. It is a bulwark against poverty, and a building block of development, an essential complement to investments in roads, dams, clinics and factories. Literacy is a platform for democratization, and a vehicle for the promotion of cultural and national identity. Especially for girls and women, it is an agent of family health and nutrition. For everyone, everywhere, literacy is, along with education in general, a basic human right.... Literacy is, finally, the road to human progress and the means through which every man, woman and child can realize his or her full potential. - Kofi Annan
JCPS-Bellarmine Literacy Project
Mary K. Morgan

2. Class Agenda Welcome! Review of the Literacy Project Essentials
l Love the Look by Maya Angelou
Review OPED 645 Course Syllabus and Semester Schedule
Best Practices for Motivating Students to Read
Break
BLP Reading Instruction Delivery Model
CRI Action Plan Work Time
Wrap-Up and Adjourn for the day!

3. Class 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 community and society for all. Our national identity and our economic strength depend on it.

5. 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)
Teacher Agency
Global Thinkers

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).

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)

8. Effective Teachers of Reading…
Observe
Inquire
Diagnose
Design
Assess Student Learning
Teach

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

10. 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)

11. 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
TEACHING CHILDREN TO READ:  An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction

12. I Love the Look of Words by Maya Angelou

13. OPED 645 Course Materials
Syllabus
Course Outline 13

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

15. Best Practice for Motivating Students to Read
ALL read Gambrell pages
Pause and Ponder
In what ways can I use some of the best practices to support instructional change in my reading instruction?
Focused Read: ! – Affirmations ? – Questions * -- Point for Discussion

16. Word Work (PA, Phonics, and Vocabulary)
BLP Reading Instruction Delivery Model When and how do I teach? Purpose: To provide differentiated reading instruction that targets students’ ZPDs and incorporates all of the big 5 (as relevant to student needs).
Guided Reading
Independent reading
Writing about your Reading
Closure/Share time
Mini lesson
Read aloud/think aloud
Shared Reading
Literature and informational standards
Mini Lesson
Differentiated word work practice
20-40% of allocated time
Whole Class Choral Reading
Differentiated fluency practice
5-10% of allocated time
Fluency Practice
Word Work (PA, Phonics, and Vocabulary)
Refining Reading (R²)
Time
Comprehension
Comprehensive Reading Instruction Action Plan using BLP Delivery Model

17. Organizing for Effective Reading Instruction
Students find comfort in familiar instructional routines and schedules in a well-organized classroom.
Children need to experience a variety of interactive settings: whole class, small groups, and individually each day.
Groups should be flexible, meet the needs of students, and involve research-based instructional practices.
Daily planned, intentional, and explicit instruction of all literacy skills and strategies is essential.
A variety of assessments play a key role in instructional decisions that meet the developmental needs of students.

18. Effective Teachers of Reading Plan Instruction in this Manner
Knowledge of the learners and how they learn and develop within social contexts (reading development and how it occurs in the classroom)
Conceptions of curriculum content and goals – understanding the subject matter and skills to be taught in light of the social purposes of education (reading process and reading skills)
Understand teaching in light of the content and learners to be taught, as informed by assessment and supported by productive classroom environments (how do I teach reading skills)
(Darling-Hammond & Bransford, 2005)

20. The Reading Model Test of Word Reading Efficiency Total Words Read
(TOWRE)
Total Words Read
Miscues
Sightword
Reading
SWE
Word
Reading
Accumaticity
Comprehension
Phonological
Decoding
PDE
Questions From the Passages
CCSS Leveled Reading Passages by Grade

21. HOMEWORK ASSIGNMENT Reading(s): Reading(s): Guided Reading Chapter 2
Implement at least one of the best practices for motivating students to read and report work at next class session.
Bring Assessment Data from Mid-Year Assessments.