1. Kathryn Catherman Stephanie Lemmer

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

4.  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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7. 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.

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

9.  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.)

10.  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

11. 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

12.  Phonemic Awareness  Phonics  Fluency  Vocabulary  Comprehension

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

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

15.  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.

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

17.  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.

18.  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.

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

20. 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.

21. Variation in Amount of Independent Reading Minutes Per Day Words Read Per Year 65.04,358,000 21.1 1,823,000 14.21,146,000 9.6 622,000 6.5 432,000 4.6 282,000 3.2 200,000 1.3 106,000 0.7 21,000 0.1 8,000 0.0 0 Anderson, Wilson, and Fielding (1988)

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

23.  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.

24.  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

25. 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

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

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

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29.  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)

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

31.  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.

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