Read to Achieve Webinar 3 February 26, 2013

Read to Achieve
Webinar 3
February 26, 2013
Agenda
• Attendance Report
• Program Evaluation Report
• Non-fiction
• 47.8% of classroom teachers use
differentiated instruction a significant
amount of time.
• 88.7% of the teachers providing RTA
interventions are full time.
Program Evaluation Report
100
90
80
Classroom
Activities
for
RTA
students
70
60
50
40
30
20
10
0
Remediated
Instruction
Differentiated
texts
Modified
assignments
Peer tutors
Additional
readings
Small groups
45
Time elapsed
between RTA
referral and meeting
to discuss needs of
student
40
35
30
25
20
15
10
5
0
1 Day 2-3 Days 1 Week
2-3 1 Month More
Weeks
than 1
Month
120
100
RTA
Team
Meetings
80
60
40
20
0
Student
selection
criteria
Student exit
criteria
Student
progress
Analyze
Student Data
Plan PD
Support
parent
involvement
The RTA grant is a legal binding
document. Every school that applied
for the grant must adhere to the
requested research based program.
On the average, fewer than 10% of
elementary English language arts texts
are nonfiction (Duke, 2004).
In your school,
how much time do
kindergarten students spend
engaged in nonfiction?
What about first graders?
The Common Core State Standards,
academic benchmarks that have been
adopted by 46 states, call for 12th grade
reading to be 70 percent nonfiction, or
"informational texts" -- gradually stepping
up from the 50 percent nonfiction reading
required of elementary school students.
Red: Divide the text into three sections: introduction, main
body, and review.
Gray: Box the illustrations.
Black: Box labels that help a reader understand the illustration.
Green: Circle each heading and box its corresponding section.
Blue: Circle each sub heading and box its corresponding subsection.
Purple: Box all questions in the main body of the text.
Yellow: Highlight vocabulary words in main body of the text.
Brown: Box graphs and charts.
Write one word or phrase on a sticky note
that summarizes the message of the passage.
To find an effect,
ask yourself
What happened?
so
the effect of
because
consequently
To find a cause,
ask yourself
Why did this happen?
ReadWorks.org
A leading non-profit organization that
provides a FREE research based, and
Common Core-aligned reading
comprehension curriculum for grades
K-6.
Amelia’s Road by Linda Jacobs Altman
CONTRAST FACT AND FICTION
Waiting for Wings by Lois Ehlert
Caterpillar Diary by David Drew
The Very Hungry Caterpillar by Eric Carle
EVALUATE REALISM
The Biggest Bear by Lynd Ward
Blueberries for Sal by Robert McCloskey
Goldilocks and the Three Bears
DEVELOP PERSPECTIVE
The Pain and the Great One by Judy Blume
Alexander and the Terrible, Horrible,
No-Good Very Bad Day by Judith Viorst
According to NEAP’s 2011
National Report Card
th
only 25%of U.S. 12 graders
write at a proficient level and only
3% write at an advanced level.
KRS 158.305
Evidence of implementation shall be
submitted by the district to the department for:
Reading/Writing Interventions August 1, 2013
Math Interventions August 1, 2014
Behavior Interventions August 1, 2015
Two necessary conditions
for students to improve the
quality of their writing
are explicit instruction in
writing techniques and
sustained writing practice.
Essentials for a writing workshop
•
•
•
•
•
•
•
Gathering space for mini lessons
Clipboards for research
Clustered desks for partner work
Writing resource area
Classroom library
Word walls
Shared topic lists
Attendance Code
judith.halasek@education.ky.gov
Resources
Anderson, E., & Guthrie, J. T. (1999, April). Motivating children to gain conceptual knowledge from text: The combination of science observation and interesting texts. Paper presented to the
annual meeting of the American Educational Research Association, Montreal, Canada.
Caswell, L. J., & Duke, N. K. (1998). Non-narratives as a catalyst for literacy development. Language Arts, 75 , 108-117.
Dreher, M. J. (2000). Fostering reading for learning. In L. Baker, M. J. Dreher, & J. Guthrie (Eds.), Engaging young readers: Promoting achievement and motivation (pp. 94-118). New York:
Guilford.
Duke, N. K., Bennett-Armistead, V. S., & Roberts, E. M. (2002). Incorporating information text in the primary grades. In C. Roller (Ed.), Comprehensive reading instruction across grade
levels (pp. 40-54). Newark, DE: International Reading Association.
Duke, N. K., & Kays, J. (1998). Can I say Once upon a time: Kindergarten children developing knowledge of information book language. Early Childhood Research Quarterly, 13, 295-318.
Duke, N. K., Bennett-Armistead, V. S., & Roberts, E. M. (2003). Bridging the gap between learning to read and reading to learn. In D. M. Barone & L. M. Morrow (Eds.),
Guthrie, J. T., Van Meter, P., McCann, A. D., Wigfield, A., Bennett, L., Poundstone, et al. (1996). Growth in literacy engagement: Changes in motivations and strategies during conceptoriented reading instruction. Reading Research Quarterly, 31, 306-332.
Jobe, R. & Dayton-Sakari,M. (2002). Info-kids: How to use nonfiction to turn reluctant readers into enthusiastic learners. Markham, Ontario, Canada: Pembroke.
Joint reading between Head Start children and their mothers. Child Development, 61 , 443-453.
Kamil, M. L. & Lane D. M. (1998). Researching the relation between technology and literacy: An agenda for the 21st century. In D. R. Reinking, L. D. Labbo, M. McKenna, & R. Kieffer
(Eds.), Literacy for the 21st century: Technological transformations in a post-typographical world (pp. 235-251). Mahwah, NJ: Erlbaum.
Literacy and young children: Research-based practices (pp. 226-242). New York: Guilford Press. (Note: This is an only slightly different version of the chapter listed immediately above.)
Mason, J. M., Peterman, C. L., Powell, B. M., & Kerr, B. M. (1989). Reading and writing attempts by kindergarteners after book reading by teachers, In J. M. Mason (Ed.)
Rationale for Teaching Nonfiction Writing Grades K-2 Explorations in Nonfiction Writing by Tony Stead and Linda Hoyt an imprint of Heinemann 2011
Reading and writing connections (pp. 105-120). Boston: Allyn & Bacon. Pelligrini, A. D., Perlmutter, J. C., Galda, L., Brody, G. H. (1990).
Report of The National Commission on Writing in America’s Schools and Colleges The Neglected “R” The Need for a Writing Revolution. April 2003
Smith, M. C. (2000). The real-world reading practices of adults. Journal of Literacy Research, 32 , 25-32.
Venezky, R. L. (1982) The origins of the present-day chasm between adult literacy needs and school literacy instruction. Visible Language, 16, 112-127.
Williams J., et. al. “Embedding Reading Comprehension Training in Content-Area
Instruction.” Journal of Educational Psychology, 101.1 (2009), pp. 1-20.
http://bit.ly/ruTbrW (subscription only)
Wilson, P. T., Anderson, R. C. (1986). What they don't know will hurt them: The role of prior knowledge in comprehension. In J. Oransano (Ed.), Reading comprehension from research to
practice (pp. 31-48), Hillside, NJ: Erlbaum.