Richard Woods Georgias School Superintendent Educating Georgias Future

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Are Students Receiving Evidenced. Based Literacy Instruction In My District and School? 9/29/2020 • Julie Morrill, L 4 GA Grant/Literacy Program Manager • Georgia Department of Education • jmorrill@doe. k 12. ga. us 1

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org 9/29/2020 2

Session Objectives Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org • Why evidenced-based • What is evidenced-based • What a reading program is and isn’t • Start with the Cognitive Model • Grades K-5 • Elementary Literacy Block • Grades 6 -12 • Content delivery models 9/29/2020 3

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Why evidencedbased? 9/29/2020 • It is risky to use practices, strategies, programs and interventions that haven’t been validated by empirical studies. 4

Evidenced-Based Practices Professionalizes Educators Responsive to the Community Data-informed Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Research-based 5

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org (I) strong evidence from at least 1 well designed and well implemented experimental study; Georgia’s definition of evidencedbased. (II) moderate evidence from at least 1 well designed and well implemented quasi-experimental study; or (III) promising evidence from at least 1 well designed and well implemented correlational study with statistical controls for selection bias; or (ii) (I) demonstrates a rationale based on high quality research findings or positive evaluation that such activity, strategy, or intervention is likely to improve student outcomes or other relevant outcomes; and (ii) (II) includes ongoing efforts to examine the effects of such activity, strategy, or intervention. 9/29/2020 6

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org 9/29/2020 7

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Literacy K-5 9/29/2020 8

Richard Woods, A school reading program does not come in a. Georgia’s box School Superintendent “Educating Georgia’s Future” gadoe. org A school reading program is not funding What is a school literacy program? A school reading program is not a schedule A school reading program is not a standard A school reading program is not a set of random assessments “THE SCHOOL READING PROGRAM IS WHAT YOUR CHILDREN RECEIVE ON A DAILY BASIS. YOUR SCHOOL OWNS IT, CONTROLS IT AND IS RESPONSIBLE FOR IT!” 9/29/2020 9

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org

Planning the ELA Block Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org http: //comprehensivereadingsoluti ons. com/2012/07/25/0 planning-the -ela-block/ 9/29/2020 11

An ELA Block Uses Resources Instruction and practice time Texts and curriculum materials Grouping Formats Reading Program Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Formal and informal data Instructional Routines

An ELA Block Divides Time Each Day Grade-Level Writing Instruction Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Interactive Read. Aloud of Challenging Text 45 minutes Differentiated Targeted Skills Work 45 minutes total In small groups Shared Reading of Grade Level Text 45 minutes

Read aloud from real literature every day Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org • Core programs simply do not have enough text at sufficient levels of difficulty. • The language of literature will provide you with opportunities to teach craft and structure. Your students will build vocabulary and grammar knowledge from listening. • Information text and narratives, checked out from the library, are accessible to all.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Build Vocabulary • Students need to increase their listening vocabulary well ahead of their reading vocabulary. • Focus on a few simple approaches so that you can teach more words more quickly. • Repurpose your word wall to remind yourself to review old words for meaning.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Lead Better Discussions • Much language development occurs during discussions in which teachers expand student language. • Open-ended, inferential questions will allow students to stretch their skills every day. • Challenging text is a better venue for a good discussion. • Always model school language.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Sample Lesson Plans 9/29/2020 • Bookworms • Comprehensive reading program written by Dr. Michael Mc. Kenna and Dr. Sharon Walpole • https: //sites. google. com/a/udel. ed u/revised-bookworms-lessons • Videos are available to assist in perfecting delivery of the Interactive Read Aloud. 17

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org If your students are taking turns, most are waiting. Use Every Pupil Response When everyone is reading aloud and together, all are engaged. When students are discussing in groups or partners, all are engaged. When students are writing, all are engaged.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Shared Reading 9/29/2020 • children grouped heterogeneously • reading a grade-level text • heavily scaffolded by a teacher 19

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Rethinking Shared Reading 9/29/2020 • http: //comprehensivereadingsolutions. com/2013/05/08/rethinking-sharedreading-2/ 20

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Increase Reading Volume • One story a week will not be enough to accelerate development. • Use all the materials you have. • Make sure that students are reading new text every day.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Use Repeated Readings • Repeated reading is the best way to increase reading fluency and deepen comprehension. • Challenging texts will become accessible with repeated readings.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Differentiate for Foundational Skills • Phonemic awareness, phonics, and fluency are not the goal anymore – they are a tools. They have to be mastered by all, faster. • The fastest way to build basic skills is to target them directly in small groups. • There are simple, free assessments to help you. You need only an oral reading fluency screening test, a phonics inventory, and a high-frequency word list.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Differentiated Reading Instruction 9/29/2020 • http: //comprehensivereadingsolutions. com/2013/10/26/0 introduction-todifferentiation/ 24

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org • Children can draw or write after every read-aloud and every shared reading. Use Writing to Demonstrate Comprehension • Provide prompts that require text-based evidence. • Ask students to share their writing with one another to establish a meaningful audience.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Elementary Writing Instruction 9/29/2020 • http: //comprehensivereadingsolutions. com/2016/06/23/3 elementary-writinginstruction/ 26

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org • Handwriting fluency in the early years is associated with compositional quality many years later. Teach Handwriting • Students need to be able to form letters automatically so that they can focus on meaning. • http: //comprehensivereadingsolutions. com/2013/02/03/7 handwriting/

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Literacy 6 -12 9/29/2020 28

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org

Cracking the Common Core 9/29/2020 Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org 30

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org What is content literacy?

Content Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org It’s in the delivery Participation vs. Transmission Jetton and Alexander (2004) 9/29/2020 32

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Reading comprehension requires domainspecific background knowledge. One of the ways to develop domainspecific background knowledge is through extensive reading and writing. 9/29/2020 Reading comprehension 33

http: //comprehensivereadingsolutions. com/20 12/12/11/building-background-knowledge/ Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org http: //comprehensivereadingsolutions. com/20 12/07/31/understanding-vocabularyinstruction/ Background http: //comprehensivereadingsolutions. com/20 12/07/31/teaching-technical-vocabulary/ http: //comprehensivereadingsolutions. com/20 14/03/08/academic-language/ 9/29/2020 34

http: //comprehensivereadingsolutions. com/20 14/04/03/collaborative-reasoning/ Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org http: //comprehensivereadingsolutions. com/20 12/12/11/reading-guides/ During Reading and After Reading http: //comprehensivereadingsolutions. com/20 13/12/17/quad-text-sets/ http: //comprehensivereadingsolutions. com/20 13/01/11/reciprocal-teaching/ 9/29/2020 35

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe. org Julie Morrill, Striving Readers/Literacy Program Manager jmorrill@doe. k 12. ga. us 9/29/2020 36