The Big Picture Teaching Reading Sourcebook 2 nd

The Big Picture Teaching Reading Sourcebook 2 nd edition For All Educators Working to Improve Reading Achievement.

Quick. Write Response A versatile strategy used to build writing fluency, to build the habit of reflection into a learning experience, and to informally assess student thinking. Takes between 2 -10 minutes. l Used before, during, or after reading to: l Prepare for discussion l Make connections (personal, background knowledge) l Promote reflection about key content concepts l Encourage critical thinking l Organize ideas for better comprehension l Synthesize learning/demonstrate understanding l Provide a purpose for reading What did you think of your Quick. Write experience?

Quick. Write Extensions and Other Applications l l l Learning logs/Learning journals Small group writing activities (group quickwrite) Student generated discussion questions Brainstorming for Think-Pair-Share quickwrite responses in small groups to compare answers and insights

Today’s Field Trip l The Creativity Resource Center

The Big Picture— The Reading Deficit l The state of reading today l National Assessment of Educational Progress (NAEP) l Approximately 70% of adolescents struggle with reading and require additional instruction. l Approximately 7, 000 students drop out of high school every day in this country. l The most commonly cited reason for leaving school was the lack of adequate literacy skills needed to keep up with curriculum.

Nation’s response to the Reading Deficit No Child Left Behind (NCLB) l Reading First l Common Core State Standards Controversy and the Common Core l Research supports the idea that a high percentage of students have the ability to become proficient readers with the right instruction and support. Pg. 3 of CORE (margin) Why has this reading deficit occurred?

Literacy Foundations “The National Institute of Child Health and Human Development (NICHD) found that of the students who struggle to learn to read during the elementary school years, 86% of those students need instruction in phonemic awareness and phonics. ” -Tim Shanahan

The Brain and Reading l l Functional Magnetic Resonance Imaging (f. MRI) reveals that brain activation patterns of good readers and poor readers are different. Evidence-based reading instruction in phonemic awareness and phonics has been shown to assist poor readers to activate the areas of the brain used by good readers. What does this tell us about reading instruction?

Essential Components of Reading Instruction l l l l l Print awareness Letter knowledge Phonemic awareness Phonics Irregular word reading Multisyllabic word reading Fluency Vocabulary Comprehension

Changing Emphasis of Big Ideas K 1 2 3 Phonological Awareness Alphabetic Principle Letter Sounds & Combinations Multisyllables Automaticity and Fluency with the Code Vocabulary Listening Reading Comprehension Listening Reading

Reading Instruction Components Typically Emphasized at Each Grade Level How will early literacy knowledge help you in your instruction?

Utah Core Standards http: //schools. utah. gov/CURR/langartelem/Core /Combo. C. aspx Pages 11 -38. http: //www. schools. utah. gov/CURR/preschoolki ndergarten/

Reading Assessments l Types of reading assessments l l Screening Progress Monitoring Diagnostic Outcome Page 11 How important are these assessments?

Reading Assessment: “Through understanding that readers struggle and why they struggle, we can design appropriate instruction to support students’ developing fluency” (Denney, 2010).

Comprehensive Assessment Plan l l Identify students at risk of reading difficulty or who need extra support or intervention Monitor student progress Collect assessment data to inform instruction Assess whether instruction is sufficient to ensure that all students meet grade level standards

The Big Picture l l Early assessment is one of the most effective ways to prevent the downward spiral of reading failure. It identifies students who need extra help in reading before they experience serious failure (Torgesen 1998). The sooner the intervention occurs, the more likely students will regain ground (Torgesen, 1998, 2004). What are the long-term consequences?

The Long-term Impact: l Struggling readers experience an everwidening achievement gap in literacy growth and overall academic achievement (Camille, Blachowicx, Fisher, Ogle, & Watts-Taff, 2006). l Students with reading difficulties often experience a lack of motivation, lack of practice, and lack of growth in reading abilities resulting in a downward spiral from which it becomes harder and harder to recover (Stanovich, 1986). Page 15 of CORE (Graph)

Why can’t I skip my reading?

Downward Spiral of Reading Failure l l l Stumbling blocks to becoming a proficient reader “Matthew Effects” The “Fourth Grade Slump” Motivation and interest in reading Academic language

Academic Language

How to Motivate l l l Tasks and activities are relevant to their lives Access to a wide range of reading materials Ample opportunities to engage in sustained reading Opportunities to make choices about what they read Opportunities to socially interact with others about the text Opportunities to succeed in challenging text

Differentiated Instruction l Instruction that supports the needs of all learners pg. 17 l l l advanced, benchmark, strategic, intensive Adolescent struggling readers: alliterate, functional illiterate, illiterate English Language Learners (ELLs) pg. 18 l l Instruction in essential literacy skills is necessary but insufficient Practical Guidelines for Education of ELLs/WIDA (next Wednesday).

Scientific Approach to Reading Instruction l How to recognize effective research l l l Has the research been published in a peerreviewed journal? Have the research results been replicated by other scientists? Is there a consensus within the research community? Page 6

Exit Slips l The purpose of exit slips: l l l An informal assessment Unanswered questions/individual reactions Synthesize/Reinforce learning Encourage critical thinking Extend thinking on the topic Today’s Exit Slip: Name l Participation points 1 -5 How are you feeling about the course/assignments? l