Introducing 

Prezi AI.

Your new presentation assistant.

Refine, enhance, and tailor your content, source relevant images, and edit visuals quicker than ever before.

Loading…
Transcript

Comprehensive Approach to Literacy Instruction Presentation

By: Jordin Goodwin

My philosophy of reading

Philosophy

of

Reading

Reading is the process of making meaning of print. From reading, comprehension is formed and applied to real-world experiences. Reading is an active and cognitive process. All students can learn to read with effective, high-quality research-based instruction at their level. Students need access to quality reading materials. High expectations also need to be held for students.

Social Constructivism

Theory

Social

Constructivism

  • Thoughts and ideas of others are an essential part.

  • Students learn through expert guidance of others.

(Gunning, 2020)

Behaviorism Theory

Behaviorism

  • Observable behavior is stressed.

  • Responses to stimuli are reinforced or extinguished.

(Gunning, 2020)

Cognitivism Theory

Cognitivism

  • Mental processes are important.

  • Students are active learners as they use strategies to acquire facts, skills, and concepts.

(Gunning, 2020)

Comprehensive Approach to Literacy Instruction

Comprehensive

Approach to

Literacy Instruction

  • A comprehensive approach to literacy is instruction that focuses on the ever changing needs of learners, while still addressing the standards and curiculum.
  • Instruction is flexible and responsive to the needs of all students.

Each day...

  • Read-Aloud
  • Shared Reading
  • Writing & Reading mini lessons
  • Guided Reading
  • Independent Reading and Writing
  • Word Study/Phonics

How is my program comprehensive?

Indiana Academic Standards ELA

Standards

  • These standards are state regulations and must be the basis for curriculum and instruction in Indiana schools.
  • They are benchmark measures for student progress: What they should know and be able to do in each grade level.
  • Standards build upon themsevles through each grade level.

  • I use standards as my starting point when planning any of my instruction.

  • All grades ELA Indiana Standards

  • https://www.in.gov/doe/students/indiana-academic-standards/englishlanguage-arts/

Click here to

view IN standards

Instructional

Activities

  • Texts used
  • Basal text aligned to state or Common Core Standards such as MyView.

  • Standards
  • Example:
  • 3.RN.2.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
  • Teacher
  • Teaches targeted skill using basal. The teacher reads aloud the text and projects it for students to follow along. If text is long, then only a portion is read. Teacher pauses frequently to discuss ideas, comprehension strategies, and vocabulary with students.

  • Students
  • Students follow along in their student basals. Participate in "turn and talk" with partner when asked by teacher.

  • Objectives/goals
  • The basal text selected goes along with a skill/standard being taught.
  • For example:
  • I can find the main idea of a text.
  • I can retell key details and how they support the main idea.

Shared

Reading

Guided Reading

  • Students are grouped and instructed at their level.

  • Each group will meet for 20 minutes.

  • 2 groups will meet each day.

  • Groups are fluid and can change for various reasons: skills, reading levels, etc.

Guided

Reading

Teacher time

  • 2 groups will meet with the teacher each day for 20 minutes each.

  • The teacher matches students with text that are at the students' instructional level.
  • Texts are chosen to reinforce decoding and/or comprehension skills.

Students

with the

teacher

Independent activities

  • Students not meeting with the teacher will complete several activities that will be called "stations."

Stations

  • Read with a buddy
  • Work on ExactPath
  • Complete reading skill task cards

Students

working

independently

  • Texts used
  • Any high quality text that supports your objective/goal. Picture books are a great option.
  • For example:
  • "Amelia Bedelia and the Baby" by Peggy Parish to use with figurative language.

  • Standards
  • Example:
  • 3.RV.3.1 Determine how the author uses words and phrases to provide meaning to works of literature, distinguishing literal from nonliteral language, including figurative language (e.g., similes).
  • Teacher
  • Reads part of a chapter book or a whole picture book. Preview the book first. Discuss students predictions next. Last read the book stopping and asking prompts.

  • Students
  • Use active listening skills to listen and answer teacher's prompts.

  • Objectives/goals
  • The book selected goes along with a skill/standard being taught.
  • For example:
  • I can identify several types of figurative language in a text.
  • I can identify different meanings of words in a text.

Read

Aloud

  • Texts used
  • Use the high quality text/book from shared reading to teach strategy. I use the text from the basal MyView.

  • Standards
  • Example:
  • 3.RF.5 Orally read grade level appropriate or higher texts smoothly and accurately, with expression that connotes comprehension at the independent level.
  • Teacher
  • Teaches a decoding, fluency, or comprehension strategy. Use the basal text from shared reading to teach strategy.

  • Students
  • Use active listening skills to listen to mini lesson & teacher prompts.

  • Objectives/goals
  • The book selected goes along with a skill/standard being taught.
  • For example:
  • I can smoothly read with expression at my independent level.

Reading

Workshop

Mini Lesson

  • Texts used
  • Students are reading books they have selected. Students should enjoy these books. Make sure books aren't too difficut.

  • Standards
  • K-5 vertical articulation
  • RF.1: LEARNING OUTCOME FOR READING FOUNDATIONS: Develop, build, and apply knowledge of foundational reading skills.
  • Teacher
  • Pulls students to conference with individually.

  • Students
  • Read independently working to use the strategy that was introduced during mini lesson.

  • After
  • The class comes back together and shares what they have been reading.

  • Objectives/goals
  • Build: engagement, stronger reading skills, and enjoyment of reading.

Independent Reading

  • Texts used
  • Use research-based materials such as Orton-Gillingham
  • Orton-Gillingham can be used for small group as well, meeting students at their level.

  • Standards
  • Example:
  • 3.RF.4.2 Understand the six major syllable patterns (CVC, CVr, V, VV, VCe, Cle) to aid in decoding unknown words.
  • Teacher
  • Teaches a lesson focusing on phonics/spelling pattern or word study skill.

  • Students
  • Use active listening skills to listen to mini lesson & teacher prompts.

  • After
  • Teacher pulls a small group of students for instruction at their level.
  • Students not pulled are working on skill from the mini lesson or a skill at their level depending on the student's level.

  • Objectives/goals
  • For example:
  • I can read words with the VCe pattern.

Word Study

/Phonics

  • Teacher
  • Teaches a lesson focusing on a writing/grammar/language arts skill that students will use in their writing.

  • Students
  • Use active listening skills to listen to mini lesson & teacher prompts.

  • Objectives/goals
  • The book selected goes along with a skill/standard being taught.
  • For example:
  • I can write sentences with comparatve and superlative adjectives and adverbs.
  • Texts used
  • Use the high quality text or teacher created writing that supports objectives/goals.
  • For example:
  • "Many Luscious Lollipops: A Book About Adjectives" by: Ruth Heller

  • Standards
  • Example:
  • 3.W.6.1c Adjectives/ Adverbs –Writing sentences that include comparative and superlative adjectives and adverbs, choosing between them depending on what is to be modified, and explaining their functions in the sentence.

Writer's

Workshop

Mini Lesson

  • Texts used
  • Students are referring back to mentor texts or teacher created writings that were used during mini lesson.

  • Standards
  • K-5 vertical articulation
  • W.1: LEARNING OUTCOME FOR WRITING Write effectively for a variety of tasks, purposes, and audiences.
  • Teacher
  • Pulls students to conference with individually.

  • Students
  • Write independently working to use the strategy that was introduced during mini lesson.

  • After
  • The class comes back together and shares what they have been writing.

  • Objectives/goals
  • Build: engagement, stronger writing skills, and enjoyment of writing.

Independent

Writing

Meeting the need of all students

  • 48% of public school students are considered to be part of a racial or ethnic minority group, an increase from 22% in 1972.

(Aud, Wilkinson-Flicker, Kristapovich, Rathbun, Wang, & Zhang, 2013)

Culturally Responsive

Instruction

Differentiation

  • Culturallly responsive teaching: is a way of instructing students in which teachers value and build upon students' knowledge, langauge, and culture to foster learning (Gunning, 2020).

Who am I to my students?

Who am I?

  • To foster a positive relationship with your students talk about yourself.

  • I tell my students as much as I possibly can about myself so that they can find something that they have in common with me.

  • These commonalities help create a bond between us.

Who are my students?

  • I learn the best ways to teach my students.

  • Which stratgies help them them learn the best?

  • Ask about them!
  • Their interests, frustrations, what they want to be when they grow up, etc.

  • I learn about what students are dealing with at home.
  • Remember to put their physical/emotional needs above academic needs.

Who are my students?

We're All in

This Together!

Who are

we

together?

  • I create a classroom of "home."

  • I greet students at the door each morning.

  • I play games with my students inside the classroom and outside at recess.

  • I also attend my students' sporting events, musicals, etc.

Teaching All Students

Differentiation

of students

  • English Learners
  • provide a secure environment, work on developing english through these strategies: model, expand, plan conversations, use sentence startes with word walls, check understanding, use cooperative learning and peer tutoring strategies, use print, empoer students, use student's langauge,
  • Struggling readers
  • scaffold, be inclusive, allow preparation of read aloud materials, use shared reading, use environmental print, use students' interests
  • High ability
  • use students' interest, make sure students are reading on their instructional and interest levels, help with study skills, allow more self selection during writing, use of Junior Great Books
  • RTI aims to identify kids who are struggling in school.
  • RTI uses targeted teaching to help struggling students catch up.

Response to Intervention

RTI

  • RTI is an assessment and intervention approach in which students' abilty to learn is evaluated by noting how erll they respond to instruction of varying degress of intensity and also providing whater intervention is needed. (Gunning, 2020)

RTI

  • An important part of RTI is measuring progress and providing more support to kids who need it.

Source: (Moring, 2022)

Engaging families

Family

Engagement

  • Beginning of the year family survey
  • Families fill out a get to know you survey.
  • Encourage families to:
  • Talk with their children about words
  • Read to them
  • Help their students at home find a quiet place to study
  • Provide parents with a list of resouces of where to find reading materials

  • Bring families into the classroom:
  • Ask families to contribute a favorite book for the classroom library.
  • Ask parents to come read aloud to the class.
  • https://www.readingrockets.org/audience/parents

  • https://www.familieslearning.org/resources/familiesfamily-literacy/43#nav
  • Especially this PDF
  • chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.familieslearning.org/pdf/Cultivating-Readers-ENG.pdf

Family

websites

Types of Grouping

  • Whole class
  • Small group
  • Peer pairing
  • One on one

Grouping

Whole Class Instruction

Whole

Class

  • This is often referred to as whole group instruction.

  • The teacher teaches to the whole class.

  • The class then has a discussion or completes questions/tasks as a group.

Small Group Instruction

  • Students work together or with the teacher in a small group.

  • The teacher is able to individualize instruction in small group.

  • The teacher is able to meet the needs of more students in a smaller setting.

Small

Group

Peer Pairing

  • This is also known as partner work.

  • Students are paired together to work on specific tasks.

  • I use peer pairing several different ways:
  • Think Pair Share:
  • Same/Similar Ability:

Peer

Pairing

One on One

  • The teacher teaches and provides instruction to one student at a time.

  • I use one on one instruction several ways:
  • Listening to students whisper read aloud
  • Recording students' ORF
  • Providing additional support individualized support for any student
  • Conferencing with students on reading interests

One

on

One

Types of Assessments

Assessment

  • Formative assessment:
  • "Tells how the student is doing."

  • Summative assessment:
  • "Tells how the student has done."

  • Interim assessment:
  • predicts performance on end of the year summative assessments

Screening Students

  • To screen my older students I look at: comprehension and fluency.

  • Oral Reading Fluency

  • Maze Passages

Screening

Source: DIBELS®. DIBELS 8th Edition Materials

Progress Monitoring

Monitoring Progress

Student Growth

  • Tracking growth overtime on...

  • Progress monitoring: ORF & Maze
  • NEWA: state mandated testing
  • District Common Formative Assessment
  • Pre/post test after remediation

Measuring Growth

Assessing Learning

Assess

Learning

  • Use clear objectives & give effective feedback

Assess Writing

  • I use a variety of assessments in my class for writing.

  • Summative:
  • Rubrics

  • Formative:
  • Daily journal entries
  • Brainstorming maps

Writing

Assess Reading

  • I use a variety of assessments in my classroom for reading.
  • Summative:
  • End of unit/chapter tests (used as a grade)
  • District CFAs (used to assess learning & create leveled groups)
  • NWEA (families are sent these results 3 times a year)
  • Book projects (used as a grade)
  • Students have 4 book projects a year.

  • Formative:
  • Exit slips at the end of a lesson
  • Thumbs up/down OR anonymous voting about how they feel about a skill
  • Think-alouds
  • Reading conferences

Reading

  • Families have full access to view their student's Google Classroom.
  • Here I post all assessments, quick checks, etc.

  • I also send home all paper copies of assignments & assessments students take.

  • Families are sent home multiple reports of students' NWEA results.

Sharing with Families

Impact Statements

Impact

Statements

Professional Practice Statement

Professional

My professional practice will be impacted through the implementation of this literacy program by changing my mindset of teaching literacy. Before creating this program I would use whatever basal and units of study were provided by the coroporation. Now, my planning and instruction of literacy has become somewhat of a puzzle. I will now begin with the needs of my students, parents, and community. These are the foundational blocks of my program. I will see how my students fall along the standards and units of study. My students will be held to high expectations, clear objectives aligned to standards will be given, effective/research based strategies will be used, and a classroom community will absolutely be build. High quality materials and technology will be included. Students will receive instruction, remediation, and acceleration at their level. These blocks of literacy can be moved and rearranged as needed to create what is best for my students.

Student Impact Statement

Student

My literacy program will impact P-12 learning by putting the needs of my students, parents, and community first. The goals and objectives of the program are based on these people. Students will receive high-quality instruction and materials. Students will receive instruction that will best meet their needs in order for them to continue growing in their literacy journey. Through my literacy program students will be a part of building their classroom community. This classroom community will form a relationship with their parents, homes, and community.

References

  • DIBELS®. DIBELS 8th Edition Materials | DIBELS®. (n.d.). Retrieved December 10, 2022, from https://dibels.uoregon.edu/

materials/dibels

  • Doe. (2022, September 1). English/language arts. DOE. Retrieved December 10, 2022, from https://www.in.gov/doe/

students/indiana-academic-standards/englishlanguage-arts/

  • Families/family literacy - cultivating readers. (n.d.). Retrieved December 10, 2022, from https://www.familieslearning.org/resources/familiesfamily-literacy/43#nav
  • For parents. Reading Rockets. (n.d.). Retrieved December 10, 2022, from https://www.readingrockets.org/audience/

parents

  • Gunning, T. G. (2020). Creating literacy instruction for all students. Pearson Education, Inc.
  • Morin, A. (2022, August 26). What is responsive to intervention (RTI)? Understood. Retrieved December 10, 2022, from

https://www.understood.org/en/articles/understanding-response-to-intervention

  • Aud, S., Wilkinson-Flllicker, S., Kristapovich, P., Rathbun, P., Wang, X., & Zhang, J. (2013). The condition of education 2013

(NCES 2013-037). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.

  • Noguera, P., Muhammad, G., & Reed, D. (2021). The Power of Culturally Responsive Literacy Instruction Best

Practices and Insight from National Thought Leaders: Dr. Pedro Noguera, Dr. Gholdy Muhammad, and Dwayne Reed . Achieve 3000, 1–13. Retrieved December 10, 2022, from www.achieve3000.com

  • Partner reading: Classroom strategy. Reading Rockets. (2014, March 2). Retrieved December 11, 2022, from https://

www.readingrockets.org/strategies/partner_reading#:~:text=Partner%20Reading%20is%20a%20cooperative,a%20student%20with%20a%20classmate.

References

Learn more about creating dynamic, engaging presentations with Prezi