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Read to Achieve
Webinar 3
February 26, 2013
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Agenda
•Attendance Report•Program Evaluation Report•Non-fiction
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Program Evaluation Report
• 88.7% of the teachers providing RTA interventions are full time.
• 47.8% of classroom teachers use differentiated instruction a significant amount of time.
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Remediated Instruction
Differentiated texts
Modified assignments
Peer tutors Additional readings
Small groups0
10
20
30
40
50
60
70
80
90
100
Classroom Activities for
RTA students
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1 Day 2-3 Days 1 Week 2-3 Weeks
1 Month More than 1 Month
0
5
10
15
20
25
30
35
40
45
Time elapsed between RTA referral and meeting to discuss needs of student
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0
20
40
60
80
100
120
RTA
Team Meetings
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The RTA grant is a legal binding document. Every school that applied
for the grant must adhere to the requested research based program.
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On the average, fewer than 10% of elementary English language arts texts
are nonfiction (Duke, 2004).
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In your school,how much time do
kindergarten students spendengaged in nonfiction?
What about first graders?
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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.
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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 sub-
section.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.
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Write one word or phrase on a sticky note that summarizes the message of the passage.
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To find an effect, ask yourselfWhat happened?
To find a cause, ask yourselfWhy did this happen?
becausebecause
so so
the effect ofthe effect of
consequently
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ReadWorks.orgA leading non-profit organization that provides a FREE research based, and
Common Core-aligned reading comprehension curriculum for grades
K-6.
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Amelia’s Road by Linda Jacobs Altman
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CONTRAST FACT AND FICTION
Waiting for Wings by Lois EhlertCaterpillar Diary by David DrewThe Very Hungry Caterpillar by Eric Carle
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EVALUATE REALISM
The Biggest Bear by Lynd WardBlueberries for Sal by Robert McCloskeyGoldilocks and the Three Bears
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DEVELOP PERSPECTIVE
The Pain and the Great One by Judy BlumeAlexander and the Terrible, Horrible, No-Good Very Bad Day by Judith Viorst
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According to NEAP’s 2011 National Report Card
only 25%of U.S. 12th graders write at a proficient level and only
3% write at an advanced level.
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KRS 158.305Evidence 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
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Two necessary conditions for students to improve the
quality of their writing are explicit instruction in
writing techniques and sustained writing practice.
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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
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DO NOT EXPECT PERFECTIONEXPECT GROWTH
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ResourcesAnderson, 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 concept-oriented 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 2011Reading 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 2003Smith, 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-AreaInstruction.” 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.