Date: School: Name, Grade Level or Role: The Nonfiction Read-aloud Plan Review: Read-alouds of informative, expository prose can be very brief, sharing as little as a sentence and illustration, or a single paragraph. When you are looking for good models to share and discuss with your students, look for: a) passages that address concepts that fit into curriculum content across disciplines; and b) passages that are well-written, especially in terms of how that author(s) announced and supported his/her major points. One of the major instructional purposes of the nonfiction Read-aloud is to provide and opportunity for students to learn science, social studies, mathematics, and other curriculum concepts. Our long-term goal, however, is for students to use similar text as learners and independent readers. Title of Nonfiction Book: Pages: Author: Plan 1.) Standards and Benchmarks addressed from Social Studies, Mathematics, other. Benchmark:. 2.) Language arts concepts and processes represented in the text selection: determining explicit main idea determining implicit main idea ID the logic or order in text presentations (text structures) Compare/contrast Cause and Effect Sequencing Chronological structures Enumeration structures Problem/Solution Description Classification/division Definition identifying author s purpose making and confirming predictions using context to determine sentences of word meaning using multiple sources or information in forming ideas about a topic Adapted from Every Child Reads, 2001
3.) Essential Moves: Introduction (make connections to curriculum benchmark & earlier lesson): Activate student s listening comprehension (related to curriculum concepts) Read Passage. (No response needed.) Read and then show the picture. Elicit responses from students: Conduct a student application activity on the content. Reflect What moves in your Read-aloud went well? What would you do differently if/when you present this Read-Aloud again? *** Please attach a copy of the passage used for the Read-aloud. Implementation Data: I collaborated with my partner to plan and rehearse this Read-aloud. Yes No How many times? Date(s): I demonstrated this Read-aloud. Yes No How many times? Date(s): Adapted from Every Child Reads, 2001
Read-Aloud Cliff Notes Date: School: _ Name, Grade Level or Role: Our long-term goal is for students to use similar text (nonfiction) as learners and independent readers. Short-term goals include increasing vocabulary, building background knowledge, having students listen and search for content for a purpose Book should generally be above grade level reading. Save the grade level books on the subject for the student application. The entire Read-Aloud can be as brief as 10 min as long as it introduces students to new vocabulary at a higher level and/or additional information to build background knowledge. Title of Nonfiction Book: Pages: (May be only a sentence, a page or a few pages) Author: Plan 1.) Standards and Benchmarks addressed from Social Studies, Mathematics, other. Benchmark: You need to include a benchmark. 2.) Language arts concepts and processes represented in the text selection: determining explicit main idea determining implicit main idea ID the logic or order in text presentations (text structures) compare/contrast cause and effect sequencing chronological structures enumeration structures problem/solution description ***Pick 1 or 2 (not necessary to teach it) classification/division definition identifying author s purpose making and confirming predictions using context to determine sentences of word meaning using multiple sources or information in forming ideas about a topic 3.) Essential Moves: 1. Introduction (make connections to curriculum benchmark & earlier lesson): Make connection to what is being studied. You can elicit prior knowledge about the subject. (more likely to be learned & remembered) Include title and author in book introduction so students can look for the book if they become motivated Adapted from Every Child Reads, 2001
2. Activate student s listening comprehension Ask students to listen for 1 or 2 things. This can be in the form of questions or statements. Tell them that when you finish reading the little section you will be asking them to raise their hands to tell you (repeat what they are to listen for). Example: While I am reading I want you to listen for One way that rock is formed. (OR) While I am reading, listen for how rock is formed. Also can be something you were wondering about (models to students that when you wonder about something, you go to a book to get more information) Students may need to be reminded that they can t guess the answer now; the answer will be in the passage 3, Read Passage. (No response needed.) Read and then show the picture. Once again, this should be a short passage rather than an entire book or chapter, that contains higher level vocabulary or additional content material 4. Elicit responses from students: Using the same language you used in Activating student s listening, to tell them what to listen for, ask students to tell you whatever you asked them to listen for they as you were reading. Example: Boys and girls, raise your quiet hands if you can tell me what you heard me read about One way that rock is formed. (OR) From what I read to you, How is rock formed? *** See the exact same wording in both sections: Elicit Response and Activating Listening. If students are unable to give correct answers, don t allow them to guess or coax the answer by giving clues. Explain that you will reread, posing the questions again, and that you often have to reread when you don t understand it the first time. Adapted from Every Child Reads, 2001
5. Conduct a student application activity on content Student application should always lead students back to a book, in the room, in the library, or internet text for older students. ***Example 1: In this basket are books that have information about rocks. Later today I will give your Learning Club time to go back, select a book from the basket and find the section that tells about rock formation (or any interesting facts about rocks). (Student ability appropriate): Read a paragraph or two about it and mark with a sticky note to show where the information was. Pick out a sentence or two that you can share from the book tomorrow when we meet to discuss rocks. I will ask the Organizer in that Learning Club to keep that book at his/her desk, so it is ready to be shared tomorrow. Remember, tomorrow, your club will only be sharing a few sentences that tell about this kind of rock formation (or any new interesting facts about rocks), so you will need to decide, together, what sentences will be shared. I will put this basket of books on top of the shelf and put sticky notes by the basket that you will use for marking the page. ***Example 2: (Lower ability students or younger students): Same general instructions, but have students find a picture that shows how a rock is formed.. or any new interesting fact about rocks. ***Example 3: We will be going to the IMC computer lab in a while so that we can look up Rocks on the internet and see if we can find how this type of rocks are formed (or any new interesting facts about rocks) ***Example 4: I borrowed several encyclopedia books from the library. I brought only the book with words beginning with "R" so we could work as Learning Clubs and look in the encyclopedia to find how this kind of rock is formed.(or any new interesting facts about rocks). ***Example 5: Find a new interesting fact about a rock before tomorrow.(could be a homework assignment) Be prepared to share it with a partner or with me when I ask for it (or when you come to guided reading or it will be your ticket to recess tomorrow ) Reflect What moves in your Read-aloud went well? Done after Read-aloud is completed. What did you think went well? Suggestions for future? Done after Read-aloud is completed. How would you do it differently next time? *** Please attach a copy of the passage used for the Read-aloud. (Hand in only copies of the pages used. Do not hand in a book.) Adapted from Every Child Reads, 2001
Donna Wood, MBAEA 9 Consultant Content Literacy: Pre-Reading Strategy Log Name/Content Area Grade Level Dates Strategy Used Describe use What happened? How can I modify this? Anticipation Guide
Form 7.5 Fluency Activity Planning Guide Date: District/School: Name, Grade Level, Role: Name of Activity: Type of Fluency: choral reading readers theatre partner reading repeated reading Group Size: whole group individual pairs small group list members: Briefly describe the activity: For Readers Theatre, briefly describe the aspect of fluency that is the focus of this lesson (rate, expression, accuracy): Data used to determine focus of activity, students participating, and materials selected Complete the following after the instructional activity: Amount of time spent on activity: minutes Reflections on the organization of the lesson: Reflections on student response to activity*: * Student(s) responses based on the following rating scale: 2 Student read fluently 1 Student needed additional prompting and/or practice with the material 0 Student was unable to build fluency (unable to engage in the material and/or activity) Adapted from Iowa Department of Education, 2004
Form 7.6: Classroom Implementation of Fluency Activities Log District/School: Name, Grade Level, or Role: Week of: Record five phonological awareness activities used during the week. 1 Activity Group Size* (SG, WG, Ind) Time Materials Selected Students Involved Students Response to Activity** (Classroom Assessment) Collaborative Planning Planning Demonstration 2 3 4 5 *Group size: SG = small group, WG = whole group, Ind = individual **Student(s) response based on the following rating scale: 2 Student read fluently 1 Student needed additional prompting and/or practice with the material 0 Student was unable to build fluency (unable to engage in the material and/or activity) Staff concerns or comments: Adapted from Iowa Department of Education, 2004
Form 7.6: Classroom Implementation of Fluency Activities Log District/School: Name, Grade Level or Role: Record 3-5 fluency activities used during the week (60 min. per week). Date / Time Spent on Activity 1 Activity¹/Focus² Group Size³ Materials Selected Students Involved Data Used* Student Initials Student Response** Collaborative Planning Planning/ Rehearsing Demonstration 2 3 4 5 ¹Activity: CR= Choral Reading, RT= Reader s Theater, PR= Paired Reading, RR= Repeated Reading **Student(s) Response may be based on the following rating scale: O = Other 3 Student met focus goal ²Focus: R=Rate, E=Expression, A=Accuracy, P=Phrasing 2 Student made progress toward focus goal ³Group size: SG = small group, WG = whole group, Ind = individual 1 Student needed prompting to make progress toward focus goal *Actual Scores from: BRI, Timing, % Accuracy, Student Response Rubric or actual Anecdotal Notes 0 Student made no progress toward focus goal ** (one score for each focus area) Reflections on lesson and/or implications of student response (please indicate reflections 1-5: respond for each of the activities listed above): Adapted from Iowa Department of Education, 2004
The goal of quality staff development is for 100% of the staff to be implementing the model with fidelity to the research-based strategy/model. The promise of school-wide positive student achievement effects can only be realized if 75% of the staff are implementing with fidelity. Every Child Reads, 2001
The implementation data shapes the delivery of staff development. A careful look at how the participants are implementing a strategy may suggest the need for additional theory, more demonstrations, or additional time with the full array (theory, demonstration, practice and collaboration). Every Child Reads, 2001
Examples of Implementation Data Sources *Note: These serve merely as examples that LEAs can use to begin the conversation about which data sources best measure the work of the district. Through Observation: 1. Principal Walk - Through Observation Data 2. Lesson Observations Through the Study of Teacher Logs: 3. Initial Study of Implementation: Number of teachers practicing the strategy and how frequently and who is planning collaboratively and how often 4. Advanced Study of Implementation: Fidelity to the strategy model Through Teacher Reporting: 5. Number of minutes spent in reading instruction 6. How flexible grouping is implemented in the classroom 7. Teacher fiction/nonfiction read aloud balance 8. Number/kind of print materials accessible to students Every Child Reads, 2001
Major Purposes Served By Studying Implementation 1. To help the school leadership team determine if staff are practicing the new strategy enough to develop skill and understanding of its use. 2. To provide data on the levels of use of the strategy being studied so that the school team could design staff development sessions to increase and expand use. 3. To help the staff determine - based on their data - when to move on to a new strategy. Showers, B (2002). Student Achievement through Staff Development. Alexandria, VA: Association for Supervision and Curriculum Development
Definition of the Initial Study of Implementation of a Strategy Model The initial study of implementation of a strategy or model simply looks at a frequency count and range of practices occurring in the classroom and looks at the collaborative planning opportunities for each staff member. This initial study provides an opportunity to design additional support to increase both practice and collaborative planning support if needed. Every Child Reads, 2001
Initial Study of Implementation: Guidelines Initial Study of Implementation: Guidelines Purpose: The initial study of implementation of a strategy, model, or set of instructional activities simply looks at frequency of use of the strategy or model and the collaboration opportunities for each staff member. This initial study provides an opportunity to design additional support in order to increase practice or collaboration, if needed. Instructions: 1. Complete the preliminary information at the top of the form District/school.: Write the name of the district and school. Date of organization: Write today s date. Data organized by: Write your name(s). Time period: Look across the logs in the set and write the beginning and ending date from the earliest recorded log to the latest. Type of data organized: Write the name of reading component and/or activity, strategy, or model being implemented. 2. Fill in the information requested on the chart based on the time period above Number of participants: Write the number of participating staff. Number of collaborative partnerships: Write the number of collaborative partner groups. Compare the number of participants with the number of collaborative partnerships. Check to see if collaborative groups are small, preferably in teams of two. Every participant should be in a collaborative group. Number of participants submitting implementation logs: Write the number of participants who turned in implementation logs. Number of implementation logs submitted by participants: Write the number of logs in the school set. Check to see that everyone is represented in this set of logs. Every participant should be practicing the strategy, model, or set of instructional activities. Range of number of logs submitted by participants: Write the range of the number of logs turned in per participant. Number of participants planning with a collaborative partner: Write the number of participants who report participating in collaborative planning and/or demonstrating. Number of times participants planned with collaborative partner: Write the total number of times the participants met for planning. Range of times participants planned with collaborative partner: Write the number of the lowest number of times an individual participant planned with her/his collaborative partner in the first space and the highest number of times an individual participant planned with her/his collaborative partner in the second space. E.F. Calhoun, The Phoenix Alliance. 2004 Iowa Department of Education 1
Initial Study of Implementation: Guidelines Initial Study of Implementation: Guidelines (continued) Number of times participants demonstrated for collaborative partner: Write the total number of times the participants demonstrated for a collaborative partner. Range of times participants demonstrated for collaborative partner: Write the number of the lowest number of times an individual participant demonstrated for her/his collaborative partner in the first space and the highest number of times an individual participant demonstrated for her/his collaborative partner in the second space. Check to see if each participant participating in collaboration. Has each participant had the opportunity to plan with her/his collaborative partner? Has each participant had the opportunity to demonstrate for their collaborative partner? 3. After the information has been organized, complete the Analyzing and Reporting Our Data: Response Sheet. The summary of logs and this sheet give you next steps for professional development and support. 4. Please give your technical assistance provider a copy of the completed Initial Study of Implementation: Staff Summary and Analyzing and Reporting Our Data: Response Sheet. E.F. Calhoun, The Phoenix Alliance 2004 Iowa Department of Education 2
Initial Study of Implementation: Staff Summary Initial Study of Implementation: Staff Summary District/school: Date of organization: Data organized by: Time period: From to Type of data organized: Number of participants Number of collaborative partnerships Number of participants submitting implementation logs Number of implementation logs submitted by participants Range of number of logs submitted by participants From to Number of participants planning with a collaborative partner Number of times participants planned with collaborative partner Range of times participants planned with collaborative partner From to Number of times participants demonstrated for collaborative partner Range of times participants demonstrated for collaborative partner From to Staff comments and questions: E.F. Calhoun, The Phoenix Alliance 2004 Iowa Department of Education 1
Resource 7.1: Guidelines for Studying Implementation When studying the level of implementation, please use the Analyzing and Reporting our Data structured response sheet, located in Unit 11 (or Form 7.5 of this unit). Guiding Questions for What You Notice about the Level of Implementation 1. How many of the staff who are engaged in the professional development modules turned in logs? 2. What is the balance of group configuration for instruction (i.e. whole group, small group, individual)? 3. Do the activities match with the identified area of student need? 4. Will the activity lead to students establishment of fluency? 5. Is the allotted time/task appropriate to development of student skill level? 6. In general, how did the students respond to the instructional activity? 7. What was the level of peer planning and demonstration that the teacher engaged in? Adapted from Iowa Department of Education 2003
Definition of Advanced Study of Implementation The advanced study of implementation provides the same information as the initial study of implementation, plus information related to both the purposes and the attributes of the instructional strategy or model. This support may include additional information related to the theory of the strategy or model, live or videotaped demonstrations in the workshop, and additional practice and collaborative planning opportunities. Every Child Reads, 2001
Advanced Study of Data Page of Data Organized by: Time Period: From to School: Number of Staff: Number of Logs: Name Grade Level Type of Activities Group Size # of WG, SG, Pairs, and Individual Time Range of Minutes Student Response + = most students 2 = even distribution of responses or most 1 - = most students 0 Collaboration P D Comments Summary
Read-Aloud Advanced Study Page of Data Organized by: Date of Organization: Time Period: From to School: Number of Staff: Number of Logs: SS, Sci or Name/Grade # of logs NF or F Quality Math Concept LAConcept or Process Questions Collabor. P/R D Comments
Summary
Summary
Date Organized by: Date of Organization: Time Period: From to School: Number of Staff: Grade NF SS, Sci or Math LAConcept Peer Coach Name Level or F Quality Concept or Process Questions P D Summary
Page of Number of Logs: Comments
Read-Aloud Observation Data Date: Number of observations: School: Fiction: Non-fiction: Quality: + Curriculum Concept: SS SC M O Language Arts Concept: (optional) Student Application: No 0 Yes (No Application) (Application not to text) (Application to text) Length: (good) Purpose for a Read Aloud Given/Talked about Title and Author Stated All Essential Moves Present: A. Introduction B. Activate Student s Listening: C. Read Passage D. Elicit responses from students (Matches B) E. Student application (Students into Text) Implications for Staff Development:
Analyzing and Reporting Our Data Response Sheet District Name: School Name: Data Analyzed By: Data Collection Period: Date of Analysis: Type of Data Analyzed: (mark the data source you are analyzing) Student Performance Data Implementation Data Other Data Just Read Read-aloud Fiction/Nonfiction Read-aloud Balance Grades/Progress Indicators Talk-aloud Other: ITBS Think-aloud Diagnostic: Explicit Instruction Picture Word Inductive Classroom: Model Nonfiction/Fiction Classroom Screening: Collection Other: Other: 1. What do you notice when you look at these data? What are you comfortable saying about student or staff performance based on these results? 2. What additional questions do these data generate? 3. What do these data indicate students need to work on? Based on these data, what can we infer that teachers need to work on? 4. What do the results and their implications mean for your school, district, or regional improvement plans? Date shared with staff: Adapted from E.F. Calhoun, 1994
Considerations to Make Before Shifting the Focus of Staff Development Efforts Based on the study of implementation data Considerations Analysis of student performance data to determine: - the attainment of the identified student performance goals, and - the identification of additional learning needs to be addressed. Establishment of a structure for ongoing support for staff members not yet fully implementing. Establishment of a structure for supporting new staff members. Development of a plan for monitoring the level of use of the instructional activities, strategies and/or models studied. Iowa Department of Education, 2003
Critical Attributes of Staff Development for Student Achievement Workshop Workplace Theory is present underlying instructional strategy or model selected for Staff Development 1. Directly addresses student achievement in an academic content area (reading, math, science, etc.) 2. Has an empirical research base that shows evidence of improved student achievement - Across settings - Across time - For all kids 3. Can be interpreted/applied in classroom settings. - The desired teacher behaviors are described - The desired student behaviors are described Demonstrations linked to theory 4. 15-20 live or video workshop demonstrations modeling use of the strategy - Desired teacher behaviors are evident in demonstrations - Student responses are evident in demonstrations Workshop practice/feedback linked to theory and demonstrations 5. Practice - 15-20 workshop opportunities for participants (teachers, principals, central office, AEA, etc.) to plan and rehearse lessons using instructional strategies demonstrated 6. Feedback - Trainers observe and collect data on workshop practices to formulate upcoming upcoming training and support, including work on theory and more demonstrations Coaching/feedback linked to workshop theory, demonstrations, practices, and feedback 7. Peer coaching - Participants, working in coaching teams of two, plan and rehearse lessons - Participants use strategy or model within lessons in real classrooms - Occasionally, participants observe each other using the strategy or models in the classroom, looking for student response to strategy or model - This cycle of planning lessons using the strategy or model, working with peer coaching partner, delivering lessons, discussing what happened, and planning new lessons using the strategy or model, is repeated 15-20 times Expert coaching 8. Trainers (on-site and external) observe and collect data from the coaching cycles (implementation data) to formulate additional training and support, including work on theory and more demonstrations and practices Workplace design 9. Time and structures are designed into the regular workplace calendar to support workshop training and coaching/feedback 10. Participants must meet regularly (at least biweekly) to review data collected around practices and student responses. Adapted from N. Carran, 2000, based on the work of Joyce & Showers
Informal Reading Inventory (BRI, QRI, etc.) Date: Grade Level: Classroom/Teacher: Area Analyzed: Rate Accuracy Comprehension (Circle One) Independent Level (at grade level) Instructional Level (need additional intervention) Frustration (needs substantial intervention) Male Female Male Female Male 1. 1. 1. 1. 1. 1. 2. 2. 2. 2. 2. 2. 3. 3. 3. 3. 3. 3. 4. 4. 4. 4. 4. 4. 5. 5. 5. 5. 5. 5. 6. 6. 6. 6. 6. 6. 7. 7. 7. 7. 7. 7. 8. 8. 8. 8. 8. 8. 9. 9. 9. 9. 9. 9. 10. 10. 10. 10. 10. 10. 11. 11. 11. 11. 11. 11. 12. 12. 12. 12. 12. 12. 13. 13. 13. 13. 13. 13. 14. 14. 14. 14. 14. 14. 15. 15. 15. 15. 15. 15. 16. 16. 16. 16. 16. 16. 17. 17. 17. 17. 17. 17. 18. 18. 18. 18. 18. 18. Female Total/ Total/ Total/ Total/ Total/ Total/ Gender 0 Gender 0 Gender 0 Gender 0 Gender 0 Gender 0 Total Students 0 Total Students 0 Total Students 0 % of Students #DIV/0! % of Students #DIV/0! % of Students #DIV/0! adapted from Iowa Department of Education, 2003