Teacher in ResidenceTeacher in Residence12-1-0812-1-08

Sign in and turn in your assignmentSign in and turn in your assignment

Sit with your table groupSit with your table group

AgendaAgenda

• Warm up

• Learning Objective

• Housekeeping

• Homework

• Closure

Warm-upWarm-up

– C D B

Learning ObjectivesLearning Objectives

• Candidates will know the components of a sound instructional management plan to write and implement their own classroom instructional management plan.

• Candidates will know strategies for one or more components of literacy to be able to integrate literacy instruction into their classrooms.

• Candidates will know the components and importance of a positive incentive plan to be able to effectively manage and encourage student behavior in their classroom.

HousekeepingHousekeeping

• Who needs the two literacy books?

• Grading for 1st semester:A= met all requirements and expectations on time as assigned

B= met all requirements and expectations with few timeline modifications

C= met all requirements and expectations with multiple timeline modifications

F=met few requirements and expectations

Instructional Management Instructional Management ArtifactArtifact

• Due December 15

• Go over components of the artifact

Brain Simulation - ReadingBrain Simulation - Reading

• Combine class with Laura’s class for Brain Simulation

BREAKBREAK

LiteracyLiteracy

Essential Questions

• Is there a literacy crisis in the United States?

• Can a student reach his/her full potential without being literate?

• Is quality of life affected by literacy?

• Is reading failure preventable?

• Who is responsible for student literacy?

LiteracyLiteracy

Small Group Discussion

– Read each essential question

– Every person in the group must comment on each question

– In your group, jigsaw read 1.2-1.13 and reflect on the essential questions

LiteracyLiteracy

• “Reading: The Context for Change” from Teaching Reading Sourcebook, Honig, Diamond, Gutlohn

Key Concepts

LiteracyLiteracy

Colorado Reading

NAEP Reading ResultsReading achievement of Colorado students on 2003 NAEP is an alarming 37% proficient in 4th grade and 36% proficient in 8th grade.

( Is there a reading crisis?)

LiteracyLiteracy

Convergence of Research• Spoken language is hard wired…

Reading is an acquired skill.• Reading difficulties are not a developmental lag…

Reading difficulties are not outgrown.• By the time that students are identified in 3rd grade, they

are too far behind…

It is very difficult to close the gap.

(Is reading failure preventable?)

LiteracyLiteracy

Convergence of Research• Essential Components of Reading Instruction:

– Phonemic awareness– Phonics– Fluency– Vocabulary– Comprehension

LiteracyLiteracy

Convergence of Research• Reading programs and interventions that will

effectively support all students learning to read include the following characteristics in instruction:– Systematic– Explicit instruction– Based on student data– Include the five components of reading and the

RELATIONSHIPS among these 5 components

LiteracyLiteracy

Resulting Law and PolicyColorado Basic Literacy Act (CBLA): 22-7-502. Legislative Declaration.• The general assembly hereby finds and declares that all pupils can

succeed in school if they have the basic skills in reading and writing that are appropriate for their grade levels. The general assembly further finds and declares that, for success in school, reading is the most important skill, closely followed by mathematics. Accordingly, it is the obligation of the general assembly, the department of education, school districts, schools, educators, and parents or legal guardians to provide pupils with the literacy skills essential for success in school and life. It is the intent of the general assembly that, after completion of the third grade, no pupil may be placed at a grade level or other level of schooling that requires literacy skills not yet acquired by the pupil.

LiteracyLiteracy

Resulting Law and PolicyILP Consists of…

– Sufficient in-school instructional time for the development of the pupil’s reading readiness or literacy and reading comprehension skills;

– An agreement by the pupil’s parents or legal guardian to implement a home reading program to support and coordinate with the school; and

– If necessary, placement of the pupil in a summer reading tutorial program.

– A student remains on an ILP until the pupil is reading at or above grade level. Assessments must take place each semester.

(Who is responsible for reading instruction?)

LiteracyLiteracy

Resulting Law and Policy

• CBLA Checklist is used for grades K-3

• The 4th-10th grade reading CSAP score is the assessment used to determine a student’s reading proficiency in those grades

• There is state-required reporting of scores

LiteracyLiteracy

Resulting Law and Policy• Individual Literacy Plans (ILP):

If a pupil’s reading readiness or literacy and reading comprehension as measured by the assessment, is below the level established by the state board for pupils at that grade, the pupil’s parents or legal guardian and the teacher and the school administration shall formulate an individual literacy plan for the pupil. For compliance with this section, a literacy plan may be incorporated into the individual education plan for special education students. The plan shall include, but need not be limited to, the following…