Académique Documents
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make music
with what we
have left!
We do very
difficult….
but vitally
important
work!
• To the extent that
people engage in
progressive problem
solving they work at
the edge of their
competence.
Working here is both
risky and taxing – but
it has the potential of
yielding superior
accomplishments.
pgraner@ku.edu
Setting
the
Stage
The Challenge for Our Nation
Years in School
The Performance Gap
2013-2014
2 1/2Yrs
Skills and
Demands
9 th
5 th
Years in School
9 th
2005 NAEP Reading Results
Below Basic Basic Proficient Advanced
100
90
80
70
60
50
40
30
20
10
0
Switzerland
Germany
Ireland
Greece
Norway
Russian Fed.3
Slovak Republic
Finland
Netherlands
EU19 average
France
Iceland
Belgium
Poland
Italy
Chile2
Mexico
Brazil2
Israel
Spain
Korea
OECD average
Estonia
Austria
UK
Slovenia
Turkey
United States
Czech Republic
Canada
Denmark
Sweden
Hungary
New Zealand
Luxembourg
Australia
Portugal
Notes: 1) Excluding ISCED 3C short programmes; 2) Year of
reference 2004; 3) Year of reference 2003. 4) Percent
population recieviing a HS degree in each decade is
approximated by the age cohort typically recieving
diplomas at that time; e.g. 1960s is approximated by the
proportion of 55-64 year olds with a high school diploma. Source: OECD 2008
There is no censorship so perfect,
so complete as that imposed on
the non-reader. !
Jonathan Kozol
Jonathan Kozol
Question
• List the 3 biggest barriers to closing the gap.
• With a neighbor, designate an “A” and a “B”
• “A” share your 3 factors with “B”
• “B” share your 3 factors with “A”
• Discuss the 6 factors and select the top one
• Information explosion/Instructional time
dilemma
Information Explosion................
Instructional Time Dilemma
1960
Time
1980 Content
2000
• Information explosion/Instructional time dilemma
• “I don’t do toilets!”
You want me
to do what?
• Information explosion/Instructional time dilemma
• “I don’t do windows!”
• Change fatigue
Attempt
Abandon
Attack
• “as the number of changes multiplies, and
as the time demands increase, people
a dysfunction
approach
11
10
Years in School
The Performance Gap
Grade Level
• Expectations
• Demands
• Skills
Infrastructure
Supports
Existing
Support
Years in School
The Performance Gap
SYSTEM LEARNING
/
SUPPORTS
• Protocols/time for
observing, describing,
Grade Level
analyzing practice
System Learning
• Expectations
Supports
• Protocols/time for co-
• Demands
planning &
• Skills
Infrastructure
collaboration
Supports
• Instructional Coaching
Current Supports
• Internal accountability
mechanisms
Years in School
The Performance Gap
Instructional
Core
Grade Level
System Learning
• Expectations
Supports
• Demands
• Skills
Infrastructure
Supports
Current Supports
Years in School
Questions
On the
ground
The Performance Gap
/
Instructional
Core
Grade Level
System Learning
• Expectations
Supports
• Demands
• Skills
Infrastructure
Supports
Current Supports
Years in School
• Tiered
• Integrated
Building Blocks for
Content Literacy
HIGHER
ORDER
SUBJECT MATTER
STRATEGIES
SKILLS
LANGUAGE
• Background knowledge
• Text/knowledge structure
• Vocabulary
• Learning strategies
• Fluency
• Word recognition
How many words a year do 5th graders
read who read at the 50 percentile?
th
How many words a year do 5th graders
read who read at the 10 percentile?
th
How many words a year do 5th graders
(A) 1,800,000
(B) 2,500,000
(C) 3,000,000
(D) 4,000,000
Begin by….
Getting a profile of the
literacy performance of
students in your school
• Word analysis skills
• Fluency
• Comprehension
• Vocabulary
Possible Tools
• Group Reading Assessment &
Diagnostic Evaluation (GRADE)
• Gates-MacGinitie Reading Tests
• Test of Silent Word Reading Fluency
What are the implications?
SUBJECT MATTER
STRATEGIES
SKILLS
LANGUAGE
HIGHER ORDER
STRATEGIES
Level 2:
Embedded strategy instruction (routinely weave
strategies within and across classes using large group
instructional methods)
• Text/knowledge structure
Level 1
• Vocabulary
• Learning strategies
Level 1, 2, 3
• Fluency
LEVEL 2
• “I do it!” (Learn by watching)
• “We do it!” (Learn by sharing)
• “Ya’ll do it!” (Learn by sharing)
• “You do it! (Learn by practicing)
• There are unique (but very important) roles for
each member of a secondary staff relative to
literacy instruction
– While every content teacher is not a reading
teacher, every teacher instructs students in how to
read content.
– Literacy coaches may be necessary but aren’t
sufficient
• Some students require more intensive, systematic,
explicit instruction of content, strategies, and skills
• Is a framework for guiding
– Staff dialogue around literacy
– Professional development
– Resource allocation
– Decision making
• Integrates instructional programs
– From silos to synergy
Continuum of Literacy Instruction
SUPPLEMENTAL CLASSES
Level 3. Intensive Strategy
Instruction
SUPPLEMENTAL CLASSES
Improved
ONE-TO-ONE
Level 4. Intensive Basic Skill
Literacy
Instruction
Level 5. Intensive
Therapeutic Intervention
SUBJECT MATTER
STRATEGIES
SKILLS
LANGUAGE
SMARTER Planning around critical content is essential!
SMARTER Planning
Evaluating enhancements
Revaluate outcomes
Hierarchical ANALYSIS DISCRIMINATING
PRIOR of characteristics
CATEGORIZATION EVALUATION
KNOWLEDGE
CONCEPT DIAGRAM
➂
Key Words ➀
CONVEY CONCEPT
➁
➀
➁
OFFER OVERALL
CONCEPT
Civil War armed conflict
U.S. Civil ➂
NOTE KEY WORDS
War ➃
CLASSIFY
CHARACTERISTICS
➅
PRACTICE WITH NEW EXAMPLE
➆
TIE DOWN A
DEFINITION
A civil war is a type of armed conflict among groups of citizens of a single
nation that is caused by concerns about the distribution of power.