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Pli leadership ppt
- 1. Differentiated Word Study Block to Promote Literacy PLI Leadership Project Cathryn Deering
- 2. Florence Griffith Joyner Elementary LAUSD, South Watts, Los Angeles, CA
- 3. Florence Griffith Joyner Demographics Enrollment: Approximately 700 Students 70% Latino, 30% African American 100% Economically Disadvantaged, most students come from Jordan Downs Housing Projects 40% ELL
- 4. Academic Performance Index Year Score 2013 616 2012 633 2011 609 2010 665 2009 637 2008 652
- 5. Reading Levels K-5 A A A B C D E F G H I J K L M N O P Q R S T U V W K 52 19 3 2 1 6 21 38 9 5 0 1 2 2 4 10 9 16 12 4 7 7 2 3 1 2 7 5 5 8 12 5 4 2 12 20 5 5 5 4 0 1 4 1 2 2 6 5 2 4 3 5 7 7 4 10 9 8 4 2 0 1 5 1 2 1 1 4 5 5 5 7 7 3 4 7 6 6 5 3 1 0 3 Grade Reading Level
- 6. How many students are reading at grade level? Grade Students Reading at or Above Grade Level K 24 1 6 2 0 3 14 4 3 5 12 TOTAL 59
- 7. Why? Literacy Social Justice Opportunity/freedom
- 8. Implementing a Differentiated Word Study Block for 4th & 5th Grade
- 9. Literature Review Valencia & Buly (2004) Study focus on why so many students fail state and standardized testing every year. Found that students need differentiated instruction to meet the specific needs of all students. Wiser & Mathes (2011) Discussing the importance of using encoding instruction (using manipulatives, word tiles, Elkonin boxes, etc.) along with decoding instruction Students who received encoding instruction consistently outscored those who didn’t, and did not need further intervention.
- 10. Literature Review Cont. Kieffer & Lesaux (2007) Study of 4th & 5th Graders ability to break down words and relate it to their vocabulary knowledge and reading comprehension. Found that the relationship between vocabulary and morphology are reciprocal Morphology is a powerful tool to extract meaning from text. Key Points Differentiated instruction Decoding, Encoding for fluency (Emergent Readers) Morphology for vocabulary development and comprehension (Higher level readers)
- 12. 4th & 5th Grade Reading Levels 0 2 4 6 8 10 12 14 16 18 B D F H J L N P R T V 5TH GRADE 4TH GRADE NUMBEROFSTUDENTS READING LEVEL
- 13. Differentiated Block Teacher/Grade/Expe rience Reading Levels Word Study Focus Choyce (4th & 5th Grade SDC) A-E Sight Words, CVC, Initial/Ending sounds Deering (4th grade-experience teaching K-2) F-H Long Vowels/Spelling Patterns Kang (5th grade-only taught 5th grade Douglas-(Sub-retired 2nd grade teacher) I-J Digraphs/Blends/Clusters Chea (4th grade-First year teacher) K-L Inflectional Endings Sedeghi (4th grade-mainly taught upper grades) L-M Compound Words/Plurals Ransom (5th grade-taught mainly upper grades) N-O Multisyllabic Words/ Affixes Dave’ (4th grade-New teacher to Elementary-mainly taught middle school) P-Q Morphology/Greek & Latin Roots/ Mythology Williams (5th grade-taught mainly upper grades) R-W Context Clues/Vocabulary/ Literature Circles
- 14. Logic ModelProgram: _Florence Griffith Joyner Elementary School 4th & 5th Grade Word Study Block___ Logic Model Inputs Outputs Outcomes -- Impact Activities Participation Short Medium Long -Student data -Student groups -Implement a 25 minute differentiated word study block for 4th & 5th grade students four times a week -4th & 5th grade students will participate in a class that will meet student’s reading need. 85% of students will be able to move up at least 2 reading levels and 15% of students will move up at least 1 reading level by the end of the first six- week word block cycle. 85% of 4th and 5th grade students will move up 5 reading levels and 15% of students will move up at least 2 reading levels by May 2015. 100% of 4th and 5th grade students will acquire reading skills to reach and maintain grade level reading and become life-long successful readers, which promotes overall success in school. -continuous support -paid collaboration time -technology, PDs, and resources for lessons -implementation and planning. -Plan collaboratively between 4th & 5th Grades -Study resources and attend PDs that would support instruction in specific reading skills. -Assess and progress monitor to adjust groups when necessary - Reflect & Analyze student data 4th and 5th grade Teachers will collaborate to plan strategies to implement word study. 4th & 5th grade Teachers will analyze data using the data process to support reorganization of groups, and adjust instruction 4th & 5th grade teachers will establish a routine to collaborate and analyze data in order to identify students’ needs by the end of the first six-week cycle. Teachers will consistently continue the routine and use data to adjust instruction and student groups to meet students’ needs by May 2015. The 4th and 5th grade word study block becomes a model for other grade levels for implementation school wide.
- 15. Assessments
- 16. Time Line
Hinweis der Redaktion
- My PLI project is an improvement project in implementing a differentiated word study block to promote literacy.
- First, I will give you some background about my school so you can understand the context of where Joyner is located and the students we serve. My School is Florence Griffith Joyner Elementary School in Watts, California. We are a LAUSD school but we are one of the Partnership of Los Angeles Schools
- These are the Academic Performance Index (API) scores for Florence Griffith Joyner Elementary School since 2008. So you can see that we have historically been one of the lowest performing schools in LAUSD. According to the California Department of Education we are in the lowest 5% of all schools in California.
- These are the Baseline reading levels of our students at FGJ K-5. These data are based on Fountas and Pinnell reading levels. The blue section indicates where students should be reading at when they are reading at grade level.
- This shows that there are only 59 students reading at or above grade level in a school of about 700 students. Very Alarming!! In looking at these data, I knew I had to do an improvement project that has to do with literacy improvement.
- All of the students at Joyner are marginalized (ELD, economically disadvantaged, ethnic minority, etc). It is imperative that students are literate so they can break the cycle of injustice that they experience on a daily basis. Learning how to read and comprehend gives them an advantage on knowing how to defend themselves and create opportunities for their success.
- Since we are starting to implement Balanced Literacy at my school, I decided to do a project on implementing a differentiated word study block. Originally this project was going to be implemented school wide, however teachers were concerned about the management, so we decided to try to implement it within each grade level. I thought that 4th & 5th grade level should collaborate on this project. This block will be implemented for 25 minutes 4 times a week. (We will not do it on Tuesdays because of shortened day for Banked Day).
- This is useful information for my leadership project because it reinforces the importance of assessing students to pinpoint their exact need for literacy, and that each student cannot learn from one general reading program, they need different types of instruction to be successful. This helps me to understand how to implement instruction in the differentiated word study blocks
- In low-income, urban settings, students tend to have smaller vocabularies than their counterparts in high-income schools, and this gap tends to increase with time. In addition, ELLs, especially in urban settings, are likely to lack the English vocabulary they need to comprehend difficult texts due to their limited English ability. Teaching students to develop effective strategies for learning new words, including identifying word parts, hypothesize meanings for the larger words, and check their meanings against the context of the text as well as their own background knowledge is essential for reading success. This article helped me think more deeply about the problem at my school because we are a school in a low-income, urban setting with many ELLs. Many of our students lack the academic vocabulary needed to comprehend grade level texts. In my leadership project, I am addressing this literacy gap by having a 4th & 5th grade, differentiated word study block to address the needs of our readers. Most teachers wanted to have book clubs for the higher level readers, however after reading this article, I find that implementing targeted morphology instruction for our readers will be more effective in closing the reading comprehension gap. This is also a skill that students can use for the rest of their academic career.
- In a study “Listening to Children Read Aloud” by Gay Sue Pinnell for the National Center for Educational Statistics in 1995, they studied 1,136 fourth graders and found that oral reading fluency demonstrated a significant relationship with reading comprehension. If a student has phonemic awareness they can decode words with automaticity. When students can decode words with automaticity, students can read with Fluency. Once they are reading with Fluency they can build vocabulary and morphology which supports comprehension. Eventually we want students to be able to read with metacognition. LaBerge and Samuel’s theory of automaticity in reading says that readers who have not yet achieved automaticity in word recognition (fluency) must apply a significant amount of their finite cognitive energies to consciously decode the words they encounter while reading. Because students are focusing most of their cognitive attention on decoding, that energy is taken away from the comprehending of the text, suggesting that lack of fluency negatively affects their comprehension. If this is not addressed at the elementary school level, it can be detrimental to a student’s overall academic achievement at the secondary level and the rest the rest of their lives.
- 4TH grade reading level on grade level is Q-S, 5th Grade reading level R-V
- In implementing this word study block, I wanted to work smarter not harder. In balanced literacy, teachers have to differentiate 4 or more groups for an effective word study block. Therefore, it was easer for teachers to just plan for one subject area, and the students can go to the class that best fits their individual needs. I had the teachers take a survey to tell us which area of word study they felt most comfortable. From the surveys, all teachers felt comfortable with teaching letter sound and word recognition, however, as hypothesized, the teachers who had only taught upper grades did not feel as comfortable teaching the components of decoding/encoding/fluency (short vowels, CVC words, sight words, long vowels, initial/ending sounds, or digraphs/blends, r-controlled vowels) as the teachers who had taught Kindergarten-3rd grade in the past. Also, from the survey, I found that the substitute that is going to take over for the teacher who is going out on maternity leave is a retired 2nd grade teacher and she feels comfortable teaching the fundamentals of reading. With this information, along with an analysis of the students’ running records, and DIBELS results, I created the following groups by level and student need:
- Logic Model: The top part is for students, and the bottom part is for teachers.
- Baseline data was taken from Bebop Reading Running Records. We use Bebop because they are culturally relevant books (they use these at Teachers College at Colombia University). So students are reading books that look like them. We also examined the BOY DIBELS to see if even though a reader may be fluent, maybe it is their comprehension that is keeping them at a lower reading level. For each group, they will administer a part of the CORE phonics Survey (that is specified for the group that they are teaching) as a pre assessment and then will administer it at the end of the 6 week cycle in order to see if students had mastered that skill. We will also look at DIBELS progress monitoring, MOY, and BeBop reading level to re-assess where the student are and to reorganize the groups.
- This is the timeline. I have started this project already (Last Monday) and I have already had to make some adjustments. The teachers did not have a pre and post assessment for their group. So I had to support teachers in implementing this.
- Since 4th and 5th grades are the first grade levels to implement this program, we hope that we can serve as a model for the other grade levels to create a word study block within their grade levels. The need for specific, targeted, differentiated instruction is a significant factor in literacy success, which is the ultimate, long-term outcome I hope to achieve in doing this project.