Formative%20Assessments:%20The%20Key%20to%20Effective%20Planning%20and%20Preparation

1
Formative Assessments The Key to Effective
Planning and Preparation

Presented by Quality Quinn Quality Quinn, Inc.
2
For more information

• www.qualityquinn.com
• Click on Booking Info
• Find the date of your presentation
• Click on Download Presentation!

3
Experiment for the Adolescent LiteracyINSTRUCTIO
NAL

• Direct, explicit instruction
• Vocabulary and extended word study in Content
  Areas
• Substantial increase in Reading Fluency in
  Content Areas
• Text Comprehension strategies in Content Areas
• Effective instructional principles embedded in
  content
• Motivation and self-directed learning
• Text-based collaborative learning
• Strategic tutoring
• Diverse texts
• Intensive writing
• A technology component
• Ongoing formative assessment of students

4
Suggested Experiment for the Adolescent
LiteracyINFRASTRUCTURAL

• Extended time for learning
• Professional development
• Ongoing summative assessment
• Teacher teams
• Leadership
• A comprehensive and coordinated literacy program

5
15 Elements of Effective Adolescent Literacy

• Direct, explicit instruction
• Effective instructional principles embedded in
  content
• Motivation and self-directed learning
• Text-based collaborative learning
• Strategic tutoring
• Diverse texts
• Intensive writing
• A technology component
• Ongoing formative assessment of students
• Extended time for learning
• Professional development
• Ongoing summative assessment
• Teacher teams
• Leadership
• A comprehensive and coordinated literacy program

6
You Cant Tutor What HasntBeen Taught

• You cant tutor what hasnt been taught
• You cant tutor what hasnt been taught
• You cant tutor what hasnt been taught
• You cant tutor what hasnt been taught
• You cant tutor what hasnt been taught
• You cant tutor what hasnt been taught
• You cant tutor what hasnt been taught

7
The goal of the teacher is to create an
environment that allows every reader to move as
quickly as possible to grade level, content area
reading
8
The Challenge

• 37 of all 8th graders scored below Basic on the
  NAEP
• After third grade, the achievement gap with
  minority, second language, and low-income
  learners widens substantially
• The prospect of exit exams yields an increase in
  drop-outs

9
The Challenge

• After third grade, the achievement gap with
  minority, second language, and low-income
  learners widens substantially
• Incomplete beginning reading instruction
• Serious vocabulary deficit
• Very limited knowledge of text structure
• Misconceptions about fluency
• Lack of meaningful early comprehension assessment

10
Three Flavors of Assessment

• Summative Assessment External Reporting
• Scorekeeping
• Broad data for identifying specific populations
• Program evaluation and budget indicators
• Formative Assessment Internal Reporting
• Intervention Do something differently,
  immediately (STOP Spray and Pray!)
• Progress monitoring over time for individual
  students
• Data used to plan next move for instruction
  (lesson design --GLM)
• Getting a Grade Comfort the troubled, trouble
  the comfortable
• Public relations
• A,B,C,D,F Coin of the realm

11
The Zone of Proximal Development

• Moving readers from their level of success to the
  appropriate level of difficulty
• Using Coached Reading to identify the independent
  reading supportshow does the reader solve her
  problem? How do you or the materials you employ
  help?
• Fluency is not about how fast you read, but what
  is it that is slowing you down.

12
The Gradual Release Model
Read Aloud and Think Alouds Shared Reading and Shared Thinking Guided or Coached Reading and Thinking Independent Reading and Thinking
13
5 Critical Elements for Rapid Growth

• New expectation for ALL learners
• Interactive learning and discourse for meaning
• What the brain likes-MULTISENSORY
• Reading for MATH
• Analyzing Data
• Moving from being data rich to analysis poor
• ELL, Spec. Ed.

14
5 Critical Elements for Rapid Growth

• Lesson Design
• Reading Content alignment vertical and
  horizontal teamingELL, Spec.Ed.
• Assessment driving differentiated instruction
• Classroom Management
• Instruction in terms of minutes
• Collaboration
• Whole class, small group, think-pair-share,
  indep.
• Grade Level Meetings
• Agendas, increased frequency, evidence driven
• Student specific with proofs of
  instruction/learningThe Role of the Literacy
  Coach

15
Grade Level Meetings Student specific

• Find and use ALL data (bring to meeting)
• Do analysis for strength and weakness
• Prioritize needs
• Set goals (what of sub groups will grow 04-05)
• Brainstorm specific strategies
• Results indicators
• Action Plan

16
The Bones of a Lesson Design
17
What do THEY need to learn?
18
Who Are They?
19
What Resources are Available?
20
Assessment
21
Cambridge Model

• Planning and Preparation
• Environment
• Instruction
• Assessment
• Leadership

22
The three most important words for the struggling
reader

• VOCABULARY
• VOCABULARY
• VOCABULARY
• Words-words-words-words-words-words-words-words-wo
  rds-words-words-words-words-words-words-words-word
  s-words-words-words-you get it!!!!

23
Five Types of Vocabulary

• Listening Vocabulary
• Thinking Vocabulary
• Speaking Vocabulary
• Reading Vocabulary
• Writing Vocabulary

24
Writing for Success

• Question Are people motivated to achieve by
  personal satisfaction rather than by fame or
  money?
• My view of the idea that it is personal
  satisfaction rather than money or fame that
  motivates people to achieve is sometimes wrong
  because in sports some people do it for personal
  satisfaction because they love the game and some
  people do it for the money because it pays well.

25
Student response

• Even though we live in a capitalist society, I
  still cannot help but believe, despite my own
  cynicism, that people are more motivated to
  achieve something for personal satisfaction
  rather than monetary gains.

26
Five Elements of Reading

• Phonemic Awareness
• Phonics
• Vocabulary
• Fluency
• Text Comprehension

27
What Spanish and English have in Common

• Spanish is 90 Latin
• English is 67 Latin
• Both languages are alphabetic
• Both languages have the same vowels

28
How Spanish and English are Different

• Spanish is a language of segmentation
• English is a language blending
• Spanish has three types of syllables
• English has six types of syllables
• English has words that must be learned by sight
  (sight words are also called high frequency words)

29
What the Research Indicates

• Identify the language demands of the content
• Emphasize academic vocabulary
• Activate and strengthen prior knowledge
• Promote oral interaction and extended academic
  talk
• Review academic vocabulary and content concepts

30
(No Transcript)
31
Registers of Language R. Payne

• Frozen Language that is always the same
• Formal Standard sentence syntax of work and
  school.
• Consultative Formal register when used with
  conversation. Discourse patterns slightly less
  formal.
• Casual Language between friends 400-800 word
  vocabulary. Non-specific word-choice non-verbal
  assists determine meaning. Sentence syntax often
  incomplete.
• Intimate Language between lovers or twins. The
  language of sexual harassment.

32
Vocabulary Instruction

• Concept vocabulary
• Big idea words attrition, populism, hypothesis
• Context vocabulary
• Words that have multiple meanings economy,
  mine, elements, book, state, set, case
• Vocabulary structure
• Words with recognizable Latin cognates
  migratory, revolt, spectator
• Jim Cummins-Word Harvesting

33
What Words to TeachBringing Words to LifeROBUST
Vocabulary InstructionIsabel Beck ,Nancy MacKowen

• First tier words Words that you wish students
  knew, hope they can get, but you dont have time
  to teach.
• Second tier words High utility words that they
  need to know in your class, and everyone elses.
• Third tier words Extremely specific words in your
  content area that require considered, deliberate
  and in depth instruction.

34
Three Muscles

• Early Language Experience
• Phonemic awareness and concept development
• Vocabulary, academic language and alphabetic
  principle
• Decoding muscle
• Three ways of getting meaning off the page
• (1)phonicsprimary decoding strategy
• (2)semantics and vocabulary
• (3) syntax and structure
• Fluency muscle
• Reads a lot of words fast w/ comprehension
• Class libraries of high-interest content related
  articles
• Every day, every reader reading at a level of
  success of self-selected quality literature
  (fiction or non-fiction)

35
Text Structures
36
Language Arts
37
Language Arts

• Whose woods these are I think I know his house
  is in the village, though. He will not mind me
  stopping here to watch his woods fill up with
  snow. My little horse must think it queer to stop
  without a farmhouse near. He gives his harness
  bells a shake, to ask if there is some mistake.
  The only other sounds the sweep of easy wind and
  downy flake. The woods are lovely dark and deep,
  but I have promises to keepand miles to go
  before I sleep. And miles to go before I sleep.

38
Science
39
Science

• The Hall-Heroult process is essentially the
  electrolytic decomposition of purified bauxite.
  In a cell made of iron, a solution of Al2O3 in
  molten cryolite, Na3AlF6, conducts the current.
• Procedural words, ordinals, first, then, next,
  etc.

40
Social Studies
8
41
Social Studies/History

• Although The Confederacy represented the Southern
  states, its army attacked Gettysburg from the
  North. The Confederate Generals, having spent a
  tough winter and spring in the Shenandoah Valley,
  were desperate for supplies, particularly shoes.
  Gettysburg, Pennsylvania, a farming and shoe
  manufacturing community would hopefully provide
  the much needed supplies.
• Subordinating conjunctions since, while,
  because, although, yet, if, as if, however, etc.

42
Math
43
Math

• The architect and contractor were conferring over
  the blueprints of the new ten story parking
  garage. It needed to be ten floors and have space
  for compact cars. Each floor required twenty-two
  I beams, plus one additional beam for each
  additional floor after the first. Determine the
  number of I beams and show a possible
  structural configuration.

44
Math Research

• Embed in real worldmake it engaging, generating
  more questions
• Create a language rich classroom
• Justifying, generalizations, highly verbal,
  highly visual students
• Draw pictures, create mental images, foster
  visualization
• Build from charts, graphs tables- also, the
  misinterpretation of data
• Dont leave out measurement

45
Lets Demystify Reading
46
Three Muscles

• Early Language Experience
• Phonemic awareness and concept development
• Vocabulary, academic language and alphabetic
  principle
• Decoding muscle
• Three ways of getting meaning off the page
• (1)phonicsprimary decoding strategy
• (2)semantics and vocabulary
• (3) syntax and structure
• Fluency muscle
• Reads a lot of words fast w/ comprehension
• Class libraries of high-interest content related
  articles
• Every day, every reader reading at a level of
  success of self-selected quality literature
  (fiction or non-fiction)

47
News Flash!!!!!

• 26 letters and 44 sounds
• 16 reliable letters, (letters that always sound
  the same) q,w,t,p,d,f,h,j,k,l,z,x,v,n,m,b,
• 4 that are switch hitters... s,g,cr
• 3 that are pests ...a,o,u
• 3 that will make you CRAZY!!!!i,e,y
• Double vowels oa, oo, ee, ea, oi, ou, au
• Blends ch, sh, wh, st,str, pl, sl, fl, gl, cl,
  bl, kl,cr,scr,

48
Vocabulary and Phonics

• stench ap-pal-ling
• de-hu-man-ize in-tro-spec-tion
• in-e-qui-ty el-e-ments
• cru-el-ty re-a-li-ty in-hu-man-i-ty
• in-hu-man col-lab-o-ra-tion
• e-con-o-my hur-dle
• shame re-con-struc-tion
• em-path-y mine

49
Teaching Word Attack (phonics) in Science

• Con-ser-va-tion bun-dle
• Ac-cel-er-a-tion state
• Force base
• Mass mol-e-cule
• Grav-i-ta-tion-al force gas-e-ous
• Ter-min-al vel-o-city
• Grav-i-ta-tion-al at-trac-tion
• Mo-men-tum

50
anthropologically

• An-thro-po-log-i-cal-ly

51
australopithecine

• Aus-tra-lo-pith-e-cine

52
Definition of Comprehension

• Comprehension is defined as
• intentional thinking during which meaning is
  constructed through interactions between the text
  and the reader (Harris Hodges,1995)

53
STRATEGIES

• Clarifying
• Comparing and contrasting
• Connecting to prior experiences
• Inferencing (including generalizing and drawing
  conclusions)

• Predicting
• Questioning the text
• Recognizing the authors purpose
• Seeing causal relationships
• Summarizing
• visualizing

54
an excerpt

• Draped for the formal unveiling May 31 with
  only an insouciant topknot and Horton The
  Elephants trunk peeking out the sculptures
  frolic on the wide green linking the city library
  and its four museums that gave wing to the
  authors imagination.--

55
Process for Leadership

• Challenge the process
• search for opportunities
• change status quo
• Inspiring a shared vision
• imagine the ideal situation
• Enabling others to act
• foster cooperation
• modeling the way
• Encouraging the heart to begin the journey

56
-el words

• Towel
• Trowel
• Compel
• Dispel
• Dowel
• Repel
• Bushel
• Shovel
• Pummel
• Level revel travel dishevel

57
Testwiseness An Important Piece of a
Comprehensive Intervention Strategy

1. On-going, sustained test readiness and rehearsal,
   i.e. testwiseness
2. Phonics instruction for those who received
   hit-or-miss decoding during whole language
   approach analyze spelling errors
3. Build fluency with an every day, every child
   reads at a level of success approach assess for
   oral expression, pace and accuracy
4. Use regular non-fiction writing events to teach
   science soc. studies syntax CRCT high-level
   comprehension objectives

58
Teaching Comprehension Directly

• Monitor the use of the strategy
• Offer less coaching as less is called for
• Ask what strategy they are using why, therefore
  bringing the strategy to the students awareness
• Give students continued opportunity to observe
  more modeling
• Provide multiple and ongoing opportunities for
  students to interact w/others using a variety of
  text

59
How do I teach those strategies?

• Decide which strategy you want to model and which
  text to use
• Tell your students which strategy you are going
  to practice while you read
• Read the passage to the students modeling the
  strategy you are using..think aloud
• During real reading, give your students multiple
  chances to practice
• Continue modeling as the genre or text structure
  changes
• Give students a chance to practice without your
  coaching or support

60
Recent Headlines and Quotes

• More than half of California 9th Graders Flunk
  Exit Exam, Education Week
• It will take at least ten years to reach
  proficiency for all learnersNCLB
• adequate yearly progress President Bush
• Still Leaving Children Behind Krista Kafta,
  Heritage Foundation
• Reading is the New Requisite for Math Education
  Week

61
Struggling Older Reader

• Incomplete beginning reading instruction
• Lacks metacognitive strategies
• Limited prior knowledge
• Limited word study skills and spelling
• No text available at level of success
• No adults modeling reading
• No history of reading success

62
Five Keys to No Child Left Behind

• Vertical team study of 4-9 reading curriculum
  with evidence of student work
• Phonemic Awareness Phonics training for 4th
  through 9th grade teachers
• Vocabulary instruction training geared more
  toward word harvest
• Ready availability of compelling leveled text
  with conditional assessment
• Classroom management strategies that provide
  intensity and focus for below level readers

63
Process for Leadership

• Challenge the process
• search for opportunities
• change status quo
• Inspiring a shared vision
• imagine the ideal situation
• Enabling others to act
• foster cooperation
• modeling the way
• Encouraging the heart to begin the journey

64
The Old Syllable-the part of a word controlled by
a vowel- In English, there are 6 types

• Syllable that is a single letter, single vowel,
  as in a-bout, i-dent-i-fy, e-lec-tric,
  a-vail-a-ble
• Syllable ending in vowel, as in cru-el-ty,
• Syllable ending in a consonant, as in al-co-hol,
  con-su-mer, ath-lete
• Syllable ending in -tion-sion, as in
  in-tro-duc-tion
• Syllable ending in -le, as in tin-gle, pic-kle,
  bi-cy-cle
• Syllable ending with a vowel, consonant, silent
  e, as in shame, dime, kite, mon-o-tone,
  val-en-tine
• O-le
• Que-so
• Cam-e-ro-nes

65
Grammar IS Syntax

• The power the lowly preposition
• The power of the subordinating conjunction

66
Persuasive

• State opinion
• Support with clear evidence or examples
• Personalize
• Appeal to the emotions
• Graphic imagery
• Structured argument
• All to action

67
Phoneme Isolation

• Children recognize individual sounds in a word.
• Teacher
• What is the first sound in van?
• Children
• The first sound in van is /v/.

68
Phoneme Identity

• Children recognize the same sounds in different
  words.
• Teacher
• What sound is the same in fix, fall, and fun?
• Children
• The first sound, /f/, is the same.

69
Phoneme Categorization

• Children recognize the word in a set of three or
  four words that has the odd sound.
• Teacher
• Which word doesnt belong? Bus, bun, rug.
• Children
• Rug does not belong. It doesnt begin with /b/.

70
Phoneme Blending

• Children listen to a sequence of separately
  spoken phonemes, and then combine the phonemes to
  form a word.
• Teacher
• What word is /b/ /i/ /g/?
• Children
• /b/ /i/ /g/ is big.
• Teacher
• Now lets write the sounds in big /b/ /i/ /g/.
  (Teacher writes big.) Now were going to read the
  word big.

71
Phoneme Segmentation

• Children break a word into its separate sounds,
  saying each sound as they tap out or count it.
• Teacher
• How many sounds are in grab?
• Children
• /g/ /r/ /a/ /b/. Four sounds.
• Teacher
• Now lets write the sounds in grab /g/ /r/ /a/
  /b/. (Teacher writes grab.) Now were going to
  read the word grab.

72
Phoneme Deletion

• Children recognize the word that remains when a
  phoneme is removed from another word.
• Teacher
• What is smile without the /s/?
• Children
• Smile without the /s/ is mile.

73
Phoneme Addition

• Children make a new word by adding a phoneme to
  an existing word.
• Teacher
• What word do you have if you add /s/ to the
  beginning of park?
• Children
• Spark.

74
Phoneme Substitution

• Children substitute one phoneme for another to
  make a new word.
• Teacher
• The word is bug. Change /g/ to /n/. Whats the
  new word?
• Children
• Bun.

75
What should be done?

1. Dedicated developmental reading testing
   preparedness program 5th through 8th
2. Continued professional development for ALL
   teachers in reading intervention 5-12
3. Initiate on-going professional development in
   science, social studies, and math reading
   writing
4. Integrate a testwiseness curriculum for state
   testing programs with strong emphasis on the
   content areas

76
Reader Response

• Review the story
• Select a sentence or phrase that lingers
• Write down two reasons for selecting that
• Share your sentence and reasons w/others
• Come to consensus
• Be prepared to share to group

77
What is being done?

• Mandatory summer school
• Same thing, but LOUDER
• Expensive intervention programs with uneven
  results
• Teacher training institutions changing reading
  requirements

78
Five Steps to Two Years Growth for One Year of
Instruction

• Vertical team study of k-8 reading curriculum
  with evidence of student work
• Phonics training for 3rd through 8th grade
  teachers
• Vocabulary instruction training geared more
  toward word harvest
• Ready availability of compelling leveled text
  with conditional assessment
• Classroom management strategies that provide
  intensity and focus for below level readers

79
The Goal Show Improvement

• Growth triggers funding
• Data is the gatekeeper
• No improvement no money
• Show enough growth to secure funding
• What will be considered growth?

80
What you can do in the classroom?

• Discipline
• Use the adult voice first, then the parent voice.
• To avoid arguments with parents and students, use
  the adult voice.
• Use discipline interventions as an opportunity
  for instruction.
• Use the parent voice to stop behaviors. Use the
  parent voice to change behaviors.

81
Useful References

• Adams, M.J. (2000). Beginning to Read thinking
  and learning about print. Cambridge, MA The
  MIT Press.
• Alexander, K. Entwisle, D. (1996). Schools
  and children at risk. In A. Booth J. Dunn
  (Eds.). Family-school links How do they affect
  educational outcomes? Hillsdale, NJ Erlbaum.
• Baker, L. (1994). Contexts of emergent literacy
  Everyday home experiences of urban
  pre-kindergarten children. College Park, MD
  National Reading Research Center.
• Baker, L., D. Scher, and K. Mackler. (1997).
  Home and family influences on motivations for
  reading. Educational Psychologist 32(2) 6982.
• Burns, M.S., Griffin, P., Snow, C.E. (1999).
  Starting out right A guide to promoting
  childrens reading success. Washington, DC
  National Academy Press.
• Baker, L., Allen. J., Schockley, B, Pelligrini,
  A.D., Galda, L. Stahl, S. (1996). Connecting
  school and home Constructing partnerships to
  foster reading development in L. Baker, P.
  Afflerbach D. Reinking (Eds.), Developing
  engaged readers in home and school communities,
  Mahwah, New Jersey Lawrence Erlbaum, pp. 21-41.

82

• Burns, M.S., Griffin, P., Snow, C.E. (1999).
  Starting out right A Guide to promoting
  childrens reading success. Washington, DC
  National Academy Press.
• Bus. A.G., M.H. van Ijzendoorn, and A.D.
  Pellegrini. (1995). Joint book reading makes
  for success in learning to read A meta-analysis
  on intergenerational transmission of literacy.
  Review of Educational Research 65(1) 1-21.
• Center for the Improvement of Early Reading
  Achievement. (2001). Put reading first The
  research building blocks for teaching children to
  read. Jessup, MD Partnership for Reading.
  Available www.nifl.gov.
• Edwards, P.A. (1995). Empowering low income
  mothers and fathers to share books with young
  children. The reading teacher 48 4888-564.
• Epstein, J.L., Coates, L., Salinas, K.C.,
  Sanders, M.G., Simmons, B.S. (1997). School,
  family and community partnerships Your handbook
  for action. Thousand Oaks, CA Corwin Press.
• Gallimore, R., Goldenberg, C. (1993).
  Activity settings of early literacy Home and
  school factors in childrens emergent literacy.
  In E. Forman, N. Minick, A. Stone (Eds.),
  Contexts for learning Sociocultural dynamics in
  childrens development (pp. 315-335). New York
  Oxford University Press.

83

• Gentile, L. M., McMillan, M.M. (1992).
  Literacy for students at-risk Developing
  critical dialogues. Journal of Reading, 35,
  636-640.
• Hart, Betty Risley, Todd R. (1995). Meaningful
  Differences in the Everyday Experience of Young
  American Children. Paul H Brookes Pub Co.
• Lyon, G.R. (1998). Overview of reading and
  literacy initiatives. Testimony Provided to the
  Committee on Labor and Human Resources, United
  States Senate. Bethesda, MD National Institute
  of child Health and Human Development.
• Moats, L. (1999, June). Teaching Reading is
  Rocket Science. Wahington, DC American
  Federation of Teachers. Available online
  http//www.aft.org/edissues/rocketscience.htm
  National Center for Education Statistics (1998).
  Characteristics of childrens early care and
  Education programs Data from, the 1995 National
  Household Education Surveys (NCES No. 98-128).
• National Reading Panel. (1999). Teaching
  children to read An evidence-based Assessment
  of the scientific research literature on reading
  and its implications for reading instruction
  Reports of the subgroups. Washington DC
  National Institute of Child Health and Human
  Development. Available www.nichd.nih.gov/public
  ations/pubskey.
• ODonnell, M.P., Wood, M. (1992). Becoming a
  reader A developmental instruction. Boston
  Allyn Bacon.

84

• Oldfather, P. Wigfield, A. (1996). Childrens
  motivations for literacy learning in Developing.
  In L. Baker, C. Afflorbach D. Reinking (Eds.).
  Developing engaged readers in home and school
  communities. (pp. 89-113, Mahwah, New Jersey
  Lawrence Erlbaum.
• Riley, J. (1996). The teaching of reading,
  London Paul Chapman.
• Robbins, C., and L.C. Ehri. (1994). Reading
  storybooks to kindergarteners helps them learn
  new vocabulary words. Journal of Educational
  Psychology 86(1) 54-64.
• Snow, Catherine E., M. Susan Burns, and Peg
  Griffin. (1998). Preventing Reading
  Difficulties in Young Children. Washington D.C.,
  National Academy Press.
• Sonnenschein, S., Brody, G., Munsterman, K.
  (1996). The influence of family beliefs and
  practices on childrens early reading
  development, In L. Baker, P. Afflerback D.
  Reinking (Eds.). Developing engaged readers in
  home and school communities. Mahwah, New Jersey
  Lawrence Erlbaum. PP. 3-20.
• U.S. Department of Education. (1999). Start
  early, finish strong How to help every child
  become a reader (America Reads Challenge),
  Washington, D.C. author. Available online
  http//www.ed.gov.pubs/startearly/

85
Take Me Out to the Ballgame

• Take out to the ballgame
• Take me out to the crowd
• Buy me some peanuts and crackerjacks
• I dont care if I ever get back
• Let me root, root ,root for the home team
• If they dont win its a shame
• For its one, two, three strikes youre out
• At the old ball game

86
What is fluency

• Attaching sounds quickly to letters
• Blending and segmenting quickly
• Knowing most of the words you are reading
• Paying attention

87
Your students the practice

• Give your students the prac-tice,
• To read with ease and con-fi-dence
• And wa----tch ac-c-u-ra-cy and
• Un-der-sta-a-a-n-ding. Soar by
• Mo-del flu-et read-ing
• Do re-pea-ted read-ing
• Promote phrased read-ing
• En-list tu-tors (to help)
• And try readers theater in class

88
The Challenge

• After third grade, the achievement gap with
  minority, second language, and low-income
  learners widens substantially
• Incomplete beginning reading instruction
• Serious vocabulary deficit
• Very limited knowledge of text structure
• Misconceptions about fluency
• Lack of meaningful early comprehension assessment