- [Barbara] Greetings, my name is Barbara Foorman,
professor of education and director of
the Regional Educational Laboratory Southeast
at Florida State University.
With me today from the REL Southeast, are Laurie Lee,
manager of the Improving Literacy Alliance
and Nathan Archer, communications director.
Today I will present an overview of the practice guide
from the What Works Clearinghouse
called Foundational Skills to Support Reading
for Understanding in Kindergarten Through Third Grade.
I was chair of the expert panel for this guide.
After my presentation, Laurie Lee will briefly
overview the professional learning community PLC
guides and videos developed by the REL Southeast
that accompany the practice guide.
The URLs for the practice guide and PLC materials
are provided on the last slide and after the webinar
we will provide a PDF of this PowerPoint,
but it will not have the embedded videos,
so you will find those on the last slide
on the IES YouTube channel.
If you have questions during the webinar
please type them into the Q and A box
on the bottom right of your screen.
Nathan Archer will be monitoring the questions
to address any technical issues that arise,
and Laurie and I will monitor content questions
and address them at the end of the webinar.
All of the questions entered into the Q and A box
will be captured along with
user's names and email addresses.
This way, if we run out of time, we can address
your question in a follow-up email after the event.
Thank you for joining us today and let's get started.
First, we'd like to acknowledge
the Institute of Education Sciences National Center
for Educational Evaluation
for funding our Regional Educational Laboratory Southeast
at Florida State University.
The information that we will be providing today
is not meant as a mandate.
You can choose to follow these practices or to ignore them.
First, Regional Educational Laboratory Southeast
is one of 10 Regional Laboratories
throughout the United States.
And you can see in this map of the United States
the yellow color-coded region of the Southeast
with the six states that comprise this region.
The Regional Educational Lab Program
establishes priority areas within each region
and then provides access to high-quality,
scientifically valid research, education research,
through applied research projects and technical support.
The What Works Clearinghouse, many are familiar with that,
it provides systematic reviews of the evidence
in various topic areas,
but it also provides practice guides.
There are 23 practice guides so far and seven of them
are related to the topic of literacy,
including the practice guide we're talking about today.
These practice guides are geared towards helping
educators and administrators address challenges
in classrooms and schools.
They focus on a particular topic.
They're guided by an expert panel and based on rigorous
research and then are comprised of evidence-based
instructional recommendations.
Here's a slide showing the seven Literacy Practice Guides
that had been released.
We have some for younger students on reading comprehension,
the one we're talking about today, foundational skills,
and elementary writing skills.
For older students,
one on adolescent literacy and secondary writing.
And for special populations,
one on response to intervention and English learners.
This is the front cover of the practice guide
we're talking about today, and the URL at the bottom.
You can also simply Google
"foundational reading skills practice guide"
and you will come right to it on the WWC website.
There are three interrelated themes in this practice guide.
First and foremost, the practice guide confirms
the National Reading Panel's findings
on the effectiveness of instruction in alphabetics,
that's phonemic awareness and phonics,
fluency and comprehension, and vocabulary.
But it also adds an additional recommendation about
the importance of oral language instruction,
and encourages the integration of
reading and language skills.
So this practice guide has recommendations
appropriate to general ed students
in grades K-3 and in diverse contexts.
So it does not consist of studies just for students
in special education; it emphasizes general education.
Like all study guides, it starts with a comprehensive,
systematic review of the literature.
And in this case, this practice guide updates
the National Reading Panel literature review
and goes from the literature from 2000 through 2014.
4,500 citations were identified
in the area of literacy in K-3.
And then from those citations, the What Works Clearinghouse
reviews the studies using the protocol
that's at the bottom bullet at that link,
and uses the systematic WWC design standards
which are very stringent with respect to controlling
for baseline differences, attrition, and other things.
But from the original 4,500 citations,
56 studies met the design standards
in this area of K-3 reading.
Yes, let me just say on this slide,
this is listing the panel members,
I mentioned I was the panel chair.
We had other researchers,
Mike Coyne, University of Connecticut,
Carolyn Denton at UT Houston, Laura Justice, Ohio State,
Richard Wagner at Florida State and then we have
Joe Dimino from small business group,
Instructional Research Group,
and then we had two practitioners, Warnick Lewis
from Leon County in Florida, Bond Elementary School,
and she taught all the primary grades, and Linda Hayes
the director P.K. Yonge Developmental Research School.
And Linda kindly let us work with her teachers
to develop the video clips
that are embedded in this webinar.
And also longer versions of all 38 videos are available
at the link on the last slide.
They're on the IES YouTube channel.
So what does the practice guide of
Foundational Reading Skills recommend?
It has four recommendations that are listed on the left,
and you see their levels of evidence on the right.
So the first recommendation about teaching
academic language skills may be disturbed
that it only has a minimal level of evidence,
but let me assure you that a minimal level of evidence
does not mean that academic language is not important.
It means that a recommendation needs more
rigorous research in this area.
And the panel felt that oral language ability
was crucially important to understanding written language,
which is why it is included.
The other recommendations, two and three,
have a strong level of evidence.
Developing awareness of the segments of sound and speech
and how they link to letters,
which is the phonemic awareness as it links to letters.
And recommendation three, teaching students to decode words,
analyze word parts, and write and recognize words.
Then recommendation four has moderate evidence.
That is having students read connected text every day
to support accuracy, fluency and comprehension.
Now, these recommendations occur
in a developmental sequence.
So recommendation one on academic language,
spans the the entire primary grade K-3.
The second recommendation, which is linking
sound segments to letters, starts in kindergarten,
if not earlier, we're not covering earlier pre-K though,
but kindergarten through Grade One.
And then, recommendation three, which is the decoding,
word analysis, word recognition.
And recommendation four, which is reading connected text
and support of reading accuracy, fluency, and comprehension,
they span middle of kindergarten through Grade Three.
So for oral language we use a term "academic language"
and you may be familiar with that term,
but often people mean different things by that term,
so here is a definition in the practice guide as:
The formal communication structure and words
that are common in books and at school.
And then, academic language skills are those skills
that need to be taught to ensure that students can
use and comprehend academic language.
And academic language consists of the three parts
people are generally familiar with the term
"academic vocabulary" and they're often familiar with
the narrative language skills, which is the ability
to clearly relate a series of events,
but may be less familiar with inferential language skills;
the ability to discuss topics beyond
their immediate context, to be able to predict and
talk about future events or
to be able to comment on past events.
And under academic vocabulary knowledge, it also stresses
the ability to comprehend and use words and
grammatical structures common to formal writing.
And I wanna emphasize those grammatical structures
include things such as compound sentences,
subordinate clauses, adverbial clauses,
prepositional phrases.
And another element of linguistic structure
that's important here, connective words.
These are words that connect phrases within a sentence or
across sentences; words like: because, when, however.
Or the issue of pronoun reference.
The word she may appear in text and the student may say:
"What? Who is "she" referring to?",
and have to reread the previous sentences
to figure that out.
There are also structures called nominalization,
where a noun in the previous sentence
is replaced by a referent in a subsequent sentence.
So what does that mean?
And example might be the following sentence:
When will self-driving cars be commercially available?
This question is a hot topic in the media.
And what does the word "this question" mean?
Well, it refers to the previous sentence.
The question of when will self-driving cars
be commercially available.
So the bottom line is, academic language skills
are important and they can, and should be taught.
So Recommendation One, is teaching academic language skills.
And in the practice guide there are various
action steps within each recommendation.
So the first action step: engage students
in conversations that support the use and
comprehension of inferential language.
And here on the slide, you have some prompts that you might
use for informational text or narrative text.
So when you look at that first prompt
for informational text:
"Why do birds fly south or the winter?",
it's important for teachers to model how to provide
reasoned answers that fully address the question
and illustrate critical thinking.
So if a student says, as an answer to that prompt:
"'Cause it's cold", the teacher can encourage the student
to restate the question and answer in a full sentence:
"Birds fly south for winter because it is cold."
Action Step Two says to explicitly engage students
in developing narrative language skills.
And here on the right, are some activities that are
familiar to teachers about predictions, descriptions,
graphic organizers, summarizing.
Students need to learn complex grammatical structures and
the specific elements of narrative language
used to describe experience or events.
This is often called story grammar,
and more on story grammar can be found
in the reading comprehension guides for grades K-3;
that reading comprehension practice guide.
So you want to model how to use each story element
to connect and expand ideas, and support student responses
by scaffolding the student's response.
Action Step Three is, teach academic vocabulary
in the context of other reading skills.
Now, here are some good words to teach that are
often found in instructions in schools.
And the panel suggests that schools,
or grade-level teams, develop common set of words
that align with reading selections
and curriculum standards for the year.
Words that appear in a variety
of contexts and are unfamiliar.
But in focusing on vocabulary,
it's important to really build lexical knowledge,
or a rich semantic network around that word,
so that word-learning becomes generative.
Otherwise, students can learn, maybe 300 words,
that occur in their reading passages,
but they don't learn any more than 300 words a year.
So, you want to be able to have a multiplier effect
of teaching a whole semantic network around the word.
We'll have an example a little bit later from
derivational suffixes, that make that point concrete.
So here we have a video from Grade Two Whole Classroom,
this is recommendation step three.
- What does honor mean?
- [Children] To give a person public praise
or an award for something he or she has done.
- Excellent, good job.
Every Veteran's Day we honor soldiers
with a parade in our town.
What's the word?
- [Children] Honor.
- This time when I read it, I want you to say it with me
when we come to that word.
Our class performed a concert to
- [Children] Honor.
- our principal, who is retiring.
Who can use this prompt and fill it in for me?
The same hands going up.
Ricardo?
- [Ricardo] We honor our mom and dad by
mother's and father's day.
- Okay, did everybody hear that?
- [Children] Yes.
- Okay, good job.
- We honor George Washington by putting him on a coin.
- [Barbara] Practice guides have potential obstacles and
the panel's recommendation for dealing with those obstacles.
So here is an obstacle: students enter my classroom
with a range of oral language skills, some may not be ready
to participate in academic language activities.
So our advice is to integrate the language into
the small-group reading activities,
and that way, you're not adding more time
to an already very busy English Language Arts block.
Here is recommendation two.
Remember, this is a strong level of evidence,
and we see Action Step One, which is:
Teaching students to recognize and manipulate
segments of sound in speech.
And this activity here is very basic level
of phonemic awareness, where students are learning
to separate compound words.
This would be something that you do
in the beginning of kindergarten.
And it's important to appreciate that phonological awareness
is an intellectual achievement for young children.
It helps them to become aware of the segments of sound
in speech; at the word, syllable,
onset rhyme, and phoneme level,
and this is critical for learning to read.
Indeed this graph, about what's called
the alphabetic principle, which is the system for
linking letters to sounds, is remarkable,
given that phonemes, the minimal unit of sound,
is a psychological construct.
That means, when you say a word like "bag",
it doesn't have three phonemes that stand up and shout:
"Here I am!"
You have to actually separate
those phonemes by recovering them.
So if you contrast "bag" with "bat",
you see a difference in the final phoneme.
if you contrast "bag" with "sag",
you see a difference in the initial phoneme.
"Bag" with "big", you see a difference
in the medial phoneme.
So this is not at all skill and drill.
It's an intellectual achievement, but it's very important
to learning to read.
Here, in Action Step Two, teaching students
letter-sound relations, you see a sample memorable picture
and letter of the alphabet for the letter P.
And here, we will have a video tape of a K-1 Whole Classroom
teaching letter-sound relations.
- We get to learn a brand new letter sound.
This is the letter sound that's made by the letter P.
The letter P...
- [Children] Pig.
- It's a pig!
The letter P says "pah", just like this cute little pig.
This pig is here to help us remember.
(pah, pah, pah)
I'm so happy you know how to make it.
This pig is a very polite pig
and he loves to eat pizza.
And he loves to eat pie.
So he always says: "Please, may I have some pizza and pie?"
Everyone, the letter P says.
Everyone make the sound.
(pah, pah, pah)
Sound.
(pah, pah, pah)
Sound.
(hissing)
Sound.
(duh, duh)
Sound.
(mm mm mm)
Sound.
(ah ah ah)
Now, I'm so proud that you know those sounds,
I wanna see if you can use them to write.
I am so proud.
The first word we're going to write is "and".
Get your board in your lap.
Everyone, say "and".
- [Children] And.
- I hear two sounds.
Sound "and".
- [Children] And.
- Now, let's write "and".
- [Barbara] Action Step Three for recommendation two is
using word-building and other activities
to link student's knowledge of letter-sound relationships
with phonemic awareness.
Word-building is a very important step
to understanding the alphabetic principle.
And word-building involves both decoding and encoding,
which is very important because English,
as you go from print to sound, is quite consistent
about 70% consistent, for single-syllable words.
But less consistent when you go from sound to print;
only about 28% consistent.
So doing this kind of word-building,
going back and forth from encoding to decoding,
really helps get to the depth
of the English spelling system.
Here we have some what are called Elkonin Sound Boxes.
And you can use letter tiles or colored discs
to mark the unique sounds they hear in words.
And so, you have in this example, there're some letters
put out in front of the student.
The teacher says: "Take the F, A, and T tiles
"and put them together so that the F is first,
"the A in the middle, and T at the end."
"what is this word?"
So the students say: "Fat."
And then the teacher asks the students to change a letter
to make it say "fan", and then change it to say "can",
and then change it to say "cat", and then go back to "fat".
So this is, making the alphabetic principle
productive for students.
So what are some potential obstacles for recommendation two?
Well, many students mix up latter shapes and sounds,
what can you do about that?
Well, focus on one letter at a time,
then teach the students another letter or two
while reinforcing the first.
Finally, focus on the other letter exclusively and then,
introduce both letters in different words.
Another obstacle, many students have
persistent problems with phonological awareness.
Early interventions can often remedy this
phonological core deficit that otherwise,
may lead to deficiencies in word decoding,
which is a hallmark of reading disabilities or dyslexia.
But the good news is that all struggling readers
can benefit from the same kind of intervention
which can ameliorate their phonological awareness problems
and lead them on to successful
word reading and comprehension.
Recommendation three says to:
Teach students to decode words, analyze word parts,
and write and recognize words.
This also had a very strong level of evidence.
One question that came in was
whether this is aligned to ESSA levels.
Yes, all of the recommendations in this guide
are based on the highest level of evidence in ESSA
and the What Works Clearinghouse.
Anyway, Action Step One is to teach students
to blend letter sounds and sound-spelling patterns
from left to right within a word
to produce a recognizable pronunciation.
Here you have an example of a pocket chart and letter tiles,
and you're blending by chunking.
So initially we have three separate phonemes,
and then you are chunking the first two,
and then you are combining those first two blended phonemes
and adding the final phoneme to get the word "hat".
And here we have a video of Grade One Small Group
a video recommend, illustrating this strategy.
- So today we're gonna make some words and read words
that have the long E sound.
And we're gonna learn some different ways
to spell the long E sound.
So this word is "seed".
What's the word?
- [Children] Seed.
- When there's two Ees together in a word,
they stand for the long E sound,
the sound we hear in the middle of "seed", so it says "ee".
Alright, so we're gonna practice reading both words now.
And when I touch under just the "ea" or the "ee",
you're gonna say "ee".
- [Children] Meat, seed, ee, ee.
- And so, now I'm gonna give you a little story
and it's called Up in the Trees.
And the first thing you're gonna do is,
you're gonna look through it and see what words you can find
that have the "ea" or the "ee",
and you're gonna underline them and
read them as you do that, okay?
Can you say the sound "ee" when you underline it?
All together.
- [Children] Some birds are easy to hear but hard to see.
Owls are easy to hear but hard to see at night.
- Very nice reading.
I like how you stayed together.
Which bird is easy to hear but hard to see at night?
Jonas, easy to hear.
Addison?
- Owl.
- Owl, let's look at the owl page.
Why do you think they're easy to hear?
- 'Cause they go like, hoot, hoot.
- [Barbara] Action Step Two for Recommendation Three
says to instruct students in common-sound spelling patterns.
This is enormously important.
And on the left side you see that students
write letters in boxes as the teacher says them.
So they have an idea that some letters
have to combine and go in one box.
On the right, the students are creating words by
writing letters on moving letter tiles
into the appropriate box.
In the Practice Guide on page 25,
you see a nice summary of all the consonant,
vowel, and syllable construction patterns with examples.
And it's also helpful to have sounds spelling cards
posted around the room, which helps students see
all of the variety of English spelling patterns for
a single letter sound.
So for the so-called long A, you can see that the words
bake, rain, play, baby, ate, vane, grate, they,
all fall under that one letter sound.
Action Step Three says to teach students
to recognize common word parts.
Before I move on, let me just emphasize
the importance of morphology.
'Cause English is really morphophonemic and
English has spelling conventions for adding
grammatical morphemes to words as suffixes.
And those have to be taught, like doubling final consonants
from begin to beginning, changing Y to I,
as in happy to happiness.
It simply needs to be taught.
So Action Step Four of Recommendation Three says
to have students read decodable words
in isolation and in text.
Both in isolation and in text are important.
This is sample lesson on the diphthong OI.
And you can see OI words in a word list as well as
in a connected text passage.
Let me just take this opportunity to mention that
OI as a diphthong, is not a diphthong
in all dialects of English.
In the South and in Texas the word O-I-L is really just
sounds like the word "all", you know.
So this means that teachers need to be sensitive
to their dialect and their student's dialect.
And also that you should be aware that
the core reading programs all have a Midwestern dialect.
So this kind of knowledge about language
really should be taught in pre-service teacher education.
So Action Step Five for this Recommendation Three says
to teach regular and irregular high-frequency words
so that students can recognize them efficiently.
You know, English operates at the whole word,
the onset rhyme, the phoneme level and there are these
high-frequency irregular words that simply
need to be learned and sprinkled throughout
the beginning reading program.
I put in red font what most of the 56 studies
on which this guide are based,
these really high level of evidence studies agree on.
Have students say the irregular word like,
let's take the word "of".
Have them say it: "Of", have them spell or write it, O-F,
and then have them say the word again: "Of",
to help them recognize that word quickly.
Then to make interesting things to read,
you're going to occasionally introduce non-decodable words.
And that's alright if you don't do too many of them.
You can't expect a student to memorize all 480 thousand
in the dictionary, so (laughs) the alphabetic principle
has to be explicitly and systematically taught,
but doesn't mean you can't have some interesting stories
about dinosaurs and put the word
Tyrannosaurus Rex in there.
Kids will love it, they will ever forget that word.
What are some potential obstacles to Recommendation Three?
My students often invent spelling.
Yes, what to do about inventive spelling?
Well, at the K-1 grade level encourage students to write.
Really important to have them write.
Don't get hung up on their spelling because at that point
you're really interested in them writing,
and they will be revealing their understanding of
the alphabetic principle as they write.
But with development, they will use inventive spellings
less frequently partly because they're reading more,
they're seeing conventional spellings and you will be
teaching them those conventions too.
Encourage them to review their spellings for logic
and to check word walls for spellings of
frequently used words.
And by grade three, ask students for the number of
syllables in a word to determine whether the spelling
looks logical to them.
Here's another potential obstacle:
Students are able to identify the sounds of the letters
in a word, but they have trouble arriving at the correct
pronunciation of the word.
So you want to make sure you've taught
that blending strategy I talked about earlier.
You want to eliminate "shwa" sounds.
Instead of saying "baah",
you want them to be very crisp "bah".
And encourage students to be flexible with their
vowel pronunciation in multi-syllabic words
so they come up with a word that they actually recognize.
Recommendation Four has a moderate level of evidence
and it's to ensure that each student reads connected text
every day to support reading accuracy,
fluency, and, comprehension.
And the First Action Step is, as students read orally,
model strategies, scaffold and provide feedback
to support accurate and efficient word recommendations.
So here's some familiar prompts to apply
as students are reading.
And it's divided into what to do for less advanced readers:
look for parts you know, sound it out, check it,
does it make sense?
And for more advanced readers: you know this word part,
say this part, now read the whole word.
The panel discourages students from guessing.
Like: the-first-letter-then-guess strategy,
or look at the picture.
We discourage that because it's not an effective strategy
for reading ore advanced text.
Panel also cautions against giving hints
as if it's a riddle.
What do you call the place where you live,
for the word, "home".
As student's skill develops, scaffold by providing
fewer prompts and expect the students to apply
the skills and strategies independently.
So this action step is, teach students to self-monitor
their understanding of the text and
to self-correct word-reading errors.
And this is an example of a Third Grade Small Group
doing the Fix-It game.
- We are gonna do a lesson today when we practice
making sure that when we read, it makes sense.
It has to look right, but it also has to make sense.
And there's a question
that might help you with your reading.
You can ask yourself: Did that make sense?
And if the answer is "no",
you need to go back and try to fix it so it makes sense.
We're gonna do a game called Fix-It to practice.
On his birthday he turned eight yours old.
Does it make sense?
- [Children] No.
- Who would like to share your thinking?
- It doesn't make sense because here it would have to be
changed to a "ou" instead of and "ea".
- So that also doesn't look right to you,
but does it make sense to say:
On his birthday he turned eight yours old?
- [Children] No.
- Why doesn't it make sense?
- Because you is in yours just doesn't sound the same.
- Great, can you guys fix it?
- [Children] On his birthday he turned eight years old.
- Now does it make sense?
- [Children] Yeah.
- [Barbara] Action Step Three of the recommendation says:
To provide opportunities for oral reading practice
with feedback to develop fluent and accurate
reading with expression.
And here are listed some activities
to practice reading fluently.
Individual, partner reading, choral reading, echo reading,
alternated reading, or simultaneous reading.
The panel suggests that modeling and providing feedback
to help students read text in a meaningful way
rather than word-by-word is important.
To use gradual release as students begin to read
in progressively longer phrases,
and use instructional level text
and gradually increase the rate and accuracy,
both repeated and wide reading are important.
And that leads right into this obstacle of:
How do I select texts that are accessible
to all the students in my classroom?
So the panel pretty much used the conventional
wisdom of frustrational level text is more than 10% errors.
Instructional text, the student makes 5% errors or less.
And an independent level text is something where
the number of errors is far less.
So you're going to have different texts
for different students for different purposes.
And you might have an independent level text
appropriate for fluency practice.
Or you might have a frustrational level text
that you're using for word reading practice
with teacher support, or for listening comprehension.
In other words, it's important to read to your students
from text that's above their reading level,
so you can build their oral language vocabulary skills.
For students with serious comprehension difficulties,
select texts students are able to comprehend with support.
So these texts are clearly written, well-organized,
with familiar topics.
And then clearly, more proficient readers can benefit
from a text above their grade level
to keep them challenged and engaged.
Another obstacle: My beginning readers can only decode
a few letter sounds, so they rely
on illustrations to identify words.
Our advice is to use decodable text so student can be
successful and practice the letter sound, insight words,
high-frequency words that had been taught.
And then model sounding out not-yet-decodable words,
rather than having them rely on illustrations.
And then tell students,
words that are very challenging or irregular,
you have them repeat the word and repeat the sentence.
Another Obstacle: I've limited time and resources
for one-to-one instruction.
How can I maximize my instructional time
to provide each student with individualized feedback?
In other words, this is the crucial question
of how to differentiate instruction.
And the panel advice on the screen is very good
about providing individualized instruction and feedback,
working in small groups or independently.
And it's important to remember that independent and
small-group activities are most effective
if a teacher has carefully taught
the routine for the activity,
has provided opportunities for students
to practice with feedback, and then implement the routine
regularly to maintain familiarity.
And you need to start this work
right at the beginning of the shool year.
Now I'm going to turn the webinar over to Laurie Lee,
who's going to talk about
the Professional Learning Community materials
that go along with this guide.
- [Laurie] Okay, thank you, Dr. Foorman.
Thank you for providing us with such a thorough
overview of the Practice Guide.
We want to continue by providing you with some
information regarding the Professional Learning Community
materials that have been developed
to complement the Practice Guide.
And the PLC materials were designed to assist teachers
in applying those evidence-based strategies from
the Practice Guide to help K-3 students acquire
the language and literacy skills needed
to help students succeed academically.
There are 10 75-minute sessions,
and we'll talk about that a little bit more in a bit,
but that timeframe is certainly very flexible.
The components of the PLC include a Facilitator's Guide,
a Participant's Guide, and accompanying videos.
And you've seen some of those videos throughout
the presentation thus far.
The facilitator uses the PLC materials to guide educators
through a collaborative learning experience and
to expand their knowledge base as they read, discuss,
share and apply the key ideas and strategies
presented in the Practice Guide.
We'll talk first a little bit about the Facilitator's Guide.
You see some of the various components
of the guide there on your screen.
The purpose of the guide is to provide PLC facilitators
with a game plan for conducting each session.
The intent is for the facilitator to read the directions
and then use his or her own unique style
to convey the information, discuss the topics and
then provide explanations of activities.
To prepare for each session facilitators should read
the complete section on that session in the guide,
as well as the related portion of
the Foundational Reading Skills Practice Guide.
It's very important that the facilitator is familiar
not only with the PLC materials,
but also the Practice Guide itself,
as the Practice Guide is the very basis for the PLC.
In addition, the facilitators should study and prepare
all of the handouts associated with each session and
gather any needed materials.
We recommend that the facilitator would print out
the Facilitator's Guide and then place the guide
in a notebook so it's readily available.
Next, we want to talk a little bit about
the participant's activities.
There's also a Participant's Activity Guide for
those that are engaging in the PLC,
and you see some of the elements of that on your screen.
It includes the activities in which the participants
will engage throughout their experience
with the PLC sessions and it's designed to lead teachers
through those activities.
And the Participant's Activities also serve
as a basis of discussion when the PLC meets.
Participants also need to have
the Practice Guide available to them.
Again, they're going to be engaged throughout the PLC
with the Practice Guide itself,
and so they need to have access to that.
It's also recommended that each participant print out
the Participant's Guide, place it in a three-ring binder,
so they have that again, available to them readily.
Okay, just a little bit about the videos.
And I know that again, we've seen several of them
throughout the course of the webinar this afternoon.
We have a variety of videos, some of them depict
classroom situations as you've seen,
some of them are animated.
They do require access to the internet,
so in the sessions that these videos are utilized,
you'll need to make sure that you do have online access.
They illustrate the practices presented in the how-to steps
in the Foundational Reading Skills Practice Guide.
And I know that you will really appreciate the videos.
You've seen some of them.
They depict real teachers in real classrooms with students,
and they really, truly show teachers
the recommendation in action;
they show them what those look like.
There are 38 videos in all and they range in length from
about one minute to about seven minutes,
so none of them are very long.
Here is an overview of the PL sessions themselves;
the PLC sessions themselves.
And you see on the left the recommendation from
the Practice Guide, you see the sessions
that are related in the PLC.
So for instance, for Recommendation One
you see that relates to academic language,
you see there are three sessions
that are associated with that, and you see the topics there
that are related to those sessions.
Now, we mentioned the fact that the PLC is divided
into 10 sessions of approximately 75 minutes per session.
And while that's how we've divided those sessions,
it doesn't mean that the PLC
has to be delivered in that manner.
If there are topics that the facilitator feels will require
more time, certainly more time can be added to a session.
If however, conversely there's not enough time
for an entire session to be conducted ina block of time,
then perhaps the facilitator may need to divide a session
and conduct it a half hour at a time,
or divide it into sessions that are shorter.
So if that's the case, you'll end up with more sessions
than 10, but they'll consist of shorter timeframes.
We would strongly suggest that as you implement the PLC
that you conduct those sessions
in the order that they're presented.
Please don't skip around.
The PLC has been developed to follow right along
with the Practice Guide, and so we wanna make sure
that that progress and learning how to read is represented.
And so, we really strongly encourage you
to complete those sessions in chronological order.
This is a page from our Facilitator's Guide and
if you noted a couple of slides ago,
there's a process that the facilitator goes through,
through each session to engage the teachers.
The first step in that process is debriefing.
So there's a period of time when the facilitator
just engages the teacher.
They talk about what has happened in their classroom,
what they learned about during the last session.
So the debriefing takes place and then the facilitator
defines the session goals for this particular session.
So that's step two in that process.
What this slide depicts is actually Step Three,
exploring new practices and comparing them to the current
practices that are being incorporated in the classrooms.
And so you see this particular step is related to
Recommendation One, and that is:
teach students academic language skills including the use of
inferential and narrative language and word knowledge.
Note that the PLC really scaffolds the teachers
as they do the work.
So they are working in small groups,
the facilitator is conducting a whole-group
discussion along the way.
The teachers are then reading and discussing
aspects of the Practice Guide itself,
so they're engaging in the Practice Guide.
So throughout this step the teachers are well engaged
with one another and also,
with the content of the Practice Guide.
Then continuing with this step you see an activity
that engages the teachers in analyzing a sample conversation
in the Practice Guide regarding a read-aloud.
And again, just as an organizational kind of tip,
you'll note that in that very first paragraph
under number one, Activity One inferential Language
examples, that's bolded, and so for the facilitator
all of the activities throughout the PLC are bolded.
They're numbered, named and they're easily found
within the materials for the facilitator.
You'll also note that there is an icon
that's represented in the lower right corner of the slide,
and that is a reference to the activity sheet
in the the Participant's Guide.
So that's there so the facilitator knows
what that looks like.
So the materials in the PLC are organized very well.
They're easy to follow and so,
very user-friendly for our facilitators.
We have in conjunction with this step,
for this particular recommendation a classroom video.
And again, you've seen several of these videos
throughout the course of our time together.
There are a wide variety of them;
22 represent classroom instruction.
We're going to take a look at just a portion of this one.
And this one pertains to again, Recommendation One,
academic language.
And it pertains to how-to Step One, inferential language.
What you're going to see is a discussion
between the teacher and students.
And what has just happened in this classroom video
for K-1 students, is that the teacher has just read a text
called Lions, to the class.
And that teacher is now facilitating
an academic language discussion.
So we're going to take a quick look at just a portion
of this video centered around academic language.
So, let's go there.
- So this story, this book, it was about lions.
What do you think, are lions a wild cat?
Or, a cat that we can have as a pet?
Think about it first.
I want you to turn to your partner and share what you think.
(children all speak at once)
- [Child] It's a wild cat.
- [Laura] Tell your partner why you think it's a wild cat.
(children all speak at once)
Alright, and my hand goes up.
Nice job, guys.
I want a few people to share with me what your partner said.
What you think about lions.
- I think it's a wild cat because it lives in the wild.
- Okay, Albert?
- I said that lions are wild cats because
they live in Asia and Africa and they do
a really loud roar and they're really big,
so you couldn't have them as a pet.
- I like how you use what you already know about lions
to think about whether they're wild or not.
- I think about lions, I think they are wild
because they eat meat mostly.
- I think lions are wild cats because if you try to keep
them as a pet, they'll just destroy your house.
- (chuckles) Yeah, we wouldn't want to try that.
So I want you to think about a cat that you've seen.
It could be a cat maybe at your house,
maybe near your house, or at a zoo.
Think about that cat.
Picture it, what does it look like?
Help me to think about how you could describe that cat.
Get ready for the phone on your head.
- I describe my cat that it is black and has sharp claws,
but instead it has...
- Black and it has harp claws?
I like how you put the question and the answer together.
You said: "I can describe my cat as black with sharp claws."
Let's see who else, one more friend to share about a cat,
and then we'll share with our partners some more.
- I can describe my cat that has a lot of gray fur,
it has green eyes, and it has a long, furry tail.
- I'm wondering what you and your partner talked about.
Who can share with me, how can you tell if a cat is wild or
if a cat can be a pet?
- Because the wild cats, they're really big and
the pet cats, they're really small.
- Why do you think it would be hard
to have a really big cat as a pet?
- Because ti might break up your house.
- (chuckles) I think you're right.
- If a cat is wild it would be able to run really fast
and not hafta, and not be afraid to just go outside
for like two days and then just come back inside.
- Now Evan, you mentioned cats going outside.
What do you think would happen if a pet cat
that's used to being inside, goes outside?
Do you think they would be scared?
How do you think they would be feeling?
- I think I know how they would be feeling
because there's a cat in my yard who mostly lives outside.
I think when it rains she feels really cold,
and when it doesn't rain,
she mostly just hangs around in my dad's barn.
- [Laurie] I think we would all agree that lions
would not make good pets and
they certainly may destroy your house.
So you can see again, that action step incorporated
in classroom instruction with real students,
and that instruction delivered by
a teacher in her classroom.
Keeping in mind that those students were kindergarten
and first grade students, and they were using the names
of the continents Asia and Africa as they spoke,
and so that's really pretty impressive.
In association with the videos, and again
in the Facilitator's Guide an organizational kind of tip,
and that is again, we're looking at Recommendation One
related to How-To Step One Inferential Language.
And in the Facilitator's Guide
you'll see a chart like this one.
So in the green box it indicates the number of videos
that are related to this particular recommendation
and the how-to step.
It gives you the grade level of the video
that is represented there.
Gives you the activity that you are going to observe
in that video, along with a bulleted description
of what you'll see, and also delineates
the length of the video.
So the facilitator has all of the information
right there at his or her fingertips.
In addition, you see the sidebar, that rather blue box
that has the key points about the video.
And this is kind of a cheat sheet, and so certainly
we would anticipate the facilitator
is going to preview those videos and have a good idea
of what they contain before sharing them
with the participants of the PLC.
But that said, this can serve as a really great reminder
of what they're going to see in that particular video.
So again, a great help to our facilitators
as they work through the PLC with their participants.
So that's pretty much an overview of the PLC materials.
So we've looked at the Facilitator's Guide
fairly extensively giving you some idea
of really kind of, how that's organized.
We shared with you the elements
of the Activity Guide for the Participants.
And we provided some detailed information about
the videos that are contained within the PLC, as well.
Before we move on, we wanna highlight
a couple of resources that are also
supportive of the Practice Guide.
And you'll find those resources on the same webpage
as the Practice Guide itself.
One of them is entitled:
Tips for Supporting Reading Skills at Home.
And this is designed for families and helping them
to incorporate some of those recommendations
into their home environment.
So that's available, again on that same webpage.
In addition, there's a document that's entitled:
Evidence on Tips for Supporting Reading Skills at Home,
and so the evidence is delineated for those tips
in the previous document that I shared with you.
And so, that is available for you as well.
And then also, there's a Practice Guide Summary
also on that page, and the Practice Guide Summary
provides the recommendations from the Practice Guide
and a few activities that are related to each one
of those recommendations.
So it captures the essence of the Practice Guide
in a much more brief document.
All of those, I said, are available on that same IES webpage
that you'll find the Practice Guide.
So let's move on.
Again, we've shard a little bit about
the Practice Guide itself,
the complementary PLC materials that are available.
And now I wanna share with you just some other resources
that have been developed by REL Southeast
in the form of a Literacy Roadmap.
And the Literacy Roadmap was developed around a framework
thinking about schools that need improvement.
And especially in regard to implementing those
evidence-based literacy practices.
The Roadmap makes a great deal of sense in the way
that it is presented, in that it begins
at the very beginning in helping users
to understand a little bit about
evidence-based literacy practices and why they're important.
And let me go to that document and show you that
in a little bit larger format.
So here you have the Roadmap.
And again, we begin with understanding
those evidence-based practices.
And then it works through the ideas
of ascertaining your needs.
Also, talking about selecting
evidence-based literacy practices,
beginning implementation of those practices,
and then shares a bit about also evaluation
once those practices have begun to be implemented.
This is the first page of the Literacy Roadmap.
There's a second page, so there are actually
seven sections to the Roadmap itself,
all of them contain clickable links.
So when you click on the title that's under each one
of those sections, it will take you to a resource.
There are icons that show you what type of resource
you're going to encounter.
For instance, you may see a video.
You may be taken to an infographic website or
a document itself, and so those icons let you know
kind of, where you're going in the form of resources.
I wanna share with you just our highlights
for these sections because I think they may be
particularly helpful to you.
Section Four contains a number of self-study guides
to help teams of educators at either the state level,
a district level, or a school level,
begin to reflect upon and have some guided conversations
regarding what practices are implemented in their schools,
or districts, or states presently, and then,
how well those practices are being implemented,
if there are other evidence-based practices that they need
to consider, and then coming to a consensus about where
they need to focus their efforts and their resources.
And so the self-study guides are available for a number
of different grade levels.
You can find them again, on the Roadmap.
When you click on them it will take you
right to the self-study guide.
And they do a great job of facilitating the conversations
around the selection and implementation of
evidence-based practices in literacy.
Also, in Section Five you're going to find
some tools for selecting evidence-based
instructional materials and strategies.
There you will find, Dr. Foorman has created
a video in which she shares the process of
systematic review and what that looks like.
She shares a little bit about the What Works Clearinghouse
and the work that they do, and she shares a bit
about the practice guides that have been published.
In addition, information is provided in Section Five
about the systematic review of research
on the effectiveness of adolescent literacy programs and
practices, as well as a summary and analysis of
evidence that supports response to intervention.
And there's also a rubric there for evaluating
instructional materials for grades K-5.
And then finally, Section Seven.
Section Seven provides some resources for
implementing evidence-based practices.
You'll find under Section Seven a link to the Practice Guide
that we've been discussing this afternoon.
There's also a link to the PLC materials
that we've talked about.
And there's finally, a link to the PLC for
an English-learners practice guide.
So all of those are there on the Roadmap with clickable
links where you can find those resources very quickly
and they are again, in that framework just leading you
from understanding evidence-based practice,
to selecting those practices, to implementation,
and also then evaluation.
So that is a little bit about PLC that complements
the Practice Guide and then some other resources
that we have available for you.
Alright, so I'm gonna turn it back over to
Dr. Foorman at this point.
I don't know that we have questions to answer
that have been submitted.
We're gonna check on that for you right now.
And if there are questions that you'd like to
just enter into the Question and Answer box
on your screen, you are welcome to do that.
And while you're doing that, I'll just again highlight.
There are two links on this slide;
one to the practice guide itself.
And again, if you Google:
IES practice guide on foundational reading skills,
it will come up for you.
And then same thing, there's a link to
the PLC guides and videos, but if you will Google:
PLC on foundational reading skills,
that will come up for you as well.
So you can access those easily that way.
- [Nathan] While we wait for any questions to come in,
I will just let everybody know that we are recording
this webinar and as soon as it's ready for viewing,
Ill send a link out to all registrants.
- [Laurie] Thank you, Nathan.
And we do wanna just share, please feel free
to contact Dr. Foorman or me if you do have questions
following the webinar that you think of later.
Please feel free to get in touch with either one of us and
we're glad to help in whatever way we can.
- [Barbara] Yes, we did have a question that just came in
about how is this different from Orton-Gillingham?
And a couple of other questions like how are work stations
incorporated and how is spelling support provided.
Let me emphasize that the practice guides provide
recommendations based on the research,
but they don't give you a complete curriculum,
so you would need to fill out your own curriculum.
But I would say the Orton-Gillingham approaches
are often used for students who were really struggling
with reading and they wouldn't be appropriate for
general ed classrooms, or more relevant to
Tier Two and Tier Three within the response intervention
or multi-tiered systems of support framework.
They provide much more practice on particular
sounds-spelling patterns, so they can be good resources for
students who are really struggling.
The question about work stations,
I did address one obstacle.
The big challenge is differentiation and what do you do
with the rest of the students
while you're pulling a small group.
And so, you need to provide relevant activities,
meaningful activities for students to do individually,
in partners, or in small groups.
There are a number of materials available.
One thing that FCRR, Florida Center for Reading Research
developed was student center activities and
you can go to our website and they're freely available
on the Student Center Activities.
Here's another question that's come in.
Our state has recently pushed a more balanced
literacy-type of model with alignment to
Common Core State Standards,
but it has markedly less emphasis on
phonemic awareness, phonics, decoding, et cetera.
What are your thoughts on this?
Well, for students who come to school from
highly literate households already knowing how to read,
then great, you skip a lot of steps and
just give them great things to read.
But unfortunately that's not true for a lot of our students.
They're not coming from literate households,
in fact they're coming with a much reduced set of
vocabulary words that people have documented.
It starts that gap in language which starts very early.
The work of Anne Fernald at Stanford documents it
starting when students are one years of age.
So we need to emphasize oral language,
and as soon as students come into pre-K or kindergarten,
oral language is crucially important.
That's why the first recommendation in this practice guide
is all about academic language.
But then, for students who haven't been exposed to literacy,
or struggle with literacy, phonemic awareness
is really important to emphasize 'cause it helps them
segment the sounds in speech to which the letters link up,
and that can be a real roadblock for students.
And providing intervention early on,
the earlier the intervention,
the better for students who are struggling.
You'll have much better results if you start early.
And someone else asked about spelling support.
Yes, spelling is crucially important.
There are spelling programs available.
They are often a third or a fourth tab in a quarter
reading program and teachers don't have time to
get around to it, but I applaud the Grade Two teachers who
really get to the depth of the English writing system
because those students are going to be much more
efficient in their reading because
they have that understanding of spelling.
Let's see, do we have any other questions that have come in?
No, I don't think so.
Okay, so we wanna thank you for attending this webinar.
And if questions come up after the webinar's over,
as you think about these points,
feel free to send an email to myself or Laurie Lee.
We've provided you the links to the Practice Guide and
the PLC materials and the videos.
And we will also post a PDF of this PowerPoint,
but we have to remove,
the videos won't be available within the PowerPoint
because they're separate, even as we do this webinar,
because they're so huge.
So we will provide that.
We'll post that on REL Southeast website.
So thank you very much for attending.
- [Laurie] Thank you, all.
We appreciate your time, and have a great afternoon.
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