The JCPS / Bellarmine University
Literacy Project
The Principals Fellowship
Session 1
September 15, 2014
Kathleen & Robert Cooter
… literacy liberates us from dependence on
received wisdom and allows us to find and
weigh the evidence ourselves. Simply put,
literacy is a cornerstone of our freedom.
(Ippilito, J., Steele, J, & Samson, J., 2007)
Class Agenda

Welcome and Introductions

Warm-up Activity

Name Plates & Class Norms

Course Overview – Review of Syllabus/Book

PhD Credit in Literacy Leadership

QUESTION: Why do we HAVE to do this?!

“Ugly Baby” Activity

Hearing from the Teachers

EXECUTIVE SUMMARY: National Reading Panel & What Your Teachers Are
Learning

What is a CAP?

What’s next?
Course Overview
• Syllabus
• Semester
Outline
4
QUESTION:
Why do we HAVE to do this?!
R. Cooter, Fall 2014
5
JCPS-Bellarmine Literacy Project
A Capacity-Building Model for Teacher Development (Cooter &
Cooter, 2003) in Research Based, Culturally Relevant Reading
Instruction
• Deep content knowledge of the reading process
and reading instruction (Knowledge)
• Research-Based, Culturally Relevant Reading
Instruction (Skill)
• Growth vs. fixed mindset (Dispositions)
Effective Teachers of Reading…….
Observe
Teach
Inquire
Evaluate
Learning
Diagnose
Design
Gradual Release of Responsibility Framework
(Pearson and Gallagher, 1983)
Proportion of responsibility for task completion
All teacher
MODELING
Joint responsibility
GUIDED/COLLABORATIVE PRACTICE
GRADUALLY RELEASE RESPONSIBILTY TO
THE STUDENT
All student
INDEPENDENT
PRACTICE AND
APPLICATION
What does scientific research say
about fluency?
Time on task improves performance!
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The 5 Essential Components of Effective
Reading Instruction (Nat’l Reading Panel)
DECODING/WORD
RECOGNITION
COMPREHENSION
Vocabulary
Phonics
Phonemic
Awareness
Fluency
Comprehension
Strategies
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The Teaching and Learning Cycle
Build Teacher
Background
Family
Connections
The
Big 5
Strategize/Teach
Differentiate
Instruction
Assessment
Let’s take a look
at your teachers
first CAPs!!
Assessing Fluent Oral Reading
Four components:
• Accurate decoding of text
• Reading rate or speed
• Use of volume, stress, pitch, and prosodic
markers
• Mature phrasing or chunking of text
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Assessing Fluent Oral Reading
Four components:
• Accurate decoding of text
• Reading rate or speed
• Use of volume, stress, pitch, and prosodic
markers
• Mature phrasing or chunking of text
14
Literacy Profile: Fluency Assessments
Grade Level:_____2______Teacher:___Ms. Jones_________
Fall or Spring
Student
Words Correct per
Minute (wcpm)
ORF Norms
Interpretation
(Above, Appropriate,
and Below)
Accuracy
TOWRE
SWE
SS, Percentile and
Interpretation
TOWRE
PDE
SS, Percentile and
Interpretation
1
49
Appropriate
96%
111, 77%, D
100, 50%, P
2
30
Below
58%
95, 37%, S
86, 18%, S
3
81
Above
100%
123, 94%, D
112, 79%, D
4
23
Below
45%
86, 18%, VP
85, 16%, VP
5
60
Appropriate
100%
114, 82%, D
105, 63%, P
6
15
Below
29%
85, 16%, VP
81, 10%, VP
7
100
Above
100%
138, >99%, D
130, 98%, D
8
33
Below
64%
97, 42%, P
90, 25%, S
9
65
Above
100%
119, 90%, D
108, 70%, D
10
16
Below
31%
88, 21%, S
83, 13%, VP
11
98
Above
100%
130, 98%, D
120, 91%, D
12
77
Above
100%
117, 87%, D
107, 68%, D
13
38
Below
74%
103, 58%, P
94, 35%, S
14
75
Above
100%
119, 90%, D
108, 70%, D
15
23
Below
45%
90. 25%, S
85, 16%, VP
What does scientifically based research
tell us about fluency instruction?
Repeated and
monitored oral reading
improves reading
fluency and overall
reading achievement.
No evidence to support
instructional time spent
on silent, independent
reading with minimal
guidance improves reading
fluency and overall
reading achievement.
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CHORAL READING
Three types are effective…
• UNISON
• ECHO (also called “ECHOIC”)
• ANTIPHONAL
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YOUR TEACHERS’ HOMEWORK
ASSIGNMENT: CAP #2
Begin work on CAP #2 Part 2 – Refer to CAP #2
Guidelines
– Meet with your Literacy Project Coach
– Due to your instructor by Session 8
**Grade Level Passage Reading and TOWRE-2
completed and entered into Cascade by
October 3, 2014 for Grades 1-3
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