LEADS in the Classroom:
Why You Do What You Do
For Elizabeth Schools, January 23, 2012
Presentation by Kelly Ford
Fred Carrigg and Associates, LLC
Steeped in Research
Think of your classroom,
your lessons, and the way you teach.
LEADS research empowers you to be
able to say why you’re doing what you’re
doing as a teacher.
LEADS Research Matrix
http://www.middletownk12.org/leads/files/LEADS%20Middle%20Grades%20Research%20Matrix.pdf
What Does It Look Like?
Tier 1 : YOU supply the new information.
Build background knowledge. Predict key vocabulary.
Model the strategy (i.e. Questioning and Predicting).
Tier 2: Students Do What You Modeled
in Small Groups
Guided Reading/Writing, Technology, Word Wall Activities,
Independent Reading
(see handout or go to http://elizabethteachers.weebly.com)
Tier 3: Reserved for students seriously
behind, happens during Tier 2.
This is when you refer to that DRA Focus Plan,
the retired word wall vocab that a handful of students haven’t learned,
or a skill you need to re-teach to a handful of students.
Bottom Line
Student-Centered – what do your students
need? What motivates your students? How can
you capitalize on their interests in the classroom?
Flexible Grouping – by level, or interest, or
behavior issues
Rigorous – Three novels at same time: core,
guided, and independent. High level of exposure
to vocabulary.
DRA Is Not Done In Isolation
What happens after the assessment is
most important.
– Used to create your tier 1 and tier 2 lessons.
– “Focus For Instruction” identifies what students
need to learn next and breaks it into down into
easy steps
– Writing plays a reciprocal role with reading (they
always write about what was done in guided reading)
Common Misuses of the DRA
• Using current grade level at beginning of year (students should be
independent 40 at beginning of 5th grade)
• Students who are partially proficient on NJASK yet on or above
grade level according to DRA record.
• Teachers helping too much
• Teachers scoring too easy or too hard
• Not looking at previous DRAs (the best DRA profile is multiple DRAs
given over time)
• Teachers using the books to teach the skill (then students are rereading same book during assessment)
• The DRA goes into a drawer, never to be seen again
The DRA assess a student’s ability to
use Comprehension Strategies,
which is the ultimate goal to reading.
1.
2.
3.
4.
5.
6.
7.
Activating background knowledge
Questioning the text (to make solid predictions)
Repairing when understanding breaks down
Determining importance (for summarizing)
Drawing inferences
Creating mental images (visualizing)
Synthesizing/Evaluation: new understanding into their
lives and world view.
Let’s Look at a Genuine DRA
Take a moment to review this actual DRA
from a 5th grade student.
1/23/12
1/23/12
Get Your DRA Copies and
Teacher Guide Online
• http://connect.pearsonlearning.com/c2dra/index.cfm
Scroll down and click on “General” on far right side.
Scroll down and click on either the K-3 kit or 4-8 kit.
Demonstration
Tier 1 to Tier 2 Purpose for Reading:
Use the text features to ask questions and make
predictions about the novel.
___________________
Watch how the Tier 3 Focus Plan ties into the
general guided reading discussion.
Discuss
What questions came up during the
demonstration?
Track student progress to ensure growth.
(If mastered, move on to new skill on same level OR higher level with
same skill. Spend approx. 3 weeks on each skill.)
See sample handout
Progress Monitoring Record for Language Arts Literacy
General Ed LAL Teacher:
Jones
Student:
LAL Co-Teacher:
Smith
School Year:
Progress Key*
Grade:
Mark Ford
2011
9
Most recent NJ-ASK
LAL Score:
189
Breakout Session
Learning is social.
Create your own weekly lesson
plan based upon ANY objective
that links to the DRA.
Follow guidelines on handout.
Share & Discuss
For resources and presentations, go to
http://elizabethteachers.weebly.com
KellyFord102@comcast.net