best practices in managing an effective literacy block
DESCRIPTION
About the Researcher Lynn DiMatteo 1976-1985 – Classroom Teacher, Staten Island, NY 1996-2002 – Classroom Teacher Wanaque, NJ 1999-Present – Adjunct Professor, William Paterson University 2002-2011 – Classroom Teacher Cedar Grove, NJ 2011-2013 – K-12 ELA Curriculum Supervisor, Cedar Grove, NJ 2013-Present – Principal, South End School, Cedar Grove, NJTRANSCRIPT
Best Practices in Managing an Effective Literacy Block
Job Embedded Action Research Project New Jersey Leaders to Leaders
(NJ-L2L) Program Lynn DiMatteo About the Researcher Lynn
DiMatteo
Classroom Teacher, Staten Island, NY Classroom Teacher Wanaque, NJ
1999-Present Adjunct Professor, William Paterson University
Classroom Teacher Cedar Grove, NJ K-12 ELA Curriculum Supervisor,
Cedar Grove, NJ 2013-Present Principal, South End School, Cedar
Grove, NJ Cedar Grove School District New Jersey School Performance
Report PROBLEM STATEMENT It is increasingly evident to this
researcher that teachers are struggling withhow to maximize
instruction in a literacy block. Eighty-seven percent reportthey
were never given sufficient professional development training in
how tomanage a 135-minute literacy block since instituted in 2008.
The researcher believes that through the adoption of a specific
structuredesign in the grades K-4 literacy block, teachers will
develop willingness andthe ability to change their teaching
practices through the implementation ofnew teaching strategies to
enhance student achievement. Context of the Problem Cedar Grove
School District DFG I
Scores significantly lower in comparison to I Districts NJ School
Performance Reports 59% ELA passing (SE); 81% ELA passing(NE); SGP
39% (SE); 38% (NE) QSAC Curriculum and Instruction 47%/80% - long
term action plan Common Core alignment; workbook/worksheet reliance
87% of NE/SE teachers believe they were never formally trained to
manage aneffective literacy block;80% believe they manage an
effective block Divide between perception and reality of
teachers/administrators view Focus Group 45 general education and
special education teachersin grades K-4 in both NE and SE Research
Questions 1. What are the best practices for effective instruction
to have emerged from aliteracy block to promote student learning?
2. What are the perceptions of teachers concerning the structure of
their presentliteracy block? 3. How can the use of the Daily 5/CAF
change teacher practice in a literacyblock? 4. What are the changes
in teachers beliefs about the structure of a literacyblock after
participation in a year-long professional development program? The
Goals Adopt a specific structure design to manage the
135-minuteliteracy block, specifically the Daily 5/CAF Develop a
change in teaching practices through theimplementation of new
teaching strategies Methodology Data Source Research
Questions
What are the best practices for effectiveinstruction to have
emerged from aliteracy block to promote studentlearning? What are
the perceptions of teachersconcerning the structure of theirpresent
literacy block? How can the use of the Daily 5/CAFchange teacher
practice in a literacyblock? What are the changes in teachers
beliefsabout the structure of a literacy blockafter participation
in a year-longprofessional development program? Teacher Pre- and
Post-Survey Online Professional DevelopmentCourse 15 hours Daily
5/CAF Good Habits, Great Readers Discussion Board Development of
Materials Videos/Articles/Webinars Follow-up Interviews Classroom
Observations Classroom Walk-throughs Findings and Conclusions
% believed no sufficient training was received % believed no
sufficient training was received decrease of 35% Findings and
Conclusions
Vary activities - whole group, small group and one-on-one
instruction % % increase of 21% Findings and Conclusions
Extend periods of student engagement in reading, writing, word
study % % increase of 21% Findings and Conclusions
Student choice of task % % increase of74% Findings and
Conclusions
Student goal-setting under guidance of teacher % % increase of65%
Findings and Conclusions
The need for professional development to support teachers in any
newinitiative is crucial to success. Administrators observe an
increase in maximizing instruction in theliteracy block; however,
there are teachers who readily admit they stillstruggle with time
management, student engagement, assessment, andgoal-setting. Moving
away from literacy centers has been difficult for some. Teachers
are still adjusting to Good Habits, Great Readers and how bestto
marry it with Daily 5/CAF. Recommendations Provide more resources
and materials for classroom use. These include more leveledreaders
for independent reading, as well as word study activities and
ideas. Further professional development in the use of the CAF which
deals with assessmentand goal-setting in the classroom. Greater
professional development in facilitating effective guided reading
groups. Professional development in the area of teaching writing.
Continued taining in marrying Good Habits, Great Readers with Daily
5/CAF. Continued visitation of colleagues classrooms who are
successful in theimplementation of Daily 5/CAF whether in or out of
district. Continued use of online Professional Development so all
teachers can growprofessionally in the comfort of their own home
and within the time constraints oftheir own schedule. Daily 5/CAF
in Action Small Group Instruction Use of I-Charts Daily 5
Components Read-to-Self Read-to-Someone Daily 5 Components Listen
to Reading Word Work Daily 5 Components Work with Writing With
Thanks Many thanks to Ms. Traci Dyer, North End Principal,
andMichael Fetherman, Superintendent of Cedar Grove SchoolDistrict,
for their vision and hard work. Many thanks to Ann Small, my
mentor, for her support,guidance, and constant words of
encouragement. I could nothave asked for more from a mentor.
Questions/Comments Investing time to learn something in your
profession makes youRICH in your KNOWLEDGE, if you are not then it
will makeyou POOR in your PERFORMANCE. Sivaprakash Sidhu