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Professional Development System Reading and Adult Learners Kim Rossman Tutors of Literacy in the Commonwealth kim@tlcliteracy.org TLCs website: tlcliteracy.orgtlcliteracy.org

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Professional Development System Agenda Welcome Objectives KWL Activity The reading process Practice Reflections and Questions Tutor Training ~ Reading, 10/21/14

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Professional Development System Objectives for Day At the end of the day, participants will be able to: Define the reading process Identify skills to assess and teach the reading process Demonstrate teaching strategies for the reading process Tutor Training ~ Reading, 10/21/14

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Professional Development System Reading is A complex system of deriving meaning from print that requires: Partnership for Reading, The National Reading Panel, federal Reading First law Tutor Training ~ Reading, 10/21/14

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Professional Development System Reading is A complex system of deriving meaning from print that requires: An understanding of how speech sounds are related to print Partnership for Reading, The National Reading Panel, federal Reading First law Tutor Training ~ Reading, 10/21/14

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Professional Development System Reading is A complex system of deriving meaning from print that requires: An understanding of how speech sounds are related to print Decoding (word identification) skills Partnership for Reading, The National Reading Panel, federal Reading First law Tutor Training ~ Reading, 10/21/14

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Professional Development System Reading is A complex system of deriving meaning from print that requires: An understanding of how speech sounds are related to print Decoding (word identification) skills Fluency Partnership for Reading, The National Reading Panel, federal Reading First law Tutor Training ~ Reading, 10/21/14

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Professional Development System Reading is A complex system of deriving meaning from print that requires: An understanding of how speech sounds are related to print Decoding (word identification) skills Fluency Vocabulary and background knowledge Partnership for Reading, The National Reading Panel, federal Reading First law Tutor Training ~ Reading, 10/21/14

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Professional Development System Reading is A complex system of deriving meaning from print that requires: An understanding of how speech sounds are related to print Decoding (word identification) skills Fluency Vocabulary and background knowledge Active comprehension strategies Partnership for Reading, The National Reading Panel, federal Reading First law Tutor Training ~ Reading, 10/21/14

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Professional Development System Reading is A complex system of deriving meaning from print that requires: An understanding of how speech sounds are related to print Decoding (word identification) skills Fluency Vocabulary and background knowledge Active comprehension strategies A motivation to read. Partnership for Reading, The National Reading Panel, federal Reading First law Tutor Training ~ Reading, 10/21/14

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Professional Development System What it boils down to Tutor Training ~ Reading, 10/21/14

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Professional Development System These key elements define the content of reading instruction, and research provides guidelines for building many of the important skills. Partnership for Reading, The National Reading Panel, federal Reading First law Tutor Training ~ Reading, 10/21/14

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Professional Development System Introductions Name Role Why you are here? What do you hope to get from todays session? What topics would you like to learn more about? Do you know on which components you should work? How do you assess learners reading needs? Handouts Tutor Training ~ Reading, 10/21/14

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Professional Development System What Helps People Learn to Read? Models Seeing others read or being read to Purpose Having a reason for reading or learning Confidence Believing that they can learn Reading Having access to interesting, stimulating materials Support Getting encouragement and reinforcement from others Instruction Tutor Training ~ Reading, 10/21/14

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Professional Development System Comprehension ~ T or F Students must know the words or be able to sound out words before reading the text. LitStart: Strategies for Adult Literacy and ESL Tutors, 3 rd Edition, Michigan Literacy, Inc. 1999. Tutor Training ~ Reading, 10/21/14

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Professional Development System What do you think? Words Mxxxxxxn, hixx, yxxxx Phrase Almxxx erxxx yxxr, Mrs. Crooks climbs up a mxxxxxxn whxch is ovxx fourtexxx thxxxxxx fxxt hixx. Mrs. Crooks xx ninexx-one yxxxx old. LitStart: Strategies for Adult Literacy and ESL Tutors, 3 rd Edition, Michigan Literacy, Inc. 1999. Tutor Training ~ Reading, 10/21/14

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Professional Development System Comprehension ~ T or F Students who recognize and understand all the words comprehend the text. LitStart: Strategies for Adult Literacy and ESL Tutors, 3 rd Edition, Michigan Literacy, Inc. 1999. Tutor Training ~ Reading, 10/21/14

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Professional Development System What do you think? They had a purple miracle for three bloated rocks. A man with a tasty highway will open the night for the April maple. If ever a dog needed a flaming song, this grassy table will tell me today. LitStart: Strategies for Adult Literacy and ESL Tutors, 3 rd Edition, Michigan Literacy, Inc. 1999. Tutor Training ~ Reading, 10/21/14

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Professional Development System Comprehension ~ T or F Students who can answer questions comprehend the text. Tutor Training ~ Reading, 10/21/14

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Professional Development System What do you think? Jan bought a new stecker at the hardware store. She needed a stecker for her minkle. Everybody knows that a minkle wont dreep if doesnt have a good stecker. ---------------------------------------------------------------- What did Jan buy? What did she need it for? What would have happened if Jan hadnt bought it? LitStart: Strategies for Adult Literacy and ESL Tutors, 3 rd Edition, Michigan Literacy, Inc. 1999. Tutor Training ~ Reading, 10/21/14

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Professional Development System WHAT TO TEACH VS. HOW TO TEACH Tutor Training ~ Reading, 10/21/14

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Professional Development System WHAT TO TEACH Tutor Training ~ Reading, 10/21/14

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Professional Development System The typical adult entering a literacy program was never taught the alphabetic-phonetic (letter-sound) principle of our language that letters represent speech sounds, and those letter-sounds must be in a certain sequence in order to have meaning. from Teaching Adults Who Learn Differently: An Extensive Guide for Literacy Teachers and Tutors by Louise Skinner, Phyllis Gillespie, Lynda Balkam Did you know?

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Professional Development System Phonemic Awareness Ability to detect individual sounds within words and pick out and manipulate those sounds, to understand that spoken words are made up of a series of discrete sounds. Tutor Training ~ Reading, 10/21/14

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Professional Development System The Listening Process Listening Tutor Training ~ Reading, 10/21/14

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Professional Development System Skills developed and used in the listening process must then be applied to the reading process. Start by modeling skills while listening. These are the skills that need to be taught. The reading process is the ability to actively construct meaning from written text in order to meet individual needs. Tutor Training ~ Reading, 10/21/14

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Professional Development System The Reading Process Reading Tutor Training ~ Reading, 10/21/14

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Professional Development System The Components of Reading Tutor Training ~ Reading, 10/21/14

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Professional Development System Is the learner learning to read or reading to learn? Tutor Training ~ Reading, 10/21/14

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Professional Development System Assessments Needed Silent reading comprehension is not sufficient. Need measures of: decoding fluency vocabulary Assessment Strategies and Reading Profiles website, part of the National Institute for Literacys website, https://lincs.ed.gov/readingprofiles/ https://lincs.ed.gov/readingprofiles/ Tutor Training ~ Reading, 10/21/14

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Professional Development System Assessments Sylvia Greene's Informal Word Analysis Inventory (word analysis) Sylvia Greene's Informal Word Analysis Inventory Word Reading Test of the Quick Adult Reading Inventory (QARI) Form A or B (word recognition) Word Reading Test of the Quick Adult Reading Inventory (QARI) Form A or B Oral reading rate (word recognition automaticity) Oral reading rate Readability Formulas Okapi Readability Calculator Okapi Readability Calculator ATOS Analyzer ATOS Analyzer Microsoft Word Microsoft Word Davidson-Bruce Word Meaning Test (WMT) (vocabulary) Davidson-Bruce Word Meaning Test (WMT) Tutor Training ~ Reading, 10/21/14

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Professional Development System RecognizeDecodingVocabularyFluency Recognize the ability to match words in print with those already known. Tutor Training ~ Reading, 10/21/14

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Professional Development System The Components of Reading Tutor Training ~ Reading, 10/21/14

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Professional Development System Diagram 1: Recognize Diagram 2: Fluency and Vocabulary

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Tutor Training ~ Reading, 10/21/14

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Professional Development System Understand and React ComprehensionVocabulary Tutor Training ~ Reading, 10/21/14

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Professional Development System The Components of Reading Tutor Training ~ Reading, 10/21/14

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Professional Development System Diagram 3: Understand and React: Comprehension

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Tutor Training ~ Reading, 10/21/14

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Professional Development System Apply Family member WorkerCommunity Tutor Training ~ Reading, 10/21/14

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Professional Development System Diagram 4: Apply

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Tutor Training ~ Reading, 10/21/14

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Professional Development System HOW TO TEACH Tutor Training ~ Reading, 10/21/14

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Professional Development System Principles of Effective Reading Instruction Explicit or direct instruction Strategy instruction Scaffolded instruction Intensive instruction or active engagement Structured or segmented instruction Tutor Training ~ Reading, 10/21/14

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Professional Development System Principles of Effective Reading Instruction Explicit or direct instruction Goals, objectives, and expectations are explicit Instructional content is explicit Structure of lesson presentation is explicit Assume NOTHING Tutor Training ~ Reading, 10/21/14

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Professional Development System Principles of Effective Reading Instruction Strategy instruction Teaches learning tools (teaches learners how to learn) Tutor Training ~ Reading, 10/21/14

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Professional Development System Principles of Effective Reading Instruction Scaffolded instruction Provide support in varying degrees Tutor Training ~ Reading, 10/21/14

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Professional Development System Principles of Effective Reading Instruction Intensive instruction or active engagement Active learning Time Tutor Training ~ Reading, 10/21/14

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Professional Development System Principles of Effective Reading Instruction Structured or segmented instruction Analyze each task and break it into parts Teach parts then pull it all together Tutor Training ~ Reading, 10/21/14

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Professional Development System Sequencing Basic Skills Instruction Introduction and purpose Explanation and modeling Guided practice with feedback Independent practice Review Tutor Training ~ Reading, 10/21/14

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Professional Development System Choosing Materials When possible, allow learners to choose Consider learners: Decoding ability/reading level Background knowledge Interests Experience Goals Tutor Training ~ Reading, 10/21/14

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Professional Development System Sample Activities See handouts and books Tutor Training ~ Reading, 10/21/14

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Professional Development System Tutor Training ~ Reading, 10/21/14

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Professional Development System Demystifying Demonstration Reading: Foundations Skills Strand OR Language Strand Learner Profile Identify a learning need Match need to a standard Create an activity for a tutoring session Share Tutor Training ~ Reading, 10/21/14

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Professional Development System Learner Profile Collin Collins DOB: 1963 TABE Reading 9M = 447 = 3.5 See handout for Collins profile Tutor Training ~ Reading, 10/21/14

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Professional Development System Tutors Next Steps Davidson-Bruce word meaning test ~ 8 th grade Davidson-Bruce word meaning test Spelling test (tutor created) ~ 3 rd grade Spelling test Word Recognition Test ~ 3 rd grade Word Recognition Test Oral Reading Fluency ~ tutor used a passage at Collins independent reading level ~ 2 nd grade Oral Reading Fluency Tutor Training ~ Reading, 10/21/14

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Professional Development System Tutor Training ~ Reading, 10/21/14

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Professional Development System Assessment Strategies & Reading Profiles Tutor Training ~ Reading, 10/21/14

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Professional Development System Tutor Training ~ Reading, 10/21/14

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Professional Development System ASRP Profile Options Tutor Training ~ Reading, 10/21/14

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Professional Development System 42 Tutor Training ~ Reading, 10/21/14

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Professional Development System Tutor Training ~ Reading, 10/21/14 Sounds

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Professional Development System Tutor Training ~ Reading, 10/21/14

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Professional Development System Tutoring Session Activity Picture Match website Flash cards Tutor Training ~ Reading, 10/21/14

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Professional Development System Tutor Training ~ Reading, 10/21/14

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Professional Development System Create an Activity for Learner Identify a learning need and decide on which skill you will focus Pick an appropriate, associated standard Choose a strategy and create an activity for a tutoring session Share with group Tutor Training ~ Reading, 10/21/14

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Professional Development System Discussion Evaluations Tutor Training ~ Reading, 10/21/14