Effective Early Literacy Support in Philadelphia Promoting Early Literacy Inside and Outside of the Classroom

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1 Effective Early Literacy Support in Philadelphia Promoting Early Literacy Inside and Outside of the Classroom Rodney Johnson Director of Early Literacy Jill Valunas Children s Literacy Initiative

2 Anchor Goal 2 100% of 8 years old will read on Grade Level. 60% of School District of Philadelphia third graders enter fourth grade below grade level in reading. 63% of third graders fail to demonstrate reading proficiency. 91% of third graders receiving special education services score basic or below in reading, representing epidemic levels of academic failure.

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4 Adding 58 Literacy Coaches in Elementary Schools Demonstrating the Greatest Need Implementing a Comprehensive Literacy Framework Based on Evidence

5 Content Focused Coaching Structure Lesson Plan Design & Implementation I do, We do, You do Pre-Conference Teacher & PD Discuss: Literacy Goals Lesson Plan & Implementation Core Issues in Effective Lesson Design Lesson Teacher & PD Decide Whether: PD Models Lessons PD & Teacher Co-teach Lesson Teacher Teaches Lesson Post Conference Teacher & PD Reflect: Student Learning & Work Effective Instruction in the Lesson Goals & Plans for Future Lessons Lesson Goals Lesson Plan & Design Literacy Content of the Lesson Context of the Lesson Prior Knowledge of the Students Implementation of the Lesson Evidence of Students understanding and learning Collaboration in a learning community Action Steps Modeling Observation Co-Teaching

6 Creating a Literacy Environment Conducive to Learning Early Literacy Specialist are supporting Pre-K to 3 teachers in enhancing the literacy environment in out neediest classrooms. Preliminary Data Shows increase in: Clusters of books are organized according to theme, genre, and/or author Leveled books are sorted by difficulty and available for independent reading A high frequency word wall is visible and near the message board Teacher maximizes instructional time by minimizing distractions and interruptions Classroom is filled with authentic and purposeful (rather that decorative and commercial) print.

7 Creating a Student Centered Learning Environment Early Literacy Specialists are working with teachers on creating classroom cultures. We are working on: Teachers that: *Model, practice and reinforce positive and empowering language with student *Works with students to establish responsibilities vs. rules for expected behaviors *Communicates high expectations for Student behavior Students that: *Transition smoothly, increasing time on task (procedures have become rituals) *Demonstrate ownership of their own learning and behavior in and outside of the classroom.

8 Use Formative Data to Guide Instruction and Small Groups Early Literacy Specialists are leveraging their work in environments and culture. Our work will focus on: Teachers that: Formulates groups based on shared need in accordance with assessment data Uses checklist and rubrics to assess progress Frequently meets with small groups in form of guided reading, skill or strategy instruction Appropriately matches text to readers Students that: Apply and demonstrate strategies taught during small group instruction

9 Informing the Community The early literacy specialist project was developed from data driven initiatives that were already taking place in the district Children Literacy Initiative (CLI) Read by 4 th Reform Commissioner Superintendent Internal and external stakeholders took collaborative measures to develop programming to address the discrepancies in student reading achievement at the elementary level

10 Informing the Community Direct ties to the nation s Blueprint for Reform comprehensive, evidencebased, prek-12 literacy plans identifying effective instructional materials and improving teachers knowledge and skills in effective literacy instruction for all students language and text-rich classroom environments that engage and motivate all students

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