National Institute for Literacy

The Economy
  • 3 out of 4 people on welfare can’t read
  • 20% of Americans read below the level needed to earn a living wage
  • 50% of the unemployed between the ages of 16 and 21 cannot read well enough to be considered functionally literate
  • Between 46 and 51% of American adults have an income well below the poverty level because of their inability to read
  • Illiteracy costs American taxpayers an estimated $20 billion each year
  • School dropouts cost our nation $240 billion in social service expenditures and lost tax revenues
Impact on Society:
  • 3 out of 5 people in American prisons can’t read
  • To determine how many prison beds will be needed in future years, some states actually base part of their projection on how well current elementary students are performing on reading tests
  • 85% of juvenile offenders have problems reading
  • Approximately 50% of Americans read so poorly that they are unable to perform simple tasks such as reading prescription drug labels
  The Nation
  • In a study of literacy among 20 ‘high income’ countries; US ranked 12th
  • Illiteracy has become such a serious problem in our country that 44 million adults are now unable to read a simple story to their children
  • 50% of adults cannot read a book written at an eighth grade level
  • 45 million are functionally illiterate and read below a 5th grade level
  • 44% of the American adults do not read a book in a year
  • 6 out of 10 households do not buy a single book in a year
Source: National Institute for Literacy, National Center for Adult Literacy, The Literacy Company, U.S. Census Bureau© Copyright 2008-2017 - The Literacy Project
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​Department of Education

At Hawthorne, each child is developing the necessary skills to become a reader.

The Science of Reading

​Orthographic Mapping
The Correct Letter Order
​Remembering Words

What is the difference between Close Reading and Guided Reading?

Reading Experts to Help Us Dig Deeper

International Literacy Association
​https://www.youtube.com/c/InternationalLiteracyAssociation/playlists

​Timothy Shanahan
https://shanahanonliteracy.com/

Doug Fisher 

Classroom Practices vs
​ Classroom Strategies

Each evening our family eats dinner. (That is the practice)
Cook, grill out, order in, eat leftovers, ... (Those are the strategies)

~Classroom Practices~
These ​will happen

90 Minutes
of Core Instruction
Text at the Center
​ of the Lesson
Writing and
Speaking
​Are Tied to the Text
 Text Complexity 
Effective
​Vocabulary Development

~Classroom Strategies~
Ways to make it happen

Don't Shy Away from Teaching Complex Texts

Vocabulary Routines
​

Close Reading of Complex Texts

Building a Text Set

Daily 5 Examples

Guided Reading

I am slow on the buy-in, a late adopter in tech talk.  My training and experience had proved to me that Sage on the Stage works best and up until March of 2017, no one had proved to me other wise.  Then, it happened.  I had been tracking data for sometime and something was clearly happening.  So, I marched up to the classroom and asked, "Something is going on, what is it?"  And, the teacher began to explain.  That is when I became a believer. There is something to this small group Guided Reading after all.  
Here is how I processed it:  I am not a basketball player and at a full height of 5'2" and close to 50, I don't see it happening.  
​BUT, what if I hired a coach to help me become one?  Here is how I would expect it to go:
  1.  Determine what it is I want to do:  shoot a few hoops with my kids, play occasionally for fun, 3/3 tournament, join a team.
  2. Based on my goals, we would then discuss what skills are necessary to do this.
  3. Together, we would assess the necessary skills, such as: stance, shooting form, dribbling, rules of the game, etc.
  4. From here, we would decide what I needed to address first, second, and so on.
  5. As I worked to master these skills, he would be there to redirect, guide, give feedback, and monitor my progress.  
  6. Decisions as to when I was ready to move towards the next skill would come when I demonstrated consistent mastery of the underlying skills.  I can't shoot if I don't know the proper way to hold and propel the ball (Granny shots in the driveway but not on a team court).
Guided Reading has the same premise:
1.  Determine what the child needs to be able to do:  build words, decode them, read fluently, comprehend while reading.
2.  Use a placement test, diagnostic, screener, or some other tool to determine their guided reading level
3.  Within your classroom there may be various levels, just as in my above scenario.  Unless I have hired a one to one coach, he will have to determine the best way to help me develop while not ignoring the needs of the others.  This may be where it is helpful to enlist the help of a co-teacher.
4.  The use of running records helps the guide the teacher as to what skills the child is struggling with.  Using direct, immediate feedback, she can guide the child and monitor their progress.
5.  When the child has consistently mastered a given level, they will be ready to move on their learning continuum.  

Writing 

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