MAY 2002 PROFESSIONAL DEVELOPMENT NEWSLETTER
MAY 2002 PROFESSIONAL DEVELOPMENT NEWSLETTER
In the article “Effective Practices for Developing Reading
Comprehension,” authors Nell K. Duke and P. David Pearson state,
“ . . . there is a large if not overwhelming number of range and
techniques that work, yet we note that the use of even one technique
alone has been shown to improve students’ comprehension. And
teaching what we call collections or packages of comprehension
strategies can help students become truly solid comprehenders of
many kinds of texts.” This edition of the Professional Development
Newsletter presents resources for planning and providing content
literacy instruction that helps students extract meaning from print
materials.
1. “Effective Practices for Developing Reading Comprehension”
2. Teaching Comprehension
3. Strategic Teaching And Learning
4. Teaching Literacy to Middle and High School Students
5. Adolescent Literacy in the Content Areas
6. “Effective Reading Instruction: What Does It Look Like?”
7. Strategic Literacy Initiative at WestEd
8. “What Works In Classroom Instruction”
9. Building Reading Proficiency at the Secondary Level
10. Six Traits of an Effective Reader
11. Teaching the Six Traits
12. Educational Resources Information Center (ERIC)
13. International Reading Association (IRA)
14. National Council of Teachers of English (NCTE)
15. National Institute for Literacy (NIFL)
CURRENT EVENTS
16. Summer and Intersession Workshops
17. AB466 Mathematics And Reading Professional Development Program
18. AB75 Principal Training Program
19. National Board Certification of Teachers Orientation
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1. “EFFECTIVE PRACTICES FOR DEVELOPING READING COMPREHENSION”
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The article “Effective Practices for Developing Reading
Comprehension” outlines research about reading comprehension
and discusses strategies that are used by good readers to access
content. Authors Nell K. Duke and P. David Pearson describe
approaches that teachers can use to help acquire skills and processes
used by good readers to draw meaning from text.
http://ed-web3.educ.msu.edu/pearson/pdppaper/Duke/ndpdp.html
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2. TEACHING COMPREHENSION
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The article “Comprehension Instruction: What Makes Sense Now,
What Might Make Sense Soon” by Michael Pressley discusses
well-validated approaches to increase student comprehension skills
through instruction. Additionally, newer hypotheses about
high-quality comprehension instruction are included. http://www.readingonline.org/articles/art_index.asp?HREF=/articles/handbook/pressley/index.html
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3. STRATEGIC TEACHING AND LEARNING
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“Strategic Teaching And Learning: Standards-Based Instruction to
Promote Content Literacy in Grades Four Through Twelve” from
the California Department of Education is designed to “provide
teachers with a theoretical foundation as well as comprehension,
vocabulary, and basic skill strategies to support student learning
from literary and informational texts,” and to outline strategies
that can be used to assist beginning and struggling readers.
Robert Pritchard and Beth Breneman are the principal writers of
this document.
http://www.cde.ca.gov/ci/lh.html
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4. TEACHING LITERACY TO MIDDLE AND HIGH SCHOOL STUDENTS
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From the National Research Center on English Learning and Achievement
and author Judith Langer, “Guidelines for Teaching Middle and High
School Students to Read and Write Well” reports on six features of
schools in which students “beat the odds,” reading and writing at
high levels of proficiency, and outperforming their peers on
standardized tests of English skills.
http://cela.albany.edu/publication/brochure/guidelines.pdf
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5. ADOLESCENT LITERACY IN THE CONTENT AREAS
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A collection of resources on adolescent literacy in the content areas
is available from the Knowledge Loom Web site developed by the
Northeast and Islands Regional Educational Laboratory at Brown
University.
http://www.knowledgeloom.org/adlit/index.shtml
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6. “EFFECTIVE READING INSTRUCTION: WHAT DOES IT LOOK LIKE?”
=============================
This document presents a concise summary of findings regarding
elements of a good reading instruction program for beginning readers,
intermediate readers, students in middle and high schools, and
struggling readers. Additional resources on these topics are provided.
http://www.ers.org/otsp/otsp4.htm
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7. STRATEGIC LITERACY INITIATIVE AT WESTED
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WestEd’s Strategic Literacy Initiative is a professional development
and research program that focuses on middle and high school
educators, and promotes student engagement with reading texts in
their content area classes. A variety of resources from this
program are available online.
http://www.wested.org/stratlit/pubsPres/pubs.shtml
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8. “WHAT WORKS IN CLASSROOM INSTRUCTION”
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This publication presents a meta-analysis of research regarding
effective instructional practices. Teaching approaches that produce
student learning are described. A number of the strategies will be
useful to teachers who want to assist students in reading and
understanding content area texts.
http://www.mcrel.org/products/learning/whatworks.pdf
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9. BUILDING READING PROFICIENCY AT THE SECONDARY LEVEL
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This guide presents background information on building student
reading proficiency at the secondary level; resources that teachers
can use with struggling secondary readers; a discussion of procedures
used in developing the guide; and a bibliography of additional
resources.
http://www.sedl.org/pubs/reading16/
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10. SIX TRAITS OF AN EFFECTIVE READER
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Dean Arrasmith and Kevin Dwyer from the Northwest Regional
Educational Laboratory discuss six traits of effective readers. The
article explains each of the six traits and approaches for using the
traits in classroom instruction.
http://www.ncacasi.org/jsi/2001v2i1/traits.adp
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11. TEACHING THE SIX TRAITS
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This Web page discusses teaching strategies and tools that can be
used to assist students in developing the six traits of an effective
reader identified by the Northwest Regional Educational Laboratory.
http://www.nwrel.org/assessment/lessonplans.asp?odelay=2&d=2&search=1&grade=0&trait=0
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12. EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)
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The ERIC Clearinghouse for Reading, English, and Communications
provides educational materials and services to those interested in
reading and language arts.
http://eric.indiana.edu/
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13. INTERNATIONAL READING ASSOCIATION (IRA)
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The International Reading Association is a professional organization
that promotes high levels of literacy by improving the quality of
reading instruction, disseminating research and information about
reading, and encouraging lifetime reading. Many resources on this
Web site address content literacy.
http://www.reading.org/
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14. NATIONAL COUNCIL OF TEACHERS OF ENGLISH (NCTE)
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NCTE is devoted to improving the teaching and learning of English
and the language arts at all levels. A variety of resources on the
NCTE Web site discuss approaches for teaching reading comprehension
and content literacy.
http://www.ncte.org
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15. NATIONAL INSTITUTE FOR LITERACY (NIFL)
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NIFL is a federal organization that shares information about literacy
and supports the development of high-quality literacy services so
that all Americans can develop essential skills.
http://www.nifl.gov/
CURRENT EVENTS
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16. SUMMER AND INTERSESSION WORKSHOPS
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The University of California offers professional development
opportunities for educators during the summer and intersessions.
California Subject Matter Projects offer workshops that focus on
teachers in low-performing schools, and address nine subject areas:
arts, foreign languages, history-social sciences, mathematics,
physical education-health, reading and literature, science, and
writing. California Professional Development Institutes provide
training and follow-up activities in early elementary reading,
elementary mathematics, algebra and high school mathematics,
high school writing and composition, and instruction for English
language learners. For information about these and other programs,
visit the Web site. Information about specific workshops is
available online.
http://k12.ucop.edu/educator.html
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17. AB466 MATHEMATICS AND READING PROFESSIONAL DEVELOPMENT PROGRAM
=============================
California Assembly Bill 466 provides incentive funding to districts
to provide a professional development program for teachers of
mathematics and reading that is linked to the implementation and use
of standards-based instructional materials. It also provides for
training of paraprofessionals who assist with classroom instruction.
The California Department of Education (CDE) provides online
information about AB 466 including eligibility, State Board approved
providers, adopted instructional materials, professional development
requirements for teachers and paraprofessionals, program funding, and
the Local Education Agency (LEA) application process. LEA
applications for past training reimbursement (training conducted
prior to June 2002) are due May 15, 2002. LEA applications for
future training reimbursement are due July 1, 2002; forms will be
available early May 2002. Watch for updated information on the
CDE Web site.
http://www.cde.ca.gov/pd/ab466/index.html
http://www.cde.ca.gov/funding/profile.asp?id=210
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18. AB75 PRINCIPAL TRAINING PROGRAM
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The AB75 Principal Training Program Legislation provides for
160 hours of intensive and highly prescriptive training with 80 hours
of practicum or follow-up. The content is to be delivered in three
modules: 1) Leadership and Support of Student Instructional Programs;
2) Leadership and Management for Instructional Improvement; and
3) Instructional Technology to Improve Pupil Performance. In order
to apply for funding school districts must complete an online
application that is available on the CDE web site. Applications
are due by May 10, 2002.
http://www.cde.ca.gov/pd/prin/index.html
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19. NATIONAL BOARD CERTIFICATION OF TEACHERS ORIENTATION
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The Professional Development Consortia in Kern County will hold an
orientation meeting for all teachers on May 28, 4 – 5:30 p.m., in
Classrooms 1-2 of The Learning Center, 2020 K St, Bakersfield.
Information about the purpose and work of this year long process
will be shared and NBC teachers and this year’s cohort members
will be available, as well If you plan to attend, please contact Christina Doyle either
by phone (661) 636-4331 or email at cdoyle@kern.org.
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This electronic newsletter is sponsored by the Region 8 California
Professional Development Consortium (CPDC) administered by the
Kern County Superintendent of Schools Office.
To subscribe or unsubscribe from this newsletter, or to subscribe to
our other our free electronic Newsletters for High Schools
or Middle Schools, email, call or fax Christina Doyle:
email - cdoyle@kern.org, phone (661) 636-4331 or fax (661) 636-4135.
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