EXTREME MAKEOVER

EXTREME MAKEOVER: Leadership Perspectives in a Successful Early Reading First ProgramASHAMiami, FLNovember 17th , 2006 : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 EXTREME MAKEOVER: Leadership Perspectives in a Successful Early Reading First ProgramASHAMiami, FLNovember 17th , 2006 Michael Towey, M.A. speech@wcgh.org Candice Bray, Sc.D. giraffe@midcoast.com Jennifer Whitcomb, M.A.

Intellectual Capital : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Intellectual Capital Teacher Assessment Child Assessment BEEPS Teacher Training Classroom Modeling Instructional Enhancements Bookshare Lesson Plans Coaching Dissemination/Replication Parent Training

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Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 The most prevalent myth is that learning to read should occur naturally and easily if you have a "literature-rich environment." That is the most insidious myth and still promoted by a lot of people in the field. Louisa Moats, Ph.D. PBS Reading Rockets 2004-05

Embedded-ExplicitLiteracy Intervention : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Embedded-ExplicitLiteracy Intervention High Scope Curriculum PLUS Teachers “sharpen the saw” explicitly targeting skills critical to reading success. PLUS Differentiate instruction for low performers. Justice, L, & Kadervek, J . LSHSS. Vol 35 July 2004

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Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Horace Mann

Evolving Roles: CoachingHanft, B.E., et al.2004 : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Partnership Focused on specific learner goals Non-Judgmental Emphasis on three shared components: Observation Action Reflection Evolving Roles: CoachingHanft, B.E., et al.2004 Initiation-Planning Evaluation

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Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Written teacher feedback from coaching session: Observed message board work. Note many children responses & opportunities to participate. In Strega Nona, book is well introduced, with several children offering extended narratives about what they thought the book was about. Good to direct attention to rabbit in the picture and prompt children to figure out what the rabbit might have to do with the story. In reading, good opportunities for vocabulary words (overflowing, barricade, halt, others). Nice to see linguistic skill of Charlie when he asked “What’s halt?” Many opportunities for children to anticipate what would happen next in story. Closing Teacher Coaching: Very exciting to see them actually thinking about word meanings. WOW! Four year olds doing that. Jane - a pleasure to observe you with the children. You are tuned in, very goal directed in literacy activities and have ‘made it your own.’ Thanks for being so hospitable.

Belfast Embedded Explicit Prompting Strategies (BEEPS©) : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Belfast Embedded Explicit Prompting Strategies (BEEPS©) Word Prompt Number Prompt Print Concept Phonological Rhyming Alphabet Text to Self/Life Narrative Structure Vocabulary Predictive Expansion/Model Pause Picture Focus Lead Follow Instructional Re-attend Question Text Presentation

Belfast Embedded Explicit Prompting StrategiesBEEPS© : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Belfast Embedded Explicit Prompting StrategiesBEEPS© Performance Based Assessment of Teachers

BEEPS© ProcessExplicit Literacy : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 BEEPS© ProcessExplicit Literacy Authentic Literacy Activity. Analyze Explicit Teacher Skills. Objective Feedback. Coaching/Retraining. Modeling. Re Assessment.

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Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Teacher Behavior Child Behavior

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Extreme Makeover Towey, Whitcomb, Bray ASHA 2006

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Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Horace Mann

Evolving Roles: CoachingHanft, B.E., et al.2004 : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Partnership Focused on specific learner goals Non-Judgmental Emphasis on three shared components: Observation Action Reflection Evolving Roles: CoachingHanft, B.E., et al.2004 Initiation-Planning Evaluation

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Extreme Makeover Towey, Whitcomb, Bray ASHA 2006

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Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Horace Mann

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Extreme Makeover Towey, Whitcomb, Bray ASHA 2006

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Extreme Makeover Towey, Whitcomb, Bray ASHA 2006

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Extreme Makeover Towey, Whitcomb, Bray ASHA 2006

Explicit-Embedded Literacy Environment : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Explicit-Embedded Literacy Environment Explicit: mindful, sequential, planned, based on needs and development Embedded: work within the day to day happenings (book sharing, circle time, transitions, play, work time, snacks,…) Explicit-Embedded:planned, sequential-developmental activities within the regular curriculum and daily activities!

A Literacy Rich Environmentfor Explicit-Embedded Literacy : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 A Literacy Rich Environmentfor Explicit-Embedded Literacy Has books everywhere (cookbooks, magazines, rhyming books, blank books, fiction/nonfiction books, telephone books..) Has print everywhere (charts, graphs, poems, songs, blank pages for writing and recording, labels, lets…)

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Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Large Chart paper for recording and blank cards/sticky notes for recording and using for other activities (sorts, label, etc.) Provides for exploring, playing with sounds and movement, moving letters/words…BUT with an explicit plan for developing literacy skills And more….

A Literacy Rich Environment : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 A Literacy Rich Environment Has places for “writing” with lots of different things to “write” with and on! Takes advantage of print and words when possible from morning greetings to lining up for outside play to transitions within the classroom Plays with language and builds strong language foundations Is FUN!

Other ways to sign in… : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Other ways to sign in… Put names on clothes pins. Students find their names and clip them to a board, find a match, match with their photograph Clothes pins could have picture (key association: Candice-Cat) or picture of student. Students could velcro their names Students underline/circle or trace their names. Write their names when ready

Music and Print : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Music and Print Make Song Charts Point as you sing Play with words and sounds: rhyme, word to word count, syllable segmentation, phoneme activities Delete a word/object

Other ways to sign in… : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Other ways to sign in… Put names on clothes pins. Students find their names and clip them to a board, find a match, match with their photograph Clothes pins could have picture (key association: Candice-Cat) or picture of student. Students could velcro their names Students underline/circle or trace their names. Write their names when ready

Cereal Play : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Cereal Play I see a color that rhymes with bed Give me a word that rhymes with crunch Find the letter that says /k/ Find the letter p, what does it say

Cereal Play : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Cereal Play How many words can you find? What other messages do you see? Who can find an upper case/lower case letter? • What does the ’ mean?

Book Play : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Book Play Word to word segmentation Syllable segmentation Syllable blending Alliteration: On Monday the caterpillar ate (all with /m/):

Message Boards : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Message Boards Growing from little tiny picture based messages to large,print based, interactive messages: Concepts of Print: upper/lower case Alphabetic principal: find the letter t Phonemic Awareness: what sound? Oral Language: “meteorologist”, “transform”

Message Boards : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Message Boards Written language: add in the missing letters Literary Devices: Why is that word SO big? Orthography: attending to visual features (letter or number) & spelling Reading with expression & fluency: read it again with the ! Teachers embraced the message boards and made them their own! Some put on chart paper to send home with children Children became teachers and modeled for each other

Message Board Activities: Phonological : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Message Board Activities: Phonological Segment words in sentences: clap and say, walk a sentence, rhythm toys Segment syllables in words: Arm Tapping Blend syllables in words: listen and tell me what I am trying to say: /to/ /day/ Generate syllables: who can give me a word with 2 syllables (helper)

Message Board Activities : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Message Board Activities Find a word that begins with the same sound as your name What sound do you hear at the beginning of today /t/ /t/ /t/ today Give me a word that rhymes with we? Alphabetic Principle Who can find a letter Can you find two letters that are the same Can you find two words with the same first/last letter/sound? Point to all the t’s /t/ you can find

What is a Word Wall : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 What is a Word Wall A word wall is a mindfully chosen, systematically organized collection of words displayed on a wall or other surface in a classroom. Word walls are designed to support language interaction, connections and learning. Word walls are for all ages and all areas of study. A word wall is a tool, not decorative art! Although, pictures are welcome!

Interactive Word Wall : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Interactive Word Wall An interactive word wall would allow for manipulation of print/pictures Students would do sorts, choose a picture/word and do a drawing, find a match in the classroom, make a sentence, give another word that means the same, and more. It is about DOING SOMETHNG WITH PRINT & Language: Active Learning!

A Literacy Rich Environment : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 A Literacy Rich Environment Has places for “writing” with lots of different things to “write” with and on! Takes advantage of print and words when possible from morning greetings to lining up for outside play to transitions within the classroom Plays with language and builds strong language foundations Is FUN!

Post All Recipes : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Post All Recipes Read the recipe Find words with certain sounds Segment words Tell me a word that begins the same is dough! Make a class recipe book.

Message Boards : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Message Boards Growing from little tiny picture based messages to large,print based, interactive messages: Concepts of Print: upper/lower case Alphabetic principal: find the letter t Phonemic Awareness: what sound? Oral Language: “meteorologist”, “transform”

Message Boards : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Message Boards Written language: add in the missing letters Literary Devices: Why is that word SO big? Orthography: attending to visual features (letter or number) & spelling Reading with expression & fluency: read it again with the ! Teachers embraced the message boards and made them their own! Some put on chart paper to send home with children Children became teachers and modeled for each other

Message Board Activities : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Message Board Activities Find a word that begins with the same sound as your name What sound do you hear at the beginning of today /t/ /t/ /t/ today Give me a word that rhymes with we? Alphabetic Principle Who can find a letter Can you find two letters that are the same Can you find two words with the same first/last letter/sound? Point to all the t’s /t/ you can find

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Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Find an exclamation point..what does it mean Something is missing at the end of this sentence___ What is it___ Find me a long word, a short word… Read with different punctuation (!, ., ?) Why is this word in LARGE letters? (literary devices) VOCABULARY I used the word “things” what other word could I use that means the same thing? Can you think of another word for….. WRITING • Have children complete a word or the message • Have children add to the message or dictate

Word Walls : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Word Walls Mindfully chosen, systematically organized collection of words. Displayed on wall or other surface in classroom. Supports language interaction, connections and learning. For all ages and all areas of study. A tool, not decorative art!

Interactive Word Wall : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Interactive Word Wall An interactive word wall would allow for manipulation of print/pictures Students would do sorts, choose a picture/word and do a drawing, find a match in the classroom, make a sentence, give another word that means the same, and more. It is about DOING SOMETHNG WITH PRINT & Language: Active Learning!

Candice Bray, Sc.D.Language Learning ConsultantCamden, Mainegiraffe@midcoast.com : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Candice Bray, Sc.D.Language Learning ConsultantCamden, Mainegiraffe@midcoast.com

Jennifer Whitcomb, CCC-SLPWaldo County General HospitalBelfast, MEjboyd@wcgh.org : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Jennifer Whitcomb, CCC-SLPWaldo County General HospitalBelfast, MEjboyd@wcgh.org

WCPFS Early Reading FirstBook Sharing Plandeveloped byJennifer Boyd, CCC-SLP & Michael Towey, CCC-SLP : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 WCPFS Early Reading FirstBook Sharing Plandeveloped byJennifer Boyd, CCC-SLP & Michael Towey, CCC-SLP Storybook Non-Fiction Pattern Book Name of Book/Author: Primary focus of book: Sound Play Book Alphabet/Letter Book Concept Book

Teacher Plan : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Teacher Plan As you review this book in preparation for sharing it with children identify specific strategies you will use with the ideas below. Book Conventions/Concepts About Books Print Conventions/Concepts About Print Phonological Awareness Vocabulary Expansion Comprehension Story Structure

SELECT: AVOIDED : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 SELECT: AVOIDED Verbs are where the action is Teach avoid, avoided, avoids. Likely to see it again in grade-level text Likely to see it on MEAs These are called “Tier 2 words” Why not ukulele? Rarely seen in print Rarely used in stories or conversation or content-area information

Vocabulary Instruction : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Vocabulary Instruction Context Based. Identify word. Children Say The Word. Use In A Sentence. Use Synonyms. Give Examples.

Vocabulary Instruction : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Vocabulary Instruction Children Make Sentences. Make Story/Craft With Word. Silly Questions. When you're sick do you call the meteorologist? Non Examples: We call a policemen for the weather report? Three-Five Words Per Week. At least 12 encounters with each word.

Diagnostic Bookshare Lesson Plans : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 To Focus Teacher: Template to guide book shares. Provided completed models. Available All Classrooms Book List: Explicit Embedded Emergent Literacy. Diagnostic Bookshare Lesson Plans

Our Selected BooksEmbedded-Explicit Literacy : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Our Selected BooksEmbedded-Explicit Literacy The Hungry Thing Hop On Pop Sheep In A Jeep A Frog In The Bog Miss Spider’s ABC Bears In The Night One Cow Moo Moo Three Little Pigs Hungry Caterpillar My Truck Is Stuck The Old Lady Who Swallowed A Fly Very Lazy Ladybug Splish Splash Spring Duck In The truck The Three Bears

Teacher Plan : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Teacher Plan As you review this book in preparation for sharing it with children identify specific strategies you will use with the ideas below. Book Conventions/Concepts About Books Print Conventions/Concepts About Print Phonological Awareness Vocabulary Expansion Comprehension Story Structure

Vocabulary Levels : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Vocabulary Levels Tier 1: Basic Words: Baby, Ball, Cookie, Sleep. Tier 2: Mature Words. Essential for reading comprehension. High frequency across different domains. Coincidence, Deed, Amble, Gather, Anxious. Tier 3: Low frequency words, domain specific. Lathe, Refinery, Arytenoid. Beck, I. McKeown, M. Kucan, L. Bringing Words To Life. Robust Vocabulary Instruction. Guilford Press 2002

Tier 2 Criteria : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Tier 2 Criteria Do the children have other words to express the concept? Could they explain the word using words already well known to them? If yes, new words may offer a more precise or mature way of referring to ideas they already know about.

Vocabulary Instruction : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Vocabulary Instruction Context Based. Identify word. Children Say The Word. Use In A Sentence. Use Synonyms. Give Examples.

Vocabulary Instruction : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Vocabulary Instruction Children Make Sentences. Make Story/Craft With Word. Silly Questions. When you're sick do you call the meteorologist? Non Examples: We call a policemen for the weather report? Three-Five Words Per Week. At least 12 encounters with each word.

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Extreme Makeover Towey, Whitcomb, Bray ASHA 2006

Leaders Do A Few Things: : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Leaders Do A Few Things: Leaders: Point the direction. Initiate action. Do the right thing. Cope with change. Create a common vision. Think longer term.

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Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Retain faith that you will prevail in the end, regardless of the difficulties and Confront the most brutal facts of your current reality, whatever they may be. The Stockdale Paradox

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Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 Between stimulus and response there is a space. In that space lies our freedom and power to choose our response. In those choices lie our growth and our happiness. Freedom To Choose Response Stimulus Covey, Stephen: The 8th Habit From Effectiveness to Greatness 2004

People may follow because you: : 

Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 People may follow because you: Have resources, knowledge & focus. See farther ahead Enable them to see an opportunity to be more than they are and to achieve.

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Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 There once was a pretty good student, Who sat in a pretty good class, And was taught by a pretty good teacher, Who always let pretty good pass. Charles Osgood. The Osgood File 1986

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Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 The pretty good student was in fact, Part of a pretty good mob. And the first time he knew what he lacked was, When he looked for a pretty good job.

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Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 He wasn’t terrific at reading, He wasn’t a whiz-bang at math, But for him, education was leading, Straight down a pretty good path.

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Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 He didn’t find school too exciting, But he wanted to do pretty well, And he did have some trouble with writing, Since nobody taught him to spell.

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Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 When doing arithmetic problems, Pretty good was regarded as fine. 5 + 5 needn’t always add up to be 10; A pretty good answer was 9.

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Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 The pretty good class that he sat in, Was part of a pretty good school, And the student was not an exception: On the contrary, he was the rule.

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Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 The pretty good school that he went to, Was there in a pretty good town, And nobody there seemed to notice, He could not tell a verb from a noun.

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Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 It was then when he sought a position, He discovered that life could be tough, And he soon had a sneaking suspicion, Pretty good might not be good enough.

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Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 The pretty good town in our story, Was part of a pretty good state, Which had pretty good aspirations, And prayed for a pretty good fate.

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Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 There once was a pretty good nation, Pretty proud of the greatness it had, Which learned much too late, If you want to be great, Pretty good is, in fact, pretty bad.

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Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 References Beck, I., McKeown, G. Kucan, L. Bringing Words To Life: Robust Vocabulary Instruction. Guilford Press. 2002 Blackman, B., Getting Ready to Read. Learning How Print Maps to Speech. U.S. Dept. of Health and Human Services. 1991 Brown-Chidsey, R.,Steege, Mark W. Response to Intervention : Principles and Strategies for Effective Practice (Practical Intervention In The Schools). Guilford Press 2005 Collins, Jim. Good To Great: Why Some Companies Make the Leap and Others Don’t. Harper Business. 2001 Covey, Steven. The 8th Habit: From Effectiveness To Greatness. Free Press. 2004 Covey, Steven. Sample xQ Survey. www.The8thHabit.com/offers accessed on the web 7/9/2006 Deming, W. Edwards. The New Economics For Industry, Government, Education 2nd ED. MIT 2000 Ezell, H. K., & Justice, L. M. Increasing The Print Focus of Shared Reading Interactions Through Observational Learning. American Journal of Speech-Language Pathology. 2000 Hanft, B., Rush, D., Shelden, M. Coaching Families and Colleagues In Early Childhood. Brookes Publishing. 2004 Hart, B., Risley, T., Meaningful Differences In The Everyday Experience Of Young American Children. Brookes Publishing 1995

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Extreme Makeover Towey, Whitcomb, Bray ASHA 2006 References Justice, L. M., & Ezell, H. K. Enhancing Children's Print and Word Awareness Through Home-Based Parent Intervention. American Journal of Speech Language Pathology, 9, 257-269. 2000 Justice & Kaderavek Embedded-Explicit Emergent Literacy Intervention I: Background and Description of Approach. LSHSS 2004. Justice & Kaderavek Embedded-Explicit Emergent Literacy Intervention II: Goal Selection and Implementation in the Early Childhood Classroom. LSHSS 2004. Justice, L. M., & Ezell, H. K.Enhancing children's print and word awareness through home-based parent intervention. American Journal of Speech-Language Pathology. 2000. Justice, L M., Pullen, P.C., Promising Interventions For Promoting Literacy Skills: Three Evidence Based Approaches. Topics In Early Childhood Special Education. Fall, 2003 Moats, Louisa C. Teaching Reading Is Rocket Science; Knowledge And Skills For Teaching Reading; A Core Curriculum For Teacher Candidates. American Federation of Teachers, Washington D.C., 1999 Payne, R. K., A Framework For Understanding Poverty. AHA! Process Inc., 1996 Snow, C. E., M. Burns, M. Susan, and Griffin, Peg. Editors; Preventing Reading Difficulties in Young Children. Committee on the Prevention of Reading Difficulties in Young Children, National Research Council. 1998 Storch, S., Whitehurst, G . Oral Language and Code-Related Precursors to Reading: Evidence From a Longitudinal Structural Model. Developmental Psychology. 2002