The Director's Corner

Dear FOR-PD Participant:

Where does the time go? It seems like yesterday our spring courses were beginning. I would like to congratulate those of you who made the commitment to complete the FOR-PD course this term. I would also like to take this opportunity to congratulate those of you who have completed the requirements for the Reading Endorsement. Your time and efforts, I am sure, will be rewarded in greater student acheivement.

National Teacher Appreciation Day was celebreated May 9, 2006. On behalf of the FOR-PD team, I would like to thank you for all that you do on a daily basis to improve the reading level of Florida's students. Thank you for your commitment and dedication to our students!

I would like to encourage you to take a look at a new report from American College Testing, Inc. (ACT). This new study conducted by ACT provides some of the first emperical evidence to support that the skills needed for work and postsecondary education are converging due to changes in our global, high-tech economy. This report shows that there are many commonalities in the types of knowledge and skills students need in order to be ready for college and workforce training programs. Reading skills for college and workforce training include: identifying main ideas and supporting details; identifying sequential, comparative, and cause-effect relationships; identifying the meaning of words; and drawing generalizations and conclusions. All of these skills can be acquired through rigourous high school courses, regardless of the context within which they are taught. I encourage each of you to read this report and think of ways in which you help students attain these skills.

This month's Literacy Newsletter focuses on vocabulary instruction. Most educators recognize the strong relationship between vocabulary knowledge and the ability to read and write proficiently. Research indicates that students learn most new words incidentially, as they read, write, and talk to peers and adults each day, rather than through explicit instruction. While experts agree that reading is the single largest source of vocabulary growth for students after third grade (Beck & McKeown, 1991; Nagy, 1988), struggling readers are more reluctant to read and read more slowly than their more fluent peers; therefore, they are exposed to fewer words. Explicit instruction directed toward teaching students how to learn new words can greatly enhance word knowledge. The need for explicit vocabulary instruction remains a critical element of the total literacy program and in content area classrooms. Check out this months In Focus section.

Also, check out the Reading Strategy of the Month as we take a look at phonemic awareness instruction. Research has shown that the "acquisition of phonemic awareness is highly predictive of success in learning to read and in predicting success in learning to decode" (International Reading Association, 1998). Check out the instructional ideas for teaching segmentation, blending, deletion, isolation, and categorization of phonemes.

Thank you again, for all of your work. We encourage and appreciate any ideas you have about our newsletters, resources, and support. Please email us and share your thoughts at forpd@mail.ucf.edu.

Best wishes and continued success,

Catherine Glass
Director, FOR-PD
cc@orion.itrc.ucf.edu
407-207-7294

FOR-PD Summer and Fall Registration Dates for 2006

	Open Registration Begins - May 8, 2006
	Open Registration Closes - June 26, 2006
	Summer Courses Begin - July 10, 2006
	Summer Courses End - October 9, 2006

Fall 2006

	Open Registration Begins - July 10, 2006
	Open Registration Closes - August 7, 2006
	Fall Courses Begin - August 21, 2006
	Fall Courses End - December 4, 2006

For Teens, By Teens Recommended Reading List Database

Do your students love to read? Have they read a great book that captured their imagination and wanted to make them read more? Just Read, Florida! is pleased to announce the Middle School For Teens, by Teens recommended reading list for 6th, 7th and 8th grade students. Students can simply login to create their own password so that they may begin sharing today! Your students recommendations will be part of a statewide reading list created For Teens, by Teens! Please click the link below to access the database and recommend your favorite book titles. Thanks for shooting for the stars...you make a difference!

Log In to the For Teens, By Teens database - http://www.justreadflorida.com/login/default.asp

Poster to hang in your classroom - http://info.fldoe.org/docushare/dsweb/Get/Document-3672/4teen_att.pdf

For Teens, By Teens Recommended Reading List - http://www.justreadflorida.com/recommend/PublicDisplay.asp

Ready for College and Ready for Work: Same or Different?

The American College Testing, Inc. (ACT) report provides information about the trajectory path of adolescent literacy in the nation. According to the CEO and Chairman of the ACT, the true purpose of the data collected for the report is to "stimulate discussion and action by educators and policymakers who share [an] interest in ensuring that all students leave high school with the reading skills needed for successful study in college or workforce training program" (ACT, 2006). It is obvious, based on the grim outlook for such students as indicated by the results, that plenty of conversation will be spurred by this issue.

The report emphasizes that reading instruction in school cannot continue to be ignored. According to the report, college readiness is currently at its lowest point in more than a decade (ACT, 2006). More and more students are graduating from high school severely lacking the literacy skills necessary for success in college or the work place because they are not receiving adequate instruction in reading. The negative implications for such ill-equipped students are overwhelming. In college, poor readers often struggle with the complex texts and are limited in their opportunities for advanced coursework. More than 10 per cent of college freshman enroll in remedial reading coursework. And of those students, 70 percent will not obtain a college degree. Even after college, reading deficiencies continue to plague students. According to a 2002 survey administered by the Center for Workforce Preparation (2002), 38 percent of job applicants taking entry-level tests lacked the literacy skills necessary for the job. This impedes not only the ability of students to attain and hold employment, but the potential for businesses to grow and expand.

The ACT report cites several reasons for the lack of college and workplace readiness. One of the main problems is the lack of sufficient state and national standards that hold schools accountable for the reading proficiency of their students. Although the enactment of No Child Left Behind (2001) mandated that all states have educational standards in place, these "standards" leave much to be desired. Many of the state standards address proficiency in reading only through the eighth grade, ignoring high school literary needs altogether. Thus, during the high school years, teachers assume students come to them already prepared to fulfill the reading requirements. Now that the focus is on content, reading instruction is not considered an essential curriculum component and is not taught much. In addition, teacher instruction of higher-level reading skills caters to those students who are perceived as college-bound, leaving other students lacking instruction in this area (ACT, 2006).

According to the ACT national readiness factor, only half of high school students are able to meet the demands of college level reading requirements (ACT, 2006). This staggering statistic suggests that something must be done to improve the reading proficiency of all students. So what can be done on behalf of educators to improve readiness for high school students? First of all, reading instruction must be strengthened in all courses by incorporating advanced reading materials into the curriculum. Such materials should challenge students to examine complex themes, ideas and relationships, and encourage students to use higher-order critical thinking and comprehension skills. Educators must give students ample opportunity to access complex reading material as well. Secondly, high school curricula across the state should explicitly define reading expectations for students. These expectations should be apparent in all the core content areas. Third, develop specific interventions to help those students with reading deficiencies. Students with limited literacy skills must be identified earlier and helped if they are not to fall further behind. In order to accomplish this, teaches must be given guidance and support so that they learn to recognize struggling readers and will know how to help such students develop the necessary reading skills.

To conclude, the lack of high school reading instruction warrants the immediate attention of educators, policymakers, and others who are responsible for ensuring the preparedness of our high school students. Demands for literacy are high, both in college and in the workforce, and more students than ever are failing to make the cut. It is imperative that action is taken to make certain all students graduate with the ability to "read at the level of proficiency necessary to ensure that they are ready to succeed in college without remediation" (ACT, 2006). The future of our nation depends on it. 

References:

American College Testing, Inc. (2006) Ready for college and ready for work: Same or different? Retreived May 24, 2006 from, http://www.act.org/path/policy/pdf/ReadinessBrief.pdf.

Technology Counts 2006: Florida Report

To gain a better understanding of how these grades were obtained, a breakdown of the components is necessary. The access to technology measures the number of students per each of four indicators: instructional computer, instructional computer in a classroom, high-speed Internet-connected computer, and Internet-connected computer in the classroom. Florida scored slightly below the national average on each of these indicators. Scores for the use of technology and capacity to use technology components are based upon the presence of a Florida policy for each indicator, and then compared to the number of states that have a policy for that indicator. For example, Florida does not have a state policy that allows for computer-based assessments, whereas 22 other states do currently have a policy regarding this issue. Florida also does not have a policy that calls for testing students on technology; however, only four other states currently employ such a policy. For capacity to use technology, Florida lost points for failing to include technology in its initial teacher license requirements, as compared to the 21 other states that already do so. However, with respect to overall distance learning, Florida scored slightly above the national average, with 20.3% of Florida public schools offer distance learning for students, as compared to the 19.1% national average.

The report also includes information regarding data access and analysis tools. These components assess the type of access educators have to information on student and school performance, and the tools available to analyze such data. Three components were assessed in this section. The components measure whether Florida provides educators with: access to school performance data and analysis tools; access to different types of student-level data through a centralized system; and resources to assist in the analysis and use data. Florida's ability to provide the data or analysis resource for the indicators in each component was then compared to the number of states with resources currently in place. Florida appears lack the most resources to provide educators the means with which to analyze and use the data. For example, Florida does not allocate resources analysis or graphing templates, guides for data analysis, or training in the use of data for instruction. Nearly half of the states in the nation do provide educators with these resources.

Lastly, Florida's statewide data system was assessed, examining many of the core characteristics that comprise a system. Florida's data systems for both students and teachers are current and include unique identifiers, and basic and advanced forms of information linked to the identifiers. This suggests that Florida is well-equipped to track individual students and teachers over time using a variety of information.

Overall, Florida appears to be lacking somewhat in terms of adequate educational technological standards. Although not trailing the national average by much, the technological deficits in Florida's classrooms will impede both students' and teachers' abilities to keep up with technological trends or eventually advance technologically. Florida must begin to make strides towards improving statewide technological standards and upgrade its state rating for next year.

View the entire Technology Counts 2006 report. You can also view the Technology Counts 2006 - Florida Report.

Holidays, Happenings, & Events

"Vocabulary knowledge is fundamental to reading comprehension; one cannot understand text without knowing what most of the words mean" (Nagy, 1988, p.1)

What do we know from research?

Research is extensive in the area of vocabulary development and instruction. Yet the one theme that recurrently surfaces is the idea that there is a fundamental link between vocabulary knowledge and reading comprehension (Nagy as cited in Florida Literacy and Reading Excellence (FLaRE), n.d.). This makes sense, considering that understanding words enables readers to understand the text. As students build and refine their understanding of main concepts, language skills further advance and vocabulary emerges in response to new word stimuli (Brand, 2004). Activating background knowledge is crucial to enhancing vocabulary growth, as is providing frequent exposure to new words to increase comprehension (FLaRE, n.d.). Additionally, an extensive vocabulary is directly related to word knowledge and phonemic awareness. A link also exists between vocabulary knowledge and ability to decode, analyze and synthesize text (Pacific Resources for Education and Learning (PREL), 2004). Clearly, the need for students to develop a solid vocabulary foundation is undeniable.

So what does the research reveal in terms of vocabulary instruction? According to PREL (2004), there is an urgency to providing instruction that equips students with the skills and strategies necessary for lifelong vocabulary development. This means that teachers must restructure their instructional focus in favor of providing students with the tools and strategies necessary to sustain independent vocabulary building (Blachowicz & Fisher as cited in Buis, 2004). By doing so, teachers can meet the explicit need for sound vocabulary instruction and teach students the words they need to learn to read. Research indicates that some instructional strategies may be more effective than others in terms of sustaining a deeper conceptual understanding of words. Rote memorization appears to be the least effective strategy. This is due to the fact that definitions alone only extricate a superficial understanding of words, thus doing little to improve reading comprehension. On the contrary, time spent engaged in independent reading is intrinsically linked to the development of a broad vocabulary, and subsequently, improved reading comprehension. Not surprisingly, readers with a strong vocabulary generally are better readers, thus read more and learn more words. Conversely, readers with limited word knowledge are generally poorer readers, and thus read less, perpetuating a cycle of vocabulary restriction (PREL). Overall, research validates the need for improved vocabulary instructional practices.

References:

Buis, K. (2004). Making words stick: Strategies that build vocabulary and reading comprehension in the elementary grades. Markham, Ontario, Canada: Pembroke Publishers.

Florida Literacy and Reading Excellence (FLaRE). (n.d.). Vocabulary. Retrieved May 9, 2006, from http://flare.ucf.edu/ProfessionalPapers/FLaRE%20Professional%20Paper%20-%20Vocabulary.pdf

Graves, M. (2006). The vocabulary book: Learning & instruction. New York, NY: Teachers College Press.

Pacific Resources for Education and Learning (PREL). (2004). Research based practices in early reading series: A focus on vocabulary. Retrieved May 9, 2006, from www.prel.org/programs/rel/rel.asp.

Teaching Academic Vocabulary

FOR-PD Reading Strategy of the Month

May's Reading Strategy of the Month focuses on instruction in phonemic awareness. Phonemic awareness is the ability to detect and manipulate the individual sounds--phonemes--in spoken words (Florida Online Reading Professional Development, 2003). Being able to complete phoneme awareness tasks such as segmenting, blending, substituting, categorizing, isolating, and identifying phonemes is not always the easiest for our young learners (Yopp, 1992). Yet, research has shown that the "acquisition of phonemic awareness is highly predictive of success in learning to read-in particular in predicting success in learning to decode" (International Reading Association , 1998). Check out the instructional ideas for teaching segmentation, blending, deletion, isolation, and categorization of phonemes.

Try this strategy in your classroom and then email us and tell us how it worked (forpd@mail.ucf.edu). Also, don't forget to share the strategy with your colleagues. Each month we feature an effective reading strategy, explain the rationale behind the strategy, give directions on how to use the strategy with students, present ideas for adapting the strategy to different content areas, present ideas for assessing the strategy, and of course provide a printable PDF version of the strategy. Check out our Reading Strategy Archive to see past Reading Strategies of the Month.

Books for Students

Professional Book Recommendations

Bringing the Outside In: Visual Ways to Engage Reluctant Readers
by Sara Kajder

From the publisher: The reading that we value in school is becoming further and further distanced from the literacy students experience in their outside lives. Inside the classroom, we ask our students to immerse themselves in print texts and write purposefully. Once out the door, they are text-messaging, blogging, engaging in online multi-player games, and expertly integrating words, images, and music to create original texts. Can we import these textual spaces and literacies into English class to help re-connect students who don't see themselves as readers and writers?

Keying in on the visual aspects of literacy, and building upon students' growing interest in using words and images from their lives to read and write for authentic reasons and authentic audiences-integrating such strategies as digital storytelling, visual think-alouds, visual literature circles, and others into English class-Sara and her kids redefine what it means to be literate in today's world. By adding visual components to class activities and projects integrating tools ranging from pencils and paper to "weblogs" and "wikis," even reluctant students can become engaged and see themselves as readers and writers for the first time. (Available through Stenhouse Publishers.)

Word Sorts and More: Sound, Pattern, and Meaning Explorations K-3
by Kathy Ganske

From the publisher: A tremendous timesaver for teachers, this indispensable book contains more than 200 word, picture, and letter sorts, ready to photocopy and use in K-3 classrooms. Provided are engaging categorization activities that span the stages of emergent, letter name, and within word pattern spelling. Also featured are decoding activities, assessment materials, tips from other teachers, recommended links to children's literature, and strategies for working with diverse students, including English-language learners and struggling older readers. An ideal complement to Ganske's bestselling Word Journeys, which presents a comprehensive approach to assessing and building word knowledge, Word Sorts and More can also be used on its own or in conjunction with any phonics, spelling, reading, or writing program. (Available from Guilford Press.)



Instructional Strategies for Teaching Content Vocabualry, Grades 4-12
by Janis Harmon, Karen Wood, and Wanda Hedrick

From the publisher: This teacher-friendly and practical resource provides 42 specific strategies that teachers in all content areas can use to help learners grasp the intended meaning. The strategies range from quick and easy ways to assist students with content vocabulary as instruction is ongoing, to more comprehensive strategies that are important lessons in themselves. Some strategies are particularly effective with English Language Learners as well as other students who may have reading difficulties. Far more than best means of teaching specific words, these strategies will tap students' curiosity, engage and empower them, develop their critical thinking skills, and help them make connections. (Available from the International Reading Association.)

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Spring 2006 Coming to a Close

On May 29th, all spring courses will come to a close. Congratulations to those participants who have already completed the course this semester! After your course closing date you will be denied access to the course. Therefore, you will need to print your grades and any other information you would like to keep for reference. Please remember that although you will not be able to login to the course, you will still have access to our resource database via our website www.itrc.ucf.edu/forpd. This database houses all of the links in the course and many more useful references!

After the course has closed, you will receive a Certificate of Completion via the email address you provided when you registered. We will also send your completion information to your district office for their records. If you have any questions, please do not hesitate to contact us at forpd@mail.ucf.edu or contact your facilitator.

Thank you for all your hard work this spring. We wish you continued success in your professional development.

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FOR-PD Help Desk

Feeling frustrated? Can't figure it out? Don't forget the FOR-PD Help Desk is available. Help Desk hours are:

Monday through Friday 9:00 AM - 4:00 PM
Monday, Tuesday, and Friday 6:00 PM - 10:00 PM
Saturday 10:00 AM - 3:00 PM

The phone number is 1-866-863-READ (7323) toll free, Florida calls only. For non-Florida calls only 407-249-4702. Technical support is also available through AOL Instant Messenger, screen name "forpdhelp".

If you need technical support beyond that which your facilitator or school technology coordinator can offer, please contact the FOR-PD Technical Support Help Desk. Please fill out the Tech Help Form or call the Help Desk. Describe your problem as completely as possible and leave your name and return phone number, and someone will get back to you.

Chat Live with the Help Desk. First, make sure that we are online. The button below will tell you whether we are online or offline. Next, click on Set Screen Name and type your name. Then, click in the light blue box below to type your message. Press Enter to send it. This requires you have Macromedia Flash installed on your computer. http://www.itrc.ucf.edu/about/technicalsupport.html

Don't forget to check out the Tutorials and Troubleshooting Guide. Both of these resources provide a wealth of information on the tools used in the course and specific technology problems past participants have had along with solutions to these problems.

Pop-up blockers continue to be the number one issue the Help Desk deals with. If you have a pop-up blocker on your web browser, you will not be able to access the quizzes in the course. To disable your pop-up blocker follow these directions:

Disable Pop-Up Blocking programs

• Move your mouse to the lower right-hand corner of your screen near the time
• Scroll your mouse over the icons listed to the left of the time
• If you notice any of the icons refer to Pop-Ups, right-click on them and click "Disable" or "Exit"
• Please note that Norton Internet Securities and McAfee Firewall need to be disabled as well.

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