CSI Literacy Engage, Teach, Learn

CSI Literacy - Evidence-based resources to

accelerate comprehension for students in years 4-9

A provocative question…

Asked by two Australians!

“Just how do half of the readers from a school with a stable population and a comprehensive literacy program, arrive at fourth grade reading below grade level?... One possibility is that guided reading, including small-group instruction with levelled readers, is focused on making progress through the levels rather than achieving proficiency.” (Let’s Start Leveling about Leveling, Glasswell and Ford, Page 212)

Why CSI Literacy for New Zealand Schools?

Proficiency over progress Solving the ‘Matthew Effect’ Better serving our students and ourselves as teaching professionals "Children learn best when they learn from each other and when their teachers are learning with them." - Ken Robinson

Why CSI Literacy for New Zealand Schools?

2008 NEMP The results for reading and

writing show no improvement in reading comprehension

(and some small performance declines) for year 4 and year 8

students in the last 8 years.

Crooks, Smith and Flockton, 2009

Why CSI Literacy for New Zealand Schools?

2005/2006 PIRLS

Pacific achievement decreased between 2001 and 2005/6.

Chamberlain, 2007

In General The weakest average

achievement is for Pasifika and Māori boys, along with

Pasifika girls.

Generalised from NEMP

and PIRLS

Why CSI Literacy for New Zealand Schools?

making connections

forming and testing hypotheses

asking questions

visualising

inferring

identifying the writer’s purpose and point of view

identifying the main idea

summarising

analysing and synthesising

evaluating

attending and searching predicting cross checking Self correcting

Comprehension Strategies

Processing Strategies

Why CSI Literacy for New Zealand Schools? All Students Benefit from Rich Instruction!

Explicit instruction of comprehension strategies include: • An explicit description of the strategy

• Modelling of the strategy • Scaffolding students

• Students articulating what they do as they use the strategy • Students applying and reflecting on the strategy.

Effective Literary Practice, Years 5–8

What is CSI Literacy? Three innovations…

1. “On-year” level texts – and a new model of differentiation 3. Engagement - Digital texts-digital interactive interface with tools and learning community 3. The ‘Nuthall’ inclusive, metacognitive pedagogy

What is CSI Literacy? Engagement!

The OECD reports that engagement accounts for the difference between boys and girls in literacy achievement

CSI Literacy is evidence-based! Reading Next

A research-based report on the literacy needs of pupils and their teachers in the ‘middle years’: • Direct, explicit comprehension instruction • Effective instructional principles embedded in content • Motivation and self-directed learning • Text-based collaborative learning • Diverse texts A technology component • Ongoing formative assessment of students • Extended time for literacy Biancarosa and Snow (2006)

CSI Literacy takes the ‘age-old’ approaches of shared and guided reading and ‘powers them up’ using contemporary research: Deliberate/explicit instruction / Feedback Comprehension strategies, vocabulary, oral language, fluency, Engagement – digital texts, learning community, cooperative learning Content – curriculum content embedded in engaging texts; on year level challenging text Writing – response to text CSI Literacy fosters metacognition

Classroom experiences

Known concepts

Knowledge structure

New concepts Working memory

Integrating Elaborating Evaluating

Selecting Sorting

Long term memory

(Nuthall, 2007, p.71)

CSI literacy - metacognitive pedagogy

CSI Literacy is for the deliberate teaching of comprehension, vocabulary and fluency

CSI Literacy uses seven ‘common’ comprehension strategies: 1. Making connections 2. Asking questions 3. Visualising 4. Drawing inferences 5. Determining important ideas 6. Synthesising information 7. Monitoring comprehension and repairing understanding (X 2) with…

CSI Literacy - Engaging texts from across the content / curriculum areas

1. Fiction 2. Non-fiction (general) 3. Science 4. Mathematics 5. Humanities So an easy-to-remember 8x5=40 framework

After

During

Before

After

During

Before

After

During

Before

Whole-group Teaching

Cooperative Learning

Independent Application

CSI Literacy uses a ‘simple’ evidence-based framework for metacognitive instruction

Teacher modeling Interaction Reflection

“Oral language and vocabulary are best developed in exposure to print... Comprehension ability and exposure to print are in a reciprocal relationship” Stanovich, 2000

And…

CSI – Step 1 to metacogntion – Digital Shared Reading (whole group teaching)

Apply and Assess

GR

ADU

AL R

ELEASE OF

RESPO

NSIB

ILITY Interact and Reflect

Model and scaffold

Engage Whole group/class teaching – heterogenous - Builds an inclusive learning community - Good for explicit teaching/scaffolding - Interaction through “think-pair-share” - Engagement –technology and pedagogy

CSI Step 2 towards metacognition – Cooperative Learning

Apply & Assess

GR

ADU

AL R

ELEASE OF

RESPO

NSIB

ILITY

Peers interact & reflect

Peers / audio Scaffold &

Model

Engage

Cooperative learning - Builds on “peer power” - A strong engagement approach - Interactive, metacognitive - Students individually accountable for writing in graphic organiser

CSI Step 3 towards metacognition – Individual application

GR

ADU

AL R

ELEASE OF

RESPO

NSIB

ILITY

Students use and develop their new-found strategic knowledge and skills every time they read and/or write in the classroom and/or use CSI Chapters and/or use CSI Chapters apps

Are designed to accelerate comprehension strategy development and vocabulary acquisition across a variety of subjects, with fiction and non-fiction, mathematics, science, history, geography, health, design and technology and more.

CSI Chapters and Apps

Fiction

Mathematics

Text features

Text features

Text features

Graphic Novels

The graphic novel genre creates a solid context through engaging artwork, helping readers visualise challenging scientific concepts. Graphic elements attract visually dependent readers and support reluctant readers to understand the plot of a detailed story.

Financial Literacy

Five of the 25 titles in CSI Chapters have a focus on financial literacy. Each reading level contains either a fiction or a non-fiction book that relates to specific elements of financial literacy education.

Digital texts and APPS

Digital texts

Case Study Data

Sir Douglas Bader Intermediate School case

study

Sir Douglas Bader Intermediate School “Don’t listen to anyone who tells you that you can’t do this or that. That’s nonsense. Make up your mind you’ll never use crutches or a stick, then have a go at everything… Never, never let them persuade you that things are too difficult or impossible”. Sir Douglas Bader

After designing and carrying out its AsTTle assessments in reading, the school mapped students’ performance in terms of National Standards. This exercise showed that the large proportion of SDBI students in the ‘well below’ and ‘below’ categories progressed to higher reporting bands following the CSI intervention. This “accelerated”* rate of change over just 14 weeks bodes well for the school to meet its target to increase the number of students achieving ‘at’ or ‘above’ the National Standards at the end of the year. (*Dr Sarah Powell)

Well below

Below

At

Above

Well above

Week 14

Chart Two shows that the proportion of the Year 7 cohort ‘well below’ expectations dropped dramatically following the CSI intervention, with a corresponding rise in the ‘below’ category. This positive movement was also reflected in unprecedented Year 7 representation in the ‘above’ categories

Miramar South School Pre- and Post-Test Data

2008, 2009 and 2010

“The students seem to have made a staggering leap in their reading ability

unlike any other year I've known!”

Kyran Smith, Deputy Principal, Miramar South School, early 2009

Kyran’s Story

Miramar South School: - low SES school - few European students - many Maori, Pacific and refugee (ELL) students

2008 asTTle Results

Feb-08

Nov-08 0 10 20 30 40 50 60 70 80 90

100

All Pasifika

Maori Other

Increase of Students Reading at or above National Norms

Feb-08

Nov-08

2008 Points to Note • Post test, approximately half of the students are

reading at or above national norms, compared with only 12.5% pre test.

• Post test, all Maori students are reading at above or national norms.

• Post test, 60% of “Other” students are reading at or above national norms, compared with 0% pre test.

Miramar South half-yearly

progress (2009, as

measured by running records)

Miramar South School Target July 2009 (Feb to June

data)

2009 asTTle Results

Feb-09

Nov-09

0 10 20 30 40 50 60 70 80 90

100

All Pasifika Maori Other

NZ European Boys

Girls

Increase of Students Reading at or above National Norms

Feb-09

Nov-09

2009 Points to Note

• Post test, 56% of the students are reading at or above national norms, compared with only 19% pre test.

• Post test, 63% of Maori students and 62% of Pasifika students are reading at or above the national norms.

• Post test, 17% of “Other” students are reading at or above national norms, compared with 0% pre test.

Feb-10

Nov-10

0

10

20

30

40

50

60

70

80

90

All Pasifika Maori

Other NZ

European Boys

Girls

Increase of Students Reading at or above National Norms

Feb-10

Nov-10

2010 asTTle Results

2010 Points to Note

The analysis is not finished at this point, however: • Clearly there is success for all • Post test, there is significant growth in Maori and

Pasifika student achievement in literacy • Post test, boys are making accelerated progress

An increasingly reliable and valid data set.

The Three-year Picture

Hagley Community College

School background Decile 5 Mixed ethnicity NZ European 62%, Asian 18%, Other ethnicities 10%, Māori 8%, Pasifika 2%

Classroom background Year 10 Primarily male Students test in the lower stanines in PAT tests for reading Class displays behavioural issues

Who are they?

Hagley Community College Hi … One of our English teachers has trialled the kit with her Yr 10 English class and has had stunning results. The pre and post PAT results showed amazing shifts. We have done a presentation of the results of the trial (including filmed excerpts) to the Social Sciences and Science depts. There is considerable interest… we would like to have a look at the Level 7 English texts, as our Learning Support/ Literacy teachers felt that the level of the Level 8 texts may be too high for our year 9 cohort. Is there any possibility that we could have a look at those texts please. Many thanks Marie Stribling HOD English Hagley Community College Christchurch

Prior to Content Literacy intervention

- Students performing in the 'tail' of their peer group - Literacy actively taught using a range of activities and resources - Classroom teacher and specialist literacy teacher both very engaged in classroom practice, but struggling to make progress

How do they compare to others?

National average for age group Pre-CSI test results, with range and average marked

What did we do?

- Intensive teaching - Explicit teaching - Strongly integrated strategies with lesson content

How was this different to what we did before?

- Planning - Texts - Strategies - Explicit instruction - Deliberate transfer of skills

National average for age group

Pre-CSI test results, with range and average marked

Post-CSI test results, with range and average marked

What happened?

What happened?

- Students engaged actively with texts - Students handled and made sense of texts that the classroom teachers considered way out of their interest and ability level - Students automatically used strategies - Students ‘gave it a go’