The “Page-A-Day” Initiative (PADI)

The “Page-A-Day” Initiative (PADI)
Differentiated Content-Related Reading for ELs as
A Wildly Ambitious, Extremely Compromised
Response to Sub-Optimal Instructional Conditions
PADI!
That’s me!!
1. Theory of Change. According to the PLASQAS Model, a TofC has
three parts:
1. Planned actions,
Theory of Change:
The Hunt for PLASQAS
1.PLA = Planned Action
2. SQ = Sequence
o selected after the study and application of research on
o large-scale change,
o curriculum implementation, and
o change in practice,
2. Sequenced to accomplish the intended outcomes.
3. AS = Assumptions
PLASQAS: The
Plastic Sasquatch
3. Assumptions. The third element is the set of assumptions
that underpin the selection & sequence of the planned actions. These assumptions
explain the rationale for the planned and sequenced actions to enact change.
2. The Page-A-Day Theory of Change
SQ = Sequence
PLA=Planned Action
ESL teachers in K-8
schools will provide all
English Learners with
content-related
Science & Social
Studies texts matched
to the student’s actual
reading level.
May/June 2014: Presents Initiative to Principals,
classroom and ESL teachers, and other District
Personnel.
1. Daily, repeated content-related
reading (inside & outside school) will
benefit ELs in many ways, including
improved academic literacy,
academic language, reading skills,
and content vocabulary &
knowledge.
June-July 2014: Materials & Methods. K-8 team
members
2. Currently, students in general (and
ELs in particular) do not do daily
content-related reading.
April, 2014: Plan, Prototypes & Presentation. JW
prepares plan (w/ metrics), prototype and
presentation of Page-A-Day Initiative
 locate materials for K-8 Sci/SS major FI units.
ESL teachers will then
hold students
accountable for
mastering the content
and language
(vocabulary and key
language structures) of
the text.
AS = Assumptions

develop method for sharing, sponsoring repeated
reading, & holding students & teachers accountable
(i.e., classroom-based quick assessment & records/
monitors)
 field test PADI at MPS Summer School
 Refine the ELFI sharing process & place all materials
on line.
 Develop streamlined text distribution process
July-August 2014: Train & Launch.
Beginning of Year, 2014: ESL teachers do train
students in expectations (afterwards, time commitment
should decrease)
Quarterly: Assess results using available measures of
learning.
3. Teachers are not holding students
accountable for daily content-related
reading.
4. One reason teachers are not holding
students accountable for this daily
reading is because content-related
texts at a wide range of reading
levels are not readily available.
5. Providing teachers with easy access
to such texts and support for using
them will result in greatly increased,
meaningful content-related reading,
which will result in increased
learning & academic language
acquisitions.
PADI!
That’s me!!
PADI: Page-A-Day Initiative
(Differentiated Content-Related Reading)
Differentiated Content-Related Reading for ELs as
A Wildly Ambitious, Extremely Compromised
Response to Sub-Optimal Instructional Conditions
Key Idea:
Every student should – and every EL must – read at least a page a day of
 content-related
 level-appropriate (i.e., texts at the students “independent reading level”)
 academic texts.
Every teacher is responsible for
 providing students with these texts and
 holding them accountable for reading
From the PADI Project Plan …
Assumptions
Example: 3rd-Grade Science
1. Daily, repeated content-related
reading (inside & outside school)
will benefit ELs in many ways,
including improved academic
literacy, academic language,
reading skills, and content
vocabulary & knowledge.
Minnesota Grade 3 Science Standards
Strand 3. Earth and Space Science
Sub-strand 3. The Universe
2. Currently, students in general (and
ELs in particular) do not do daily
content-related reading.
1. The sun and
moon have
locations and
movements that
can be observed
and described.
2. Objects in the
solar system as
seen from Earth
have various sizes
and distinctive
patterns of
motion.
3. Teachers are not holding students
accountable for daily contentrelated reading.
4. One reason teachers are not
holding students accountable for
this daily reading is because
content-related texts at a wide
range of reading levels are not
readily available.
5. Providing teachers with easy
access to such texts and support
for using them will result in greatly
increased, meaningful contentrelated reading, which will result in
increased learning & academic
language acquisitions.
Standard
Code
Benchmark
3.3.3.1.1 Observe and describe the daily and
seasonal changes in the position of
the sun and compare observations.
3.3.3.1.2 Recognize the pattern of apparent
changes in the moon's shape and
position.
3.3.3.2.1 Demonstrate how a large light source
at a great distance looks like a small
light that is much closer.
For example: Car headlights at a
distance look small compared to when
they are close.
3.3.3.2.2 Recognize that the Earth is one of
several planets that orbit the sun, and
that the moon orbits the Earth.
1. Obtain Texts.
ESL (and interested content teachers) use password-protected resources site and Document Center
special account to review, download and/or request printed copies of the texts they’ll need.
2. Order texts from the
Ricoh Document Center
A. Special “ESL Texts” section of the InfoTrac
Document Center Ordering Website:
B. ESL texts are pre-loaded. Teachers select and order only the texts they need.
Assembled, black & white texts arrive at the within three days (currently). Texts
ordered from the “ESL Texts” area are charged to the Multilingual Dept (not the
school). Cost: 1/6 cent per page.
2. Two Levels of Implementation. Teacher Implements Minimal or Extended Version of PADI.
Minimal
(Teacher has less time with students.)
Day A: Quick Distribution of Texts. ESL teacher distributes texts, does a quick
orientation to them, and reminds students of expectations.
What it sounds like:
“I need Group #3. This is the book you’re going to read. It’s at your grade level – and Ms.
Shelton is working with you on the sun and the moon, so you’ll know some of the science
vocabulary.
“Remember … by Thursday I need you to read this aloud 5 times – and get your read-aloud
log signed … twice by family, three times by school folks.
“I’ve marked the vocabulary that I want you to learn and be able to use … as well as two
language structures that I’m going to show you now …
“Like always, when I come back on Thursday, I’ll check up with each of you. You’ll read to me
from the book – fluently with expression – and you’ll answer some questions about whatever
page I point to.
“Remember: This is making you a stronger reader, a more proficient speaker of English, and a
better scientist. Finally, let’s review: If you trouble understanding something in the book, what do
you do?
“Good. No excuses, right?”
Day B: Check-Up (three or four days later). ESL teacher stops back to check in on the learning
that student has done largely independently through repeated readings, words study, and practice.
What it sounds like.
“Okay, Jaime and Abdul, you’re working with me for the next five minutes.
Documentation of
Learning & Progress.
Grab your copies of the text and your learning logs.
Let’s review your goals for this week real fast.
Checking Fluency,
Comprehension (+ Indirect
Evidence of Practice).
Jaime, read me these two pages. Great.
Re-read that sentence. What does it mean?
Corrective Feedback w/
“Noticing”
Try it this way.
What’s the difference?
Comprehension &
Vocabulary Acquisition.
So, how about this page, Abdul.
Look at the picture and explain to me what’s going on here.
“Word Consciousness.”
Have you heard Ms. Shelton use any of these words in class? Have
you used any of these words in class to talk about science?
Eval/Self-evaluation/
Learning/Repair Goals
Okay, let’s go to the log. First question: How do you think you
did today? I’d agree – you had trouble reading and you really didn’t
know that vocabulary. Why do you think that is?
So let’s plan: What’s your goal for Monday and what are you
going to do to show me you got there? (Now remember: we’re not
going to have a lot of time for that on Monday, so you’ll have to be
really solid. Can you do that? I think you can too.)
Extended
(More time)
What would the
Page-A-Day
Initiative look like
in a co-taught
class?
Essentially
the
same.
Page-a-Day is
designed to run
“on top” of
instruction.
So mostly, the coteaching ESL
teacher would
focus on the
WIDA STUFF:
supporting
differentiated
instruction and
languageappropriate
assessment.
One benefit for
PADI of the
increased contact,
however, would be
that the ESL
teacher would be
able to touch bases
with students more
often, which would
provide support for
the student’s
efforts.
(Other benefits:
 tchr can make
connections
between class
work & PADI texts
…
 tchr available to
help with reading
or comprehension
problems.)