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Chaza Alzahrawi

EDU 245

Professor Wallace

June,16th ,2024

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SMARTIE stands for Strategic, Measurable, Ambitious, Realistic, Time-bound, Inclusive, and Equitable

Specific: Enhance your understanding and application of reading materials while focusing on the science of reading.

Measurable: Demonstrate growth through assessments, reflections, and by application in your classroom.

Achievable: Provide resources and opportunities that are accessible and that fit within your schedule and capacity.

Relevent: Align with the current educational standards and research-based practices within literacy instruction.

Time-bound: Create a timeline for each component you complete to ensure ongoing professional growth.

Inclusive: Ensure that all teachers have opportunities to participate and grow.

Engaging: Foster enthusiasm and engagement by having interactive and collaborative learning experiences.

Check this article "Reading Goals for Students"for Examples of SMART Reading Goals.

In this professional development reading plan, I made sure to meet the goals of SMARTIE.

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Beginning with the end in mind will help you set expectations, measure progress, and create opportunities to celebrate the success of your child. While some subjects (i.e. math) may have more concrete indicators of progress, areas like reading may not. Creating goals for specific components of reading will help guide your instruction and allow you to document your child's accomplishments. Here are some tips for how to set effective reading goals for students.

SMART Goals

SMART goals have criteria that make them effective:

S: Specific

M: Measurable

A: Achievable/Attainable

R: Relevant/Realistic

T: Time Bound (Remember that a goal without a deadline is a dream!)

Goals can be written in the following format in order to make sure they have all the criteria:

By (date), and given (materials, support), my child will be able to (action) with (degree of accuracy).

For example, if your child needs a target to develop reading comprehension skills, a reading goal for your student might look something like this:

By the end of June, and given a grade-level nonfiction text, my child will be able to answer multiple choice reading comprehension questions with at least 9 out of 10 correct.

Use Benchmarks and Subtasks to Stay Motivated

Remember that once you create a goal for the year, you can break down the long-term goals into shorter-term goals called benchmarks. Instead of increasing the number or percent correct, you can also build your benchmarks on other factors. For example, you can increase the grade level of the text or decrease the level of support provided when reading the text. You can increase the number of words read per minute or decrease the number of errors.

Using the overall goal above, and based on where your child is at the beginning of the year, your benchmarks might be something like this:

By mid-November, my child will be able to use context clues and other strategies to determine the meaning of unknown words and the point of view.

By the end of January, and given a grade-level nonfiction text, my child will be able to recall the main idea and the details that support it 70% of the time

By mid-April, my child will be able to verbally summarize paragraphs and chapters accurately 4 out of 5 trials

If you are focusing on a more complicated task, you can break down the task into parts/subtasks and set a benchmark for each. Basically, you want to create goals and benchmarks that you can measure at each endpoint to gauge your child's progress.

Reading Components

Rather than targeting reading "in general," set good reading goals for students that are specific enough to provide you with strategies towards helping struggling readers. The National Reading Panel released a report documenting five essential components to reading, known as the "Big 5":

1. Phonemic Awareness-understanding that spoken words are made up of individual sounds (called "phonemes")

2. Phonics-understanding that the sounds in speech relate to letters

3. Fluency-ability to read with speed and accuracy

4. Vocabulary-understanding of individual word meanings

5. Reading Comprehension-ability to get meaning from text

Phonemic Awareness and Phonics are often areas where good reading goals for students are needed for very young or developing readers. Fluency and reading comprehension are more relevant for older or more experienced readers. Vocabulary development can begin at any age and continue throughout the lifespan. You can use these goals to create specific strategies for improving your child's reading skills, which can lead to an increase in reading scores.

Example SMART Reading Goals

Let's look at some examples of reading goals within each of the "Big 5" components:

1. Phonemic Awareness: By the end of June, and given one-syllable spoken words, my child will be able to break down each word into its sounds/phonemes, with at least 8 out of 10 correct.

2. Phonics: By the end of June, and given cards showing upper-case and lower-case letters, my child will be able to name the letter and its sound with 100% accuracy for all letters of the alphabet.

3. Reading Fluency: By the end of June, and given a grade-level fiction text, my child will be able to read aloud at 25 words per minute with no more than 5 decoding errors.

4. Vocabulary: By the end of June, and given a list of 20 grade-level vocabulary words, my child will be able to pick the definition of the words from four options with at least 70% correct.

5. Reading Comprehension: By the end of June, and given a grade-level nonfiction text, my child will be able to answer multiple choice reading comprehension questions with at least 9 out of 10 correct.

Set your homeschool up for success with these goal-setting tips!

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Learn how to set specific reading goals to provide you with strategies and see examples of reading components, vocabulary development, and SMART goals.

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Get engaged and register in online courses or webinars by organizations. You can check Reading Rockets, EdWeb, and International Dyslexia Association (IDA) to understand in more depth of the science of reading and how to use effective instructional strategies.

Make sure to register by June 20th ,2024 in the self-paced learning modules to strengthen your skills as a teacher of reading at www.readingrockets.org.

Encourage your colleagues to register with you to be able to discuss the outcomes.

Take notes and use what you learned in your future lesson plans.

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Try our self-paced learning modules to strengthen your skills as a teacher of reading.

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Follow reading experts' presentations and discussions at national conferences like the International Literacy Association (ILA) or the National Council of Teachers of English (NCTE). And Attend their webinars. Encourage your colleagues to attend too to discuss the outcome of these webinars.

By July 15th, 2024, attend the "Knowledge Building as the Foundation of Literacy Learning" Webinar to explore a collective care framework to grow community and connections while enhancing literacy development.

Suggestions for ensuring students have numerous opportunities to interact with various text types in the classroom

Learn how to choose engaging conceptually and thematically rich texts.

record any strategies for teaching students you learned from the webinar on how to use their background knowledge to comprehend text. Then make a plan to use these strategies and try and observe how effective they are for your students. After that, share the results with your team and discuss the results.

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ILA Webinars offer insight and resources from experts in the field of literacy. Explore solid, research-supported ideas you can apply in your classroom, school, and district.

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on July 20th, go to YouTube and subscribe to Reading Universe Chanel.

Watch their videos and check this specific video " How Children Learn to Read," with Margaret Goldberg.

In this video, Margaret Goldberg explains "The Science of Reading" and how it makes sense in her teaching practice. She examines what is working and what is not. Using animations, graphics, and student video examples, She connects the dots from research to instruction, covering how the brain reads, how we use letters and sounds for reading, and how we use meaning and context for reading.

Implement what you learned in your lessons .

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How Children Learn to Read, with Margaret Goldberg

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on August 1st , 2024 Subscribe to podcasts, such as "Science of Reading:
The Podcast" features interviews with experts and discussions on evidence-based reading instruction.

Make sure to set up a time to listen to the podcasts to learn more about the science of reading.

You can listen to it in the car or at home. When school starts in the fall, you can listen to it during your drive from or to school or during breaks

Make sure to write down and take notes of any new information you learn from these podcasts.

Share what you have learned with colleagues and discuss what you can implement in lessons and educational activities.

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Science of Reading: The Podcast, hosted by Susan Lambert, delivers the latest insights from researchers and practitioners in early reading. Listen today!

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On August 24th, when you go back to school, collaborate with your colleagues at school by discussing articles, book studies, or colleagues' observations and exchange ideas to learn from each other and foster a continuous learning culture within your school.

Read the article "Building Teacher Collaboration School-wide" By: Micki M. Caskey, and Jan Carpenter. to learn more about teacher collaboration.

Put a plan for collaboration and share during the monthly and weekly meetings.

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Teacher collaboration has been a common element of middle grades initiatives for years, typically one or more of these three organizational models: common planning time, professional learning communities, and critical friends groups.

Each model is distinct, yet they share common features. They 1) advance teacher learning, 2) address context-specific issues, 3) foster collegiality, 4) reduce teacher isolation, and 5) lead teachers to greater insights about teaching and learning. The overarching, and arguably the most important common element, is the goal of improved student learning.

What makes each organization model unique? First, the teachers are organized differently in each model: interdisciplinary teams, disciplinary teams, or self-selected teams. Second, the starting point for teachers' collaboration differs. In common planning time, teacher teams begin with an analysis of the holistic needs of students; in professional learning communities, the teacher teams begin with the analysis of students' academic progress; and in the critical friends groups, the teacher teams begin with an identified need or interest for improved practice. The recognized features of each organization model are summarized in Table 1.

Table 1. Organizatonal Models That Promote Teacher Collaboration

Common Planning Time Professional Learning Communities Critical Friends Groups

Interdisciplinary teams- teachers share same students

Coordinate team policies and procedures

Discuss students

Meet with parents

Plan team activities, thematic or cross-curricular units

Examine student work

Participate in professional development

Disciplinary teams

Ongoing process of collective inquiry and action research

Collective analysis of student assessment data in relation to specific learning targets

Use of data to inform and assess effectiveness of instruction

Group gathers voluntarily to improve practice through collaborative learning

Uses coaches and specific protocols used to guide sessions

Identify school-specific student learning goals, reflect on practices for achieving the goals, collaboratively examine student work

Strategies for Building Teacher Collaboration

Organizational models facilitate, but do not guarantee collaboration. How teachers engage in a model can make a difference. Teachers' personal stance about whether they "have to" or "want to" participate in an organizational model is critical to successful collaboration. Equally important is understanding how to engage effectively in collaborative work with colleagues.

As with other skills, we gain a greater capacity for collaboration with the opportunity to practice. To initiate or revitalize teacher collaboration in your school, try these five strategies.

1. Create a truly shared vision and goals. The level of ownership they feel in the process influences how much teachers actually invest in collaborative work. A shared vision and goals can lead to that sense of ownership. For example, identify your team's shared vision of caring for students and student learning, set goals related to that vision, discuss how the team's work can help attain those goals, and check in often to assess progress. The strong connection between the work and the vision of the team can help individuals see purpose and assume ownership in the process.

2. Develop a sense of community. At its core, collaboration is relational. Getting to know your colleagues, understanding their passions, and taking the time to connect on a personal level can help members gain mutual respect and look past perceived eccentricities in others. Establishing shared values and commitments can unify the group and provide purpose for their collective work. Like all relationships, a collaborative community develops over time and requires work to maintain.

Trust influences the effectiveness of collaborative work. Respecting group commitments such as being fully present at meetings and seeing the best in others helps establish trust and build a cohesive community. Other ways to develop community include establishing traditions, celebrating accomplishments, and recognizing individual contributions.

3. Identify group norms. Let's face it: collaboration can be uncomfortable or stressful at times. When we are transparent about our work and our beliefs, our colleagues can see our limitations as well as our strengths, placing us in a position of vulnerability. Sharing with and trusting colleagues requires courage and humility. A climate of trust can help establish the safe environment that's necessary for open communication.

Identifying and establishing group norms also can help develop that safe environment. Norms might include defining roles and responsibilities, using protocols for interpersonal communication, and outlining parameters for time management.

Taking the time to get to know the learning styles, needs, interests, fears, and hopes of each team member helps shape the norms for how the group engages in the shared work.

4. Use discussion and dialogue. Whether they are integrating curriculum, analyzing data, or studying a new practice, teams should understand the roles of, and differences between, dialogue and discussion. They are equally important to the group process.

Discussion moves the conversation forward. In discussion, individuals state their opinions for the purpose of building consensus or making decisions.

The goal of dialogue is to share and broaden knowledge. Dialogue invites multiple perspectives, values the exploration of biases and assumptions, questions the status quo, and entertains new ways of knowing and being. Dialogue requires active listening, willingness to state beliefs, the ability to bear the tension of ambiguity, and belief in the transformative potential in the process.

5. Work through conflict. Dialogue can cultivate deep professional learning as individuals and teams explore new ideas for practice. However, dialogue may also lead to conflict. It can be helpful for your team to develop a conflict management plan and to monitor conflict as it arises.

Teams can help manage conflict by providing time, space, grace, and support for individuals as they work through their emotions. Individuals also should monitor their own emotions and practice self-care.

Using professional judgment, your team can determine when to explore the roots of conflict and when to provide space for reflection and cooling down. While sometimes uncomfortable, conflict often provides growth opportunities.

Teacher Collaboration

Strong collaboration and collaborative cultures develop over time and require commitment to the process. While the benefits are clear, genuine collaboration is complex.

Patience in the moment and anticipation for the outcome can lead to deep teacher learning that translates into tangible student achievement.

What will it take to maximize organizational models for productive teacher collaboration in your school? School leaders-principals and teachers-need to work together and commit to a collaborative culture. They need to ensure dedicated time for the organizational model within the school day.

Common planning time, professional learning communities, and critical friends groups each require regular, dedicated time for teachers to collaborate. With time, teachers can develop authentic collaborative communities in which they address common issues, shared goals or school-wide initiatives; engage in mutually beneficial endeavors using communal resources; and advance their skills, knowledge, and dispositions related to student learning.

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Building Teacher Collaboration School-wide - AMLE

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Models for teacher collaboration are ineffective without true participation.Read More... from Building Teacher Collaboration School-wide

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on August 30th and after the students start school in the fall, Join social media groups on Facebook, that connect with other educators about the science of reading.

Join this group on Facebook to learn from other educators. The group name is"Science of Reading: The Community".

Tell your colleague and team to join and discuss within the group or your team what you have learned about the science of reading while connecting with other educators from different schools to share ideas.

Use the strategies and prepare activities you learned, then implement the ideas in your lessons and check how effective they are.

Share with your team your experiences to choose the best activities and strategies for your students.

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Online  or In-Person Learning and Conferences offered by Reputable Organizations

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Online  or In-Person Learning and Conferences offered by Reputable Organizations

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Register in online or in-person conferences, courses, and webinars offered by reliable and respectable well-known organizations.

Register, and join this conference in Dallas, TX, at the Hyatt Regency Dallas from October 24-26, 2024, for an event in the field of dyslexia education. The conference offers a program, featuring renowned speakers, engaging workshops, and exciting special events about reading, literacy, and learning.

Discuss various approaches to intervention with colleagues and come up with a plan to include the new information learned in lessons.

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IDA 2024 ANNUAL READING, LITERACY & LEARNING CONFERENCE October 24, 2024- October 26, 2024 Hyatt Regency Dallas Dallas, Texas
Save the Date for the International Dyslexia Association Annual Conference 2024!

We are thrilled to invite you to join us in Dallas, TX, at the Hyatt Regency Dallas from October 24-26, 2024, for the most anticipated event in the field of dyslexia education. The conference promises to deliver yet another dynamic program, featuring renowned speakers, engaging workshops, and exciting special events.

As we gear up for this exceptional gathering, we want to keep you in the loop. Stay tuned for more information on registration details, opportunities for partnerships, and the call for papers. This conference is not just an opportunity to learn and connect; it's a chance to be part of a community dedicated to advancing dyslexia awareness and education.

But that's not all! In 2024, the International Dyslexia Association will proudly celebrate its 75th Anniversary. We're planning special events to commemorate this significant milestone during the conference. This year's event will not only be a showcase of cutting-edge research and best practices but also a celebration of our shared commitment to dyslexia advocacy and support.

Make plans now to be a part of this extraordinary experience. Join us in Dallas for the International Dyslexia Association Annual Conference 2024 and contribute to the legacy of advancing dyslexia education. Stay tuned for updates, and we look forward to welcoming you to Dallas in 2024 for a truly stellar event!
Make plans to join us for three days of learning, sharing and networking Dallas!
Share this with your friends and family...

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IDA Announces DyslexiaCon 2024! October 24-26, 2024 - Dallas, TX - International Dyslexia Association

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IDA 2024 ANNUAL READING, LITERACY & LEARNING CONFERENCE

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References for Padlet Professional Development Reading Materials Plan