90 Minute Reading Block Carol Dissen cdissen@uoregon.edu K-3 Statewide Literacy Outreach November...

90 Minute Reading Block90 Minute Reading Block

Carol Dissencdissen@uoregon.edu

K-3 Statewide Literacy Outreach

November 14-15, 2007

InstructionalPrograms &

Materials Assessment

ProfessionalDevelopment

DifferentiatedInstruction/Grouping/

Scheduling

Literacy CoachingInstructionalIntensity

More Turns withMore Turns with100% Student Engagement100% Student Engagement

IndependentPractice

90 Minute 90 Minute Reading Reading BlockBlock

What to Plan for??What to Plan for??

Teaching Reading Requires ExpertiseTeaching Reading Requires Expertise

• Teaching Reading is Rocket

Science (Moats, 1999).

• Teaching reading is a job for an

expert.

• The majority of teacher preparation

programs underestimate the depth

of preparation and practice needed.

Teaching Reading Requires ExpertiseTeaching Reading Requires Expertise

Quality in Education

“Quality is never an accident; it is always the result of high intention, sincere effort, intelligent direction, and skillful execution; it represents the wise choice of many alternatives.”

Willa A. Foster

Understanding the Purpose of Different Understanding the Purpose of Different ProgramsPrograms

Classifying Reading Programs:

What is the purpose of the program?

1. Core2. Supplemental3. Intervention

CoreReading Program

SupplementalReading Program

Core

Supplemental

Intervention

InterventionReading Program

Meeting the needs for most Supporting the Core Meeting the needs for each

Programs are tools that are implemented by teachers to ensure that children learn enough on time.

(Vaughn et al. 2001)

A School’s Continuum of Programs and MaterialsA School’s Continuum of Programs and Materials

Core: Programs and materials designed to enable 80% or more of students to attain schoolwide reading goals.

Supplemental: Programs and materials designed to support

the core program by addressing specific skill areas such

as phonemic awareness or reading fluency.

Intervention: Programs and materials designed to provide

intensive support for students performing below grade

level.

– Programs and materials emphasize big ideas

– Programs are implemented with high fidelity

Kameenui & Simmons

A core program is the “base” reading program designed to provide instruction on the essential areas of reading for the majority of students schoolwide. In general, the core program should enable 80% or more of students to attain schoolwide reading goals.

Kameenui & Simmons

Did I get through

the lesson?

Did the students

master the material?

How WELL did I teach the lesson?

What “teacher effects” should I be aware of?

Focus on QualityFocus on Quality

Programs are only as good as the Programs are only as good as the level of implementationlevel of implementation

To optimize program effectiveness:

• Implement the program everyday with fidelity

(i.e., the way it was written)

• Deliver the instruction clearly, consistently, and explicitly

(e.g., model skills and strategies)

• Provide scaffolded support to students

(e.g., give extra support to students who need it)

• Provide opportunities for practice with corrective feedback

(e.g., maximize engagement and individualize feedback)

Kameenui & Simmons

Our FocusOur Focus

Sequencing and coordination of components/

curriculum design

What teachers do to ensure that students

actually learn the components as they

move through the curriculum

WHATWHAT HOWHOW

Carnine, Silbert, Kame’enui, Tarver

The MarriageThe Marriage

+ =The “Art”

of Teaching

First Class Instructional Materials/Scope and Sequence

BOOSTED STUDENT

ACHIEVEMENT

Jill Jackson

Let’s start with Let’s start with ENGAGEMENT so that ALL ENGAGEMENT so that ALL

students are learning!students are learning!

Delivery of InstructionDelivery of Instruction

• Gain and maintain attention

• Elicit responses

• Maintain a perky pace

• Monitor students’ responses

• Provide corrective feedback

• Provide passage reading practice

Anita Archer, 2007

Active Participation -- Second Active Participation -- Second Graders with Anita ArcherGraders with Anita Archer

Delivery of Instruction:Delivery of Instruction:Gain and maintain attentionGain and maintain attention

• Procedures for Maintaining Attention– Gain attention– Elicit responses from students– Maintain a perky pace– Maintain close proximity to students– Connect with students

• Eye contact• Smile• Name• Monitor

– Add delight and humor– Teach with enthusiasm

Anita Archer, 2007

Delivery of Instruction:Delivery of Instruction:Gain and maintain attentionGain and maintain attention

• Other ways to increase attention:1. _______________________________2. _______________________________3. _______________________________4. _______________________________5. _______________________________6. _______________________________7. _______________________________

Anita Archer, 2007

Delivery of Instruction:Delivery of Instruction:Active ParticipationActive Participation

• Think– Have students think and record responses

– As students are writing, move around the classroom and record their ideas and their names on an overhead transparency.

• Pair– Have students share their ideas with their partners. Have them

record their partner’s best ideas.

– As students are sharing, continue to record ideas on the overhead.

• Share– Use the transparency for sharing with the class.

Anita Archer, 2007

Delivery of Instruction:Delivery of Instruction:Active ParticipationActive Participation

• Think Pair Share• What are ways that students can respond in a lesson?

1. _______________________________

2. _______________________________

3. _______________________________

4. _______________________________

5. _______________________________

6. _______________________________

7. _______________________________

Anita Archer, 2007

Delivery of Instruction:Delivery of Instruction:Elicit Responses Elicit Responses

(Choral Responses)(Choral Responses)

• Choral Responses– Students are looking at the teacher

• Ask a question.• Put up your hands to indicate silence.• Give thinking time.• Lower your hands as you say, “Everyone.”

– Students are looking at a common stimulus• Point to the stimulus.• Ask a question.• Give thinking time.• Tap for a response.

Anita Archer, 2007

Delivery of Instruction:Delivery of Instruction:Elicit Responses Elicit Responses

(Choral Responses)(Choral Responses)

• Choral Responses– Students are looking at their own book/paper.

• Ask a question.• Use an auditory signal (“Everyone.”).

• Hints for Choral Responses:– Give adequate thinking time.– Have students put up their thumbs OR look at you

to indicate enough thinking time.– If students don’t respond or blurt, repeat. Anita Archer, 2007

Delivery of Instruction:Delivery of Instruction: Elicit Responses Elicit Responses

(Choral Responses)(Choral Responses)• List specific parts of your lessons where you can use

Choral Responses:

1. _______________________________2. _______________________________3. _______________________________4. _______________________________5. _______________________________6. _______________________________

Anita Archer, 2007

Delivery of Instruction:Delivery of Instruction:Elicit Responses Elicit Responses

(Partner Responses)(Partner Responses)

• Partners

– Assign partners• Pair lower performing students with middle

performing students.• Give the partners a number.• Sit partners next to each other.• Utilize triads when appropriate.

Anita Archer, 2007

Delivery of Instruction:Delivery of Instruction:Elicit Responses Elicit Responses

(Partner Responses)(Partner Responses)• Other hints for partners

– Teach students how to work together. LOOK, LEAN, AND WHISPER.

– Teach students how to give and receive encouragement and compliments.

– Teach students that cooperative practice relates to the work place not to friendship.

– Change the partnerships occasionally (every three to six weeks).

– Join two partnerships to form cooperative teams. If you plan to use cooperative teams often, give students team numbers 1, 2, 3, and 4. Make 1 and 2 partners and 3 and 4 partners. When requesting responses on partnerships, refer to evens and odds. Anita Archer, 2007

Delivery of Instruction:Delivery of Instruction:Elicit Responses Elicit Responses

(Partner Responses)(Partner Responses)

• Use of partners:

1. Say answer to partner.2. Retell content of lesson using a graphic organizer.3. Review content (Tell, Help, Check).4. Brainstorm (Think, Pair, Share).5. Explain process, strategy, or algorithm using

examples.6. Read to or with partner.

Anita Archer, 2007

Delivery of Instruction:Delivery of Instruction: Elicit Responses Elicit Responses

(Partner Responses)(Partner Responses)• List specific parts of your lessons where you can use

Partner Responses:

1. _______________________________2. _______________________________3. _______________________________4. _______________________________5. _______________________________6. _______________________________

Anita Archer, 2007

Delivery of Instruction:Delivery of Instruction:Elicit Responses Elicit Responses

(Individual Responses)(Individual Responses)

• Less desirable practices1. Teacher asks question. Students raise their hands.

Teacher calls on student with raised hand.– Disadvantages:_________________________– _____________________________________

2. Student is inattentive. Teacher calls on the student to regain attention.

– Disadvantages:_________________________– _____________________________________

Anita Archer, 2007

Delivery of Instruction:Delivery of Instruction:Elicit Responses Elicit Responses

(Individual Responses)(Individual Responses)

• Individual Responses• Option #1

– Have students share answers with their partner.– Call on a student.– Advantages: ___________________________– ______________________________________

• Option #2– Ask a question.– Raise your hands to indicate silence.– Give thinking time.– Call on a student. Anita Archer, 2007

Delivery of Instruction:Delivery of Instruction:Elicit Responses Elicit Responses

(Individual Responses)(Individual Responses)

• Procedures for calling on students to insure that all students are involved.– Procedure #1: Call on students in different parts

of the room.– Procedure #2: Write names on cards or sticks.

Draw a name.– Procedure #3: Give each student a playing card.

• Other uses of playing cards:– Form “huddle” groups of hearts, clubs, diamonds,

spades.– Give roles to team members.

Anita Archer, 2007

Delivery of Instruction:Delivery of Instruction:Elicit Responses Elicit Responses

(Written Responses)(Written Responses)

• Written responses– Gauge the length of the written response to avoid

“voids”• Make the response fairly short OR• Make the response “eternal.”

– To keep students from “sneaking” ahead.• Expose limited items on the overhead.• Have students put their pencils down to indicate completion.

– Give immediate feedback.

Anita Archer, 2007

Delivery of Instruction:Delivery of Instruction:Elicit Responses (Other Responses)Elicit Responses (Other Responses)

• Touch or put pencil on stimulus.– Increase attention.– Allows monitoring of attention to stimulus.

• Act out.• Use hand signals.

– Useful to share categorical responses.– Model hand signal before using.

• Display answer with response cards.– Give students possible responses on cards (e.g.,

True/False, Yes/No, etc.)– Ask a question. Have students display card or point to

response.

Anita Archer, 2007

Delivery of Instruction:Delivery of Instruction:Elicit ResponsesElicit Responses

• Which of these methods will you use in your groups?

1. ___________________________________

2. ___________________________________

3. ___________________________________

4. ___________________________________

5. ___________________________________

6. ___________________________________

Anita Archer, 2007

Delivery of Instruction:Delivery of Instruction:Maintain a Perky PaceMaintain a Perky Pace

• Prepare for the lesson.

• Use “instructional routines”

• When you get a response, move on.

• Avoid “verbosity”.

Anita Archer, 2007

Delivery of Instruction:Delivery of Instruction:Monitor Students’ ResponsesMonitor Students’ Responses

• Walk/Move/Reach around.

• Look around.

• Talk around.

Anita Archer, 2007

Delivery of Instruction:Delivery of Instruction:Provide Immediate FeedbackProvide Immediate Feedback

• Acknowledge/Praise

• Encourage/Support

• Correct Errors– Correct errors with the individual or the group– Correct with a neutral affect.– Use: I do it. We do it. You do it.

Anita Archer, 2007

Delivery of Instruction:Delivery of Instruction:Passage ReadingPassage Reading

• Choral Reading– Read selection with your students.– Read at a moderate rate.– Tell your students, “Keep your voice with mine.”

• Cloze Reading– Read selection.– Pause on “meaningful” words.– Have students read the deleted words.(Excellent practice for reading initial part of a chapter or

when you need to read something quickly.)

Anita Archer, 2007

Delivery of Instruction:Delivery of Instruction:Passage ReadingPassage Reading

• Partner Reading– Assign each student a partner.– Reader whisper reads to partner. Students alternate by

sentence, paragraph, or page.– Coach corrects errors.

• Ask: Can you figure out this word?• Tell: This word is ______. What word? Go back.

Alternatives to support lowest readers:• Lowest readers placed on a triad.• First reader (better reader) reads material. Second

reader reads the SAME material.• Students read the material together.

Anita Archer, 2007

ManagementManagement

• Organize the group to promote appropriate behavior.

• Guidelines for group arrangement.1. Students are facing the teacher during the

instruction.2. The teacher can easily monitor all areas of the

room.3. All members of the group are visible.4. Materials are accessible.5. Students can easily work with a partner.

Anita Archer, 2007

ManagementManagement

• Big Ideas:

– Anticipate and remove.

– Avoid the void.

– Communicate clear expectations.• Rules• Looks like/Sounds like charts.• Routines

Anita Archer, 2007

ManagementManagement

• Establish “routines”:

– Required materials– Distributing materials– Assigning tasks– Completing tasks– Moving in and out of the group– Beginning of Group: Warm-up activities– End of Group: Closing activities

Anita Archer, 2007

ManagementManagement

• Asking questions during the lesson.– Teach students a routine that emphasizes “public” versus

“private” questions.

• Public questions.– If the answer to the question would be useful to all

students, the student would raise his/her hand and ask the question.

• Private questions.– If the answer would only be useful to the student, the

student would do one of the following:– Option #1: Turn over red/green card or playing card.– Option #2: Place hand on “heart”.– Option #3: Wait until the teacher is near during

monitoring.Anita Archer, 2007

ManagementManagement

• Big Idea

– Connect.

– Catch students being good.

– TEACH WITH PASSION.

– MANAGE WITH COMPASSION.

Anita Archer, 2007

For a reading program to be balanced, it must be

differentiated to meet the needs of each child.

-Vaughn, 2002

Now, how do I go about Now, how do I go about planning my lessons to planning my lessons to

meet the needs of all meet the needs of all learners?learners?

Differentiated Differentiated Instruction Aligned Instruction Aligned With Student NeedsWith Student Needs

Examples

• Students are grouped based on skill level (assessment results)

• Specified intervention and supplemental programs are implemented depending on student needs and profiles

• Groups are reorganized based on changes in student skill as assessed by regular progress monitoring data

How do I address the

needs of all my students?

Teach/ DifferentiateTeach/ Differentiate

PracticePractice

Evaluate/Evaluate/AssessAssess

InstructionInstruction

ApplyApply

AssessAssess

Assessment is the KeyAssessment is the Key

• Students must progress, at an appropriate pace from what they already know to higher levels of learning

• Teachers can plan better when they know what standards students have mastered

Assessment is the KeyAssessment is the Key

• For a variety of reasons, gaps often appear in what has been learned for special needs students

• Gaps can be discovered through _________________ASSESSMENT

and remediation can occur without slowing down the entire language arts program!

Types of AssessmentsTypes of Assessments

What assessment tools do you have to inform your instruction?

Think, Pair, Share!Think, Pair, Share!

Using Data to Develop Instructional Using Data to Develop Instructional Plans: Phonics ScreenersPlans: Phonics Screeners

• Phonics screening tools are used to identify students’ phonics gaps to better target instruction.

• Examples: – CORE Phonics Screener– Quick Phonics Screener (Read Naturally)– Houghton Mifflin Phonics Decoding Screener

Short Vowels in CVC Words Score sip cat let but hog (real) vop fut dit keb laz (pseudo) /10

Task

5A Comments:

Short Vowels, digraphs, and -tch trigraph Score when chop rich shut match (real) wheck shom thax phitch chud (pseudo) /10

Task

5B Comments:

Consonant blends with short vowels Score stop trap quit spell plan (real) stig brab qued snop dran (pseudo) clip fast sank limp held (real) frep nast wunk kimp jelt (pseudo) /20

Task

5C Comments:

Long-Vowel Spellings Score tape key lute paid feet (real) loe bine joad vay soat (pseudo) /10

Task

5D Comments:

r- and l-Controlled Vowels Score bark horn chirp term cold (real) ferm dall gorf murd char (pseudo) /10

Task

5E Comments:

Create an Assessment PlanCreate an Assessment Plan

• Instructional programs, grouping, and time are adjusted and intensified according to learner performance and needs.

GroupingGrouping• Students with reading difficulties who are taught in small

groups learn more than students who are instructed as a whole class (National Reading Panel, 2000).

• Alternate grouping formats (e.g. one-one-one, pairs, small group, whole group) for different instructional purposes and to meet students’ needs

• Use small, same-ability groups, continually monitor student progress, and regroup to reflect students knowledge and skills

• When students experience difficulties, reteach the knowledge and skills that have the highest impact on learning to read

SizeSize• Whole class

– appropriate for instruction in elements of the core reading program

– can be used in providing supplemental reading activities– fewer opportunities for individual response

• Small group (3-8 students) & One on One– focused instruction– greater opportunities to respond– enables close monitoring of student performance– enables provision of performance feedback– enables remediation of chronic errors

Planning Differentiated Instructional Planning Differentiated Instructional Focus GroupsFocus Groups

Instructional Focus #1:

Students who are classified Benchmark on program independent screening or progress monitoring and pass all In-Program assessments.

Instructional Plan:

Instructional Focus #2:

Students who are classified Benchmark on program independent screening or progress monitoring and fail one or more In-Program assessments.

Instructional Plan:

Instructional Focus #3:

Students who are classified Strategic on program independent screening or progress monitoring and pass all sections of a Phonics Screening Assessment.

Instructional Plan:

Instructional Focus #4:

Students who are classified Strategic on program independent screening or progress monitoring and fail one or more sections of a Phonics Screening Tool.

Instructional Plan:

Instructional Focus #5:

Students who are classified Intensive on program independent screening or progress monitoring. Students should be placed in categories that match the intervention placements tests.

Instructional Plan:

Differentiated Reading ModelDifferentiated Reading ModelWhole Group Instruction:

•Core Program Opening Routines

•Core Program Strategy/Skill Lessons (Phonemic Awareness/Phonics/High-Frequency Words/Comprehension/Vocabulary)

•Core Program Literature

Instructional Small Groups:

•Core or Intervention Strategy/Skill Work

•Core or Intervention Read Practice

Independent/Interactive Activities:

•Practice Pages

•Partner Reading

•Fluency Building

•Skill Practice

Dynamic Instructional Groups:(Flood Staff Resources)

•Supplemental Phonemic Awareness/Phonics

•Supplemental Fluency

•Supplemental Comprehension

•Language Support

•ELL Pre-teaching

Double Dose Instructional Small Groups

Planning for Instructional IntensityPlanning for Instructional Intensity

• Explicit Instruction

• Systematic Instruction

• Modeling

• Many Opportunities to Respond

• Immediate Error Correction

• Limit Teacher Talk (keep focused and simple)

Jill Jackson, 2007

5 “Mores”5 “Mores”

• More explicit/direct instruction

• More modeling

• More practice with...

• More feedback

• More time

Jo Robinson, 2007

1. More Explicit and Direct Teaching1. More Explicit and Direct Teaching

• Teacher makes existing directions more explicit

• Switch student to a more explicit core program or intervention

2. More Modeling2. More Modeling

• Show exactly what you want during first teaching and when you correct My Turn– Blend a word– Read a line of practice fast– Read a sentence smoothly– Read a paragraph or page smoothly– Say a complete sentence

3. More Practice3. More Practice

• More turns – Saying letter names/sounds– Saying sight words fast– Blending words– Reading complete sentences smoothly– Reading complete pages smoothly– Answering comprehension questions in

complete sentences– Hearing and using vocabulary words

4. With More Feedback4. With More Feedback

• My Turn error correction

Sound/letter naming correction “My Turn. That letter is d. What letter? Go

back.”“My turn. This sound is /o/. What sound? Go

back.”

Error CorrectionError Correction

Blending correction in story reading For early first grade or intervention phonics

groups:• “Sound it out.”• (Sound out with them.)• “Go back.”

For sight words and after blending is firm: • “My turn.”• “That word is____. What word?”• “Go back.”

Error CorrectionError Correction

After blending correction in story reading For mid first grade or intervention phonics

groups past blending:• “My turn.”• “That word is____.”• “What word?”• “Go back.”

Error CorrectionError Correction

Fluency correction for poor expression

• “My turn.”• (Same section read by teacher with

correct expression/rate modeled)• “Go back”• If they don’t go on: “Go on.”

Error CorrectionError Correction

5. More Time5. More Time

• Full 90 minute block

• Extra intervention block

Big Ideas of Reading InstructionBig Ideas of Reading Instruction

1. Phonemic Awareness: The ability to hear and manipulate sound in words.

2. Alphabetic Principle: The ability to associate sounds with letters and use these sounds to read words.

3. Accuracy and Fluency with Connected Text: The effortless, automatic ability to read words in isolation (orthographic coding) and connected text.

4. Vocabulary Development: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning.

5. Comprehension: The complex cognitive process involving the intentional interaction between reader and text to extract meaning. Kameenui & Simmons

Effective Instructional TechniquesEffective Instructional Techniques

• Signaling

• Unison oral responding

• Pacing

• Monitoring

• Correcting errors and

teaching to mastery

• Signaling

• Unison oral responding

• Pacing

• Monitoring

• Correcting errors and

teaching to mastery

Phonological AwarenessPhonological Awareness

PA Warm UpPA Warm UpExample Format: Template for Phoneme Blending Instruction

• Prepare chains of 2, 3, 4, and 5 cubes prior to lesson. • Say: You’re going to practice blending individual sounds to make words. I’ll tap a cube as I say

each sound in the word. When I slide my finger above the cubes you’ll say the whole word.• Say: I’ll model for you how to blend the sounds I say into a word. I’ll model two words. My turn.

Model, using the signaling procedure above, with only teacher responding. • Say: Your turn.Use the above signaling procedure with only students responding.

• To correct students: • Say: My turn. Use signaling procedure above with only teacher responding to correct students on

missed item. • Say: Your turn. Use signaling procedure above with only students responding . Back up two items

and continue.

• When it appears that the group is consistently answering all items correctly, provide individual turns as a check. Call on several students for one word each. Call on students in an unpredictable order. Call more frequently on students who made errors. If a student makes an error on an individual turn, you may provide Correction Procedure with all students responding.

Reading First Technical Assistance Center: Templates for Use with High Risk Learner; Card 5: Template for Phoneme Blending Instruction (2007)

PA Warm UpPA Warm UpExample Format: Template for Phoneme Segmentation• Say: You’re going to practice saying the sounds in words. I’ll say a word. Each time I hold up a

finger, you’ll say a sound in the word.• Say: I’ll model how to say the sounds in two words. I’ll say a sound each time I hold up a

finger. My turn. Model, using the signaling procedure above, with only teacher responding. • Say: Your turn. Use the above signaling procedure with only students responding.

• To correct students: • Say: My turn. • Use signaling procedure above with only teacher responding to correct students on missed

item. • Say: Your turn. • Use signaling procedure above with only students responding. Back up two words and

continue.• When it appears that the group is consistently answering all items correctly, provide

individual turns as a check. Call on several students for one word each. Call on students in an unpredictable order. Call more frequently on students who made errors. If a student makes an error on an individual turn, you may provide Correction Procedure with all students responding.

Reading First Technical Assistance Center: Templates for Use with High Risk Learner; Card 5: Template for Phoneme Segmentation (2007)

Alphabetic PrincipalAlphabetic Principal

Explicit Phonics LessonExplicit Phonics Lesson

• PA warm up

• Introduce or review sound/spelling (explicit)

• Blending (explicit)

• Decodable text

• Dictation

• Word work

New Phonic ElementNew Phonic Element

• Introducing a sound spelling for the first time• Reviewing a previously taught sound/spelling

oi

oi

-oy

Example:

“This is the boy card. Card?___”

“This sound is /oi/. Sound? ___”

The spelling is oi. Spelling? ___”

BlendingBlending

Example: Spelling Focused Blending

“Sound?” (Tap under sound)

“Word?” (Slide hand under word)

boil check coinpoint bean chin spoil boat moist

ay ai a_e

ai ay ai

a_e ai ay

tray mail late

day gate pail

sail gray date

where the said

she when there

what come they

Added Practice:Review:

Teach the pronunciation of difficult Teach the pronunciation of difficult to read words.to read words.

• Strategy Words -- Multisyllabic

– Segment the word into decodable parts. Indicate parts with loops under the word.

– Guide students in reading each part of the word. (Move your finder under each part of the word.)

• What part? _______________• What part? _______________• What part? _______________• What part? _______________

condensation atmosphere evaporation

Anita Archer, 2007

Decodable TextDecodable Text

Definition:

Decodable text contains (a) wholly decodable words that conform to previously introduced letter/sound correspondences and (b) previously introduced high-frequency and sight words.

Purpose:

“Decodable text gives beginning readers the support necessary to apply newly acquired phonics skills to the material they are reading.”

Core Source Book pg. 2.19

Reading Decodable TextReading Decodable Text

“Touch under the first word.”

“Ready? Read.”

Correction: My turn. That word is ____. What word? Go back to the beginning of the sentence.

When students are ready…Mix it up!

-Word by Word

-Sentence by Sentence

-Page by Page

Match the Text Type to the Match the Text Type to the Instructional ObjectiveInstructional Objective

• Wordless

• Decodable Text

• Anthology

• Leveled Reader

• Authentic

• Concepts of Print

• Applying New Phonics Skills

• Vocabulary

• Fluency

• Comprehension

• _____________

DictationDictation

“Dictation activities connect the encoding process (writing) to the decoding (reading) by demonstrating that students not only use sound/spelling knowledge to read, but the same knowledge enables them to communicate with others through writing.” (CORE Source Book pg. 8.19)

– Sound by Sound– Whole Word– Sentence

Dictation -- Third Graders with Anita Dictation -- Third Graders with Anita ArcherArcher

Example Dictation Routine: Example Dictation Routine: Sound by Sound:Sound by Sound:

The word is boil. What’s the word? ____Say the sounds in boil. _ _ _What’s the first sound? _What’s the spelling for /b/?Write the spelling.What’s the next sound?What’s the spelling for /oi/?Write the spelling.What’s the next sound? What’s the spelling for /l/?Write the spelling.

After each word, write the correct spelling on the board. Ask students to correct their spellings by CROSSING out the incorrect spelling and rewriting.

Example Dictation Routine: Example Dictation Routine: Word by Word:Word by Word:

The word is boil. What’s the word? ____Say the sounds in boil in your head. Write one spelling for each sound.

After each word, write the correct spelling on the board. Ask students to correct their spellings by CROSSING out the incorrect spelling and rewriting.

VocabularyVocabulary

Teach the Meaning of Critical, Teach the Meaning of Critical, Unknown Vocabulary WordsUnknown Vocabulary Words

• View Video #1

• What instructional steps (routines) are used to introduce each of the words?

• What other good practices do you observe?

Teach the Meaning of Critical, Teach the Meaning of Critical, Unknown Vocabulary WordsUnknown Vocabulary Words

• Robust, Explicit Vocabulary Instruction – Attributes of good vocabulary instruction

• Multiple exposures• Definitional information and contextual

information• Sufficient amount of instructional time to

insure understanding of words• Active engagement in instruction

Teach the Meaning of Critical, Unknown Teach the Meaning of Critical, Unknown Vocabulary WordsVocabulary WordsInstructional Routine

(Note: Teach words AFTER you have read a story to your students and BEFORE students read a selection.)

Complete Word Diagram or Four Square Page with 4 new vocabulary words.

Procedures: Use in Combination with Template #17.

Step 1

Introduce the Word a. Write the word on board. b. Read word. Students repeat. c. Repeat for unfamiliar words.

Example “This word is reluctant.” “What word?”

Step 2

Present a Student-Friendly Definition

a. Tell students explanation, or,

b. Have students read explanation with you.

“Reluctant means you are not sure you want to do something.” “When you are not sure you want to do something, you are …”

Step 3

Illustrate the Word with Examples • Concrete examples • Visual representations • Verbal examples

“If your mother asked you to try a new food, you might be reluctant.” “You may be reluctant to watch a scary movie.”

Step 4

Check Students’ Understanding Option 1: Deep processing questions Option 2: Examples/Nonexamples Option 3: Students generate examples Option 4: Sentence starter

“Why would a student be reluctant to go to a new school?” “Would you be reluctant to go to recess on a warm, sunny day?” “Tell your partner something you would be reluctant to do.” “Tell your partner something a cat might be reluctant to do. Start your sentence by saying, ‘A cat might be reluctant to . . .’ Then tell why.”

Instructional Routine for Teaching Critical, Unknown Vocabulary Words

B * (T) D A V

• Step 1: Introduce the wordA. Write the word on the board.

B. Read the word. Students repeat.

C. Repeat for unfamiliar words.

“This word is relieved. What word?” __________

Teach the Meaning of Critical, Teach the Meaning of Critical, Unknown Vocabulary WordsUnknown Vocabulary Words

Instructional Routine

• Step 2: Present a Student-Friendly Definition

A. Tell students an explanation, or

B. Have the students read the explanation with you.

“When something that is difficult is over or never happened at all, you feel relieved. So if something that is difficult is over, you would feel _______________.

Teach the Meaning of Critical, Teach the Meaning of Critical, Unknown Vocabulary WordsUnknown Vocabulary Words

Instructional Routine

•Step 3: Illustrate the word with examples– Concrete Examples– Visual representations– Verbal examples

Teach the Meaning of Critical, Teach the Meaning of Critical, Unknown Vocabulary WordsUnknown Vocabulary Words

Instructional Routine

“When the spelling test is over, you feel relieved.”

“When you have finished giving the speech that you dreaded, you feel relieved.”

How to get vocabulary pictures?How to get vocabulary pictures?

Santa Maria Bonita School District Web Site (Houghton Mifflin

Vocabulary pictures):

http://www.smbsd.org/page.cfm?p=1445

Google for Images!!

Web Images Groups News Maps

Google Search

Advanced Search Preferences

Online Web DictionariesOnline Web Dictionaries

• www.wordsmyth.net

• www.ldoceonline.com

• www.longman.com

• www.wordcentral.com

• Step 4: Check Students’ Understanding– Option 1: Deep Processing Questions– Option 2: Examples and Non-Examples– Option 3: Students Generate Examples– Option 4: Sentence Starter

Teach the Meaning of Critical, Teach the Meaning of Critical, Unknown Vocabulary WordsUnknown Vocabulary Words

Instructional Routine

• Option 1: Ask deep processing questions.

When the students lined up for morning recess, Jason said, “I am so relieved that this morning is over.” Why might Jason be relieved?

When Maria was told that the soccer game had

been cancelled, she said, “I am relieved.” Why

might Maria be relieved?

Teach the Meaning of Critical, Teach the Meaning of Critical, Unknown Vocabulary WordsUnknown Vocabulary Words

Instructional Routine

• Option 2: Have students discern between examples and nonexamples.

“If you were nervous singing in front of others, would you feel relieved when the concert was over?”Yes “Why?”

“If you loved singing to audiences, would you feelrelieved when the concert was over?” No “Why not?” It was not difficult for you.

Teach the Meaning of Critical, Teach the Meaning of Critical, Unknown Vocabulary WordsUnknown Vocabulary Words

Instructional Routine

• Option 3: Have students generate their own examples.

“Tell your partner a time when you were relieved.”

Teach the Meaning of Critical, Teach the Meaning of Critical, Unknown Vocabulary WordsUnknown Vocabulary Words

Instructional Routine

• Option 4: Provide students with a sentence starter. Have them say a complete sentence.

Teach the Meaning of Critical, Teach the Meaning of Critical, Unknown Vocabulary WordsUnknown Vocabulary Words

Instructional Routine

Sometimes your mother is relieved. Tell your partner when your mother is relieved. Start your sentence by saying, “My mother is relieved when________.”

• Instructional Routine Checklist: Did the teacher:

1. Introduce the word?

2. Present a student-friendly explanation?

3. Illustrate the word with examples?

4. Check students’ understanding?

Teach the Meaning of Critical, Teach the Meaning of Critical, Unknown Vocabulary WordsUnknown Vocabulary Words

Instructional Routine

• Vocabulary Review: • After teaching the group of vocabulary words,

review the words using a “word association” activity.

• Words written on board or overhead:

enemy, disgusting, invited, relieved

“Tell me the word that I am thinking about.Someone that hates you might be called an ________.If you didn’t like a food, you might say it is ________.When a test is over, you often feel _________.When you are asked to a party, you are _______.”

Teach the Meaning of Critical, Teach the Meaning of Critical, Unknown Vocabulary WordsUnknown Vocabulary Words

Instructional Routine

Practice

ComprehensionComprehension

Scaffolding Reading Comprehension in the Scaffolding Reading Comprehension in the Elementary School: Elementary School:

During ReadingDuring Reading

• Utilize passage reading procedures that provide adequate reading practice.

• Ask appropriate questions during passage reading.

• Teach strategies that can be applied to passage reading.

• Use graphic organizers to enhance comprehension. (In some cases, use after passage reading.)

Anita Archer, 2007

Strategy instruction: The big ideasStrategy instruction: The big ideas

1. Effective long-term instruction will most likely involve teaching students to flexibly use multiple strategies to improve their comprehension of text.

2. Effective instruction requires many opportunities for students to discuss and interpret text using the application of strategies as a way of structuring the discussion.

3. The focus of strategy instruction should always be on constructing the meaning of the text.

4. Effective strategy instruction always involves explicit description and modeling of strategies by the teacher.

5. Effective strategy instruction always involves extended discussions of text in which the teacher scaffolds student strategy use.

Torgesen, 2007, Comprehension Conference, San Francisco, CA

Strategy instruction: The big ideasStrategy instruction: The big ideas

6. Always keep in mind that the purpose of strategy instruction is to stimulate student’s thinking about the meaning of text (by providing guided opportunities for them to actually think about, and interpret text) -- ultimately, their attention needs to be on the text and not on the strategies.

Torgesen, 2007, Comprehension Conference, San Francisco, CA

Teach strategies that can be applied Teach strategies that can be applied to passage reading.to passage reading.

• Model I do it.

• Prompt We do it.

• Check You do it.

Archer, 2007, Comprehension Conference, San Francisco, CA

Teach strategies that can be applied to Teach strategies that can be applied to passage reading.passage reading.

Guided Practice

• We do it. (“Let’s ________ together.)

• Prompt verbally.– Guide or lead students through the strategy.– Step - do - Step - do - Step - do - Step - do– Gradually fade your prompt.

Archer, 2007, Comprehension Conference, San Francisco, CA

Cause and Effect -- Third Graders Cause and Effect -- Third Graders with Anita Archerwith Anita Archer

Answering Comprehension QuestionsAnswering Comprehension Questions

• Model how to begin writing the written responses on the test, and then expect them to begin the written response the way you modeled. – On the overhead, model circling and labeling the “who” and the

“what” in the comprehension question and then writing the “who” and the “what” in the starter for the answer.

– Have the students circle and label the “who” and the “what” in the question on their own paper, then copy your starter and have the students finish the answer themselves.

– Gradually but as soon as possible, hand-off this procedure to the students until they can do it themselves.

Answering Comprehension QuestionsAnswering Comprehension Questions

• Expect all written answers to be “7 UP”. This is just an easy to remember way to remind them that they need at least 7 words in their answer. This pushes them to use complete sentences, phrases, adjectives and adverbs.

• Grade the written responses using a point system for both correct writing and the correctness of the comprehension answer: Example:

“Who” and the “what” = 1 point

Complete sentence (Spelling & punctuation) = 1 point

Correct answer = 1 point

3 points TOTAL

Teaching Summarization by Teaching Summarization by Paragraph ShrinkingParagraph Shrinking

(Fuchs, et al.)

Steps:• 1. Name the who or what the paragraph is

about in a brief phrase.• 2. Identify two or three important details about

the topic.• 3. “Shrink the paragraph by stating the main

idea in 10-15 words or less.

FluencyFluency

Scaffolding Reading Comprehension in the Scaffolding Reading Comprehension in the Elementary School: Elementary School:

After ReadingAfter Reading

• Provide intentional fluency building practice.

• Engage students in a discussion.• Have students answer written questions.• Provide engaging vocabulary practice.• Have students write summaries of what they

have read.

Effective fluency building instruction involves three critical factors:• Selecting appropriate instructional tasks (i.e.,

letter sounds or words students can produce accurately but not fluently).

• Scheduling sufficient practice (brief, multiple opportunities per day).

• Systematically increasing the rate of response (developing individual goals such as 20 wpm, 30, 40, etc).

Building Fluency with Connected Building Fluency with Connected Text ReadingText Reading

• Fluency building should be scheduled frequently within and across days.– Examples:

• Repeated reading of a passage

• Brief drill of the “5 High Frequency Words of the Week” for 2 minutes 3 times a day

• Quick review of letter sounds for 2 minutes after each recess

• Peer tutoring (within or across grades)

Building Fluency with Connected Building Fluency with Connected Text ReadingText Reading

Whole Class Fluency Practice Activity: 1. Prepare Motivational Chart (on large poster board, or tag board, write all of the

students’ names down the left side of the board) and place on the classroom wall (clearly visible).

2. Explain to the students that the focus is on accuracy!! The student goal is to

read their selection (a re-read of familiar text that they have already read in their small reading group) without making any errors.

3. The students whisper read independently, or with a partner, their familiar text

(partners need to be pre-determined by the teacher and stay the same for 4-6 weeks).

4. The teacher moves around the classroom listening to individual students read

their selection (one page if there is enough text or the entire book if there is minimal text).

5. If the student reads with 100% accuracy (or less than 3 errors per 100 words if

the text is large), the teacher puts a star, sticker, etc. next to their name on the motivational chart.

6. If the student reads with errors, the teacher immediately uses error correction

(my turn...your turn...), the student finishes the page/story, and the teacher encourages continued practice and makes sure to come back to that student in the next day or two to check for accuracy again.

7. Work on the accuracy goal until ALL students understand that this is the #1

expectation for reading! 8. When students are ready, switch to expression and rate fluency practice (AND

keep the goal of 100% accurate reading). As the teacher moves around the classroom, they will time individual students for 30 seconds to one minute (depending on the length of the text). Count # of words read correctly. If the student read without making errors, record the number of words read next to their name on the motivation chart (the motivation is to read more words each time).

Independent PracticeIndependent Practice

• Provide students systematic opportunities to review previously learned skills.

– The practice needs to be sufficient, distributed across time, and cumulative

– Fluency building activities can be brief (2-3 minutes) and distributed throughout a day

– Fluency building is only appropriate for skills that students are highly accurate

Structure Ample Review and Structure Ample Review and Opportunities for LearningOpportunities for Learning

Student CapabilitiesStudent CapabilitiesHas this ever happened to you?Has this ever happened to you?

Just as you get started with a direct instruction lesson, whole or small group, you must stop teaching to take care of students who are off

task. Once you get those students going again, you realize you’ve lost the attention of the group you were

teaching!

Remember… Classroom Management for Remember… Classroom Management for Differentiating Instruction is: Differentiating Instruction is:

• Managing groups

• Managing behavior

• Managing curriculum

• Managing assessment to guide instruction

• Managing the schedule

Steps to IndependenceSteps to Independence

• Organize the Classroom for Independence• Assess & Analyze: Determine Your Groups• Teach Children How to Work with Others and in

Groups• Introduce, Model, and Provide Practice in How to

Complete Work Independently• Evaluate the Effectiveness of Your Groups

Step OneStep One

• Organize the Classroom for Independence

• Get your classroom set up for

independent work

Step TwoStep Two

• Assess & Analyze: Determine Your Groups

• Think about the groups you need

and who should be in them.

Keep in mind that you’ll rethink

and regroup students regularly.

Step ThreeStep Three

• Teach Children How to Work with Others and in Groups

• Invest in teaching students how

to work with others

Step FourStep Four

• Introduce, Model, and Provide Practice in How to Complete Work Independently

Step FiveStep Five

• Evaluate the Effectiveness of Your Groups

• Check your decisions and

your students’ efforts

Day OneDay One

• Select and distribute a group activity• Invite students to turn and work with 2 or 3 other

students• Monitor• Determine group behaviors

• Management issue• Not sure what to do

• After every group has completed the task, lead a discussion asking, “What worked well? What did you have trouble with?”

Day TwoDay Two

• Divide students into interactive groups• Remind everyone of the social skills needed

for small group work• Introduce another activity for small group work• Check that everyone is ready• Pretend to work with a group• Debrief after 10-15 minutes or students have

completed the activity• Praise, revisit appropriate group behaviors,

and discuss the pride we feel when a job is completed

A Subsequent DayA Subsequent Day

• Call a group to your table

• Have the other groups work on a simple activity

• Establish what everyone has to do

• Teach your group

• Debrief

Phonemic AwarenessPhonemic Awareness

• Quick Draw

• One Card Out

• Name That Sound

• Picture Matching and Sorting (initial sounds, ending sounds, etc.)

Alphabetic PrincipalAlphabetic Principal

• Word Concentration (make a lay-out mat)

• Highlight certain Sound/Spellings in decodable books

• Toughy Charts

Alphabetic PrincipalAlphabetic Principal

• Roll and Write

• Cut out word and/or picture boxes to build sentences.

• Making Words

Alphabetic PrincipleAlphabetic Principle

• Word Munchers (“That’s Right” game)

• Read it, Spell it, Write it

• Word Sorts

Alphabetic PrincipleAlphabetic Principle

• Word Checkers

• Use Highlight Tape to highlight correct beginning sound of the picture.

• Word Bingo (teach-nology.com)

FluencyFluency

• Oral Partner Reading

• Timed Reading (using repeated reading chart)

• Read to upper-grade buddy

• Rereading of familiar text (have a partner time each day)

• Read into “whisper phones”

VocabularyVocabulary

• Write a story using words in the word bank.

• Vocabulary Bingo (teach-nology.com)

• Vocabulary Cards on Rings (quiz partner)

• Student Vocabulary Log

VocabularyVocabulary

• Four Square Vocabulary

• Bringing Words to Life ideas

ComprehensionComprehension

• Graphic Organizers

• Reading Log (use scoring guide!)

• Response Cards

• Story Structure

ComprehensionComprehension

• After Read-Aloud or Anthology Story:

– Who?– What?– When?– Where?– Why?

Professional DevelopmentProfessional Development

• ALL instructional staff has received sufficient training in the programs they are using.

• On-going in- and out-of-classroom professional development is planned for and provided.

• Training in classroom management, data analysis, grade level meetings and effective instructional techniques.

• Professional development in differentiated instruction is on-going.

Literacy CoachingLiteracy Coaching

Five-Minute ObservationsFive-Minute Observations

The “snapshots” of instruction!

Five-Minute Observation Form

In the box next to each General Feature indicate +, -, or NA. Check the circle next to each observed area.

Instructor models instructional tasks when appropriate. o Demonstrates the task (e.g., uses think alouds) o Proceeds in step-by-step fashion o Limits language to demonstration of skill o Makes eye contact with students, speaks clearly while

modeling skill

Instructor provides explicit instruction. o Sets the purpose for the instruction o Identifies the important details of the concept being

taught o Provides instructions that have only one interpretation o Makes connection to previously-learned material

Instructor engages students in meaningful interactions with language during lesson. o Provides and elicits background information o Emphasizes distinctive features of new concepts o Uses visuals and manipulatives to teach content as

necessary o Makes relationships among concepts overt o Engages students in discourse around new concepts o Elaborates on student responses

Instructor provides multiple opportunities for students to practice instructional tasks. o Provides more than one opportunity to practice each new

skill o Provides opportunities for practice after each step in

instruction o Elicits group responses when feasible o Provides extra practice based on accuracy of student

responses

Instructor: ____________________________

Instructor provides corrective feedback after initial student responses. o Provides affirmations for correct responses o Promptly corrects errors with provision of correct model o Limits corrective feedback language to the task at hand o Ensures mastery of all students before moving on

Instructor encourages student effort. o Provides feedback during and after task completion o Provides specific feedback about student’s accuracy

and/or effort o Majority of feedback is positive o Celebrates or displays examples of student success in

reading

Students are engaged in the lesson during teacher-led instruction. o Gains student attention before initiating instruction o Paces lesson to maintain attention o Maintains close proximity to students o Transitions quickly between tasks o Intervenes with off-task students to maintain their focus

Students are engaged in the lesson during independent work. o Independent work routines and procedures previously

taught o Models task before allowing students to work

independently o Checks for student understanding of the task(s) o Students use previously-learned strategies or routines

when they come to a task they don’t understand o Independent work is completed with high level of

accuracy

Students are successful completing activities at a high criterion level of performance. o Elicits a high percentage of accurate responses from

group o Elicits a high percentage of accurate responses from

individuals o Holds same standard of accuracy for high performers and

low performers

School: Date: Time: Program and Level: Grouping Format: Number in Group: Group Performance Level:

Focus: Phonemic Awareness Phonics Fluency Vocabulary Comprehension

Comments:

Coaching FeedbackCoaching Feedback

• Brief and specific comments– “modeling was explicit -- more repetitions may be

helpful”– you provided “think alouds”– “teacher provided lots of examples”– “many segmenting models”– “high level of engagement”– “constant and immediate feedback”

Feedback Areas:Feedback Areas:

• Areas Implemented Well– Be brief and specific.

• Identified Area(s) for Student Support– Choose a critical area and be brief!

• Action Plan– Needs to be connected to the Identified Area

for Student Support and needs to be “doable”.• Follow-Up Date

– Be specific (2 weeks, 1 month, 4th week of January, etc.)

Data Guides Instructional Support Data Guides Instructional Support PlansPlans

“If the plan is not working, we do whatever

is needed to change the plan. If it is not

working after two weeks or a month, you

need to change it. You need to make

sure the plan is working.

Failure is not an option.”-RF principal

Thank you!Thank you!