463 Too Much Time at 2.1?

463 Too Much Time at 2.1?

Participant Book

© 2020 Success for All Foundation 463 | Too Much Time at 2.1? | i

Table of ContentsPresentation Slides . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

“Stuck” at 2.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Reading Hierarchy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Presentation Slides . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Aggressive Placement . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Scoring Rule of Thumb . . . . . . . . . . . . . . . . . . . . . . . . . 6

CAS for 2.1 Students . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Processing Questions . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Vocabulary Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Fluency Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Questions at Levels 2.1, 2.2, and 3.1 . . . . . . . . . . . . . . . . . 12

Scaffolding Activity . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Closing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

• Customizing the Lesson . . . . . . . . . . . . . . . . . . . . . 16

© 2020 Success for All Foundation 463 | Too Much Time at 2.1? | 1

2 | 463 | Too Much Time at 2.1? © 2020 Success for All Foundation

“Stuck” at 2.1• What does it mean to be “stuck” at 2.1?

• What skills are students struggling to demonstrate?


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Aggressive Placement

© 2014 Success for All Foundation14

➋ A Classroom Assessment Summary is submitted quarterly by each teacher. (22) S

LL Every teacher submits a Classroom Assessment Summary at the end of each grading period with enough classroom data about each student for scores and averages to be meaningfully analyzed and evaluated. (Start‑up)

LL The facilitator or other school leader reviews the Classroom Assessment Summary reports for consistency, accuracy, and completeness.

➌ Member Center (or equivalent) data‑collection and reporting tools are used consistently. (23) S

LL Teachers consistently collect and enter classroom data into the Member Center. (Start‑up)LL Teachers understand how the classroom data rolls up into summary reports with calculated totals and averages for monitoring whole‑class and individual performance.

LL Teachers review, analyze, and evaluate data reports and summaries with colleagues and the facilitator on a regular basis.LL Instructional component teams and Schoolwide Solutions teams have access to and frequently reference the classroom data reports and summaries.

LL Data collection may be managed with paper versions or other software, especially when computer or Internet access is limited.

LL The facilitator or other school leader regularly checks schoolwide usage of the teacher cycle record and weekly record forms. The Classroom Data Use Summary report or other summary reports are referenced as part of this effort if teachers are using the online data tools.

AGGRESSIVE PLACEMENT

➊ Cross‑grade regrouping is used each grading period in all grades except pre‑K and kindergarten. (24)

LL Students in first grade and above are grouped for reading instruction with other students who have the same reading mastery level.

LL Reading‑level groups are heterogeneous, with students from different grades and with different strengths and needs.LL Mastery determination and grouping is redone every grading period.

➊ Multiple measures are used to determine placement. (25)

LL Student performance is measured by both formal and informal assessments that include classroom scores and standardized tests. Classroom data and formal test results are compared to determine progress and mastery.

LL Placement is recommended based on determined mastery. Students who perform below or at grade level are usually placed at least one level above mastery. Multiple measures are used to confirm those decisions.

➋ Placement is aggressive; students performing below grade level are placed at the highest level at which they can be successful. (26) S

LL When determining mastery and placement, additional weight is given to scores that represent student strengths. (Start‑up)LL Strengths are given more consideration than deficits. (Start‑up)LL Extra supports, such as lesson modifications or tutoring, are put in place so students can be successful at the highest placement level possible.

LL Progress is monitored monthly for students who are reading below grade level or are stuck at the same reading level.

TUTORING

➊ Capacity exists to tutor 30% of first‑grade students, 20% of second‑grade students, and 10% of third‑grade students. (27)

LL There are enough tutors and time made available for serving 30% of first‑grade students.LL There are enough tutors and time made available for serving 20% of second‑grade students.LL There are enough tutors and time made available for serving 10% of third‑grade students.LL Alternate students are tutored when other students are absent.

How is this similar to your understanding of aggressive placement?

In what aspects does it differ?

–Excerpted from Snapshot Guidelines


Scoring Rule of Thumb

Challenge Score Rubric

Comprehension Test

Individual question score

Multiply X 5 questions

Comprehension Test Total score

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questions 100

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Meaningful Sentences

Read and Respond (count)

Read & Respond Percent

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Adventures in Writing Test

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Grading-Period B SRI

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Processing Questions• What evidence of strength do you see?

• If you could magically give the candidates just one skill from the reading hierarchy to help them be functional and ultimately successful at the next level, what would it be?


Vocabulary Strategies

What strategies do students currently use to attack words?

What other word attack strategies are needed?

How can vocabulary introduction and words that students clarify be utilized to help students decode words?

At what other points in the lesson can the additional strategies discussed become a focus? Where can they be reviewed?


Fluency Assessment Informal Fluency Assessment After day 1, students practice reading fluently with their partners by rereading pages from their text that they have already read. They practice reading the words correctly, smoothly, and with rich expression. They also note where partners start and stop reading in one minute to get the fluency rate. Partners take turns reading and providing feedback. Partners do not score each other; they use the rubric to give feedback to their partners. New suggested text for Fluency in Five is given each day. Students may read any of the selections for practice, or aloud to the teacher, from the choices given. Some students may practice the same passage throughout the cycle. Teachers may decide to encourage more fluent readers to practice a variety of pages, to read longer passages, or to read from a different text with which the student is familiar.

As students read aloud to the teacher, the teacher uses the rubric to score fluency, provide targeted feedback, assess rate, and guide students in setting goals. Goal setting is especially beneficial to those students who lack several skills. Honing in on one or two skills helps students focus on improving in those predetermined areas. As students demonstrate mastery with those skills, goals can be set for the improvement of other skill areas. Teachers record individual student

scores on the teacher cycle record form and ask teams to record challenge scores for fluency based on a Random Reporter’s reading on the team score sheet.

Fluency Fluency Assessments


Fluency Assessment, cont. Formal Fluency Assessment Formal fluency assessment in Reading Wings assesses fluency rate. While students should still be expected to demonstrate the other criteria on the fluency rubric, their formal score only represents the number of words correct per minute. This score is then recorded in the Fluency wcpm column on the

teacher cycle record form. Formal fluency assessments should be administered at least once a quarter. Formal fluency assessment takes place during Partner Reading with students reading unfamiliar text. Teachers may choose to formally assess all the students during one week or across a few weeks toward the end of the quarter.

To implement a formal fluency-rate assessment: • have each student read aloud during Partner Reading; • remind the student to read fluently using the skills in the rubric; • make the student’s starting point, set the time, and tell him or her to begin; • time the student for one minute, noting any word errors; • mark where the student stops; • count the number of the words in the passage that the student read in one minute, and then

subtract the number of word errors; • record the wcpm under Fluency WCPM in the Reading Wings Teacher Cycle Record Form.

1 What are some suggestions provided to assist students struggling or excelling with fluency?

2. How is goal setting used to leverage fluency?

3. Beyond partner reading, where else within the Cycle of Effective Instruction could students’ Fluency be formally assessed?


Questions at Levels 2.1, 2.2, and 3.1

Gila Monsters Meet You at the Airport—Level 2.1 Day 3: Skill Setting

Question: How is the setting of the West different from what the boy thought it would be?

a. There are no Gila monsters at the airport. b. There are horned toads at the airport. c. There are no cowboys.d. There is no desert.

What else does the boy think about the West? How does he know?

Answer:

a. There are no Gila monsters at the airport

The boy thinks that there are Gila monsters and horned toads out West. He thinks they are there because he read about them in a book.

Abuela—Level 2.2 Day 3: Skill Setting

Question: Tell about the setting of pages 20 and 21. Use text and pictures to help you.

Answer: The setting on pages 20 and 21 is an airport. I can tell from the pictures that there are a lot of planes at the airport. Some planes are flying. Some planes are on the ground. There are a lot of cars parked at the airport.

Dinosaurs Before Dark—Cycle 1 Level 3.1 Day 3: Skill Setting

Question: How does the author let us know that the time setting of the story has changed?

Answer:The author lets us know that the time setting of the story has changed by having Jack wonder if they really could have traveled back in time 65 million years. He read in the book that Pteranodons lived during the Cretaceous period 65 million years ago. The author also describes the Pteranodon as ancient.

How is the skill of setting being assessed?

How are students asked to apply the skill of setting?


Scaffolding Activity

Choose one of the candidates from the CAS.

If the student moves up to 2.2 (or beyond), what is one area from the reading hierarchy and the CAS that they could improve in the next month that would help them move past “functional” and actually experience success in the new instructional level?

What scaffolding would need to be in place? How might it be successfully removed over time?

Are there other school systems that might be employed?

I Do

We Do

You Do


ClosingWhat are your next steps?

Part I: Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

• Questioning in My Classroom . . . . . . . . . . . . . . . . . . . 1

• Questioning: Setting Goals and Charting Progress for Narrative Text . . . . . . . . . . . . . . . . 2

• Questioning: Setting Goals and Charting Progress for Expository Text . . . . . . . . . . . . . . . 4

• Questioning Rubric . . . . . . . . . . . . . . . . . . . . . . . . . 6

• Session Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Part II: Troubleshooting Problems with Questioning . . . . . . . . . . 8

• Classroom Continuous Improvement Planning Cycle . . . . . . . 8

• Using the Planning Cycle to Troubleshoot a nd Adjust Instruction . . . . . . . . . . . . . . . . . . . . . . . 11

• Partner Interviews . . . . . . . . . . . . . . . . . . . . . . . . 12

• Setting a Target . . . . . . . . . . . . . . . . . . . . . . . . . . 13

• Reading Wings/Alas para Leer Quarterly Assessment Summary . . . . . . . . . . . . . . . . . . . . . . . 14

• Interventions for Questioning . . . . . . . . . . . . . . . . . . 19

• Planning Interventions . . . . . . . . . . . . . . . . . . . . . . 22

• Evaluate: Did your plan work? . . . . . . . . . . . . . . . . . . 23

Part III: Strategy Integration . . . . . . . . . . . . . . . . . . . . . . 24

Part IV: Closure . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

• How QAR Works! . . . . . . . . . . . . . . . . . . . . . . . . . 28

• QAR Graphic Organizers . . . . . . . . . . . . . . . . . . . . . 29

– Question-Answer Relationships Organizer . . . . . . . . . . . 29

– Question Web Organizer . . . . . . . . . . . . . . . . . . . . 31

– Asking Questions About Story Elements Organizer . . . . . . 32

– Asking Questions About Main Ideas and Details Organizer . . 33

– Asking Skill- and Strategy-Based Questions Organizer . . . . . 34

– Asking About Text Connections Organizer. . . . . . . . . . . 35

• Sample Questioning Questions . . . . . . . . . . . . . . . . . . 36

• Applying Bloom’s Taxonomy of Cognitive Process . . . . . . . . 38

• Questioning and Text Structures . . . . . . . . . . . . . . . . . 40

• Extended Teacher Procedures . . . . . . . . . . . . . . . . . . 41

• Extended Student Routines . . . . . . . . . . . . . . . . . . . . 50


Appendix


Appendix

Customizing the LessonAll modifications to instructional protocols in Reading Wings should be discussed with your SFA Point Coach.

In year 1 of implementation, the focus is on fidelity to the program. Instructors and/or students are learning the routines, procedures, and the curriculum expectations. In year 2, the focus shifts to using data to refine implementation. The emphasis should be placed on portions of the curricula based on what the data is indicating. In year 3, customization of the lesson based on school and state data to further advance student performance should be considered.

Note that customization is a short-term strategy. Customizing means that some things will be taken out or modifications to the routine will be made to increase the initial skills, and once achievements are made, these portions or routines will be built back in.

Possible customizations:

1. Use Fast Track Phonics or Tutoring with Lightning Squad during intervention time.

– Based on the data, if students in 2.1 are experiencing challenges with sounding out words they may be missing key sounds and sound blends. Both Fast Track Phonics and/or Tutoring with Lightning Squad can assist in filling the gaps. If the FTP lessons are utilized, the FTP assessments should be utilized to determine the sounds that students need and the lessons that will be reviewed. TwLS will also help students with sounds they need further assistance in mastering by providing daily practice with a partner on the computer.

2. Use Fast Track Phonics instead of Word Power for a short period of time.

– Similar to the last customization, the Fast Track Phonics lessons completed would be strategically selected based on data. Instead of completing Word Power, instructors would provide direct instruction and practice with specific sounds daily using the Fast Track Phonics lessons. During FTP, students are provided time to practice the sound in isolation and then apply the sound to read words and short sentences. We would then want to see students transfer the knowledge of the sound(s) they have learned during their partner reading the next day. This will help build student confidence with sound blending.

3. Rework Teamwork expectations

– On Day 1 and 2, students work with their teams to discuss the questions and come to a consensus. On Day 3 and 4, students work on their response to the Write-on question individually first and then share their thoughts with their teammates. This provides additional practice with writing individual responses and assists students in practicing the skills they will need to apply to be successful on their assessments.


Appendix

4. Model a discussion using a fish bowl and hold a teacher-led class discussion.

– A group of students will model how to have a discussion about a Team Talk Question focusing on Role Card #2 and restating the question in their own words. This lets both the instructor and students know if the question is understood. Students will then replicate this process in their teams for the next question. Instructors will provide feedback to students on successful and failed attempts to create a better awareness of how to move forward and increase skills.

5. Accelerate students after four weeks if the classroom data demonstrates readiness.

– After four weeks, review classroom data to determine if the group is ready to move to the next level. For example, they may move from a 2.1 to 2.2 or a 2.2 to a 3.1. This could be based on their challenge scores, Assessment scores, and/or students’ WCPM score.

6. Revise the scope and sequence.

– Instructors will want to view the Scope and Sequence to see what would be of high interest to their students and meet their instructional skill needs. When students are below level we want to motivate them to read and we need to consider the selections carefully to determine what would interest students, specifically those below level.

– Finally, students need to be exposed to Informational Text. Exposure to informational text at a students’ level during SFA will help them learn the skills to be successful when being required to navigate grade level texts (Science and Social Studies, for example) in their homeroom. Moreover, these cycles provide students with additional skills such as main idea that will assist them whether they are reading informational or literary texts.

7. Conduct student interviews.

– It is essential to talk with students about their learning. Students know that they are behind and want to be with their friends. Some questions to ask students: Are you at grade level? How does that make you feel? What do you need to do to get to grade level? How do the rubrics help you? If you scored a 75% on a story test, do you know what to do to get to an 80%?

– Having individual conversations with students helps them to understand their learning gaps and to set meaningful goals.


Appendix

8. Celebrate wins – even a small win builds confidence.

– Even a small win builds confidence. We want to authentically celebrate students when they have these wins. It could be as simple as answering a question or as complex as increasing their assessment score. If we begin conversations with students highlighting what was done we will build students’ confidence in that area and assist students in focusing on another area.

– Additionally, small wins can be celebrated at the schoolwide level. Schools may have a ‘most improved’ award rather than just identifying students with the highest scores. They can create bulletin boards at schools that track and celebrate student growth from the beginning.

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463 Too Much Time at 2.1?