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Instruction
GoalsAssessment
For Each
Student
For All Students
Enhancing Comprehension/Vocabulary Enhancing Comprehension/Vocabulary in Core Reading Instruction (K-1)in Core Reading Instruction (K-1)
Institute on Beginning Reading II Institute on Beginning Reading II
Chard & Kame'enui © 2003 2
AcknowledgmentsAcknowledgments
Oregon Department of Education
Institute for the Development of Educational
Achievement, College of Education, University
of Oregon
U.S. Department of Education,
Office of Special Education Programs
Chard & Kame'enui © 2003 3
Content DevelopmentContent Development
Content developed by:
Edward J. Kame’enui, Ph. D. Deborah C. Simmons, Ph. D.Professor, College of Education Professor, College of EducationUniversity of Oregon University of Oregon
Beth Harn, Ph.D. Michael D. Coyne, Ph. D. University of Oregon University of Connecticut
David Chard, Ph. D.University of Oregon
Additional support:
Patrick Kennedy-PaineKatie Tate Nicole Sherman-Brewer University of Oregon Oregon Reading First
Chard & Kame'enui © 2003 4
CopyrightCopyright
All materials are copy written and should
not be reproduced or used without
expressed permission of Dr. Edward J.
Kame’enui or Dr. Deborah C. Simmons.
Selected slides were reproduced from
other sources and original references
cited.
Chard & Kame'enui © 2003 5
Schoolwide:
Each & All
Prevention Oriented Scientifically
Based
Results Focused
IBR Foundational Features: IBR Foundational Features: Translating Research into PracticeTranslating Research into Practice
Chard & Kame'enui © 2003 6
Today’s Focus
1. Goals: What outcomes do we want for our students in our
state, district, and schools?
2. Knowledge: What do we know and what guidance can we
gain from scientifically based reading research?
3. Progress Monitoring Assessment: How are we doing? What
is our current level of performance as a school? As a
grade? As a class? As an individual student?
4. Outcome Assessment: How far do we need to go to reach
our goals and outcomes?
5. Core Instruction: What are the critical components that
need to be in place to reach our goals?
6. Differentiated Instruction: What more do we need to do and
what instructional adjustments need to be made?
IBR Guiding QuestionsIBR Guiding Questions
Chard & Kame'enui © 2003 7
The objectives of today’s session are to:
1. Understand the importance of comprehension/ vocabulary in core reading instruction.
2. Understand the relationship between DIBELS ORF and comprehension.
3. Identify methods to enhance comprehension/ vocabulary in core reading instruction (K-1).
Objectives: What You WillObjectives: What You WillLearn and DoLearn and Do
Chard & Kame'enui © 2003 8
Comprehension is the complex cognitive process involving the intentional interaction between reader and text to extract or construct meaning. (National Reading Panel, 2000)
Reading comprehension is not an automatic or passive process, but is highly purposeful and interactive – good readers apply a variety of strategies to process text.
(Honig, Diamond, & Gutlohn, 2000)
Comprehension is the essence of reading
What is Comprehension?What is Comprehension?
Chard & Kame'enui © 2003 9
What the Research Says about Comprehension
Time spent reading is highly correlated with comprehension
Effective instruction using high-quality curriculum materials can increase students’ comprehension
Comprehension instruction can begin before students read independently through read aloud opportunities.
What the Research Says About What the Research Says About ComprehensionComprehension
Chard & Kame'enui © 2003 10
“Text comprehension can be improved by instruction that helps readers use specific comprehension strategies.”
“Effective comprehension strategy instruction is explicit, or direct.”
Put Reading First, pp. 49, 53
Text Comprehension InstructionText Comprehension Instruction
Chard & Kame'enui © 2003 11
Reader Strategies: Previewing/Predicting Making connections Monitoring and Clarifying Question generation Summarization
Teacher Strategies: Question asking/answering Cooperative learning Graphic/semantic organizers/story maps
National Reading Panel (2000)
Comprehension Strategies Comprehension Strategies Supported by ResearchSupported by Research
Chard & Kame'enui © 2003 12
Inadequate instruction Insufficient exposure and practice Deficient word recognition skills Deficient memory capacity and functioning Significant language deficiencies Inadequate comprehension monitoring and self-
evaluation Unfamiliarity with text features and task demands Undeveloped attentional strategies Inadequate cognitive development and reading
experiences(Kame'enui & Simmons,
1990)
Causes of Reading Comprehension Failure
What the Research Says About What the Research Says About ComprehensionComprehension
Chard & Kame'enui © 2003 13
National Research Council (1998)
Instructional Objectives: Instructional Objectives: KindergartenKindergarten
“Reads” familiar texts emergently.
Uses new vocabulary and grammatical constructions in own speech.
Notices when simple sentences fail to make sense.
Connects information and events in texts to life and life to text experiences.
Retells or dramatizes stories or parts of stories.
Can name some book titles and authors.
Correctly answers questions about stories read aloud.
Makes predictions based on illustrations in the story.
Chard & Kame'enui © 2003 14
National Research Council (1998)
Instructional Objectives: First GradeInstructional Objectives: First Grade
Reads aloud with accuracy and comprehension any text that is appropriately designed for the first half of grade 1.
Monitors own reading and self-corrects when an incorrectly identified word does not fit with cues provided by the letters in the word or the context surrounding the word.
Reads and comprehends both fiction and nonfiction that is appropriate designed for grade level.
Shows evidence of expanding language repertory, including increasing appropriate use of standard and more formal language exercises.
Notices when difficulties are encountered in understanding text.
Chard & Kame'enui © 2003 15
Instructional Objectives: First Grade Instructional Objectives: First Grade (continued)(continued)
Predicts and justifies what will happen next in stories.
Discusses prior knowledge of topics in expository text.
Discusses how, why, and what-if questions in sharing nonfiction texts.
Describes new information gained from texts in own words.
Distinguishes whether simple sentences are incomplete or fail to make sense; notices when texts fail to make sense.
Chard & Kame'enui © 2003 16
Preview/Predict Summarize
Monitor/Clarify Evaluate
Generate Questions
STRATEGIES
Skills
The Relationship Between The Relationship Between Skills and StrategiesSkills and Strategies
Sequence
Main Idea Noting Details
Drawing Conclusions
Chard & Kame'enui © 2003 17
The Skill-Strategy ConnectionThe Skill-Strategy Connection
Strategies are generally more complex
than skills because they require the
orchestration of several skills.
Effective instruction links comprehension
skills to strategies to promote strategic
reading.
Chard & Kame'enui © 2003 18
Skills-Strategy ExampleSkills-Strategy Example
To SUMMARIZE involves:
Sequencing of events
Making judgments
Noting details
Making generalizations
Using story structure or text organization
Chard & Kame'enui © 2003 19
Strategies
Listening
Reading
WrittenExpression
6
5
4
3
2
1
K
Skills
Chard & Kame'enui © 2003 20
Strategic readingA reader’s awareness of what strategies are necessary to gain meaning from text and the ability to self-regulate the use of those strategies.
Metacognition:The active monitoring of understanding.
“Thinking about thinking.”
Two types of written text:Narrative text tells a story and usually follows a familiar structure. Narrative text may be the invention of an author, the reporting of factual events, or the retelling of a tale from oral tradition
Expository text provides an explanation of facts and concepts. Its main purpose is to inform, persuade, or explain.
DefinitionsDefinitions
Chard & Kame'enui © 2003 21
Application ActivityApplication Activity
In August, Henry and Henry's big dog Mudge always went camping. They went with Henry's parents. Henry's mother had been a Camp Fire Girl, so she knew all about camping. She knew how to set up a tent. She knew how to build a campfire. She knew how to cook camp food.
Report shows Oregon doing well on "highly qualified" teacher requirements
EUGENE, Ore. (AP) -- More than 80 percent of Oregon students last spring were being taught by teachers who meet the federal government's new definition of "highly qualified," according to a new report by the Oregon Department of Education.
Chard & Kame'enui © 2003 22
Application ActivityApplication Activity
• How are these two text examples different?______________________________________
• How might an expert reader approach comprehending these two text examples differently?______________________________________
Examine the two text examples from the previous slide:
Chard & Kame'enui © 2003 23
What is it? . . .
Learning, as a language based activity, is fundamentally and profoundly dependent on vocabulary knowledge. Learners must have access to the meanings of words that teachers, or their surrogates (e.g., other adults, books, films, etc.) use to guide them into contemplating known concepts in novel ways (i.e., to learn something new).
(Baker, Simmons, & Kame’enui, 1998)
Vocabulary KnowledgeVocabulary Knowledge
Chard & Kame'enui © 2003 24
Why is Vocabulary Knowledge Why is Vocabulary Knowledge Important?Important?
Importance of vocabulary knowledge to school
success, in general, and reading
comprehension, in particular, is widely
documented (Becker, 1977; Anderson & Nagy, 1991).
The National Research Council (1998) recently
concluded that vocabulary development is a
fundamental goal for students in the early
grades.
Chard & Kame'enui © 2003 25
What the Research Says about What the Research Says about Vocabulary DevelopmentVocabulary Development
The relationship between reading
comprehension and vocabulary
knowledge is strong and unequivocal (Baumann & Kame’enui, 1991; Stanovich, 1986).
Even weak readers’ vocabulary
knowledge is strongly correlated with the
amount of reading they do (Cunningham &
Stanovich, 1998).
Chard & Kame'enui © 2003 26
Vocabulary instruction should include: Intensive study of some words involving
multiple exposures in a range of meaningful contexts
Direct teaching and modeling
Opportunities to use new vocabulary in discussions about books and related activities
What the Research Says about What the Research Says about Vocabulary DevelopmentVocabulary Development
Chard & Kame'enui © 2003 27
Vocabulary and comprehension instruction in K-1:
Is a high priority, but secondary to learning to read words independently.
Is most effective taught in the context of read-alouds in narrative and expository text selections.
What the Research Says about What the Research Says about Vocabulary DevelopmentVocabulary Development
Chard & Kame'enui © 2003 28
Objectives of today’s session:
1. Understand the importance of vocabulary/
comprehension in core reading instruction.
2. Understand the relationship between DIBELS ORF
and comprehension.
3. Identify methods to enhance core reading
instruction.
Next Section: Next Section: Objective 2Objective 2
Chard & Kame'enui © 2003 29
There is no DIBELS measure that directly assesses comprehension.
However, Oral Reading Fluency (ORF) has a strong correlation with reading comprehension.
Students’ ORF scores provide teachers with an important indicator of whether or not students will be able to comprehend grade level text.
Assessment of ComprehensionAssessment of Comprehension
Chard & Kame'enui © 2003 30
If a reader has to spend too much time and energy figuring out what the words are, she will be unable to concentrate on what the words mean. (Coyne, Kame’enui, & Simmons, 2001)
Slow, effortful reading is a labor-intensive process that only fitfully results in understanding. (National Reading Panel, 2000)
Relationship between comprehension and reading fluency
Assessment of ComprehensionAssessment of Comprehension
Chard & Kame'enui © 2003 31
(E. B. White, 1952)
Fern _____ Wilbur more than ______. She _____ to _____ him, to ____ him, to put him to bed. Every ______, as soon as she got up, she _______ his ____, tied his ____ on, and held the _____ for him. Every ____, when the _____ ____stopped in front of her house, she jumped out and ran to the ______ to fix another _____ for him. She _____ him again at _______, and again just before going to bed. Mrs. Arable gave him a _____ around _____ each day, when Fern was ____ in ______.
20% of the words have been omitted from this passage to simulate slow, effortful reading with 80% accuracy.
Assessment of ComprehensionAssessment of Comprehension
Chard & Kame'enui © 2003 32
Was it difficult to comprehend this passage?
Why?
Answer these questions about the passage:
What is the main idea of this paragraph? What does Fern do every day after she wakes up?
You must be able to read the words to comprehend the words!
Assessment of ComprehensionAssessment of Comprehension
Chard & Kame'enui © 2003 33
Reading fluency (i.e., speed and accuracy) is necessary but not sufficient for reading
comprehension
Students cannot apply comprehension strategies and access meaning if they cannot read the text fluently.
Reading fluency, however, does not ensure comprehension. Students need to acquire and apply a wide variety of comprehension strategies.
Teachers can monitor students’ capacity for comprehension using ORF and then assess mastery of comprehension strategies through direct comprehension measures and informal observation.
Assessment of ComprehensionAssessment of Comprehension
Chard & Kame'enui © 2003 34
Objectives of today’s session:
1. Understand the importance of comprehension/
vocabulary in core reading instruction.
2. Understand the relationship between DIBELS ORF
and comprehension.
3. Identify methods to enhance core reading
instruction.
Next Section: Next Section: Objective 3Objective 3
Chard & Kame'enui © 2003 35
1. What we teach: Design a) Curriculum maps
b) Task factors
2. How we teach: Deliverya) Demonstrate explicit steps and strategies
b) Model multiple examples
c) Provide multiple opportunities to practice
d) Structure ample review and opportunities for learning
Two Ways to Enhance Core Two Ways to Enhance Core InstructionInstruction
Chard & Kame'enui © 2003 36
Design: Curriculum MapsDesign: Curriculum Maps
Using the curriculum maps, write down the skills that should be the instructional focus from now until mid-year.____________________________________________
Chard & Kame'enui © 2003 37
Design: Curriculum MapsDesign: Curriculum Maps
Using the curriculum maps, write down the skills that should be the instructional focus from now until mid-year.____________________________________________
Chard & Kame'enui © 2003 38
Design: Curriculum MapsDesign: Curriculum Maps
Using the curriculum maps, write down the skills that should be the instructional focus from now until mid-year.____________________________________________
Chard & Kame'enui © 2003 39
Texts used for comprehension instruction should be chosen carefully
(e.g., type, content, skill level, pictures, organization)
Instruction should progress from easy skills to difficult skills(e.g., narrative to expository, literal to inferential questions,
simple to complex story maps) Strategies should be introduced and practiced one at a time
Graphic organizers can support student understanding
For students with low decoding skills, comprehension strategies can be taught through oral language activities
(e.g., read alouds)
The following task factors should be considered when evaluating or enhancing core reading programs
Design: Task Factors for Design: Task Factors for ComprehensionComprehension
Chard & Kame'enui © 2003 40
Words selected for direct vocabulary instruction should:
Be critical to the meaning of the story or informational selection
Enhance student comprehension of the selection
Not be defined in the context of the selection
Be of high utility (i.e., words the student is likely to encounter in the future)
The following task factors should be considered when evaluating or enhancing core reading programs
Design: Task Factors for VocabularyDesign: Task Factors for Vocabulary
Chard & Kame'enui © 2003 41
Tier 1 Tier 2 Tier 3
Description Basic words that most children know before entering school
Words that appear frequently in texts and for which students already have conceptual understanding
Uncommon words that are typically associated with a specific domain
Examples clock, baby, happy
sinister, fortunate, adapt
isotope, peninsula, bucolic
(Beck, McKeown, Kucan, 2002)
Selection CriteriaSelection Criteriafor Instructional Vocabularyfor Instructional Vocabulary
Chard & Kame'enui © 2003 42
1. Teachers demonstrate explicit steps and strategies to students explaining what the strategy is and what is its purpose.
2. Teachers model multiple examples of how to apply the strategy using a “thinking aloud” procedure while interacting with actual text.
3. Teachers provide students with extensive opportunities to practice strategies and offer high-quality feedback.
4. Teachers structure ample review and opportunities for learning how and when to use strategies, within the context of reading actual text.
Core comprehension instruction is most effective when:
Delivery: How We TeachDelivery: How We Teach
Chard & Kame'enui © 2003 43
Students will not develop effective or efficient comprehension strategies on their own.
Strategies must be taught explicitly.
1. Students should be explicitly taught a set of effective comprehension strategies to use with both narrative and expository text. Strategies should be presented individually through instruction that is direct and unambiguous using clear and consistent wording.
2. Students should be explicitly taught to think strategically about reading.
Why do we read? How do we know when we don’t understand what we are reading? When do we use different comprehension strategies?
Demonstrate Explicit Steps & Demonstrate Explicit Steps & StrategiesStrategies
Chard & Kame'enui © 2003 44
Curriculum example: Setting a Purpose for Reading
Example: Tell students that it is important to know what kind of book you are reading before you begin. Explain that we read stories differently than we read informational books.
Say: “We are going to learn to figure out why we are reading a book before we begin to read. For example, if we are reading The Grouchy Ladybug, we know that it is a story about a ladybug who is grouchy like a person. But if we are reading a book about real ladybugs, we would read to learn new ideas about ladybugs as insects who are not like people.”
Demonstrate Explicit Steps & Demonstrate Explicit Steps & StrategiesStrategies
Chard & Kame'enui © 2003 45
1. Teachers demonstrate explicit steps and strategies to students explaining what the strategy is and what is its purpose.
2. Teachers model multiple examples of how to apply the strategy using a “thinking aloud” procedure while interacting with actual text.
3. Teachers provide students with extensive opportunities to practice strategies and offer high-quality feedback.
4. Teachers structure ample review and opportunities for learning how and when to use strategies, within the context of reading actual text.
Core comprehension instruction is most effective when:
Delivery: How We TeachDelivery: How We Teach
Chard & Kame'enui © 2003 46
Example: Model how to predict what is going to happen based on the title or section of text.
Say: “When I am in school, I read and draw. I think these children will too.”
“I am six. I am six. We are six. We are all six. Here is our class. Here is our teacher. Here is our school. (Text accompanied by photos of students in their classroom doing various activities). I Am Six by Ann Morris
Curriculum example: Making Connections
Model Multiple ExamplesModel Multiple Examples
Chard & Kame'enui © 2003 47
Example: Provide subsequent models of making connections.
Say: “These children have pets in their classroom just like we do. Let’s think of the pets that we have. We also have a snake and we have a guinea pig.”
Curriculum example: Making Connections
“Our snake, our hamster, our mouse, all live at school.” I Am Six by Ann Morris
Model Multiple ExamplesModel Multiple Examples
Chard & Kame'enui © 2003 48
Example: Provide subsequent models of making connections.
Say: “We also do all of those things. I especially like to paint in school. It is my favorite thing.”
Curriculum example: Making Connections
“We read. We write. We count. We sing. We paint. We play every day.” I Am Six by Ann Morris
Model Multiple ExamplesModel Multiple Examples
Chard & Kame'enui © 2003 49
1. Teachers demonstrate explicit steps and strategies to students explaining what the strategy is and what is its purpose.
2. Teachers model multiple examples of how to apply the strategy using a “thinking aloud” procedure while interacting with actual text.
3. Teachers provide students with extensive opportunities to practice strategies and offer high-quality feedback.
4. Teachers structure ample review and opportunities for learning how and when to use strategies, within the context of reading actual text.
Core comprehension instruction is most effective when:
Delivery: How We TeachDelivery: How We Teach
Chard & Kame'enui © 2003 50
Teachers should provide students with many opportunities to practice comprehension strategies.
As students practice, teachers should engage them in discussion or ask them to “think aloud”. During this time, the teacher can provide feedback about correct and incorrect responses.
Opportunities to practice skills and strategies is a powerful predictor of student learning.
(Howell & Nolet, 2001)
Provide Extensive Opportunities to Provide Extensive Opportunities to PracticePractice
Chard & Kame'enui © 2003 51
Example: Read aloud from Butterfly Boy by Virginia Kroll. Stop at intervals and ask students to tell the most important parts of the story: Write these on the board. Then have students work in pairs to identify the beginning, middle, and end of the fable. They can record their findings on a story grammar page.
After teaching how to retell a short story and after modeling periodic summarizing of the story using a simple story structure such as main character, problem, solution, and end, do the following:
Curriculum example: Retelling
Provide Opportunities to PracticeProvide Opportunities to Practice
Chard & Kame'enui © 2003 52
Provide Opportunities to PracticeProvide Opportunities to Practice
Chard & Kame'enui © 2003 53
Chard & Kame'enui © 2003 54
Chard & Kame'enui © 2003 55
Chard & Kame'enui © 2003 56
1. Teachers demonstrate explicit steps and strategies to students explaining what the strategy is and what is its purpose.
2. Teachers model multiple examples of how to apply the strategy using a “thinking aloud” procedure while interacting with actual text.
3. Teachers provide students with extensive opportunities to practice strategies and offer high-quality feedback.
4. Teachers structure ample review and opportunities for learning how and when to use strategies, within the context of new texts.
Core comprehension instruction is most effective when:
Delivery: How We TeachDelivery: How We Teach
Chard & Kame'enui © 2003 57
After students have learned individual strategies, teachers should have them apply strategies to a wide range of texts. For example, once students have learned how to retell simple stories, engage them at retelling more sophisticated selections as well as informational books. By providing ample review, students will learn to independently determine how, when, and why to use retell.
Review needs to be sufficient, distributed across time, cumulative, and varied
Structure Ample ReviewStructure Ample Review
Chard & Kame'enui © 2003 58
includes both definitions and examples of word usage in context.
provides breadth of knowledge about each word
involves students in deeper processing (e.g., discussion, word games)
gives students more than one or two exposures to the words
(Nagy & Anderson, 1991; Bauman, Kame’enui, & Ash, 2003; Beck & McKeown, 1999; Templeton, 1997)
Delivery: How We TeachDelivery: How We Teach
Chard & Kame'enui © 2003 59
Introduce target words before reading the story.
As you come to words in the story, point to an illustration, give a synonym or definition, or act out the word.
Engage students in dialogue about the target words. Students should actually say the words during the dialogic interactions.
Vocabulary InstructionVocabulary InstructionDuring Read AloudsDuring Read Alouds
Chard & Kame'enui © 2003 60
Modeling - when difficult/impossible to use language to define word
Synonyms - when new vocabulary equates to a familiar word
Definitions - when more words are needed to define the vocabulary word
Recommended Procedures for Recommended Procedures for Vocabulary InstructionVocabulary Instruction
Chard & Kame'enui © 2003 61
Application ActivityApplication Activity
The Fox and the Grapes
One day a fox was running down a dusty road. He was hot and thirsty. Soon he saw some grapes hanging on a vine in a garden.
The grapes were large and ripe and juicy. They looked very tasty to the hot, thirsty fox.
“How I wish I had some of those grapes,” said the fox.
The fox jumped high in the air. He reached up with his paw, but he did not get the grapes.
Read the following the fable and answer the questions on the next slide.
Chard & Kame'enui © 2003 62
Application ActivityApplication Activity
At last the fox gave up.
“Those grapes can stay on the vine,” said the fox. “I can tell that they are sour. They must taste awful. I don’t like sour grapes.”
Questions Using the vocabulary selection criteria, which words
would you choose to teach?
Which procedure would you use for teaching the words? Why?
Which words would you teach through context? Why?
Chard & Kame'enui © 2003 63
Curriculum Example: Pre-teaching Selection Vocabulary.
Prior to reading aloud from TIME for Kids about firefighting, pre-teach the concept of fire.
Example: Model with Pictures of Positive and Negative Examples
Say: “This is a fire.” or “This is not a fire.”
Follow up with questions, such as: “What is this?” or “Show me how you…”
Modeling with ExamplesModeling with Examples
Chard & Kame'enui © 2003 64
Curriculum Example: Teaching Selection Vocabulary.
While reading 74th Street by Myra Cohn Livingston, use a definition to teach the meaning of the word ‘smack.’
Example: Read: “She sticks out a foot like she’s going somewhere and falls down and smacks her hand.
Say: “Smacks is a new word. Smacks means to hit very hard.”
Follow up with a question, such as: “What does smacks mean?”
Teaching Vocabulary Using Teaching Vocabulary Using Synonyms or DefinitionsSynonyms or Definitions
Chard & Kame'enui © 2003 65
Evaluating A LessonEvaluating A Lesson
Teach: Summarizing Strategy
Teacher Modeling: “We’ve seen a lot of different things so far. This is a good place to stop and review, or summarize, what we have learned. When we summarize, we think about all the important information we have read and that helps us remember it. We have learned that people carry babies and baskets, people travel on foot, and they ride animals such as horses, donkey, and camels.”
(Second teacher model included later in selection. Third teacher model provided in rereading of selection in subsequent lesson.)
Curriculum Example: On the Go by Ann Morris
Chard & Kame'enui © 2003 66
Practice: Summarizing Strategy
[After rereading selection,] remind students that summarizing helps readers focus on important information in a text and helps them keep track of the events. Ask a volunteer to tell a short story about something he or she did last night. Then ask other volunteers to summarize the student’s story. Repeat this exercise by telling a story of your own and asking the students to summarize it. If the students have any trouble, remind them to use who, what, when, where, why, and how questions.
Evaluating A LessonEvaluating A Lesson
Curriculum Example: On the Go by Ann Morris
Chard & Kame'enui © 2003 67
Rating the Lesson
Underline the instructional language. Does the lesson demonstrate explicit steps and strategies?
Count the number of modeled examples. Does the lesson model multiple examples?
Count the number of opportunities to practice. Does the lesson provide multiple opportunities to practice with high-quality feedback?
How well do you feel the lesson will meet the needs of the students?
Evaluating the Effectiveness of the Evaluating the Effectiveness of the Lesson Lesson
Chard & Kame'enui © 2003 68
Fix-Up for the LessonFix-Up for the Lesson
What skill/strategy is being taught: ___________ Is it a high priority skill? Yes No
Areas Targeted for Enhancement
Criteria How to Enhance
Explicit steps & strategies
Increase specificity.
Number of modeled examples
Add modeled examples. Include “think aloud” procedures.
Opportunities to practice Provide students with additional opportunities to practice. Give immediate corrective feedback.
Chard & Kame'enui © 2003 69
Evaluating A LessonEvaluating A Lesson
Curriculum Example: Summarizing (Grade 1)
Enhancements
How could you enhance students’ opportunities to practice in this lesson?
___________________________________
___________________________________
How could you enhance the instruction in this lesson?_________________________
___________________________________
Chard & Kame'enui © 2003 70
Evaluating A LessonEvaluating A Lesson
Curriculum Example: Feathers for Lunch by Lois Ehlert.
Teach: Selection Vocabulary
In margin of Teacher’s Edition, key selection vocabulary are listed with their synonyms or definitions:
Vocabulary
tame: Tame means “easy to control; no longer wild.”mild: Mild means “gentle; not harsh.”
Chard & Kame'enui © 2003 71
Fix-Up for the LessonFix-Up for the Lesson
What vocabulary is being taught: ___________ Is it a high priority? Yes No
Areas Targeted for Enhancement
Criteria How to Enhance
Explicit steps & strategies
Increase specificity.
Number of modeled examples
Add modeled examples. Include “think aloud” procedures.
Opportunities to practice Provide students with additional opportunities to practice. Give immediate corrective feedback.
Chard & Kame'enui © 2003 72
Evaluating A LessonEvaluating A Lesson
Curriculum Example: Vocabulary (Grade K)
Enhancements
How could you enhance students’ opportunities to practice in this lesson?
___________________________________
___________________________________
How could you enhance the instruction in this lesson?_________________________
___________________________________
Chard & Kame'enui © 2003 73
Using your adopted core reading materials, identify an initial lesson teaching vocabulary and comprehension and complete the included Breakout Activity.
What things do you want to follow-up on within your team reading meetings?
Evaluating A Lesson in Your Core Evaluating A Lesson in Your Core ProgramProgram