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Meeting the Needs ofStruggling Learners
K-2
Jefferson Parish Turnaround Schools
Teaching ALL Children to Read• For reading interventions to succeed, all children at risk
for reading failure need to be identified and helped well before age 9 (Lyon, 1995)
• Without interventions, 88% of children who have difficulty reading in first grade will have difficulty reading at the end of fourth grade (Juel, 1988)
• Without intervention, 75% of children who are poor readers at the end of third grade will remain poor readers in high school (Shaywitz, et al., 1997)
• With appropriate intervention, two-thirds of reading disabled children can become average/above average if they are identified early (Vellutino et al., 1996)
Accelerated Learning for below grade level students!
1. Ensure all students make expected yearly growthProvide strong core reading instruction for allEnough time spent to meet the needs of many students who do not typically receive powerful support at homeEnough quality so that the increased instruction time is spent effectively { Time + Quality Instruction = GROWTH}
2. Ensure students who are behind make expected growth PLUS catch-up growth
Effective differentiated instruction by classroom teachersEffective school level systems and resources to provide additional intensive interventions in small enough groups for enough time and with enough skill
Student Needs (Reading)Proximal=YEARS WORTH OF GROWTH What supports needed to help students with current grade-level learning targets (Common Core Grade Level Learning Targets)
Distal=ACCELERATED GROWTH FOR BELOW-GRADE LEVEL STUDENTSWhat supports needed to address the learning gaps in basic skills so students have the skills needed to master grade-level learning targets (Foundational Reading Skills)
The best intervention is
effective instruction.
T
Data-Driven Instruction
Step 1: What should students in each grade know and be able to do by the end of the year? (Establish Grade-Level
Learning Targets)
Step 2: How will we know if they know it? DATA-DRIVEN INSTRUCTION
DIBELS, Formative Assessments, Short-Cycle Assessments, ANet, Quarterly Assessments
Step 3: What will we do for students who do not know it? (Skills-Based Intervention Groups)
Where do you find grade-level learning targets?
•Common Core Standards•“I Can” Statements
•NC Department of Public Instruction Unpacked CCS
Step 1: What should students know and be able to do?
Literacy Learning Targets for K-2are
Common Core State Standards
Foundational Reading Standards Literacy Standards
At the beginning of each quarter teachers need a whole day to:
to write grade-levellearning targets for 3rd quarter
to analyze quarterly datadetermine skill-based intervention groups TSI
Assign students to TSIset up TSI groups
Phonemic Awareness-- ability to hear and manipulate individual sounds in oral languagePhonics-- understanding and connecting letters of written language with sounds of oral languageFluency– reading text accurately and quicklyVocabulary--oral or reading language needed for effective communication’Text Comprehension-- purposeful and active strategies for understanding written language (National Reading Panel, 2000)
Foundational Reading Skills
Literacy Learning Targets for K-2are
Foundational Reading Standards Literacy Standards
Foundational Reading CCS Skills (5 Components)Explicit Instruction in These Areas
Phonemic Awareness Phonics Vocabulary Fluency Comprehension
Kindergarten
Phonological Awareness and Print Concepts
Phonics Word
Recognition
Sight Words
First
Phonological Awareness and Print
Concepts
Phonics and
Word Recognition
Sight words & Phrases
____________
Timed Passages
Second
PhonicsAnd
Word Recognition
Timed Passages
Third
Timed Passages DAZE PASSAGES
Fourth
Timed Passages DAZE PASSAGES
Fifth
Timed Passages DAZE PASSAGES
Phonemic Awareness~Shared Reading
~Read Alouds
~Nursery Rhymes
Phonics~Orton Gillingham
~Word Study:
"Words Their Way"
Fluency~Sight Word ID
~Phrases
~Timed passages
Vocabulary~Academic Vocab.
~Marzano's 6 Step Process
~PWIM
Comprehension~Guided Reading
~MAZE~AR
Strengthen The Core
Literacy
Curriculum
Handout- Sight Words
Pre-PrimerPrimer
FirstSecondThird
Fourth and Fifth- 220 Sight Words
How important is Phonemic Awareness?
Students in high school who had difficulty reading were identified as having
no/very littleinstruction
Inphonemic awareness!
Phonological Awareness Teaching Progression
DifficultPhoneme Deletion and Manipulation
Blending and Segmenting
Onset-Rime Blending and Segmentation
Syllable Segmentation and Blending
Sentence Segmentation
Rhyming
Word Comparison Easy
Handout
How To Teach Phonemic Awareness
“Gingerbread Baby”Read and discuss with a partner.
WEBSITE: FLORIDA CENTER FOR READING RESEARCHFoundational Reading Skill Activities for Teachers
Student Center ActivitiesDuring 2004-2007, a team of teachers at FCRR collected ideas and
created Student Center Activities for use in kindergarten through fifth grade classrooms. Accompanying these Student Center Activities is a
Teacher Resource Guide and Professional Development DVD that offers important insights on differentiated instruction and how to use
the student center materials.
Frequently Asked Questions about Student Center Activities Grades K-1 Student Center Activities (2005)
Grades K-1 Student Center Activities (Revised, 2008) Grades 2-3 Student Center Activities (2006)Grades 4-5 Student Center Activities (2007)
Kindergarten Literacy Instruction1) Foundational Reading Skills Phonemic Awareness Phonics Vocabulary Fluency Comprehension
2) Common Core Literacy Standards
Common Core Literacy Skills 2013
Kindergarten Reading Literature
Informational Text
Writing
Speaking Listening
Language
First Grade Reading Literature
Informational Text
Writing Speaking
Listening
Language
Second Grade
Transitional Curriculum
Transitional Curriculum
TransitionalCurriculum
TransitionalCurriculum
Transitional Curriculum
Third Grade
GLECalendar : Skills Taught and Tested 2013
Fourth Grade
GLECalendar: Skills Taught
and Tested 2013
Fifth Grade GLE
Calendar: Skills Taught and Tested 2013
WEBSITE: Florida Center for Reading Research http://www.fcrr.org
Use these charts to access Student Center Activities aligned to each of the Common Core State Standards (Grades K through 5). Click on the grade level below to access the activities organized by standard. A Center On Instruction document listing the standards addressed by each Student Center Activity can be accessed here .
Reading Foundational Skills: Kindergarten | Grade 1 | Grade 2 | Grades 3 through 5Reading Literary Text: Grades K and 1 | Grades 2 and 3 | Grades 4 and 5Reading for Information: Grades K and 1 | Grades 2 and 3 Language: Grades K and 1 | Grades 2 and 3 | Grades 4 and 5Writing and Speaking & Listening: Grades K through 5
Handout
Curriculum Maps•University of Oregon
•North Carolina Department of Public Instruction Website
Literacy BlockLesson Plan Format
Literacy Block ACTIVITY Minimum Minutes
Read Aloud – CCSS Reading Literature/Informational Text 30
Shared Reading/Guided Reading (read with) 20
Guided Reading Groups
Reader’s Workshop- Daily Five
60 (determined by # of groups)
Phonemic Awareness Activity 20
Phonics 20
Sight Words 10
Morning Message (write to) 5
Predictable Chart (write with) 20
Writer’s Workshop (write by) 35
Intervention/Progress Monitoring 20
(240 min)
Second Grade Daily Lesson Plan
Date: Teacher:
Phonemic Awareness (20 minutes)
Phonics (20 minutes)
Sight Words (5 minutes)
Fluency (5 minutes)
Vocabulary (5 minutes)
CCSS/GLE: Reading Literature / Informational Text
(circle one)
CCSS/GLE: Writing / Speaking and Listening / Language
(circle one) I CAN Statement: Teacher Directed: Model: Guided Practice: Independent Practice: Formative Assessment: Intervention-Students: Progress Monitor-Students:
I CAN Statement: Teacher Directed: Model: Guided Practice: Independent Practice Formative Assessment: Skill:
3-5 Lesson Plan
NOW WE HAVE ADDRESSED STEP 1:
Learning TargetsCurriculum Maps
Lesson Plans
Move to Step 2
Step 2: How do we know they know it?
Data-Driven Literacy Instruction
Assessments: DIBLES, FORMATIVE, RUNNING RECORDS, ETC. Analyze Data Make Feedback and Develop Strategies ActAssess Again Repeat
Common Core State Standards Classroom Assessments
M T W Th F M T W Th F M T W Th F M T W Th F M T W Th F M T W Th F
FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA
SHORT CYCLE ASSESSMENT SHORT CYCLE ASSESSMENT SHORT CYCLE ASSESSMENT
BENCHMARK TESTING (ANET TESTING)
FA – FORMATIVE ASSESSMENT
Create Teacher-Made AssessmentsAs Rigorous As The State Test
Standards (and objectives) are meaningless until you define how to assess them. Because of this, assessments are the starting point for instruction, not the end.
In an open-ended question, the rubric defines the rigor.
In a multiple choice question, the options define the rigor.
Data-Team Meeting
Review all individual student data(Formative Assessments, Short Cycle
Assessment, Benchmark Assessment, ANet)Determine who needs additional assessments
(Cool Tools, DRA, DAR, Phonics Screener)
Discuss DIBELS data on next page and make Feedback
1) Which students are ready to read? 2) Which students have made no/little progress? 3) Which students are Intensive, Strategic, Core in each sub skill? 4) What strategies would you use to move students to a higher level 5) Could there be problems with core instruction
DIBELS• Is instruction taking place between each progress
monitoring period?• Is the instruction explicit?• Are your red students being progress monitored every
week? If so, the data should be used to plan instruction and this instruction should move red students to green!
• If the answer to these questions is yes, and the student is still red, then the student/s should be given a diagnostic test such as DRA, DAR, Scholastic Reading Inventory, COOL TOOLS mini assessments, Phonics Screener
Handout
Diagnostic Assessments
Administer to dig deeper to determine skill deficits and create a plan to remediate
deficits!
Results of Phonics Screener Student
Date
Word Recognition
O R R E A A L D
Accuracy Fluency
Silent Reading Comp Spelling Word Meaning Print Awareness
P A H W O A N R E N E S S
Rhyming Words Segmenting Words
Initial Consonant Sound Final Consonant Sound
Auditory Blending
L&S E O T U T N E D R S S
Naming Capital Letters Naming Lowercase
Matching Letters Matching Words
Writing Words
W A O N R A D L Y S I S
Consonant Sounds Consonant Blends
Short Vowels Sounds Rule of Silent E Vowel Digraphs
Diphthongs Vowels with R
Two-Syllable Words Polysyllabic Words
Ready for Step 3
Step 3:Now that we know the skill deficits for each student, what are we going to do about it?
Regroup by ability for literacy instruction
Intensive ClassStrategic ClassAverage ClassAbove Class
Discuss the pros and cons of ability grouping
*Kaleidoscope
ALL STUDENTS Kindergarten First Grade Second Grade RECEIVE: 8:30-9:45 Imagine It/AR 8:30(MWF) Orton-Gillingham 8:30-9:15 AR/Imagine It Imagine It! Intensive 9:45-10:20 Word Work 10:10-11:00 Imagine It 9:15-10:15 Word Work Curriculum Guided Reading (LLI) 11:00-11:50 Word Work Guided Reading(LLI) 10:20-11:50 Orton-Gill. (WThF) Guided Reading (LLI) 11:00(MTTh) Orton-Gillingham Guided 2:00-2:45 FCRR Activities 11:50-12:20 FCRR Activities 2:15-2:45 FCRR Activities Reading 8:30-9:45 Imagine It/AR 10:10-11:00 Imagine It 8:30-9:15 AR/Imagine It Spelling Strategic (Word Study) 9:45-10:50 Word Study 11:00-11:50 Word Study 9:15-10:15 Word Study Guided Reading (LLI) Guided Reading (LLI) Guided Reading(LLI) AR 2:00-2:45 FCRR Activities 11:50-12:20 FCRR Activities 2:15-2:45 FCRR Activities Fluency 8:30-9:45 Imagine It/AR 10:10-10:30 AR 8:30-9:15 AR/Imagine It STAR Test 10:30-11:00 Imagine It Novel Studies Average 9:45-10:20 Word Study Book Studies (FVC) 9:15-10:15 Word Study DIBELS Guided Reading 11:00-11:50 Word Study Guided Reading Guided Reading Maze Supplements: FCRR & Nifty 50 Supplements: FCRR & Nifty 50 Supplements: FCRR & Nifty 50 8:30-9:45 Imagine It 10:10-10:30 AR 8:30-9:15 AR/Imagine It Above AR (independent) 10:30-11:00 Imagine It Novel Studies Average Book Studies (FVC) Book/Novel Studies 9:15-10:15 Word Study 9:45-10:20 Word Study 11:00-11:50 Word Study Guided Reading Guided Reading Guided Reading Supplements: FCRR & Nifty 50 Supplements: FCRR & Nifty 50 Supplements: FCRR & Nifty 50
For Classroom Instruction, Intervention & Enrichment
2010-2011
Ability Grouping“The idea that lower ability students will look up to brighter students as role models is highly questionable. Children typically model their behavior after the behavior of other children of similar ability who are coping well with school. Children of low ability do not model themselves on fast learners. It appears by “watching someone of similar ability succeed at a task raises the observer’s feelings of efficiency and motivates them to try the task.” Students gain more from watching someone of similar ability “cope” (that is gradually improve their performance after some effort), rather than watching someone who has attained “mastery” (that is, can demonstrate perfect performance from the outset).”
Advantages of Ability Grouping Teachers are able to focus more instruction at the
level of all the students in the group Time is not wasted as lower ability students wait for
explanations to be given to higher ability students Lower ability students require more remediation,
repetition, and review Provides increased teacher-led (face-to-face)
instructional time and less “down time” for struggling students
Reduced seatwork increases students’ progress in developing reading skills
Slower student will not become complacent by comparing themselves with higher-level students
Data-Team Meeting
After Data Review and Administering Additional Assessments (if needed)
We Now:
Create skill groupsAssign students to groups Decide push-in or pull-out
Decide how students be progress monitored
Intervention GroupsTargeted Skills Intervention (TSI)
Targeted-Skills Groups
Skills- Based Small
Flexible Lesson plans
Progress Monitor
List the names of students in each category: First Sound Fluency
RED
YELLOW GREEN
Letter Name Fluency RED
YELLOW GREEN
Phoneme Segmentation RED
YELLOW GREEN
DIBELS- Kindergarten GroupsTeacher:___________
DIBELS Interventions
Students Skills Teacher/Room
Grade:_____________ SKILL____________________________Dates:____________to_______________Time:________________
DATA TEAM MEETINGS
• Review data• Group students based on skill deficits• Decide who will teach the skill/s• Decide when during the school day the TSI group
will be taught• Decide how students will be assessed to
determine mastery of skill• Regroup and follow the same procedure till all
students have no skill deficits
When Programs are Used for Interventions
Interventions should be skills-based and not program-based. Programs should not be used “whole class” nor should students be placed in “programs” for interventions unless the “program” is designed to teach students’ specific skill deficit!!!
Programs such a Lexia, IReady, etc. could be used for skills-based interventions? Yes or No
Often these programs are not used for the purpose for which they were created, and are often only used as an means for checking off the “compliance” box.
Often these programs waste valuable teaching time when students are placed in these programs when they do not need remediation.
Often these programs are used as a “baby sitting” block, or to provide teachers with a free period. DISCUSS
Now we have addressed Step 3 by providing additional time and
support for struggling studentsNOW
We need to monitor the progress of students in interventions to determine:
Are students appropriately place?Is the intervention working?
Does the student need additional intervention time?
Does the student need to be tested for learning problems? (first check attendance, behavior
referrals, medical issues)
Progress Monitoring- K-2
Foundational Reading Skills
Common Core Reading Standards
Foundational Reading SkillsPROGRESS MONITOR
Beginning
Of YearBenchmar
k
September
1st Quarte
r
October
Middle of Year
Benchmark
December
2nd
Quarter3rd
Quarter
4th
Quarter
May
End ofYear
Benchmark GOAL
June
NWF
Goal 17
Goal 28
FSF
Goal 10
Goal 30
Goal 30
SightWord ID
Goal 92
PSF
Goal 20
Goal 40
LNF
Kindergarten Benchmarks(Foundational Reading Skills)
Name:_____________
BeginningOf Year
Benchmark
September
1st Quarter
October
Middle of Year
Benchmark
December
2nd Quarter
3rd Quarter
4th
Quarter
May
End ofYear
Benchmark GOALJune
NWF
Goal: 27
Goal 43
Goal 58
ORF
Goal 23 (78%)
Goal 47 (90%)
SightWord
ID
Goal 92
Goal 133
LNF(Not
tested)
Goal 48
Goal 48
Retell
Goal 15
FIRST Grade BenchmarksStudent____________________
Name: Nicole Quarter 1
Language Arts
Fluency43 78 92 66 92 87 106 99 120 96 117 128
Maze 1/36 8/32 10/33 15/36 10/33 15/33 15/32
AR 100%
Spelling LevelWithin Word Pattern
Early B (2nd)
2nd Grade Spelling Words (AIMS)
11/12 9/12 10/12 10/12 10/12
Weekly Spelling100 100 92 88 100 96 100
Comprehension100 100 100 86 70 80 88 Mid-term 75
DIBELS
NWF 86 ORF 90
STAR2.1 2.2
Individual Progress MonitoringSample
How to Progress Monitor Common Core Literacy Skills
Create an assessment for each skill to determine mastery
(Assessments should be as rigorous as the State Test. The assessment should drive the instruction.)
Checklists, ANet, Formative Assessments, Short Cycle Assessments, Benchmark Assessments
Guided Reading
Administer Running Record
State Test Items1.What is the main idea?
2. This story is mostly about: A. Two boys fighting B. Little Red Riding Hood’s adventures with a wolf C. A wolf in the forest D. A girl playing in the woods
Common Core Test Questions3. Which source of dialogue supports the book’s main theme?A. “Oh why I am so afraid? I usually like it at Grandmother’s.”B. “Come Little Red Riding Hood. Here is a piece of cake. Take it to your grandmother. She is sick and this will do her well.”C. “Oh grandmother, what big eyes you have.” “All the better to see you with!”
4. This story is mostly about:A. Little Red Riding Hood’s journey through the woodsB. The pain of losing your grandmotherC. Everything is not always what it seemsD. Fear of wolves
It matters little what else they learn in
elementary school if they do not learn to read at grade level.
Math InstructionFollow the same 3 Step ProcessSTEP 1: What do we want students to know and be able to do
in mathSTEP 2: How will we know if they do/do not know it?
STEP 3: What are we going to do for those students who do not know it?
Meeting Student Needsto Accelerate Learning
Proximal- Support needed to master grade-level math learning targets
Distal- Support needed remediate skill deficits such as math facts, number sense, etc.
Step 1: What do we want students to know and be able to do?
Determine Grade-Level Learning Targets:
Kindergarten: Common Core and LCC
First Grade: Common Core and LCC
Second Grade: Common Core, ANet, LCC
Math Learning TargetsJefferson Parish 2013
Kindergarten- Follow activities in Louisiana Comprehensive Curriculum in the order written starting with Unit 1 and continuing through Unit 7. This is available on Louisiana State Department website under Library. You should be using this for math instruction. Blackline masters are also available on the website.
First Grade- Same as Kindergarten
Second Grade: ANet tests do not follow the order of the LCC, so ANet Plans have been created to help teachers know where they can find activities for each skill.
AND
Determine grade-level basic skill requirements needed to be successful at EACH grade level.
Screen students and provide daily practice until skills are mastered!
2nd grade – addition and subtraction3rd grade- multiplication
4th grade- division5th- fractions, decimals
IXL Common Core Math Practices
Create Grade-LevelMath Curriculum Maps
Based on Common Core and LCC
(You can find these on the North Carolina Department of Public Instruction Website)
Step 2: How do we know they know it?
Identify assessments to be used at each grade level.
Daily Formative AssessmentsANet
Screeners (AimsWeb, Scholastic Math Inventory)
Step 3: What are we going to do for those who do not know it?
Identify Struggling Students Provide Additional Time and Support Assess students to determine skill deficits, then group
students for targeted-skills instruction in small fluid groups.
During grade-level data meetings teachers review data and place students in skills-based groups for 30-
minutes of additional intensive instruction OUTSIDE THE MATH BLOCK!
• All staff (counselor, librarian, social worker, etc.) have a TSI math group so groups are small. Decide on push-
in or pull-out model.• Students are progressed monitored and every three
weeks assigned to a new skills-based intervention group!
Grade-Level Data Team Meetings
Review all dataMake feedbackComplete chart
Determine time for grade-level interventionsDetermine who will teach at that time and where
Assign staff to skill groupsWrite lesson plans for each skill group
Progress MonitorChange groups every 3 weeks
Sterling Elementary Test Scores
3rd Grade
4th Grade 5th Grade ALL
’08 ‘09 ‘10 ‘11 ‘08 ‘09 ‘10 ‘11 ‘08 ‘09 ‘10 ‘11 ‘08 ‘09 ‘10 ‘11
Reading
26 65 66 75 41 62 68 72 36 49 63 74 34 59 66 74
Math
41 86 86 82 52 88 86 94 62 77 73 83 52 84 82 86
Additional Instructional TimeThe amount of instructional time makes a huge difference in students’ progress! Also, the amount of instructional time at each individual’s level is critical- being able to provide students the time they need to improve! We make the time.
We are determined to get all the instructional time we can. We test the first week of school. We collaborate and form groups. We begin ability group instruction in the first weeks. We teach to the end of the instructional day and year. We tweak more time for instruction by changing transitions. We are committed to getting the time our kids need. We keep looking at our schedule and making adjustments to increase teaching and learning time!
Mike found during instructional time:
Resources
www.fcrr.org www.interventioncentral.comwww.idonline.orgwww.studentprogress.orgwww.k8accesscenter.orghttp://kc.vanderbilt.edu/palshttp://reading.uoregon.eduhttp://readingcomp.mathmatica-mpr.com
SHARE!
With your grade-level team answer the following questions?
1) What are we going to do immediately (now)2) How are we going to do it3) What resources are we going to use4) How will we know if we are successful