Using the Principles Behind Intensive Intervention to

Using the Principles Behind Intensive Intervention to Improve Classroom Literacy InstructionTeri Marsicek

Overview:

● Introduction

● Overview of Clay’s Framework

● Using Clay’s Principles in the Classroom Setting○ Using the Known to Reach the Unknown○ Teaching Points & Praise Points○ Problem Solving vs Word Accuracy○ Reading & Writing Reciprocity○ Specific Goals - Flexible & Shifting○ Fostering Independence

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My Goals for the Session:

• Participants will gain multiple ideas for

meeting their students’ literacy needs

through the implementation of Marie Clay’s

key principles for intensive intervention

• Participants will feel compelled to remember,

reflect on, and implement at least one of

these principles in classroom literacy

instruction

Clay’s Reading Recovery Framework

● One-on-one intensive literacy intervention, 30 minutes 5 days/week

● 10-10-10 lesson format:○ Familiar books, running record of yesterday’s new book○ Word work, sentence writing, cut-up sentence○ Book orientation, supported reading of new book

● Goal is to accelerate the student’s learning to the level of the average of the class

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My Experience with the Model

● Trained at Alverno● Implemented in private and public

schools● In 6th year of teaching this 2

semester practicum course at Alverno

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Using Clay’s Principles in the Classroom Setting

○ Using the Known to Reach the Unknown

○ Teaching Points & Praise Points

○ Problem Solving vs Word Accuracy

○ Reading & Writing Reciprocity

○ Specific Goals - Flexible & Shifting

○ Fostering Independence

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Problem Solving vs Word Accuracy

“Do good readers know all the words?”

“The goal of teaching is to assist the child to

construct effective networks in his brain for

linking up all the strategic activity that will be

needed to work on texts, not merely to

accumulate items of knowledge.” p. 41

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Additive Transformative

● Things you need to “just know”

● Example: Sight words

● How to figure out unknown● Example: Strategies - reread, say

the first sound and look at the picture, find a part you know

Marie Clay says readers need both.

Word Accuracy Problem-Solving

● Getting this specific word right

● “You remembered this word.” “You got all the words right.”

● A strategy that can be used in multiple words/books

● “You weren’t sure, so you went back to reread to see if it made sense.” “Can you try it without the ending?”

Good readers need both, but your instruction should focus more on strategic problem solving behaviors.

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Why Not Sound It Out?

● Students/parents sometimes say this without really knowing what it means

● It doesn’t always work (“gold”, “the”)

● It is one of the least efficient ways to figure out a word

● It uses only one type of informationVisual/Structure/Meaning

Reading Strategies Toolbox● Stretch the sounds/parts

“C-at” = more efficient processing than “c-a-t”

“Say the first sound.”“Stretch out the sounds.”“Think about what might sound right that starts like that.”

Reading Strategies ToolboxFind a part you know“gold” “about” “comfortable”

“Do you know any parts of that word?”Silently cover all but a known part.

Note: Sometimes students will find known parts that are not helpful (“find”). This is still a behavior to praise because they are attempting to generalize a strategy. The fact that no single strategy works every time reinforces the need for a toolbox of things to try.

Reading Strategies ToolboxFlip the vowel sound

Vowel flexibility is extremely important! (There are 15 vowel sounds in English!)

This uses meaning as well as visual information.

“What other sound can this letter make? Try that to see if it makes more sense.”

Examples: “only” “wind”

Reading Strategies Toolbox

● Re-read

Helps a student use meaning from the rest of the sentence to fix an error.

“Try this sentence again.”“Go back and think about what makes sense.”“Keep reading the rest of the sentence, then come back.”

● Skip it and Come Back

Reading Strategies Toolbox● Look at the Picture

Pictures are meaning cues that should be used to help understand text. They can often help a student read words that are much too difficult out of context.

“Can the picture help you?”

● Think about what makes sense

Making meaning is always the goal!

“Think about the story.”“Think about what makes sense.”

“I saw a big dinosaur.”

Reading Strategies Toolbox

● Try It Without the Ending

Word endings can make known words seem difficult.

Silently cover the ending.“Can you try it without the ending?”

silentsilently

agreeagreements

wonderwondering

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“You know part of that word. Now think about

what makes sense.”

“Say the first sound and look at the picture.”

“Think about the story and read that sentence

again.”

“Re-read this part and try a different sound for that

letter.”

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• Fosters self-monitoring skills

• Alverno Graduate Reading Students have

done this in the classroom during:– One-on-one conferencing

– Small group reading/writing

– Whole group • morning message

• mini lesson

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Reciprocity of Reading & Writing

● “What seems to matter are activities where

phonemes are blended and segmented in

speech, then connected explicitly and

systematically to graphemes in print…” Literacy

Lessons, Marie Clay2 pg 70

● The child must learn to attend to orthography

(spelling) as well as phonology (sounds).

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● Elkonin Boxes: an instructional method used to build

phonological awareness by segmenting words into

individual sounds

● Pioneered by Russian psychologist D.B. Elkonin in the

1970’s

● They help students:

○ Understand the letter/sound correspondence

○ Count the number of phonemes in a word

○ See a visual representation of sounds in words

(blends, digraphs, silent letters, etc.)

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Elkonin Boxes

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Most students are stronger in one or the other -

build off of and utilize their strength

“You know how to read that word.”

“Think about how that word looks in a book”

“Stretch it out slowly, just like when you write.”

In the classroom: Individual, small groups, whole

group think-aloud

How might you focus on problem solving vs. word accuracy and/or the reciprocity of reading and writing in your current practice?

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Specific Goals - Flexible & Shifting

Intervention: Prediction of Progress

“...maintain a long-term perspective on her

day-to-day teaching decisions”

“...not just proceeding down a standard path of

things they expect children to learn”

(LL p. 28 & 29)

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Classroom: Sarah’s Long-Term Goal Setting

Key concept: Connections between data

gathered (in the moment and over time),

short-term goals, and long-term goals

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Using the Known to Reach the Unknown

• Importance of

Observation

• Vygotsky’s Zone of

Proximal

Development

• Confidence and

Transfer

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“It is the nature of language (and how the brain

uses language) that if you help the child to move

easily around his secure knowledge he will

become able to venture beyond his known

repertoire and link novel experiences to the

body of knowledge that he owns.” p. 148

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Word Analogies

Not this kind of analogy

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Using the Known to Reach the UnknownWord Analogies

“...foster the child’s ability to relate something he

knows to something new that he is working on”

“Start with known words that contain a useful cluster

of letters…” (LL p. 153)

come - some pink - think

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Using the Known to Reach the UnknownWord Analogies

“You know this word… Now try this word.”

“Can this word help you?” “Do you know a word like

that?”

“out” - “shout”, “found”, “grounded”,

“car” - “farmers”

Knowledge of what your students know is important!

Also works with word parts.

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Classroom:

• Char’s popcorn words and morning message

• Kirstin & Lauren’s small groups and one-on-one conferencing

How might you focus on specific goals and/or the use of the known to reach the unknown in your current practice?

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Teaching Points & Praise Points

● Limited and Deliberate “Teacher Talk”

● Prompt - “A prompt is a call for action to do

something within the child’s control.” (p. 36)

○ Why?

○ How?

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“Short prompts give a maximum of

information to the child using the fewest

words. Too much teacher talk interferes with

problem-solving.”

Literacy Lessons p. 140

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Intervention:

• After each part of lesson

• Connect to specific goals

Classroom: Kellie’s anecdotal notes

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Classroom: Kelsey

“Teaching points and praise points became the

staple of my classroom. It's important for a student

to know specifically what they are doing well and a

next step for them in their process... so that goes

on in conferring whether its reading, writing, math,

or even play!”

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Fostering Independence

• Related to use of known and teaching/praise points

• Independence is a main goal right from the beginning“Teacher do not need to know how to teach independence: they need to know how and when to hold back and let the independent child take over the whole task.” (LL p. 41)

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• Self extending system“The child is learning how to read and write because of the effective processing he does when he reads and writes.” (LL p. 42)

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Intervention and Classroom: Mia & Lisa

Leading with broad prompting - followed by more specific only if needed

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Broad: “Do you see something that can help you?”

Specific: Teacher covers all but stand“You know this part.”

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Broad: “What can you try?”

Specific: “Say the first sound and think about what makes sense.”

How might you focus on teaching/praise points and/or the fostering independence in your current practice?

Wrap Up:Using Clay’s Principles in the Classroom Setting

● Using the Known to Reach the Unknown

● Teaching Points & Praise Points

● Problem Solving vs Word Accuracy

● Reading & Writing Reciprocity

● Specific Goals - Flexible & Shifting

● Fostering Independence

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Teri MarsicekGraduate Reading CoordinatorAlverno [email protected]

Quotations from:Clay, M. (2016). Literacy Lessons Designed for Individuals, 2nd Edition. Heinemann

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Using the Principles Behind Intensive Intervention to