90%20Minute%20Reading%20Block

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90 Minute Reading Block

• Carol Dissen
• cdissen_at_uoregon.edu
• K-3 Statewide Literacy Outreach
• November 14-15, 2007

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90 Minute Reading Block
What to Plan for??
More Turns with 100 Student Engagement
Instructional Programs Materials
Independent Practice
Assessment
Differentiated Instruction/ Grouping/ Scheduling
Professional Development
Instructional Intensity
Literacy Coaching
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Teaching 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.

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Teaching 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
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Understanding the Purpose of Different Programs
Programs are tools that are implemented by
teachers to ensure that children learn enough on
time.
Classifying Reading Programs
What is the purpose of the program?
1. Core
2. Supplemental
Core
Intervention
3. Intervention
Supplemental
Supplemental
Intervention
Core
Reading Program
Reading Program
Reading Program
Supporting the Core
Meeting the needs for each
Meeting the needs for most
(Vaughn et al. 2001)
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A Schools 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

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• 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

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Focus on Quality
Did the students master the material?
Did I get through the lesson?
How WELL did I teach the lesson?
What teacher effects should I be aware of?
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Programs are only as good as the level 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

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Our Focus
WHAT
HOW
What teachers do to ensure that students actually
learn the components as they move through the
curriculum
Sequencing and coordination of components/ curricu
lum design
Carnine, Silbert, Kameenui, Tarver
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The Marriage
The Art of Teaching
First Class Instructional Materials/ Scope and
Sequence


BOOSTED STUDENT ACHIEVEMENT
Jill Jackson
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Lets start with ENGAGEMENT so that ALL students
are learning!
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Delivery 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
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Active Participation -- Second Graders with Anita
Archer
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Delivery of InstructionGain 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
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Delivery of InstructionGain and maintain
attention

• Other ways to increase attention
• _______________________________
• _______________________________
• _______________________________
• _______________________________
• _______________________________
• _______________________________
• _______________________________

Anita Archer, 2007
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Delivery of InstructionActive 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 partners 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
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Delivery of InstructionActive Participation

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

Anita Archer, 2007
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Delivery of InstructionElicit 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
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Delivery of InstructionElicit 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 dont respond or blurt, repeat.

Anita Archer, 2007
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Delivery of Instruction Elicit Responses
(Choral Responses)

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

Anita Archer, 2007
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Delivery of InstructionElicit 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
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Delivery of InstructionElicit 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
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Delivery of InstructionElicit Responses
(Partner Responses)

• Use of partners
• Say answer to partner.
• Retell content of lesson using a graphic
  organizer.
• Review content (Tell, Help, Check).
• Brainstorm (Think, Pair, Share).
• Explain process, strategy, or algorithm using
  examples.
• Read to or with partner.

Anita Archer, 2007
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Delivery of Instruction Elicit Responses
(Partner Responses)

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

Anita Archer, 2007
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Delivery of InstructionElicit Responses
(Individual Responses)

• Less desirable practices
• Teacher asks question. Students raise their
  hands. Teacher calls on student with raised
  hand.
• Disadvantages_________________________
• _____________________________________
• Student is inattentive. Teacher calls on the
  student to regain attention.
• Disadvantages_________________________
• _____________________________________

Anita Archer, 2007
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Delivery of InstructionElicit 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
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Delivery of InstructionElicit 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
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Delivery of InstructionElicit 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
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Delivery of InstructionElicit 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
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Delivery of InstructionElicit Responses

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

Anita Archer, 2007
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Delivery of InstructionMaintain a Perky Pace

• Prepare for the lesson.
• Use instructional routines
• When you get a response, move on.
• Avoid verbosity.

Anita Archer, 2007
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Delivery of InstructionMonitor Students
Responses

• Walk/Move/Reach around.
• Look around.
• Talk around.

Anita Archer, 2007
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Delivery of InstructionProvide 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
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Delivery of InstructionPassage 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
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Delivery of InstructionPassage 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
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Management

• Organize the group to promote appropriate
  behavior.
• Guidelines for group arrangement.
• Students are facing the teacher during the
  instruction.
• The teacher can easily monitor all areas of the
  room.
• All members of the group are visible.
• Materials are accessible.
• Students can easily work with a partner.

Anita Archer, 2007
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Management

• Big Ideas
• Anticipate and remove.
• Avoid the void.
• Communicate clear expectations.
• Rules
• Looks like/Sounds like charts.
• Routines

Anita Archer, 2007
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Management

• 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
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Management

• 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
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Management

• Big Idea
• Connect.
• Catch students being good.
• TEACH WITH PASSION.
• MANAGE WITH COMPASSION.

Anita Archer, 2007
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• For a reading program to be balanced, it must be
  differentiated to meet the needs of each child.
• -Vaughn, 2002

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Now, how do I go about planning my lessons to
meet the needs of all learners?
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Differentiated Instruction Aligned With Student
Needs
How do I address the needs of all my students?

• 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

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Instruction
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Assessment 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

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Assessment 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!
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Types of Assessments
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Think, Pair, Share!
What assessment tools do you have to inform your
instruction?
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Using Data to Develop Instructional Plans
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

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Create an Assessment Plan

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

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Grouping

• 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

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Size

• 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

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Planning Differentiated Instructional Focus Groups

• Instructional Focus 1
• Students who are classified Benchmark on program
  independent screening or progress monitoring and
  pass all In-Program assessments.
• Instructional Plan

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• 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

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• 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

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• 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

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• 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

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Differentiated Reading Model

• Whole 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

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Planning 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

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5 Mores

• More explicit/direct instruction
• More modeling
• More practice with...
• More feedback
• More time

Jo Robinson, 2007
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1. More Explicit and Direct Teaching

• Teacher makes existing directions more explicit
• Switch student to a more explicit core program or
  intervention

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2. 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

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3. 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

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4. With More Feedback

• My Turn error correction

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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.
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Error 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.

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Error 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.

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Error Correction

• Fluency correction for poor expression
• My turn.
• (Same section read by teacher with correct
  expression/rate modeled)
• Go back
• If they dont go on Go on.

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5. More Time

• Full 90 minute block
• Extra intervention block

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Big Ideas of Reading Instruction

• Phonemic Awareness The ability to hear and
  manipulate sound in words.
• Alphabetic Principle The ability to associate
  sounds with letters and use these sounds to read
  words.
• Accuracy and Fluency with Connected Text The
  effortless, automatic ability to read words in
  isolation (orthographic coding) and connected
  text.
• Vocabulary Development The ability to understand
  (receptive) and use (expressive) words to acquire
  and convey meaning.
• Comprehension The complex cognitive process
  involving the intentional interaction between
  reader and text to extract meaning.
  Kameenui Simmons

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Effective Instructional Techniques

• Signaling
• Unison oral responding
• Pacing
• Monitoring
• Correcting errors and teaching to mastery

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Phonological Awareness
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PA Warm Up

• Example Format Template for Phoneme Blending
  Instruction
• Prepare chains of 2, 3, 4, and 5 cubes prior to
  lesson.
• Say Youre going to practice blending individual
  sounds to make words. Ill tap a cube as I say
  each sound in the word. When I slide my finger
  above the cubes youll say the whole word.
• Say Ill model for you how to blend the sounds I
  say into a word. Ill 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)

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PA Warm Up

• Example Format Template for Phoneme Segmentation
• Say Youre going to practice saying the sounds
  in words. Ill say a word. Each time I hold up a
  finger, youll say a sound in the word.
• Say Ill model how to say the sounds in two
  words. Ill 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)

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Alphabetic Principal
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Explicit Phonics Lesson

• PA warm up
• Introduce or review sound/spelling (explicit)
• Blending (explicit)
• Decodable text
• Dictation
• Word work

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New Phonic Element

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

Example This is the boy card. Card?___ This
sound is /oi/. Sound? ___ The spelling is oi.
Spelling? ___
oi
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Blending

• Example
• Spelling Focused Blending
• Sound?
• (Tap under sound)
• Word?
• (Slide hand under word)

boil check coin point bean chin spoil
boat moist
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Added Practice
Review
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
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Teach the pronunciation of difficult 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
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Decodable 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

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Reading 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 readyMix it up!
• -Word by Word
• -Sentence by Sentence
• -Page by Page

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Match the Text Type to the Instructional
Objective

• Wordless
• Decodable Text
• Anthology
• Leveled Reader
• Authentic

• Concepts of Print
• Applying New Phonics Skills
• Vocabulary
• Fluency
• Comprehension
• _____________

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Dictation

• 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

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Dictation -- Third Graders with Anita Archer
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Example Dictation Routine Sound by Sound

• The word is boil. Whats the word? ____
• Say the sounds in boil. _ _ _
• Whats the first sound? _
• Whats the spelling for /b/?
• Write the spelling.
• Whats the next sound?
• Whats the spelling for /oi/?
• Write the spelling.
• Whats the next sound?
• Whats 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.

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Example Dictation Routine Word by Word

• The word is boil. Whats 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.

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Vocabulary
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Teach the Meaning of Critical, Unknown Vocabulary
Words

• View Video 1
• What instructional steps (routines) are used to
  introduce each of the words?
• What other good practices do you observe?

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Teach the Meaning of Critical, Unknown 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

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Teach the Meaning of Critical, Unknown Vocabulary
WordsInstructional Routine

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

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Teach the Meaning of Critical, Unknown Vocabulary
WordsInstructional Routine

• Step 1 Introduce the word
• Write the word on the board.
• Read the word. Students repeat.
• Repeat for unfamiliar words.

This word is relieved. What word? __________
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Teach the Meaning of Critical, Unknown Vocabulary
WordsInstructional Routine

• Step 2 Present a Student-Friendly Definition
• Tell students an explanation, or
• 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 _______________.
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Teach the Meaning of Critical, Unknown Vocabulary
WordsInstructional Routine

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

When the spelling test is over, you feel
relieved. When you have finished giving the
speech that you dreaded, you feel relieved.
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How to get vocabulary pictures?

• Santa Maria Bonita School District Web Site
  (Houghton Mifflin Vocabulary pictures)
• http//www.smbsd.org/page.cfm?p1445
• Google for Images!!

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Online Web Dictionaries

• www.wordsmyth.net
• www.ldoceonline.com
• www.longman.com
• www.wordcentral.com

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Teach the Meaning of Critical, Unknown Vocabulary
WordsInstructional Routine

• 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

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Teach the Meaning of Critical, Unknown Vocabulary
WordsInstructional 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?

106
Teach the Meaning of Critical, Unknown Vocabulary
WordsInstructional 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
  feel
• relieved when the concert was over?
• No Why not? It was not difficult for you.

107
Teach the Meaning of Critical, Unknown Vocabulary
WordsInstructional Routine

• Option 3 Have students generate their own
  examples.
• Tell your partner a time when you were
  relieved.

108
Teach the Meaning of Critical, Unknown Vocabulary
WordsInstructional Routine

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

Sometimes your mother is relieved. Tell your
partner when your mother is relieved. Start your
sentence by saying, My mother is relieved
when________.
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Teach the Meaning of Critical, Unknown Vocabulary
WordsInstructional Routine

• Instructional Routine Checklist
• Did the teacher
• Introduce the word?
• Present a student-friendly explanation?
• Illustrate the word with examples?
• Check students understanding?

110
Teach the Meaning of Critical, Unknown Vocabulary
WordsInstructional 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 didnt 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 _______.

111
Practice
112
Comprehension
113
Scaffolding Reading Comprehension in the
Elementary School During 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
114
Strategy 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
115
Strategy instruction The big ideas

• Always keep in mind that the purpose of strategy
  instruction is to stimulate students 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
116
Teach strategies that can be applied to passage
reading.

• Model I do it.
• Prompt We do it.
• Check You do it.

Archer, 2007, Comprehension Conference, San
Francisco, CA
117
Teach strategies that can be applied to passage
reading. Guided Practice

• We do it. (Lets ________ 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
118
Cause and Effect -- Third Graders with Anita
Archer
119
Answering 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.

120
Answering 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

121
Teaching Summarization by Paragraph
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.

122
Fluency
123
Scaffolding Reading Comprehension in the
Elementary School After 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.

124
Building Fluency with Connected Text Reading

• 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).

125
Building Fluency with Connected Text 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)

126
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127
Independent Practice
128
Structure Ample Review and Opportunities for
Learning

• 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

129
Student CapabilitiesHas 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 youve lost the attention of
  the group you were teaching! ?

130
Remember Classroom Management for
Differentiating Instruction is

• Managing groups
• Managing behavior
• Managing curriculum
• Managing assessment to guide instruction
• Managing the schedule

131
Steps 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

132
Step One

• Organize the Classroom for Independence
• Get your classroom set up for
• independent work

133
Step Two

• Assess Analyze Determine Your Groups
• Think about the groups you need
• and who should be in them.
• Keep in mind that youll rethink
• and regroup students regularly.

134
Step Three

• Teach Children How to Work with Others and in
  Groups
• Invest in teaching students how
• to work with others

135
Step Four

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

136
Step Five

• Evaluate the Effectiveness of Your Groups
• Check your decisions and
• your students efforts

137
Day 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?

138
Day 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

139
A 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

140
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141
Phonemic Awareness

• Quick Draw
• One Card Out
• Name That Sound
• Picture Matching and Sorting (initial sounds,
  ending sounds, etc.)

142
Alphabetic Principal

• Word Concentration (make a lay-out mat)
• Highlight certain Sound/Spellings in decodable
  books
• Toughy Charts

143
Alphabetic Principal

• Roll and Write
• Cut out word and/or picture boxes to build
  sentences.
• Making Words

144
Alphabetic Principle

• Word Munchers (Thats Right game)
• Read it, Spell it, Write it
• Word Sorts

145
Alphabetic Principle

• Word Checkers
• Use Highlight Tape to highlight correct beginning
  sound of the picture.
• Word Bingo (teach-nology.com)

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147
Fluency

• 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

148
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149
Vocabulary

• Write a story using words in the word bank.
• Vocabulary Bingo (teach-nology.com)
• Vocabulary Cards on Rings (quiz partner)
• Student Vocabulary Log

150
Vocabulary

• Four Square Vocabulary
• Bringing Words to Life ideas

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152
Comprehension

• Graphic Organizers
• Reading Log (use scoring guide!)
• Response Cards
• Story Structure

153
Comprehension

• After Read-Aloud or Anthology Story
• Who?
• What?
• When?
• Where?
• Why?

154
Professional 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.

155
Literacy Coaching
156
Five-Minute Observations
The snapshots of instruction!
157
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158
Coaching 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

159
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.)

160
Data Guides Instructional Support Plans

• 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

161
Thank you!