Six Weeks of the Fab Five A Template for Assembling and Utilizing the Florida Center for Reading Res

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Six Weeks of the Fab FiveA Template for
Assembling and Utilizing the Florida Center for
Reading Research Student Center Activities
Soraya Coccimiglio
Janice DiGiovanni
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Todays Goals

• Become familiar with the Florida Center for
  Reading Research Student Center Activities
  website
• Review the use of Reading Centers as a tool for
  differentiated instruction
• Learn the 8 steps for implementing and managing
  student centers in the classroom
• Receive and review a template for creating a
  workshop for your own district or ISD/RESA
• Laugh and learn from our mistakes
• Assemble a sample mini intervention kit

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The Fab Five

• Based on Report of National Reading Panel of
  2000.
• Core elements of successful classroom reading
  instruction
• Conclusion Instruction must be systematic and
  explicit in the following five component areas
  (the five Big Ideas of reading)
• Phonemic Awareness (ISF PSF)
• Phonics (Alphabetic Principle)
• Fluency (NWF ORF)
• Vocabulary
• Comprehension

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The Fab Five

• Systematic instruction The direct presentation
  of skills/concepts in a pre-specified sequence
  taught in a logical, defined, order.
• Skills and concepts begin with the most simple,
  moving to the most complex
• Student objectives are clear, concise, and driven
  by ongoing assessment results
• Students are provided with appropriate practice
  opportunities which directly reflect instruction

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The Fab Five

• Explicit instruction is taught directly through
  teacher modeling, guided practice, and
  independent practice (scaffolding instruction).
• Teacher models and explains (I do it)
• Teacher provides guided practice (we do it)
• Students practice what the teacher modeled
• Teacher provides prompts/feedback
• Teacher provides supported application
• Students apply the skill as the teacher scaffolds
  instruction
• Independent practice (you do it)

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Phonological Awareness

• Explicit awareness of the phonological structure
  of words in ones language.
• Awareness of words in sentences, syllables, onset
  rime segments.
• Awareness of individual phonemes in words.

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Phonological Awareness

• Goal Develop an awareness that words are
  composed of individual sounds, or phonemes, and
  to develop the ability to manipulate sounds in
  words.

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Phonological Awareness

• Activities should include the following PA
  skills
• Rhyme
• Students practice recognizing and producing words
  that rhyme
• Alliteration
• Students practice repeating and producing
  alliterative phrases
• Sentence Segmentation
• Students practice segmenting sentences into words
• Syllables
• Students practice blending and segmenting
  syllables in words
• Onset and Rime
• Students practice identifying the initial (onset)
  consonant(s) and the vowel/consonants that follow
  
• Phonemes
• Students practice blending, segmenting,
  manipulating, and deleting the individual
  phonemes (sounds) in words

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Phonics

• Relationship between letters and the sounds they
  represent
• Teaches sound symbol correspondences

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Phonics

• Goal Help children use the sound-symbol
  relationship to read and write words.

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Phonics

• Activities should include
• Letter recognition
• Students practice matching, identifying, and
  ordering letters in the alphabet
• Letter-sound correspondence
• Students practice identifying and matching sounds
  to letters (initial, final, and medial)
• Onset and Rime
• Students practice identifying initial consonant
  and any consonants that follow it then practice
  blending, sorting, and segmenting the onset and
  rime
• Word study
• Students practice sorting, blending, segmenting,
  and manipulating the sounds of letters in words
  and practice identifying high-frequency words
• Syllable Patterns
• Students practice blending and segmenting
  syllables in words
• Morpheme Structures
• Students practice blending compound words, roots,
  and affixes

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Fluency

• Ability to read text quickly, accurately, and
  with prosody
• Bridge between word recognition and comprehension
• Emerges through supported and repeated practice
  in automatic word recognition

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Fluency

• Goal Help students to recognize words
  automatically

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Fluency

• Teaching activities should include
• Letter recognition
• Students use timed practices to identify and
  order letters in the alphabet
• Letter-Sound Correspondence
• Students use timed practices to identify letter
  sounds
• High Frequency Words
• Students use timed practices to read words
• Oral Reading
• Students use timed practices to read with
  accuracy
• Students practice reading with prosody

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Vocabulary

• The meanings and pronunciation of words necessary
  for communication.
• Categorized as oral (listening and speaking) or
  reading (reading and writing).

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Vocabulary

• Goal To provide students with an understanding
  of the meaning/use of words so they are able to
  comprehend what they are reading.

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Vocabulary

• Activities should include
• Word Identification/Words in Context
• Students practice identifying words
• Students practice using words to complete or form
  sentences
• Words That Describe/Word Meaning
• Students practice identifying and producing
  descriptive words
• Students practice identifying and producing the
  meaning of words
• Word Categorization/Word Knowledge
• Students practice sorting and producing words by
  categories
• Students practice identifying synonyms, antonyms,
  and homophones
• Word Structure/Word Analysis
• Students practice identifying compound words,
  contractions, and affixes
• Students practice identifying similarities and
  differences between the meanings of words

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Comprehension

• The ability to understand and get meaning from
  spoken and written language.
• The ultimate goal in learning to read.

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Comprehension

• Goal Teach children specific strategies to use
  for understanding text as they are reading.

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Comprehension

• Activities should include
• Sentence Structure and Meaning
• Students practice identifying important text
  elements and arranging words to make sentences.
• Story Structure
• Students practice identifying the sequence of
  events (beginning, middle, end) and story grammar
  (setting, characters, problem, solution,
  important events)
• Monitoring for Meaning
• Students practice organizing information to gain
  meaning
• Main Idea/Summarizing
• Students practice stating the main ideas in their
  own words
• Students practice summarizing large sections of
  text

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Using Center Activities to Provide Differentiated
Instruction
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Why Center Activities?

• Center activities allow the teacher to work with
  small groups needing interventions beyond the
  core reading program
• Center activities can be incorporated into the 90
  minute reading block
• Center activities can be effective, prescriptive
  interventions
• Center activities can reinforce skills and
  supplement the core reading program

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• Brain Storm Activity
• What are the challenges in implementing reading
  center activities?

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What is Differentiated Instruction?

• Matching instruction to meet the diverse needs of
  learners in the classroom.
• A provision of varied learning situations,
  (whole-class, small-group, or individual
  instruction) to meet the needs of students
  functioning at different skill levels.

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What Happens in a Reading Center?

• Students participate in purposeful activities
  that are a reinforcement and/or extension of what
  has already been taught explicitly by the
  teacher.
• Students work in small groups, pairs, or
  individually, while the teacher is conducting
  Teacher-Led small group interventions during the
  90 minute reading block.

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8 Steps to Implementing and Managing Student
Centers in the Classroom
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I. Form Flexible Groups Based on Assessment

• Keep group sizes small and reduce group size when
  necessary for intensive support
• Base groups on instructional need with specific
  instructional strategies in mind
• Consider attitudes and behaviors
• Monitor the progress of high risk students more
  frequently
• Use progress monitoring data, teacher
  observation, and, when needed, diagnostic
  assessments to formulate flexible groups

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II. Identify Appropriate Center Activities Based
on Assessment

• Students participate in activities either
  independently or with help from a peer of higher
  skill ability (the just right challenge)
• Though activities should engage students, there
  need not be a lot of fluff

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Differentiated Instruction Experts Say

• If it takes longer to make something than it
  does for children to use it instructionally, then
  dont bother making it.
• Debbie Diller

Not the Fluff Anita Archer
Teach the Stuff
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III. Design Center Management System

• Develop a Center Management Board a visual that
  lets students know where they should be, when
  they should be there, and what they should be
  doing.
• Make the board large enough to be seen by all
  students from different areas of the room.
• Matching icons should be on the management board
  and in the center areas to help students quickly
  locate centers.
• Students must be taught how to independently
  use/read the board.
• Handout

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IV. Implement a Behavior Management System
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School-wide and Classroom-based Behavior
Management

• Students need to be actively engaged and on task
  in order for centers to support learning.
• Teacher focus should be on Teacher-led
  Center/Small Group Instruction rather than
  off-task behavior of students.

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What students need to know

• What to do when something does not work
• What to do when they do not understand the
  activity at a center
• What to do when they complete an activity at a
  center
• Whom to go to for help
• How to clean up
• How to decide who goes first when engaged in a
  pair or group activity

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T-Charts Listening Center
Looks Like
Sounds Like
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Things to consider when centers go wrong

• Did I effectively and explicitly teach the
  activity?
• Were center and transition behavioral
  expectations explicitly taught?
• Do I frequently provide positive feedback for
  appropriate behavior (51 ratio)?
• Did I introduce too many new centers at once?
• Have the students mastered the skill and need to
  move on?
• Is the center too difficult for students to do
  independently?
• Are student-partners matched appropriately?

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Give Explicit Center DirectionsIt is essential
to explicitly teach each activity before students
are expected to participate in the center

• Teacher models and explains the activity
• (I do it)
• Teacher provides guided practice
• (We do it)
• Teacher provides supported application
• (We do it)
• Independent Practice
• (You do it)

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VI. Organize the classroom

• An organized classroom enables students to
• Easily locate materials
• Focus on academic tasks
• Use Center time productively

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VII. Manage Transitions to Protect Instructional
Time

• Teach set routines and expectations for changing
  center, putting materials away, and cleaning up
  center areas
• Establish and teach a signal that indicates it is
  time to change centers
• Keep a brisk pace when transitioning between
  centers.
• To reinforce skills with younger students, use
  songs, rhymes and word games during clean up

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Implementing and Managing Student Center
Activities

• Source
• http//www.fcrr.org/Curriculum/studentCenterActivi
  ties23.htm.

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Establish Accountability To Keep Students Engaged
and Monitor Student Performance

• Students graph their performance
• Provide students with score sheets for games and
  other activities
• Students submit their work in assigned folders
  when appropriate
• Partners correct each others work
• Parapro or other instructional assistant monitors
  Center work

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Establish Accountability To Keep Students Engaged
and Monitor Student Performance

• Have with-it-nesseven though teachers are
  involved with other students in intense small
  group activities, they must be aware of what is
  going on in Center activities
• Provide frequent feedback on center work to
• Prevent students from practicing errors
• Instill the importance of quality work
• Convey the importance of each academic task
• Remember 51 Ratio!

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What We Know for Next Time Live and Learn
FAB FIVE Tips Sheet