Reviewing a Reading Program

1
Reviewing a Reading Program Professional
Development
2
This publication was adapted by the Center on
Instruction from multiple products as shown in
acknowledgments and cited in references. The
Center on Instruction is operated by RMC Research
Corporation in partnership with the Florida
Center for Reading Research at Florida State
University RG Research Group the Texas
Institute for Measurement, Evaluation, and
Statistics at the University of Houston and the
Meadows Center for Preventing Educational Risk at
the University of Texas at Austin. The contents
of this publication were developed under
cooperative agreement S283B050034 with the U.S.
Department of Education. However, these contents
do not necessarily represent the policy of the
Department of Education, and you should not
assume endorsement by the Federal Government.
To download a copy of this document, visit
www.centeroninstruction.org 2008
3
Goal

• To become familiar with the Guidelines for
  Reviewing a Reading Program in order to inform
  the selection of high-quality reading programs.

4
Objectives

• Participants will
• Complete activities that clarify the meaning of
  key questions and terms in the Guidelines
• Apply the common language of the Guidelines
• Use the Guidelines to review reading programs
  and
• Return to their own state/district/school and use
  the Guidelines to make informed decisions.

5
Guidelines
6
Abbreviations

ID Instructional Design PA Phonological/Phonemic
Awareness P Phonics F Fluency V Vocabulary C Comp
rehension ME Motivation and Engagement A Assessme
nt PD Professional Development
Key found here
F 16, PA 9
7
Review Process
8
Reading Program Preview Activity

• Locate, tab, label, and preview
• Table of Contents
• Scope and Sequence
• 3 lessons from Teachers Edition (TE)
• One from the beginning, middle and end
• Week of instruction-at-a-glance and/or unit
  overview
• Index
• Instructional organization of the program
• e.g., Teaching/Instructional Routines, Appendix,
  or Overview

9
Instructional DesignScientifically Based
Reading Research
ID 1
10
Instructional Design Why is it Important?

• Good design
• Makes content accessible
• Enables content to be remembered over time and
• Increases probability of students success.

11
INSTRUCTIONAL DESIGN THE FRAMEWORK OF A READING
PROGRAM
Scope and Sequence Goals and Objectives Lesson
Organization Aligned Materials
Content What is taught
Instruction How it is taught
Explicit Systematic Coordinated Instructional
Sequences and Routines Scaffolded
Feedback Differentiated Instruction Assessment
Phonological/Phonemic Awareness Phonics Fluency Vo
cabulary Comprehension Spelling Writing Oral
Language Listening Comprehension
ID 3, 4, 6, 7, 8, 11, 12, 15, 16, 18, 20, 21, 22,
23, 24, 25, 27
12
INSTRUCTIONAL DESIGN THE FRAMEWORK OF A READING
PROGRAM
Scope and Sequence Goals and Objectives Lesson
Organization Aligned Materials
Content What is taught
Instruction How it is taught
Phonological/Phonemic Awareness Phonics Fluency Vo
cabulary Comprehension Spelling Writing Oral
Language Listening Comprehension
Explicit Systematic Coordinated Instructional
Sequences and Routines Scaffolded
Feedback Differentiated Instruction Assessment
ID 3, 4, 6, 7, 8, 11, 12, 15, 16, 18, 20, 21, 22,
23, 24, 25, 27
13
INSTRUCTIONAL DESIGN THE FRAMEWORK OF A READING
PROGRAM
Scope and Sequence Goals and Objectives Lesson
Organization Aligned Materials
Content What is taught
Instruction How it is taught
Phonological/Phonemic Awareness Phonics Fluency Vo
cabulary Comprehension Spelling Writing Oral
Language Listening Comprehension
Explicit Systematic Coordinated Instructional
Sequences and Routines Scaffolded
Feedback Differentiated Instruction Assessment
ID 3, 4, 6, 7, 8, 11, 12, 15, 16, 18, 20, 21, 22,
23, 24, 25, 27
14
INSTRUCTIONAL DESIGN THE FRAMEWORK OF A READING
PROGRAM
Scope and Sequence Goals and Objectives Lesson
Organization Aligned Materials
Content What is taught
Instruction How it is taught
Explicit Systematic Coordinated Instructional
Sequences and Routines Scaffolded
Feedback Differentiated Instruction Assessment

Phonological/Phonemic Awareness Phonics Fluency
Vocabulary Comprehension Spelling Writing Oral
Language Listening Comprehension
ID 3, 4, 6, 7, 8, 11, 12, 15, 16, 18, 20, 21, 22,
23, 24, 25, 27
15
Supplemental/Intervention (S/I) Programs

• Who is the target audience?
• Who implements instruction?
• What is the instructional setting?

ID 30, 31, 32
16
Instructional DesignActivity

• Open the Guidelines to the Phonological/ Phonemic
  Awareness section. Read questions 1-6.
• Now read questions 1-6 for each section Phonics,
  Fluency, Vocabulary, and Comprehension.

17
Phonological Awareness

• The awareness that language is made up of units
  of sound.

18
Phonemic Awareness

• Phonemic awareness is knowledge of the smallest
  unit of speechthe phoneme.

19
Phonological vs. Phonemic Awareness

• Phonological Awareness the understanding of the
  different ways that spoken language can be broken
  down into smaller units (sentences to words,
  words to syllables, syllables to phonemes). 
• Phonemic Awareness a more specific term the
  ability to hear, identify, and manipulate
  individual sounds in spoken language (blending,
  segmenting, manipulating). 

20
Why Teach Phonological Awareness?

• Accelerate reading growth of ALL children.
• 20 to 30 of children will remain poor readers
  without it.
• Coarticulation makes it difficult for some
  students to hear individual sounds.

21
Phonological Awareness Continuum
22
Phonological AwarenessFramework Questions

• Is instruction explicit?
• Is instruction systematic?
• Does instruction include coordinated
  instructional sequences and routines?
• Is instruction scaffolded?
• Does instruction include cumulative review?
• Are assessments included to measure and monitor
  progress?

PA 1, 2, 3, 4, 5, 6 ID 12, 15, 16, 20 A 1
23
Phonological Awareness Instruction

• Small portion of daily lesson
• Limited to one or two skills
• Evaluate student readiness to advance

PA 7, 8, 9
24
Phonological Awareness Instruction

• Auditory work onlyno print
• From larger to smaller units of sound
• Skills taught sequentially
• Rhyming
• Isolation
• Blending
• Segmenting
• Manipulation

PA 10, 11, 12
25
Phonological Awareness Instruction

• Count words heard in sentences.
• Recognize and produce rhyme.
• Demonstrate alliteration.
• Counting, blending, and segmenting syllables.
• Blend onsets and rimes.

PA 13, 14, 15, 16, 17, 18
26
Phonological AwarenessGuidelines Activity

• Open your TE. Review PA lessons from the
  beginning, middle, and end of the kindergarten or
  first grade TE.
• Review PA 7-18
• Make notes in the comments column.
• Mark grade-level circle if element is evident.
• Discuss findings with your partner or group.

PA 7-18
27
 Continuum of Word Types
PA 19
28
Phonemic AwarenessInstruction

• Physical representations for sounds

PA 20
29
Phonemic Awareness Instructional Example
Elkonin Box
30
Phonemic Awareness Instructional Example
31
Phonemic Awareness Corrective Feedback
Teacher What word do these sounds make?
/k/ /a/ /t/
Student /k/ /o/ /t/ cot
ID 16, 22 PA 3
32
Phonemic Awareness Instruction

• Students identify first, last, then middle sound
  in words.

PA 21
33
Phonemic Awareness Instruction

• Oral blending
• Oral segmenting
• Manipulation (deletion, addition, substitution)
  and
• Oral activities precede print activities

PA 22, 23, 24
34
Phonemic AwarenessInstruction

• Early phonemic awareness skills are linked to
  phonics instruction.
• Program offers guidance on when to phase out oral
  phonological awareness activities.
• Words used in PA activities occur in subsequent
  word lists and text readings.

PA 25, 26, 27
35
Phonemic AwarenessInstruction

• Program includes a sound pronunciation guide that
  addresses the various features of sound
  production.
• Computer-based and other audio-enhanced programs
  pronounce sounds distinctly, correctly, and
  without distortion.

PA 28, 29
36
Phonemic AwarenessGuidelines Activity

• Open your TE. Review PA lessons from the
  beginning, middle, and end of the kindergarten or
  first grade TE.
• Review PA 19-29 in the Guidelines
• Make notes in the comments column.
• Mark grade-level circle if element is evident.
• Discuss findings with your partner or group.

PA 19-29
37
Phonological/Phonemic Awareness Summary Activity

• Read your notes in the comments and grade-level
  columns of the Guidelines.
• Answer questions or record notes about PA 1-6.
• Which areas do you need to further investigate?
• Discuss with the large group.

PA 1, 2, 3, 4, 5, 6
38
Phonemic Awareness Is Linked to Phonics
Instruction
39
Phonics

• Phonics is the relationship between graphemes
  (letters) and the phonemes (sounds) they
  represent.

40
Why Teach Phonics?

• Because learning to read is not a natural
  process (Liberman, 1999).
• Explicit and systematic instruction in phonics
  gives readers the tools they need to become
  skilled readers.

41
PhonicsSummary Questions

• Is instruction explicit?
• Is instruction systematic?
• Does instruction include coordinated
  instructional sequences and routines?
• Is instruction scaffolded?
• Does instruction include cumulative review?
• Are assessments included to measure and monitor
  progress?

P 1, 2, 3, 4, 5, 6 ID 12, 15, 16, 20 A 1
42
Phonics Instruction

• Vowels and consonants are taught.
• Short vowels are taught before long vowels.
• Individual letter-sounds are taught before
  digraphs, blends, and word families.
• High utility letter-sounds (/a/, /m/, /s/) are
  taught before low utility ones (/x/, /y/, /z/).

P 7, 8, 9, 10
43
Phonics Instruction

• Digraphs are taught as units of sound (/sh/,
  /ch/, /th/, /ai/, /ea/).
• Individual sounds in a blend are taught (bl /b/
  /l/, br /b/ /r/).
• Letter-sound correspondences are taught to
  mastery and cumulatively reviewed.

P 11, 12, 13 ID 16
44
Phonics Instruction

• Explicit strategies to teach students how to
  decode words.
• Practice decoding words using only letter-sounds
  that have been previously taught.
• Apply mastered letter-sound correspondences to
  read decodable text.

P 14, 15, 16 ID 12
45
PhonicsInstructional Example

• Letter-sound correspondences previously taught
  a, t, p, b
• The silly fat man sat on the tiny seat.
• Pat at bat.

46
Phonics Instruction

• Symbol to sound (decoding) and the sound to
  symbol association (spelling) are taught
  explicitly.
• Spelling instruction (encoding) is aligned with
  decoding (phonics) instruction.

P 17, 18 ID 12
47
Phonics Continuum of Word Types

• VC and CVC begin with a continuous sound at,
  am, mop, man
• VCC CVCC begin with a continuous sound
  end, its sack, fill
• CVC begin with a stop sound
  dog, tan
• CVCC begin with a stop sound
  tent, jump
• CCVC begin with a consonant blend (continuous)
  frog, slap
• CCVC begin with a consonant blend (stop)
  crab, plug
• CCVCC CCCVC CCCVCC clamp scrap scrimp

P 19, 20
48
Phonics Instruction

• Concepts and words are frequently and
  cumulatively reviewed.
• Each component of phonics is emphasized for
  fluency practice.
• There is ample decodable text for practice.
• Students read decodable text before trade books.

P 21, 22, 23, 24 ID 16
49
PhonicsGuidelines Activity

• Open your TE. Review phonics lessons from the
  beginning, middle, and end of the TE.
• Review P 7-24 in the Guidelines
• Make notes in the comments column.
• Mark grade-level circle if element is evident.
• Discuss findings with partner or group.

P 7-24
50
PhonicsFour Word Types in English Orthography
P 25, 26, 27
Hook (2006)
51
Phonics Instruction

• Regular and Irregular Words

RegularA word containing letters that make their
most common sounds (e.g., sip, mat). IrregularA
word that contains letters that stray from the
most common sound pronunciation (e.g., come,
said).
P 25, 26, 27, 28, 29, 30
52
Phonics Instruction

• Ample practice with letter-sounds before
  instruction in larger orthographic units
• Chunking explicitly taught for decoding
  multisyllabic words
• Modeling think-aloud strategy to aid
  multisyllabic word analysis
• Strategy instruction in using prefixes, suffixes,
  and known word parts.

P 31, 32, 33, 34
53
PhonicsSyllable Types
P 35
54
Advanced PhonicsInstruction

• Section of program is devoted to advanced phonics
  skills (structural analysis).
• Advanced phonics skills are taught explicitly,
  first in isolation and then in words and
  connected text.

P 36, 37
55
Phonics Instruction

• Spelling strategies include
• Word sorts
• Categorization activities
• Word-building activities
• Word analogies

P 38
56
Advanced PhonicsInstruction

• Explicit instruction in the meanings of roots and
  affixes.
• Student activities to analyze the relationship of
  spelling to the meaning of complex words.

P 39
57
Phonics Instruction Example
port is a Latin root meaning to carry
58
Advanced PhonicsInstruction

• High frequency word parts (e.g., un-, re-, in-,
  -ful) taught rather than low frequency ones.
• Activities for distinguishing and interpreting
  words with multiple meanings are included.
• Once mastered, advanced phonics strategies are
  immediately applied to reading and interpreting
  familiar and unfamiliar connected texts.
• Words used in advanced phonics activities are
  also found in the student texts.

P 40, 41, 42, 43
59
PhonicsGuidelines Activity

• Open your TE.
• Review phonics lessons from the beginning,
  middle, and end of the TE.
• Review P 25-43 in the Guidelines
• Make notes in the comments column.
• Mark grade-level circle if element is evident.
• Discuss findings with partner or group.

P 25-43
60
PhonicsSummary Activity

• Consider your notes in the comments and
  grade-level columns on your Guidelines.
• Answer questions or record notes about P 1-6.
• Which areas would you need to further
  investigate?
• Discuss with the large group.

P 1, 2, 3, 4, 5, 6
61
Fluency

• Fluency is the ability to read text quickly,
  accurately, and with appropriate expression
  (prosody).

62
Why Teach Fluency?

• Fluency is a bridge between word recognition and
  comprehension.
• A fluent reader can concentrate on comprehending
  the text rather than decoding the words.

63
FluencySummary Questions

• Is instruction explicit?
• Is instruction systematic?
• Does instruction include coordinated
  instructional sequences and routines?
• Is instruction scaffolded?
• Does instruction include cumulative review?
• Are assessments included to measure and monitor
  progress?

F 1, 2, 3, 4, 5, 6 ID 12, 15, 16, 20 A 1
64

Fluency Instruction

• Addresses all dimensions of fluency
• Speedthe ability to read words quickly.
• Accuracythe ability to correctly read words.
• Prosodythe ability to read the words with
  expression, proper intonation, and phrasing.

F 7
65
Fluency Instruction

• Teacher models speed, accuracy, and prosody.
• Teacher provides feedback to students during
  fluency practice.
• Fluency instruction integrated into the daily
  lesson.

F 8, 10, 11
66
Fluency Instruction

• Skills taught to mastery and practiced frequently
  to promote automaticity with
• decoding strategies
• irregular words
• multisyllabic words
• Explicit strategies taught to transition from
  reading words in lists to connected text.

F 9, 12, 13, 14, 15 P 22, 42
67
FluencyGuidelines Activity

• Open your reading program TE or ancillary
  materials.
• Review fluency lessons from the beginning,
  middle, and end.
• Review F 7-15 in the Guidelines
• Make notes in the comments column.
• Mark grade-level circle if element is evident.
• Discuss findings in your small group.

F 7-15
68
Fluency Instruction

• Program uses research-based fluency strategies
• Partner readings
• Repeated readings
• Timed readings
• Audio-assisted readings
• Program introduces fluency practice after
  students are proficient at reading words
  accurately.

F 16, 17
69
Fluency Instruction

• Fluency practice occurs with decodable text at
  the appropriate leveltext that includes phonic
  elements and word types that students have
  previously been taught and can read with 90 to
  95 accuracy.

F 18
70
Fluency Instruction

• Narrative and expository texts are provided for
  students to read aloud
• Teacher encourages students to read aloud to
  determine skill application and accuracy.
• Error corrections procedures include asking the
  students to reread the word/ sentence/ passage.

F 19, 20, 21 ID 14, 16, 22
71
Fluency Instruction

• Ample opportunities for students to practice
  reading text at their independent or
  instructional levels.
• Enough texts at each level to provide adequate
  practice opportunities.

F 22, 23 ID 17
72
Fluency InstructionText Levels
F 24
73
Fluency Example

• To calculate reading level
• Correct number of words read
• Total number of words read x 100
• Percent Accurate
• Example
• 52 57 .91 x 100 91 (Instructional Level)

F 24
74
Fluency Instruction

• Program provides directions on how to pair
  students for partner readings.
• Program specifies an error correction procedure
  for partner readings.

F 27, 28 ID 13, 18, 27
75
Fluency Rate

• Calculate the number of words read correctly in
  a one-minute reading of appropriate text
• Total Number of Words Read
• - Total Number of Errors
• Words Correct Per Minute (WCPM)
• Example
• If a student reads 75 words in one minute with 8
  errors, she reads 67 words correct per minute
  (75-8 67 WCPM).

F 25 A 1
76
Fluency Instruction Example

• In partner reading, students read aloud with a
  partner, taking turns to provide word
  identification help and feedback.
• Teacher guidance should include
• Identifying instructional level for each student
• Pairing students
• Routines for preparation, determining words read
  correctly, and error correction

77
Fluency Instructional Example Timed, Repeated
Reading
Can be used with partner reading as a way to
measure progress.
78
FluencyPartner Reading Feedback Record Example
79
Fluency Instruction

• Opportunities to time and graph results after
  rereading the same text.
• Continuous progress monitoring of oral reading
  fluency.
• End-of-year fluency goal for each grade.

F 26, 29, 30 ID 13, 18, 27
80
FluencyGuidelines Activity

• Open your reading program TE or ancillary
  materials.
• Review fluency lessons from the beginning,
  middle, and end.
• Review F 16-30
• Make notes in the comments column.
• Mark grade-level circle if element is evident.
• Discuss findings with your partner or group.

F 16-30
81
FluencySummary Activity

• Consider your notes in the comments and
  grade-level columns on your Guidelines.
• Answer questions or record notes about F 1-6.
• Which areas do you need to further investigate?
• Discuss with the large group.

F 1, 2, 3, 4, 5, 6
82

• Comments/Questions?

83
Welcome Back

• Materials for today
• Participants Guide
• Reading Program
• Teachers Editions
• Assessment Materials
• Sticky notes, tabs, and pencils.

84
Reflections on Day 1

• Introduction
• Instructional Design (Part 1)
• Phonological/Phonemic Awareness
• Phonics
• Fluency

85
Todays Agenda

• Vocabulary
• Comprehension
• Motivation and Engagement
• Assessment
• Professional Development
• Instructional Design (Part 2)
• Conclusion

86
Vocabulary

• The knowledge of words and of word meanings.
• Word knowledge is complex and multidimensional.
• Word knowledge involves word consciousness.

87
Why Teach Vocabulary?

• Strong link to reading comprehension
• Affects students success in school
• Understanding text requires knowledge of word
  meanings

88
VocabularyFramework Questions

• Is instruction explicit?
• Is instruction systematic?
• Does instruction include coordinated
  instructional sequences and routines?
• Is instruction scaffolded?
• Does instruction include cumulative review?
• Are assessments included to measure and monitor
  progress?

V 1, 2, 3, 4, 5, 6 ID 12, 15, 16, 20 A 1
89
Vocabulary Instruction

• Emphasis on listening and speaking vocabulary.
• Emphasis on reading and writing vocabulary.

V 7, 8
90
Vocabulary Instruction

• Students have ample opportunities to engage in
  oral vocabulary activities that encourage
• repeated exposure to words in multiple contexts
• using everyday language to explain word meanings
  and
• connecting word meanings to prior knowledge.

V 16 ID 17
91
Vocabulary Instruction

• Students are exposed to diverse vocabulary by
  reading and listening to narrative and expository
  text.
• Frequent teacher read-alouds
• using higher level books
• explaining and instructing students in key
  vocabulary.

V 9, 10
92
Vocabulary Instruction

• The program provides a variety of texts so that
  students have ample opportunities to read at
  their independent level.

V 11 ID 17
93
Vocabulary Instruction

• Vocabulary instruction occurs before, during,
  and after reading.

V 12
94
VocabularyGuidelines Activity

• Open your reading program TE. Review vocabulary
  lessons from the beginning, middle, and end.
• Review V 7-12 and 16 in the Guidelines
• Make notes in the comments column.
• Mark grade-level circle if element is evident.
• Discuss findings in your small group.

V 7-12 and 16
95
Vocabulary Instruction

• Select a limited number of words for robust,
  explicit instruction.
• Teach important, useful, and difficult words.

V 13, 14
96
Vocabulary Instruction Example

• Which words would you teach explicitly from a
  story of historical fiction about explorers?
• Cortés Cibola
• Jerez Shower of arrows
• Expedition Arrogant
• Conquests Narváez
• Persuaded Unbearable
• Hardships Sierra Madre

97
Vocabulary Instruction Example

• Cortés Cibola
• Jerez Shower of arrows
• Expedition Arrogant
• Conquests Narváez
• Persuaded Unbearable
• Hardships Sierra Madre

98
Vocabulary Instruction

• An effective instructional routine should
• Introduce the word
• Present a student-friendly definition
• Clarify the word with examples and
• Check students understanding.

V 15 ID 16
99
VocabularyInstruction Example

• Step 1
• Introduce the word.
• This word is expedition.
• Write the word on the board or overhead.
• Say the word with me expedition.
• Say the word one more time expedition.

100
VocabularyInstruction Example

• Step 2
• Present a student-friendly definition
• An expedition is a journey or voyage with a
  group of people, usually for a special purpose.
• Lets read this explanation together
• (Everyone repeats above explanation.)
• Explanation within the context of the story
• In this story, Spanish explorers set out on an
  expedition to discover gold in Florida.

101
VocabularyInstruction Example

• Step 3
• Clarify the word with examples
• Verbal examples An organized trip, mission,
  quest to learn or discover something
• Concrete examples Military expeditions,
  geographic explorations such as the Lewis and
  Clark expedition, scientific expeditions such as
  space exploration
• Visual representations

102
VocabularyInstruction Example

• Step 4
• Check students understanding.
• Would a safari be an expedition? Why?
• Would a vacation be an expedition? Why?
• Which might have a more important purpose, an
  expedition to Mars or an expedition to a theme
  park? Why?

103
VocabularyInstruction Example

• Step 5
• Expand students understanding.
• Have you ever gone on an expedition? Describe it.
• Clap if the following words are similar to
  expedition quest, mission, walking, exploration,
  delay, amble.
• Complete the idea Why might a trip to Alaska be
  considered an expedition?

104
VocabularyInstruction

• Students have multiple opportunities to use new
  words in reading sentences, paragraphs, and
  longer text.
• Extended instruction in multiple contexts
  promotes word awareness using word banks,
  vocabulary logs, semantic maps, concept
  definition mapping, word classification, and
  writing.

V 17, 18
105
VocabularyInstruction Example
106
Vocabulary Instruction Example
Feeling sympathy for someone who is going through
a hard time and wanting to help them
Concern Care Empathy Sympathy
Indifferent Coldness Aloofness Lack of feeling
compassion
The man felt compassion for the boy who fell off
his bike and tried to help him up.
(Graphic organizer courtesy of Florida Center for
Reading Research)
107
VocabularyInstruction

• Strategy steps are taught over time to ensure
  understanding and correct application.
• Meanings of prefixes, roots, and suffixes are
  taught before they are connected to words.
• Strategies are provided to determine word
  meanings based on meanings of prefixes, roots,
  and suffixes.

V 19, 20, 21
108
VocabularyInstruction
Aspects of Word Study

• Concepts of word meaning
• Multiple meaning
• Synonyms
• Antonyms
• Homonyms

• Figurative meanings
• Morphemic analysis
• Etymologies

V 22
109
Vocabulary Instruction

• Dictionary use is explicitly taught using
  grade-appropriate dictionaries.

V 23
110
VocabularyInstruction

• Use of context to gain the meaning of an
  unfamiliar word is kept to a minimum.
• Computer technology is used to help teach
  vocabulary.

V 24, 25
111
VocabularyGuidelines Activity

• Open your reading program TE. Review vocabulary
  lessons from the beginning, middle, and end.
• Review Guidelines V 13-15 and 17-25
• Make notes in the comments column.
• Mark grade-level circle if element is evident.
• Discuss findings with your partner or your group.

V 13-15 and 17-25
112
VocabularySummary Activity

• Consider your notes in the comments and
  grade-level columns of the Guidelines.
• Answer questions or record notes about V 1-6.
• Which areas would you need to investigate
  further?
• Discuss with the large group.

V 1, 2, 3, 4, 5, 6
113
Comprehension

• Comprehension is the process of simultaneously
  extracting and constructing meaning through
  interaction and involvement with written
  language. It consists of three elements the
  reader, the text, and the activity or purpose for
  reading.
• (RAND, 2002, p. xiii)

114
Why Teach Comprehension?

• We teach comprehension so that students can
  read a variety of materials with ease and
  interest, can read for varying purposes, and can
  read with comprehension even when the material is
  neither easy to understand nor intrinsically
  interesting.
• (RAND, 2002, p. xiii)

115
ComprehensionSummary Questions

• Is instruction explicit?
• Is instruction systematic?
• Does instruction include coordinated
  instructional sequences and routines?
• Is instruction scaffolded?
• Does instruction include cumulative review?
• Are assessments included to measure and monitor
  progress?

C 1, 2, 3, 4, 5, 6 ID 12, 15, 16, 20 A 1
116
ComprehensionInstruction

• Instruction includes how to determine which
  strategy to use and why (metacognition).
• Strategies learned are applied frequently to
  reinforce their usefulness.
• Strategies learned are applied with new text.

C 7, 8, 9
117
Comprehension Instruction

• Appropriate texts are provided for students to
  practice applying strategies.
• Instruction includes how to establish and adjust
  purposes for reading.

C 10, 11
118
Comprehension Instruction

• Supports the use of multiple, coordinated
  comprehension strategies such as
• Answering questions
• Generating questions
• Summarizing
• Using graphic and semantic organizers
• Monitoring comprehension
• Recognizing story structure and
• Cooperative learning.
• Comprehension strategies are procedures that
  guide students to become aware of how well they
  are comprehending as they attempt to read and
  write. (NICHD, 2000, p.4-40)

C 12
119
ComprehensionInstruction

• Guided and supported cooperative learning groups
  are suggested as an instructional technique.

C 13
120
ComprehensionInstruction

• Instruction
• Begins with short passages
• Establishes a framework for the text beginning,
  middle, and end
• Includes prompts for teacher think-alouds
• Models effective questioning to guide and monitor
  comprehension

C 14, 15, 16, 17
121
ComprehensionGuidelines Activity

• Open your reading program TE. Review
  comprehension lessons from the beginning, middle,
  and end.
• Review C 7-17 of the Guidelines
• Make notes in the comments column.
• Mark grade-level circle if element is evident.
• Discuss findings in your small group.

C 7-17
122
Comprehension Instruction

• Ample opportunities to listen to narrative and
  expository text.
• Explicit teaching of narrative and expository
  text structures.
• Students read narrative and expository text at
  their independent and instructional levels.
• Students choose from a variety of narrative and
  expository text at their independent and
  instructional levels.
• Texts contain useful, familiar concepts and
  vocabulary.

C 18, 19, 20, 21, 22
123
Comprehension Instruction

• Before reading comprehension strategies
• Identify the purpose
• Link prior knowledge to text
• Teach critical vocabulary
• Provide guiding questions and
• Teach organizational features of text.

C 23
124
Comprehension Instruction

• During reading comprehension strategies
• Teacher think-aloud prompts
• Questions to focus on main idea throughout the
  selection and
• Questioning activities to encourage students to
  use inferential skills.

C 23
125
Comprehension Instruction

• After reading comprehensive strategies
• Answering and generating questions
• Summarizing
• Main idea and details
• Compare/contrast
• Sequencing
• Problem/solution
• Predicting and
• Story grammar.

C 23
126
Comprehension Instruction

• Main idea instruction is systematically
  introduced, moving from simple to more complex
  text
• Pictures
• Individual sentences
• Paragraphs
• Complex text with main idea embedded

C 24, 25
127
Comprehension Instruction

• Includes learning story grammar elements and
  using these elements to retell the story.
• Includes activities where students use story
  grammar elements to discuss and compare stories.
• Introduces story grammar systematically,
  beginning with simple text that gradually becomes
  more complex.

C 26, 27, 28
128
Comprehension Instruction

• Graphic organizers illustrate relationships
  among concepts in text
• Story grammar map
• Venn diagram
• Semantic map

C 29
129
ComprehensionInstruction Example
(Graphic organizer courtesy of Florida Center for
Reading Research)
130
ComprehensionInstructional Example

(Graphic organizer courtesy of Florida Center for
Reading Research)
C 33
131
Comprehension Instruction

• Conventions of expository text are included
• Chapter headings
• Charts
• Graphs
• Instruction includes how to interpret information
  from charts, graphs, tables, and diagrams.

C 30, 31
132
Comprehension Instruction

• Systematic review of

• Literal comprehension
• Retelling
• Main idea
• Summarization

C 32
133
ComprehensionActivity

• Open your reading program TE. Review
  comprehension lessons from the beginning, middle,
  and end.
• Review C 13-33 in the Guidelines
• Make notes in the comments column and
• Mark grade-level circle if element is evident.
• Discuss findings with your partner or your group.

C 18-33
134
ComprehensionSummary Activity

• Consider your notes in the comments and grade
  level columns in your Guidelines.
• Answer questions or record notes about C 1-6.
• Which areas would you need to investigate
  further?
• Discuss with the large group.

C 1, 2, 3, 4, 5, 6
135
Motivation and Engagement

• Engagement refers to
• Behaviors (school, reading)
• Motivations (goals, reasons for behavior) and
• Strategies (tools for reading, studying).

136
Why Are Motivation and Engagement Important?

• Motivated students usually want to understand
  text content fully and therefore, process
  information deeply. As they read frequently with
  these cognitive purposes, motivated students gain
  in reading comprehension proficiency.

(Guthrie, Wigfield, Metsala, Cox, 1999)
137
Motivation and Engagement

• Instruction provides
• Reading that is relevant to students lives
• Meaningful goals for learning from text
• A variety of text and assignment choices
• Collaborative learning opportunities

ME 1 V 11, 16 C 33
138
Motivation and EngagementGuidelines Activity

• Open your reading program TE. Review lessons from
  the beginning, middle, and end.
• Review ME 1, V 11, 16, and C 33 in the
  Guidelines
• Make notes in the comments column.
• Mark grade-level circle if element is evident.
• Discuss findings with your partner or your group.

ME 1, V 11, 16, C 33
139
Assessment

• Assessment is the process of collecting data for
  the purposes of specifying and verifying
  problems, and making instructional decisions for
  students. Assessment may be formal or informal
  and is conducted through a variety of methods
  record reviews, interviews, observations, and
  testing.

140
Assessments

• Four types of assessment to track student
  achievement
• Screening
• Progress monitoring
• Diagnostic and
• Outcome measures.

A 1
141
Assessment

• Includes teacher guidance for differentiating
  instruction in response to assessment results.

A 2
142
Assessments

• Help identify
• Students who are at risk for not learning to read
• Students who are already experiencing difficulty
  learning to read

A 3
143
Assessment Activity

• Look through your TEs and ancillary assessment
  books.
• What assessments are included in your program?
• When are they administered?
• How is the information used in instruction?
• Review ID 24 and question 6 of PA, P, F, V, C in
  the Guidelines
• Make notes in the comments column.
• Mark grade-level circle if element is evident.

ID 24, PA 6 P 6 F 6 V 6 C 6
144
Professional Development

• Professional development is the way educators
  develop or enhance the knowledge, skills,
  attitudes, and beliefs necessary to create high
  levels of learning for all students.

145
Why is Professional Development Important?

• Professional development is important to help
  educators develop the insights, knowledge, and
  skills they need to become effective classroom
  and school leaders, better able to increase
  student learning.

146
Professional Development

• Includes adequate time for teachers to understand
  and implement the program.
• Includes a plan for follow-up assistance for
  teachers.

PD 1, 2
147
Professional Development

• Offers adequate training to enable teachers to
  administer and interpret program assessments
• Includes customized plan for varying needs of
  participants (e.g., first-year, veteran teachers)
• Includes supports to facilitate application of
  content (e.g., checklists, in-class modeling)

PD 3, 4, 5
148
Professional Development Activity

• At your table, brainstorm a list of key
  questions to ask about the professional
  development that accompanies the reading program.
• Share your list with the large group.

149
Instructional DesignWhy is it Important?

• Well-designed instruction increases the
  probability of success for more students.

150
INSTRUCTIONAL DESIGN THE FRAMEWORK OF A READING
PROGRAM
Scope and Sequence Goals and Objectives Lesson
Organization Aligned Materials
Content What is taught
Instruction How it is taught
Explicit Systematic Coordinated Instructional
Sequences and Routines Scaffolded
Feedback Differentiated Instruction Assessment
Phonological/Phonemic Awareness Phonics Fluency Vo
cabulary Comprehension Spelling Writing Oral
Language Listening Comprehension
ID 3, 4, 6, 7, 8, 11, 12, 15, 16, 18, 20, 21, 22,
23, 24, 25, 27
151
Instructional Design Activity

• Open the Guidelines to Instructional Design.
  Review the questions you need to answer.
• With these questions in mind, review the comments
  and grade-level marks in the reading component
  sections of the Guidelines.
• Synthesize your findings. Can you answer the
  Instructional Design questions?

ID 1-32
152
Reflections

• Reviewing a reading program using the
  Guidelines
• Benefits and challenges
• Next steps
• Further investigation

153

• Only programs that teach all components of
  reading, as well as writing and oral language,
  will be able to prevent and ameliorate reading
  problems in the large number of children at
  risk.
• (Moats, 2007, p.21)

154
Comments/Questions?

• www.centeroninstruction.org

155
Program Evaluation

• Thank you!
• Your feedback matters!