1 90 minute reading block carol dissen [email protected] february 18-19, 2009

90 Minute Reading BlockCarol [email protected] 18-19, 2009

CopyrightAll materials are copy written and should not be reproduced or used without the expressed permission of Trish Travers, coordinator of the Oregon Reading First Center. Selected slides may have been reproduced from other sources and original references cited.

Oregon K-12 Literacy FrameworkandK-3 Statewide OutreachThis framework is designed to provide teachers, administrators, parents, and other stakeholders with a blueprint of what districts and schools in Oregon can and must do to help students learn how to read and move toward reading to learn.As Outreach sessions are intended to support districts and schools in their implementation of the Oregon Literacy Framework, each of the Modules has been designed to target one or more of the Framework components.This framework is organized around the following components:Goals (Module 1)Assessment (Modules 1, 2, and 3)Instruction (Modules 1, 4, 5, and 6)Leadership (Module 7)Professional Development (All Modules)CommitmentFor additional information about the Oregon K-12 literacy framework, including details about the implementation of each component, please visit the Oregon Department of Education website at http://state.or.usTodays Session

Oregon Beacon SchoolsThe Oregon Department of Education and Oregon Reading First Center have identified three Beacon Schools to serve as demonstration sites throughout the state:Humboldt Elementary (Portland)Jefferson Elementary (Medford)Lincoln Street Elementary (Hillsboro)Beacon Schools were selected on the basis of the progress they made in demonstrating high quality implementation of effective reading practices and strong student outcomes.Beacon Schools are currently accepting visitors! For more information on who to contact to schedule your visit, please visit the Oregon Reading First Center website at http://oregonreadingfirst.uoregon.edu/beacon_schools.html

InstructionalPrograms &MaterialsAssessmentProfessionalDevelopmentDifferentiatedInstruction/Grouping/SchedulingInstructionalIntensityMore Turns with100% Student EngagementIndependentPractice90 Minute Reading BlockWhat to Plan for??

Understanding the Purpose of Different ProgramsClassifying Reading Programs:What is the purpose of the program?1. Core2. Supplemental3. InterventionCoreReading ProgramSupplementalReading ProgramCoreSupplementalInterventionInterventionReading ProgramMeeting the needs for mostSupporting the CoreMeeting the needs for each

Programs are tools that are implemented by teachers to ensure that children learn enough on time.(Vaughn et al. 2001)

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

Programs are only as good as the level of implementationTo 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

Fidelity to the ProgramEffectively teaching the five big ideas of reading instruction using the core program.Phonemic AwarenessAlphabetic PrincipleFluencyVocabularyComprehension

The Marriage+=The Art of TeachingFirst Class Instructional Materials/Scope and SequenceBOOSTED STUDENT ACHIEVEMENTJill Jackson

90 Minute Reading Block Planning

InstructionRange of TimeClass ConfigurationActivity Ideas

INITIAL READING BLOCK90+ minutes minimum daily______ scheduled minutesTOTAL TIME:_____ min. dailyWhole GroupCORE Program Work:Phonemic Awareness (Segmenting Sounds, Blending Sounds)Phonics & Fluency (Sound-letter relationships, blending & decodables, dictation & spelling, structural analysis)Vocabulary & Comprehension: (Robust vocabulary instruction, pre-reading strategies, during reading strategies, after reading strategies)TOTAL ROTATION TIME:_____ min. dailySmall Groups (Teacher-led instructional focus)Include objectives, modeling, guided practice, feedback,pre/reteaching, etc.)Focus 1: Mastery of grade-level Core with extension activities.____ min. daily per groupMTWTHFFocus 2: Mastery of grade-level CoreSession 1:Focus 3: Additional explicitness and practice (preteaching and reteaching) to achieve mastery of Core materialsSession 2:Focus 4: Mastery of grade-level Core with additional fluency practiceSession 3:Focus 5: Additional explicitness and practice to achieve mastery of Core materials and reteaching of critical deficient decoding skillsAdditional Intensive Intervention (30+ minutes)TIME:______ min. dailyMTWTHFFocus 6: Explicit small group instruction to master basic phonemic awareness and decoding skills, vocabulary and comprehension instruction, and extra practice to become fluent with mastered skillsAdditional work with intervention (Tier 3) or supplemental (Tier 2) programsIntervention Session



INITIAL READING BLOCK90+ minutes minimum daily90 scheduled minutesTOTAL TIME:60 min. dailyWhole Group Phonemic Awareness activities Phonics & Fluency Robust Vocabulary Pre-reading activities During reading activities After reading activitiesCORE Program Work:Phonemic Awareness (Segmenting Sounds, Blending Sounds)Phonics & Fluency (Sound-letter relationships, blending & decodables, dictation & spelling, structural analysis)Vocabulary & Comprehension: (Robust vocabulary instruction, pre-reading strategies, during reading strategies, after reading strategies)TOTAL ROTATION TIME:30 min. dailySmall Groups (Teacher-led instructional focus)Include objectives, modeling, guided practice, feedback,pre/reteaching, etc.)Focus 1: Mastery of grade-level Core with extension activities.15 min. daily per groupMTWTHFFocus 2: Mastery of grade-level CoreSession 1:Focus 4Focus 4Focus 4Focus 4Focus 4Focus 3: Additional explicitness and practice (preteaching and reteaching) to achieve mastery of Core materialsSession 2:Focus 5Focus 5Focus 5Focus 5Focus 5Focus 4: Mastery of grade-level Core with additional fluency practiceSession 3:N/AN/AN/AN/AN/AFocus 5: Additional explicitness and practice to achieve mastery of Core materials and reteaching of critical deficient decoding skillsAdditional Intensive Intervention (30+ minutes)TIME:30 min. dailyMTWTHFFocus 6: Explicit small group instruction to master basic phonemic awareness and decoding skills, vocabulary and comprehension instruction, and extra practice to become fluent with mastered skillsAdditional work with intervention (Tier 3) or supplemental (Tier 2) programsIntervention SessionFocus5 Phonics for RdgFocus 5 Phonics for RdgFocus 5 Phonics for RdgFocus 5 Phonics for RdgFocus5 Phonics for Rdg

90 Minute Reading Block Planning (Intermediate)


INITIAL READING BLOCK90+ minutes minimum daily90 scheduled minutesTOTAL TIME:45 min. dailyWhole Group Structural Analysis lessons Multisyllabic Word Reading Robust Vocabulary Pre-Reading Activities During Reading Activities After Reading ActivitiesCORE Program Work:Phonemic Awareness (Segmenting Sounds, Blending Sounds)Phonics & Fluency (Sound-letter relationships, blending & decodables, dictation & spelling, structural analysis)Vocabulary & Comprehension: (Robust vocabulary instruction, pre-reading strategies, during reading strategies, after reading strategies)TOTAL ROTATION TIME:45 min. dailySmall Groups (Teacher-led instructional focus)Include objectives, modeling, guided practice, feedback,pre/reteaching, etc.)Focus 1: Mastery of grade-level Core with extension activities.15 min. daily per groupMTWTHFFocus 2: Mastery of grade-level CoreSession 1:Focus 2Focus 1Focus 2Focus 1Focus 2Focus 3: Additional explicitness and practice (preteaching and reteaching) to achieve mastery of Core materialsSession 2:Focus 3/4Focus 3/4Focus 3/4Focus 3/4Focus 3/4Focus 4: Mastery of grade-level Core with additional fluency practiceSession 3:Focus 5/6Focus 5/6Focus 5/6Focus 5/6Focus 5/6Focus 5: Additional explicitness and practice to achieve mastery of Core materials and reteaching of critical deficient decoding skillsAdditional Intensive Intervention (30+ minutes)TIME:30 min. dailyMTWTHFFocus 6: Explicit small group instruction to master basic phonemic awareness and decoding skills, vocabulary and comprehension instruction, and extra practice to become fluent with mastered skillsAdditional work with intervention (Tier 3) or supplemental (Tier 2) programsIntervention SessionFocus5/6Phonics for RdgFocus 5/6Phonics for RdgFocus 5/6Phonics for RdgFocus 5/6Phonics for RdgFocus5/6Phonics for Rdg

Lets start with ENGAGEMENT so that ALL students are learning!

Delivery of Instruction:Gain and maintain attentionProcedures for Maintaining AttentionGain attentionElicit responses from studentsMaintain a perky paceMaintain close proximity to studentsConnect with studentsEye contactSmileNameMonitorAdd delight and humorTeach with enthusiasm

Anita Archer, 2007

Active Participation -- Second Graders with Anita Archer

Delivery of Instruction:Active ParticipationThinkHave students think and record responsesAs students are writing, move around the classroom and record their ideas and their names on an overhead transparency.PairHave 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.ShareUse the transparency for sharing with the class.Anita Archer, 2007

Delivery of Instruction:Active ParticipationQuick WriteThink Pair ShareWhat are ways that you can engage ALL of your students to respond during a lesson? _______________________________ _______________________________ _______________________________ _______________________________ _______________________________Anita Archer, 2007

Delivery of Instruction:Active ParticipationUnison Choral ResponsesPartner ResponsesIndividual Responses (limited)WrittenTouch or PointAct OutResponse Cards

Delivery of Instruction:Elicit Responses (Partner Responses)Partners

Assign partnersPair 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

Delivery of Instruction: Elicit Responses (Partner Responses)List specific parts of your lessons where you can use Partner Responses:

_______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________Anita Archer, 2007

Delivery of Instruction:Elicit Responses (Individual Responses)Individual ResponsesOption #1Have students share answers with their partner.Call on a student.

Option #2Ask a question.Raise your hands to indicate silence.Give thinking time.Call on a student.Anita Archer, 2007

Delivery of Instruction:Elicit Responses (Written Responses)Written responsesGauge the length of the written response to avoid voidsMake the response fairly short ORMake the response eternal.Keep a quick paceHave students put their pencils up to indicate that they are ready (and to ensure that they have a pencil).Teach students to cross out errors instead of using erasers.Have students put their pencils down to indicate completion.Give immediate feedback.

Anita Archer, 2007

Delivery of Instruction:Elicit Responses (Other Responses)Touch or put pencil on stimulus.Increase attention.Allows monitoring of attention to stimulus.Act out.Group Responses.Thumbs up, Thumbs down.Stand Up. Sit Down.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

Response Cards Routine: (Other Responses)Ask question TWO times.2 second pause and then, say Answers UP.and repeat answer.

(responses need to be written on both sides of response card)

Delivery of Instruction:Maintain a Perky PacePrepare for the lesson.Use instructional routinesWhen you get a response, move on.Avoid verbosity.Anita Archer, 2007

Delivery of Instruction:Monitor Students ResponsesWalk/Move/Reach around.

Look around.

Talk around.Anita Archer, 2007

Establish RoutinesObtaining materialsAsking for helpAssigning tasksCompleting tasksMoving in and out of the groupBeginning of group: warm-up activitiesEnd of group: closing activitiesUsing the drinking fountainUsing the restroomSharpening Pencils

Example RoutineEntering the ClassroomQuietly enter room Walk straight to counter to:Turn in homework in basketPick up your workbook & folder Go directly to desk Put all things under your chair except pencil and paper Begin start-up activity on board

ManagementBig Idea

Connect.

Catch students being good.

TEACH WITH PASSION.

MANAGE WITH COMPASSION.Anita Archer, 2007

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

Now, how do I go about planning my lessons to meet the needs of all learners?

Differentiated Instructionis. . .

TEACHING DIFFERENTLY!All grades...all levels,administrative leaders and classroom instruction.

It is a TEAM effort!How do I address the needs of all my students?

Instruction

Assessment is the KeyStudents must progress, at an appropriate pace from what they already know to higher levels of learningTeachers can plan better when they know what standards students have mastered

Planning Instruction:interventioninterventiondata

Outcome Measures from Previous School YearScreening Data from Current School YearIn-Program AssessmentsAdvancedProfile #1SignificantlyExceeds Grade Level Benchmarks on ScreeningAssessments& Passes In-ProgramUnit Tests

Planning Differentiated Instructional FocusProfile #1:

Instructional Focus: Reading material at students instructional level, mastery of critical skills at students instructional level, strategies from students instructional level, advanced vocabulary when appropriate.

High benchmark students will benefit from systematic grade level Core instruction (particularly explicit vocabulary and comprehension instruction) in addition to coordinated and well-planned enrichment reading activities.Do not remove your students from the grade-level core program!!

Recommended Criteria for Identification of High Benchmark StudentsThe High Benchmark Student has achieved the following data goals:met the end-of-year DIBELS benchmark goal for their grade level.passed grade-level sections of a Phonics Screener.passed all previous Unit/Theme Skills Assessments.consistent high performance throughout their years in school.You may also want to consider:parent input supporting a high benchmark status.appropriate classroom behavior skills.

Enrichment and ExtensionUse Core program extension materials (i.e., Leveled Readers, Challenge Handbooks, etc.)Select additional reading materials that support the theme or story from the Core program for that week (i.e., if it is a weather theme, select appropriate books relating to weather)Select Non-Fiction books to match Fiction topic of anthology story.Use below-level readers from a grade above that support the comprehension strategy instruction for the week.

Outcome Measures from Previous School YearScreening Data from Current School YearGrade LevelProfile #2Grade Level on ScreeningAssessments& Passes In-ProgramUnit TestsIn-Program AssessmentsAdvancedProfile #1SignificantlyExceeds Grade Level Benchmarks on ScreeningAssessments& Passes In-ProgramUnit TestsProfile 2Grade Level Students Consistently Passing In-Program Tests

Theme Skills Assessments

Theme 1

Third Grade Theme Test Results

Date of Test: October 14, 2008Small Groups, Whole or Individual:

HM Level (theme): 1Off to AdventureGroup Level (strategic, benchmark):benchmark

ABCDEFGIIJKLMP

Sequence of EventsMaking InferencesCause and EffectInformation and Study SkillsBase WordsSyllabicationInflected EndingsVocabularyHigh Frequency WordsMaking JudgmentsTopic, Main Idea, Supporting DetailsProblem SolvingMaking InferencesVocabulary

55555551010555510

Alexandra2223403444%

Avria5454554378%

Jennifer5555544584%

Andrew4435045873%

Samuel5555445993%

Trevor4445544884%

Macaila4545554582%

Jeremy4534454678%

Joyce5434545476%

Julissa4455545582%

Elena3433134762%

Emily5454454376%

Natsumi4545544682%

Anh-Kenny4454543678%

Alec4335554882%

Justin4534434060%

Dasha3533454673%

Angelina4555454582%

Brandon5335545782%

Faith4535550673%

Francisco5554554584%

Total % Correct83%86%77%88%85%83%79%55%0%0%0%0%0%0%

Pass

No Pass

Theme 2


Date of Test:Small Groups, Whole or Individual:

HM Level (theme):Celebrating TraditionsGroup Level (strategic, benchmark):

ABCDEFGHIJKLMPIK

Author's Point of ViewCategorize and ClassifyNoting DetailsTopic, Main Idea, and Supporting DetailsInformation and Study SkillsCompound WordsPlural EndingsContractionsHigh Frequency WordsMaking JudgmentsTopic, Main Idea, Supporting DetailsProblem SolvingMaking InferencesVocabularyPlural EndingsVocabulary

55555555510

Aguilar Lopez, Alexandra0%

Braukmann, Avria0%

Delcid Monterroso, Jennifer0%

Finley, Andrew0%

Fischer, Samuel0%

Fischer, Trevor0%

French, Macaila0%

Gomen, Jeremy0%

Lee, Joyce0%

Mark, Julissa0%

Mendoza-Ramirez, Elena0%

Mercurio, Emily0%

Nagi, Natsumi0%

Nguyen, Anh-Kenny0%

Parks, Alec0%

Sanchez, Justin0%

Sublett, Dasha0%

Syrop, Angelina0%

Tang, Brandon0%

Valdez, Faith0%

Valencia Lopez, Francisco0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

Total % Correct0%0%0%0%0%0%0%0%0%0%0%0%0%0%0%0%

Pass

No Pass

Theme 3



HM Level (theme):Incredible StoriesGroup Level (strategic, benchmark):

ABCDEFGHIK

Fantasy and RealismFollowing DirectionsDrawing ConclusionsStory StructureInformation and Study SkillsPlural EndingsWord EndingsSuffixesPrefixesVocabulary

55555555510

Aguilar Lopez, Alexandra321433353660%

Braukmann, Avria535554555993%

Delcid Monterroso, Jennifer533535454882%

Finley, Andrew534545553784%

Fischer, Samuel0%

Fischer, Trevor455555555996%

French, Macaila544545552682%

Gomen, Jeremy555555545895%

Lee, Joyce454522444775%

Mark, Julissa524433531360%

Mendoza-Ramirez, Elena555551555685%

Mercurio, Emily434544533878%

Nagi, Natsumi444545551475%

Nguyen, Anh-Kenny554555534685%

Parks, Alec555545555996%

Sanchez, Justin430541111342%

Sublett, Dasha545544544785%

Syrop, Angelina432435445978%

Tang, Brandon555535523680%

Valdez, Faith325455543371%

Valencia Lopez, Francisco255445542676%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

Total % Correct87%76%79%95%79%82%91%81%68%65%0%0%0%0%

Pass

No Pass

Theme 4



HM Level (theme):Animal HabitatsGroup Level (strategic, benchmark):

ABCDEFGH

Fact and OpinionCompare and Contrastmaking JudgmentsInformation and Study SkillsSyllabicationWord EndingsPrefixes and SuffixesVocabulary

555555510

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

Total % Correct0%0%0%0%0%0%0%0%00%

Pass

No Pass

Theme 5



HM Level (theme):VoyagersGroup Level (strategic, benchmark):

ABCDEFGH

Making InferencesPredicting OutcomesText OrganizationInformation and Study skillsSuffixesPossessivesVCCV PatternVocabulary

555555510

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

Total % Correct0%0%0%0%0%0%0%0%

Pass

No Pass

Theme 6



HM Level (theme):Smart SolutionsGroup Level (strategic, benchmark):

ABCDEFGJ

Problem SolvingDrawing ConclusionsMaking GeneralizationsInformation and Study SkillsVCCCV PatternVCV PatternContractionsVocabulary

5551055510

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

0%

Total % Correct0%0%0%0%0%0%0%0%

Pass

No Pass

Profile #2:

Instructional Focus: Mastery of grade-level core program.

Outcome Measures from Previous School YearScreening Data from Current School YearGrade LevelProfile #2Grade Level on ScreeningAssessments& Passes In-ProgramUnit TestsProfile #3Grade Level on ScreeningAssessments& Fails Some In-ProgramUnit TestsIn-Program AssessmentsAdvancedProfile #1SignificantlyExceeds Grade Level Benchmarks on ScreeningAssessments& Passes In-ProgramUnit Tests

Profile #3:

Instructional Focus: Additional explicitness and practice (pre-teaching and re-teaching) to achieve mastery of grade level Core program.

Outcome Measures from Previous School YearScreening Data from Current School YearGrade LevelSome RiskPhonics ScreenerProfile #2Grade Level on ScreeningAssessments& Passes In-ProgramUnit TestsProfile #3Grade Level on ScreeningAssessments& Fails Some In-ProgramUnit TestsIn-Program AssessmentsProfile #4Some Risk on Screening Assessments & Passes Phonics Screener SkillsAdvancedProfile #1SignificantlyExceeds Grade Level Benchmarks on ScreeningAssessments& Passes In-ProgramUnit Tests

Phonics ScreenersPhonics screening tools are used to identify students phonics gaps to better target instruction.

Examples: CORE Phonics ScreenerQuick Phonics Screener (Read Naturally)Houghton Mifflin Phonics Decoding Screener

Task 5AShort Vowels in CVC WordsScoresip cat let but hog (real)vop fut dit keb laz (psuedo) ____/10Comments:

Task 5BShort Vowels, digraphs, and -tch trigraphScorewhen chop rich shut match (real)wheck shom thax phitch chud (psuedo) ____/10Comments:

Task 5CConsonant blends with short vowelsScorestop trap quit spell plan (real)stig brab qued snop dran (psuedo)clip fast sank limp held (real)frep nast wunk kimp jelt ____/10Comments:

Task 5DLong Vowel SpellingsScoretape key lute paid feet (real)loe bine joad vay soat (psuedo) ____/10Comments:

Task 5Er- and l- Controlled VowelsScorebark horn chirp term cold (real)ferm dall gorf murd char (psuedo) ____/10Comments:

Profile #4:

Instructional Focus: Mastery of grade level Core program with explicit small group fluency, vocabulary and comprehension instruction and practice opportunities.

Outcome Measures from Previous School YearScreening Data from Current School YearGrade LevelSome RiskPhonics ScreenerProfile #2Grade Level on ScreeningAssessments& Passes In-ProgramUnit TestsProfile #3Grade Level on ScreeningAssessments& Fails Some In-ProgramUnit TestsIn-Program AssessmentsProfile #4Some Risk on Screening Assessments & Passes Phonics Screener SkillsProfile #5Some Risk on Screening Assessments & Fails SomePhonics Screener SkillsAdvancedProfile #1SignificantlyExceeds Grade Level Benchmarks on ScreeningAssessments& Passes In-ProgramUnit Tests

Profile #5a:Students who only fail multi-syllabic word sections of the Phonics/Decoding Screening Assessment.

Instructional Focus: Additional explicitness and practice (pre-teaching and re-teaching) to achieve mastery of grade level Core program and explicit small group instruction to re-teach multi-syllabic word reading skills. Include extra practice to become fluent with the skills once they have been mastered.

Profile #5b:Students who fail one or more sections of the Phonics/Decoding Screening Assessment.

Instructional Focus: Additional explicitness and practice (pre-teaching and re-teaching) to achieve mastery of grade level Core program and explicit small group instruction to re-teach critical deficient decoding skills. Include extra practice to become fluent with the skills once they have been mastered.

Outcome Measures from Previous School YearScreening Data from Current School YearGrade LevelSome RiskHigh RiskPhonics ScreenerProfile #2Grade Level on ScreeningAssessments& Passes In-ProgramUnit TestsProfile #3Grade Level on ScreeningAssessments& Fails Some In-ProgramUnit TestsIn-Program AssessmentsProfile #4Some Risk on Screening Assessments & Passes Phonics Screener SkillsProfile #5Some Risk on Screening Assessments & Fails SomePhonics Screener SkillsELL/Low Language ProfileUsually needs extra language support & can be in any profileAdvancedProfile #1SignificantlyExceeds Grade Level Benchmarks on ScreeningAssessments& Passes In-ProgramUnit Tests

Profile #6:

Instructional Focus: Explicit small group instruction to master basic phonemic blending and segmenting, letter/sound associations, basic blending and decoding skills. They will also need vocabulary and comprehension instruction. Include extra practice to become fluent with the skills once they have been mastered.

Outcome Measures from Previous School YearScreening Data from Current School YearGrade LevelSome RiskHigh RiskPhonics ScreenerProfile #2Grade Level on ScreeningAssessments& Passes In-ProgramUnit TestsProfile #3Grade Level on ScreeningAssessments& Fails Some In-ProgramUnit TestsIn-Program AssessmentsProfile #4Some Risk on Screening Assessments & Passes Phonics Screener SkillsProfile #5Some Risk on Screening Assessments & Fails SomePhonics Screener SkillsELL/Low Language ProfileUsually needs extra language support & can be in any profileAdvancedProfile #1SignificantlyExceeds Grade Level Benchmarks on ScreeningAssessments& Passes In-ProgramUnit Tests

Planning:Whole classappropriate for instruction in elements of the core reading programcan be used in providing supplemental reading activitiesfewer opportunities for individual response

Small group (3-8 students) & One on Onefocused instructiongreater opportunities to respondenables close monitoring of student performanceenables provision of performance feedbackenables remediation of chronic errors

Work with Your Group to Place Students in Focus GroupsUse the following information to place students in Focus Groups:

Fall DIBELS scorePhonics Screener ScoresTheme 1 In-Program Scores

Make an Instructional Plan for Your Assigned Focus GroupWhat should your instruction focus on?What materials will you use?How will you assess that they are making progress?

Be ready to share your plan with the group!

Increase the Instructional Intensity of your Core program!More explicit instructionMore systematic instructionMore modelingMore opportunities for practice with...More monitoring and feedbackMore timeMORE READING**and limit teacher talk -- keep focused and simple!!

More Explicit InstructionTeacher makes existing directions more explicit

Switch student to a more explicit core program or intervention

More ModelingShow exactly what you want during first teaching and when you correct My TurnBlend a wordRead a line of practice fastRead a sentence smoothlyRead a paragraph or page smoothlyDemonstrate thinking during readingGive examples of vocabulary word meaning

More Practice More turns Saying letter names/soundsSaying sight words fastBlending wordsReading complete sentences smoothlyReading complete pages smoothlyAnswering comprehension questions in complete sentencesHearing and using vocabulary words

More Practice

Practices needed to store concept:Average learner 4-14 timesEverybody else 14-250 timesTruly disabled 250-350 timesTina Peltier

With More FeedbackMy Turn error correctionMy turn. That sound is /d/. What sound? Go back.My turn. That word is____. What word? Go back.Individual prompting during partner work

More TimeFull 90 minute blockExtra intervention block

Big Ideas of Reading InstructionPhonemic 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

Phonological Awareness

Phonemic Awareness in Young Childrenby Marilyn Jager Adams

by Benita A. Blachman (Author), Ph.D. Tangel (Author), Ph.D. Ball (Author), Rochella Black (Author), Darlene M. (Author), Eileen Wynne (Author)

PA Warm UpExample 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)

PA Warm UpExample Format: Template for Phoneme SegmentationSay: 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)

Alphabetic Principle

Explicit Phonics LessonPA warm upIntroduce or review sound/spelling (explicit)Blending (explicit)Decodable textDictationWord work

New Phonic ElementIntroducing a sound spelling for the first timeReviewing a previously taught sound/spelling

oi

Example:This is the boy card. Card?___This sound is /oi/. Sound? ___The spelling is oi. Spelling? ___

BlendingExample: Spelling Focused Blending

Sound? (Tap under sound)

Word? (Slide hand under word)

boil check coinpoint bean chin spoil boat moist

Decodable TextDefinition: 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

Decodable Text Reading RoutinesSound by Sound

Sound by Sound(beginning to transition to word reading)

Sight Word Reading

Passage Reading

Match the Text Type to the Instructional ObjectiveWordlessDecodable TextAnthology Leveled ReaderAuthentic

Concepts of PrintApplying New Phonics SkillsVocabularyFluencyComprehension_____________

DictationDictation 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 SoundWhole WordSentence

Dictation -- Third Graders with Anita Archer

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.

Multisyllabic Word Reading

Example:

Teach the pronunciation of difficult to read words.

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? _______________

condensationatmosphere evaporationAnita Archer, 2007

Syllable Speed Drill

ing

un

ture

ex

dis

com

un

im

ter

ment

er

der

ing

dis

un

ver

er

ble

tion

bout

ter

num

ment

ver

ing

bout

der

ex

er

ple

tion

ble

er

ple

re

ple

dis

num

er

est

re

ment

bout

re

ble

der

ing

com

un

ver

ver

ture

un

ble

er

em

bout

tion

ing

ture

ex

est

ter

im

num

ex

ter

re

fi

com

Syllable Types

Closed Syllable

A syllable that ends in a consonant.

Usually has a short vowel sound.

Open Syllable

A syllable that ends in a vowel (not a vowel team or r-controlled vowel).

Usually has a long vowel sound.

r-Controlled Syllable

A syllable that contains an r-controlled vowel.

The syllable will contain the r-controlled vowel sound.

Vowel Team Syllable

A syllable that contains a vowel team.

The syllable will contain the vowel team sound.

Vowel-Silent e Syllable

A syllable that contains a VCe pattern.

Usually has a long vowel sound.

Consonant-le Syllable

A syllable that contains a consonant-le pattern.

rerememlolom

fifimimbobot

Syllable Type Sortranracestirpeelmailcaperanhegofortakeseathifunfast

Syllable Division Patterns

vc/cv

v/cv

vc/v

vc/ccv

vc/cccv

v/v

Multisyllabic Word Reading StrategyWrite the word.Is it a compound word? If yes, split the word. Can you read the word now?Find Prefixes and Suffixes. Can you read the word now?If not, chunk rest of the word.Blend all parts of the word. Read the word.Does it make sense in the sentence?

The boy suddenly ran out of the room.suddenlyXXsuddenlysuddenly

Word:

Is it a compound word? If yes, write the two words.

Can you read the word?

Do you recognize any prefixes or suffixes in the word?

Prefixes:

Word Part Left:

Suffixes:


If not, chunk the word

Syllables:

Blend the parts.


Rewrite the Word:

Does it make sense in the sentence?

Practice: condensationtornadoreturneddistrusting

Vocabulary

Teach the Meaning of Critical, Unknown Vocabulary WordsView Video #1What instructional steps (routines) are used to introduce each of the words?What other good practices do you observe?

Teach the Meaning of Critical, Unknown Vocabulary WordsRobust, Explicit Vocabulary Instruction Attributes of good vocabulary instruction Multiple exposuresDefinitional information and contextual informationSufficient amount of instructional time to insure understanding of wordsActive engagement in instruction

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.)

V

BDA* (T)Instructional Routine for Teaching Critical, Unknown Vocabulary WordsProcedures: Use in combination with Template #17Step 1Introduce the Word a. Write the word on board. b. Read word. Students repeat. c. Repeat for unfamiliar words.ExampleThis word is reluctant.What word?Step 2Present a Student-Friendly Definition a. Tell students explanation, or b. Have students read explanation with you.Reluctant means you are not sure you want to do something.When you are not sure you want to do something, you are _______Step 3Illustrate the Word with Examples a. Concrete examples b. Visual representations c. Verbal examplesIf your mother asked you to try a new food, you might be reluctant.You may be reluctant to watch a scary movie.Step 4Check Students Understanding Option 1: Deep processing questions Option 2: Examples / non-examples Option 3: Students generate examples Option 4: Sentence starterWhy would a student be reluctant to go to a new school?Would you be reluctant to go to recess on a warm, sunny day?Tell your partner something you would be reluctant to do.Start your sentence by saying, A cat might be reluctant to then tell why.

Teach the Meaning of Critical, Unknown Vocabulary WordsInstructional RoutineStep 1: Introduce the wordWrite the word on the board.Read the word. Students repeat. Repeat for unfamiliar words. This word is relieved. What word? __________

Teach the Meaning of Critical, Unknown Vocabulary WordsInstructional RoutineStep 2: Present a Student-Friendly DefinitionTell students an explanation, orHave 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 _______________.

Teach the Meaning of Critical, Unknown Vocabulary WordsInstructional RoutineStep 3: Illustrate the word with examplesConcrete ExamplesVisual representationsVerbal examples

When the spelling test is over, you feel relieved. When you have finished giving the speech that you dreaded, you feel relieved.

How to get vocabulary pictures?

Santa Maria Bonita School District Web Site (Houghton Mifflin Vocabulary pictures):http://www.smbsd.org/page.cfm?p=1445

Google for Images!!

WebImagesGroupsNewsMaps

HTMLCONTROL Forms.HTML:Hidden.1



HTMLCONTROL Forms.HTML:Text.1

Advanced SearchPreferences

_1252675597.unknown

_1252675599.unknown

_1252675600.unknown

_1252675695.unknown

_1252675598.unknown

_1252675596.unknown

Online Web Dictionarieswww.wordsmyth.net

www.ldoceonline.com

www.longman.com

www.wordcentral.com

Teach the Meaning of Critical, Unknown Vocabulary WordsInstructional RoutineStep 4: Check Students UnderstandingOption 1: Deep Processing QuestionsOption 2: Examples and Non-ExamplesOption 3: Students Generate ExamplesOption 4: Sentence Starter

Teach the Meaning of Critical, Unknown Vocabulary WordsInstructional RoutineOption 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 hadbeen cancelled, she said, I am relieved. Whymight Maria be relieved?

Teach the Meaning of Critical, Unknown Vocabulary WordsInstructional RoutineOption 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 feelrelieved when the concert was over? No Why not? It was not difficult for you.

Teach the Meaning of Critical, Unknown Vocabulary WordsInstructional RoutineOption 3: Have students generate their own examples.

Tell your partner a time when you were relieved.

Teach the Meaning of Critical, Unknown Vocabulary WordsInstructional RoutineOption 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________.

Teach the Meaning of Critical, Unknown Vocabulary WordsInstructional RoutineVocabulary 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 _______.

Teach the Meaning of Critical, Unknown Vocabulary WordsInstructional RoutineInstructional Routine Checklist: Did the teacher:Introduce the word?Present a student-friendly explanation?Illustrate the word with examples?Check students understanding?

Word Learning Strategy InstructionWord StructureSyntactic CluesContext Clues

Look for Word-Part Clues Within the Unfamiliar WordTry to Break the Word into PartsLook at the Root Word. What does it mean?Look at the Prefixes/Suffixes. What do they mean?Put the Meanings of the Parts Together. What is the meaning of the word?Look for Parts of Speech Clues in the Words and Phrases Surrounding the Unfamiliar Word.Look for Context Clues in the Words, Phrases, and Sentences Surrounding the Unfamiliar Word.Guess the Words Meaning (Use Steps 1-3.)Try Out Your Meaning in the Original Sentence to Check Whether or Not It Makes Sense in ContextUse the Dictionary, if Necessary, to Confirm Your Meaning

Pave MapContext Sentence:Jake snapped pictures of every new vista.Target Word: vistaPredicted Meaning: nice viewSentence Using Words Predicted Meaning:From our motel room, we can see a vista of the parking lot.Words Dictionary Definition: a distant view from a high place.Revised Sentence Using Verified Definition:From the scenic overlook, there is a spectacular vista of snow-covered mountains that goes on as far as the eye can see.Core Vocabulary Handbook

Comprehension

Strategy instruction: The big ideasEffective long-term instruction will most likely involve teaching students to flexibly use multiple strategies to improve their comprehension of text.Effective instruction requires many opportunities for students to discuss and interpret text using the application of strategies as a way of structuring the discussion.The focus of strategy instruction should always be on constructing the meaning of the text.Effective strategy instruction always involves explicit description and modeling of strategies by the teacher.Effective strategy instruction always involves extended discussions of text in which the teacher scaffolds student strategy use.Torgesen, 2007, Comprehension Conference, San Francisco, CA

Strategy instruction: The big ideasAlways 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

COMPREHENSIONSTRATEGIES AND SKILLS

Comprehension strategies are specific, learned procedures that foster active, competent, self-regulated and intentional reading. ** Think of the strategies as the sport of soccer. Comprehension skills are procedures students use to grasp the organizational structure of the text. ** Think of the skills as the drills and practices that enable you to become good at the sport of soccer.

Whole Group and Small Group Oral Reading Practice Strategies The following strategies are designed to engage as many students as possible while group reading. Provide daily, multiple opportunities for all students to practice oral reading!! Mix it up! Use a variety of strategies - change by the page and day.

Popcorn Reading Place 3 different colored sticky notes on the table (one for each student, or, one on each table group in the classroom). Write the letters A an dB on the different colored sticky notes (see example below). Call on different groups of students to read (Change by the sentence, in the middle of sentences or at a page - be unpredictable!) Examples: Popcorn! A group. Popcorn! B group. Popcorn! Pink group. Popcorn! Girls.etc. Note: This strategy could also be used without the colored sticky notes.AB

A

B

A

B

A

Jump In! Reading Follow directions for Popcorn reading. Call on different groups of students to jump in and read together. Examples: Pink group begin reading, Blue group jump in, Yellow group jump in, etc.Choral Reading Everyone reads together. Everyone, finger under the first word. Read or Everyone, ready? Read If students being reading like robots, say, Stop. I want you to read like this(model pacing). Your turn, everyone ready? Read.Cloze Reading Teacher reads and stops intentionally at words students should practice (I.e. words with the target phonic element or vocabulary words) Today I went to the _______. I saw a big _______.Partner Reading When partner reading, make sure that both students have jobs (I.e., one student is pointing while the other is reading)Echo Reading Students repeat what the teacher reads: My turn..Your turn. Note: The purpose of this activity is to practice fluency of expression. Not appropriate for the first time students are reading the text.

Use Active Participation Strategies during Student Responses!Think, Pair, SharePartner ResponsesWritten ResponsesEtc.!!

To develop comprehension abilities:Teach decoding skills. Encourage the development of sight words. Teach students to use semantic context clues to evaluate whether decodings are accurate. Teach vocabulary meanings to a richer and deeper level: teach not only what a word is but what it is not, its morphology, and its internal structure. Encourage extensive reading. Encourage students to ask themselves why the ideas related to the text make sense. Teach self-regulated use of comprehension strategies and skills (metacognition).

Question TypesMemory Questions (who, what, when, where)Convergent Thinking Questions (why, how, in what ways)Divergent Thinking Questions (imagine, suppose, predict, if/then)Evaluative Thinking Questions (defend, judge, justify, what do you think) -(Ciardiello, 1998)Ask Appropriate Questions During Passage Reading

Ask Appropriate Questions During Passage Reading Q

BD* (T)A* (T)Question Generation(Ciardiello, 1998)Cue Card for Question TypesTYPESAMPLE SIGNAL WORDSEXAMPLESMEMORYWho, what, where, when What do deer eat? Can the cubs find their own food? Where does the small plant sit?CONVERGENT THINKINGWhy, How, In what ways In what ways does Yummi change because of her visit to Korea? How does the boy in the story feel about his neighborhood? Why doesnt Sonia get angry when the deer eat the lettuce in her garden?DIVERGENT THINKINGImagine, PredictIf..thenHow might. Name some qualities a person would need to survive a voyage like Shackletons? If you were a park ranger, what job would you like best? Why? What would you write to a new student in your school?EVALUATE THINKINGWhat do you think.How do you feel. Compare how the tales end for the stepsisters. Do you think they get what they deserve? Why? After reading this story, what do you think is the best part about speaking two languages?

What is the question type?Where did the ambulance take Mrs. Brown? Think about the animals in this story. In what ways are they alike? How are they different?How would this story be different if it took place in winter? Why do things in the firehouse need to be kept in perfect working order? Think about the morals in the fables. Which moral is most helpful to you? Why?Ask Appropriate Questions During Passage Reading

Teach students how to use complete sentences to write responses to comprehension questions!Model how to write written responses, and then EXPECT them to begin their written responses the way you have modeled.On the overhead, model circling and labeling the who and the what in the 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 work book questions as a guided practice, then copy your starter and finish the answer themselves. Gradually but as soon as possible, hand off this procedure to the students until they can do it themselves.

Model Written ResponsesWhy do things in the firehouseneed to be kept in perfect working order?Things in the firehouse need to be kept in perfect working order because...

Which moral is most helpful to you? Why?(Choose a moral) is most helpful to me because...

Teach students how to use complete sentences to write responses to comprehension questions!Expect all written answers to be 7 UP. Use at least seven words in the sentence, begin the sentence with a capital, and end with proper punctuation. This is just an easy 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.

Teach students how to use complete sentences to write responses to comprehension questions!Grade the written responses using a point system for both correct writing and the correctness of the comprehension answer: Examples:Who and what = 1 point 7 UP sentence= 1 pointCorrect answer = 1 pointTOTAL 3 pointsORCorrect answer = 1 pointAdded details to the answer= 1 point7 UP sentence = 1 pointCorrect spelling= 1 pointTOTAL 4 points

Teaching Summarization by Paragraph Shrinking (Fuchs, et al.)Name the who or what the paragraph is about in a brief phrase.

Identify two or three important details about the topic.

Shrink the paragraph by stating the main idea in 10-15 words or less.

Teaching Summarization by Paragraph Shrinking (Fuchs, et al.)Who or What? =______________________________Important Details:1. _______________________________________2. _______________________________________3. _______________________________________15 Word (or Less) Summary:____________________________________________________________________________________________________________________________________________________________________________________________

Use a Story Frame and Then Translate into a Summary The main character in this story is _______________________.The problem in the story is ____________________________________________.This is a problem because ____________________________________________.The problem is solved when ____________________________________________.

Writing a Summary forExpository Text List -- Make a list of important details.Cross-Out -- Cross out any unnecessary or weak details.Connect -- Connect ideas that could go in one sentence.Number -- Number the details in the order that they will appear in the paragraph.

Graphic Organizers

Fluency

Building Fluency with Connected Text ReadingFluency building includes three areas:AccuracyExpressionRate

Assessing Automaticity: DIBELS NWFExamine Student Booklets for PatternsHow well does the child perform the skill? AccuracyFluencyGeneral performance patterns:Not Accurate: student makes many letter-sound/nonsense word reading errors or is prompted by the examiner to move on to additional items.Accurate but Slow: student reads letter-sounds/nonsense words with over 90% accuracy; however, many hesitations, repetitions and slow pace.Fast but Not Accurate: student is fast but makes many letter-sound/nonsense word reading substitution errors.Fluent Reading: student reads letter-sound/nonsense words with good speed and accuracy.

Assessing Automaticity: DIBELS NWFFrankWhat is Franks knowledge of the alphabetic principle?

How accurately can Frank perform the skill?

Readiness for automaticity instruction?

Instructional implication?16

Assessing Automaticity: DIBELS NWFTanyaWhat is Tanyas knowledge of the alphabetic principle?

How accurately can Tanya perform the skill?

Readiness for automaticity instruction?

Instructional implication?58

Nonsense Word Fluency Assessment General Performance Pattern and Instructional Recommendations

Sound Only

(/f/ /e/ /k/)

Not Accurate

(< 90% accuracy)

Sound Only

(/f/ /e/ /k/)

Accurate

(>90% accuracy)

Sound by Sound and then Recode

(/f/ /e/ /k/ /fek/)

Not Accurate

(< 90% accuracy)

Sound by Sound and then Recode

(/f/ /e/ /k/ /fek/)

Accurate

(>90% accuracy)

Partial Blend

(/f/ /ek/)

Not Accurate

(< 90% accuracy)

Partial Blend

(/f/ /ek/)

Accurate

(>90% accuracy)

Whole Word or Unit Reading

(/fek/)

Not Accurate

(< 90% accuracy)

Whole Word or Unit Reading

(/fek/)

Accurate

(>90% accuracy)

List Student Names

(list each student once based on their predominant pattern)

Instructional Implications

Focus on accuracy instruction at the letter-sound level.

Identify known and unknown letter-sound combinations.

Focus on blending fluency practice at the word level.

Focus on accuracy instruction at the letter-sound level and then accuracy instruction at the blending level.


Instruction in reading words as whole units.



Instruction in reading words as whole units.


Focus instruction on accuracy and fluency in connected text.

Example Activities

Continued Phonics Instruction

Fluency with known sounds:

*1-Minute

Sound Dash

*Rapid Read

Sounds

Instruction in continuous blending of CVC words (i.e., Card 9). Followed by re-reading the blended words as whole words (i.e., Card 3).


First, Fluency with known sounds:

*1-Minute

Dash

*Rapid Read

Sounds


Blending practice in reading words accurately as whole units.

*No Peeps

Fluency with known words.

*5 x 5 Matrix

*Rapid Read

Words

*Paired Peer

Practice



*1-Minute

Dash

*Rapid Read

Sounds


Blending practice in reading words accurately as whole units.

*No Peeps

Fluency with known words.

*5 x 5 Matrix

*Rapid Read

Words

*Paired Peer

Practice



*1-Minute

Dash

*Rapid Read

Sounds

Then, fluency practice in reading words accurately as whole units.

*No Peeps

Fluency building activities in connected text.

*Repeated

Reading

Strategies

*Partner

Reading

Strategies

Letter-Sound Automaticity Example:The 1 Minute Dash Identify a set of letter sounds students can correctly identify. Include multiple cards of each letter in the set. Set a goal (i.e., 30 letter sounds correct). Do a 1-minute small-group practice. Position cards so all can see. Start the stop watch. Present the first letter sound card so that all students answer. Provide quick corrective feedback on errors. Continue presenting letters. Letter-sounds correctly identified go in one pile. Place errors in a second pile. At the end of 1 minute, tally the number of letter sounds correct. Review errors and repeat activity for 1 more minute.

Letter-Sound Automaticity Example: Rapid Read Sound Dash ActivityIdentify a set of letter sounds students can correctly identify.Create a grid of sounds (see Rapid Reading Chart).Do a 1-minute small-group practice.Start the stop watch.Have the students identify letter sounds going across the chart.Provide quick corrective feedback on errors. After corrective feedback, go back to the start of the chart and begin again.At the end of 1 minute, tally the number of letter sounds the group correctly identified (how far did they get down the chart of sounds).Repeat the activity with the goal of getting further down the chart!

Letter-Sound Automaticity Example: Rapid Reading Partner ActivityIdentify a set of letter sounds students can correctly identify.Create a grid of sounds (see Rapid Reading Chart).Do a 1-minute partner practice (individuals respond to a partner).Start the stop watch.Have one of the students identify letter sounds going across the grid.Partners can provide quick corrective feedback on errors.At the end of 1 minute, tally the number of letter sounds the individual correctly identified.Repeat for the other partner.Repeat the activity with the goal of getting further down the chart!

Rapid Reading ChartRead the sounds on the chart. If you finish, start back up at the start and read the chart again until the timer says stop.Mark the last sound you read: _________How many sounds did you read? _________

atbomgbomtgamgtaobtaobgmomagbtgbtmao

Blending Automaticity Example:No Peeps

No PeepsTeaching1. Model You are going to learn how to sound out these words without saying the sounds out loud. Watch my mouth. Ill say the sounds to myself, then Ill say the word out loud.Teacher mouths the sounds and then says the word out loud. What word? -man

2. Instructions Your turn. When I point to the letters, sound out this word without making a peep.3. Focus and think time Point next to the word and check to see if students are looking.4. Verbal cue Get ready.5. Pause 2 seconds.6. Signal Loop under the first letter and hold for 1 1/2 seconds, then loop under the next netter and hold for 1 1/2 seconds.7. What word?8. Encourage All right! You sounded out ____________

No Peeps!mancat

dogfrog

gladfox

Word Reading Automaticity Example:5 x 5 GridSelect a set 5 words students can accurately identifyGuidelines for selecting words to practice:Select high-priority and high-utility wordsSelect words students are able to identify accurately Separate highly similar examplesvery/everythere/where/hereMake page with 5 X 5 matrix:Do a 1-minute small-group practice. Position paper so all can see.

Word Reading Automaticity Example: 5 x 5 GridName the wordsThis word is our. What word? (pause, tap) ____Yes, our.This word is there. What word? (pause, tap) Yes, thereRepeat for each word in the row.Activity DirectionsI am going to time us for one-minute. If we make a mistake, we will have to go back to the beginning of the row. Answer together when I tap the word. If we dont answer together, we will go back to the beginning of the row.Lets see how far we can get!ActivityStart timer. What word? pause, tap What word? pause, tap etceventually, you can omit what word and simply tap. Stop at 1 minute.Correction procedure:That word is ____. What word? ____yes, ____. Lets go back.

Word Reading Automaticity Example: 5 x 5 Grid(Modification of Region XIII Texas Educational Service Center)

theatoyouheaheyoutothetoyouhetheayoutheaheyouhetotheahe

Rapid Reading ChartRead the words on the chart. If you finish, start back up at the start and read the chart again until the timer says stop.Mark the last word you read.How many words did you read? ___________

tantackMackcabcanpassMackcabcantackpasstancanpasstacktancabMacktacktancabMackpasscanpassMacktackcantancab

Assessing Fluency: DIBELS ORFExamine Student Booklets for PatternsHow well does the child perform the skill? AccuracyFluencyGeneral reading patterns:Not Accurate: student makes many word reading errors or is provided words after the 3-second wait.Accurate but Slow: student reads words with over 90% accuracy; however, many hesitations and repetitions.Fast but Not Accurate: student is fast but makes many word reading or word substitution errors.Fluent Reading: student reads with good speed and accuracy.

Assessing Fluency: DIBELS ORF TerryHow well is Terry reading?

How accurately can he perform the skill?

Readiness for fluency instruction?Beginning of Second Grade

Assessing Fluency: DIBELS ORF DanHow well is Dan reading?

How accurately can he perform the skill?

How easily can he perform the skill?

Readiness for fluency instruction?

Beginning of Second Grade

General Performance Pattern and Instructional Recommendations based on Oral Reading Fluency assessment(list students in appropriate column - only list students once)

Not AccurateAccurate but SlowFast but Not AccurateFluent ReadingList student namesDescription of ORF performanceStudent makes many word reading errors or is provided words after the 3 second wait.Student reads words with over 90% accuracy; however, many hesitations and repetitions.Student is fast but makes many word reading or word substitution errors.Student reads with good speed and accuracy.Instructional ImplicationsAdminister intervention program placement assessment to appropriately place students in an intervention program, OR administer a phonics screener to determine target skills for small group instruction.Fluency building activities that include practice in material with at least 90% accuracy.Administer intervention program placement assessment to appropriately place students in an intervention program, OR administer a phonics screener to determine target skills for small group instruction.If students have mastered all phonics skills, provide instruction (with incentives) for accurate reading first and then fluency (rate) instruction.Continue to provide practice opportunities in fluency and applying comprehension strategies to various genres of text.

Connected Text Automaticity: Repeated Reading Steps ExampleIdentify passages student can read with high accuracyCollect cold reading cwpmDetermine 30% increase wpm and markStudent practices reading out loud with timer to reach goalTeacher does hot timing againMonitor and graph progress

Teacher needs to select appropriate reading material for each student.Teacher needs to model steps of partner reading.The higher performing reader reads first as a model.Both students should have an opportunity to lead the reading (coaches and players)Teacher should monitor the group in the activity and reinforce for appropriate behavior.At the end of the activity, have both students summarize what they just read (e.g., retell, main ideas, characters, etc.).Periodic progress monitoring to ensure progress and to readjust pairs. Connected Text Automaticity: Partner Reading Guidelines

Fluency Fridays

Week1st Read2nd Read3rd ReadMiddle scoreDid middle score improve? Yes or No123456

Whole Class Fluency Practice ActivityPrepare Motivational Chart (on large poster board, or tag board, write all of the students names down the left side of the board) and place on the classroom wall (clearly visible).

Explain to the students that the focus is on accuracy! The student goal is to read their selection (a re-read of a familiar text that they have already read in their small reading group) without making any errors.

The students whisper read independently, or with a partner, their familiar text (partners need to be pre-determined by the teacher and stay the same for 4-6 weeks).

The teacher moves around the classroom listening to individual students read their selection (one page if there is enough text or the entire book if there is minimal text).

If the student reads with 100% accuracy (or less than 3 errors per 100 words if the text is large), the teacher puts a star, sticker, etc. next to their name on the motivational chart.

If the student reads with errors, the teacher immediately uses error correction (my turn your turn), the student finishes the page/story, and the teacher encourages continued practice and makes sure to come back to that student in the next day or two to check for accuracy again.

Work on the accuracy goal until ALL students understand that this is the #1 expectation for reading!

When students are ready, switch to expression and rate fluency practice (AND keep the goal of 100% accurate reading). As the teacher moves around the classroom, they will time individual students for 30 seconds to 1 minute (depending on the length of the text). Count the number of words read correctly. If the student read without making errors, record the number of words read next to their name on the motivation chart (the motivation is to read more words each time.

Resourceswww.oregonreadingfirst.uoregon.edu



INITIAL READING BLOCK90+ minutes minimum daily___scheduled minutesTOTAL TIME:___ min. dailyWhole Group CORE Program Work:Phonemic Awareness (Segmenting Sounds, Blending Sounds)Phonics & Fluency (Sound-letter relationships, blending & decodables, dictation & spelling, structural analysis)Vocabulary & Comprehension: (Robust vocabulary instruction, pre-reading strategies, during reading strategies, after reading strategies)TOTAL ROTATION TIME:___ min. dailySmall Groups (Teacher-led instructional focus)Include objectives, modeling, guided practice, feedback,pre/reteaching, etc.)Focus 1: Mastery of grade-level Core with extension activities.___ min. daily per groupMTWTHFFocus 2: Mastery of grade-level CoreSession 1:Focus 3: Additional explicitness and practice (preteaching and reteaching) to achieve mastery of Core materialsSession 2:Focus 4: Mastery of grade-level Core with additional fluency practiceSession 3:Focus 5: Additional explicitness and practice to achieve mastery of Core materials and reteaching of critical deficient decoding skillsAdditional Intensive Intervention (30+ minutes)TIME:___ min. dailyMTWTHFFocus 6: Explicit small group instruction to master basic phonemic awareness and decoding skills, vocabulary and comprehension instruction, and extra practice to become fluent with mastered skillsAdditional work with intervention (Tier 3) or supplemental (Tier 2) programsIntervention Session

Independent Practice

Structure Ample Review and Opportunities for LearningProvide students systematic opportunities to review previously learned skills. The practice needs to be sufficient, distributed across time, and cumulativeFluency 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

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!

Remember Classroom Management for Differentiating Instruction is:Managing groupsManaging behaviorManaging curriculum

Managing assessment to guide instruction

Managing the schedule

Steps to IndependenceOrganize the Classroom for IndependenceAssess & Analyze: Determine Your GroupsTeach Children How to Work with Others and in GroupsIntroduce, Model, and Provide Practice in How to Complete Work IndependentlyEvaluate the Effectiveness of Your Groups

Week OneSelect and distribute a group activityInvite students to turn and work with 2 or 3 other studentsMonitorDetermine group behaviorsManagement issueNot sure what to doAfter every group has completed the task, lead a discussion asking, What worked well? What did you have trouble with?

Week TwoDivide students into interactive groupsRemind everyone of the social skills needed for small group workIntroduce another activity for small group workCheck that everyone is readyPretend to work with a group or begin administering assessmentsDebrief after 10-15 minutes or students have completed the activityPraise, BRAG on EFFORTS, revisit appropriate group behaviors, and discuss the pride we feel when a job is completed

Week Three+ Call a group to your tableStudents work on independent activitiesUse student contracts or Do/Done foldersTeach your groupBrag on EFFORTS and acknowledge students success in managing their own behaviors

www.fcrr.org

Thank you!Dont forget to have fun and to celebrate the successes!

Audio clip of Deborah Simmons of the University of Oregon discussing the role of different programs in schools.Spend time with importance of hand signals.Share out ideas for response cards (Think, Pair, Share)Instruction should be focused on what works . When instruction is comprehensive, systematic, explicit, and direct students have a better chance of developing into successful readers. Lessons should follow a routine of Teach (direct explanation & modeling), differentiating when appropriate, practice and application of the concept or skill taught with an opportunity to check students understanding.******* ******

IntensiveInterventionWith CLS**

IntensiveInterventionWith CLSBring example of sound spelling cards to show what this would look like if their program has cards available.Many teachers think decodable text is boring, so explain purpose. Guide participants in matching text types with different instructional objectives while defining the text types/giving examples (see below). There probably more than one right answer, but the point is to show that decodable text is one kind of text for a specific objective.

You use all of these for different purpose. Decodable text is to reinforce phonics skills, not vocabulary (etc.)

Wordless- pictures onlyPredictable- high frequency words (I.e, Brown Bear)High Frequency Word TextDecodable 70-80% decodable, regular phonetic patternsLeveled- many different ways to levelControlled- controlled for vocabulary, high frequency words etc.Authentic- library, childrens books, trade books etc.

Video #11 V2 Kindergarten. Watch entire video clip. It is about 6 minutes long. S it possible that students may not have learned the words to mastery yet? Yes. If students are not successful in the word association activity then you might move to a different activity with more scaffolding. These question types actually come from an article written by Angelo Ciardiello. The focus on his article was actually teaching secondary students how to formulate questions as they read text. Discuss the importance of question generation as described by the National Reading Panel. Describe and discuss each question type. Memory Questions - signal words (as listed above) Who is Annie Oakley? What does Alexander do with his money? Convergent Thinking Questions - - signal words (as listed above)Convergent Questions are questions in which there is only one or very few right answers. Why was the camel unhappy? In what ways are kangaroos and koalas similar? Divergent Thinking Questions -- signal words (as listed above)There are a number of possible answers. Studies indicate (Carin and Sund, 1978) that increasing the number of divergent questions increases the quality of student production in terms of number and depth of response. Predict how your family would feel if Julius moved into your house. If Daddy was not able to fix the wagon to take Agatha to the hospital, then what might have happened next?Evaluative Thinking Questions -- signal words (as listed above) Would it be important to pay your bills as soon as you have the money? Why or why not? Why would you prefer to live in the city or the country? Have participants get out the cue card. They can use this as a reference guide. Use this slide as a group activity.

Ask Question 1. Give audience 20 seconds to think about the question type. Turn to a partner and tell partner question type. Using a group response signal, ask for group response on question type.

Do this procedure for all five questions. 1. Sound said in isolation. Clear teacher wording: The first sound in the word bike is /b/Do not model first. Error correction procedure given.2. Fill out notes for the other examples. Maybe 1-2 points per example.Read the slide.The format follows Teach, Practice, Apply.

1 90 minute reading block carol dissen [email protected] february 18-19, 2009

Documents

oregon reading

base reading program

oregon literacy framework

schoolwide reading goals

minute reading blockcarol

essential areas of reading

core program

framework components