Effective Instruction in the First Grade Classroom

Day 3

Presented by:Diane BussemaKathryn CathermanKRESA

Developed by:Diane BussemaKathryn CathermanStephanie Lemmer

Setting Group Expectations

• To make this day the best possible, we need your assistance and participation– Please allow others to listen

• Please turn off cell phones and pagers• Please limit sidebar conversations• Please do not use e mail

– Share “air time” – Active participation – Take care of your own needs– Attend to the “Come back together” signal

Agenda

• Active Participation • Organizing your literacy block• Looking at your data• Advancing Decoding ( Alphabet Principle )• Increasing Fluency • Teaching for Vocabulary and Comprehension• Using Learning Centers

RtI is…• The same end goals or

outcomes for all students

• We may need to modify our teaching :

smaller group reteach the same concept more time on the task

I do one

We do one

You do one

Active Participation

• READ it• WRITE it• SAY it• DO it

• ALL MEANS ALL! EVERY STUDENT! EVERY TIME

1: Structure Active Learning in the Classroom

1

1: Structure Active Learning in the Classroom

2

Show TimeActive Participation Routines

1. Note the active participation procedures that are directly taught to students on your handout.

2. Identify other good instructional practices.

Work Time

• Select a story from your basal • With a sticky note mark which Active

Participation Strategies you will use throughout the week

• Code: c=choral p=partner i=individual

tps=think, pair, share

Let’s Talk Data

• Phoneme Segmentation Fluency• Nonsense Word Fluency

• Oral Reading Fluency

Work Time

1. Look at your classlist data and make sure you are progress monitoring the students that did not achieve benchmark during the winter testing period.

2. Sort your progress monitoring data into 2 categories. Students whose data is above the aimline and those who are not.

3. What should the next step be for students who are not making progress?

90-Minute Reading Block

90” Literacy BlockWhole Group InstructionTeacher Led 40 min.

Small Group InstructionTeacher Led

CentersStudent Led

DifferentiatedHomogeneous

Flexible

DifferentiatedCooperative Independent,

Pairs

Whole Group Instruction

•Grade Level•Purposeful Instruction•Perky Pace•Active Participation

Small Group Instruction

• Differentiated-Skill specific• Homogeneous • Flexible

What is Quality Small Group Instruction?

When is small group instruction delivered?– Every day during the reading block

How to plan for small group instruction?– Data is used to identify skill/s to teach – Resources to teach the skill/s are identified– Groups are reorganized based on regular progress

monitoring data – Classroom management system is established

What is Quality Small Group Instruction?

How should lessons be designed?-Coordinated with the core program-Consistently structured-Explicit and Systematic-I Do It, We Do It, You Do It-Provides appropriate levels of scaffolding as

children learn to apply new skills/strategies-Utilizes active engagement strategies-Delivered by the most highly qualified teacher

Centers

• Requires a management system• Differentiated• Pre-taught• Provide direct practice• Group, pair, cooperative, individual• Academically engaging• Accountability

Center CriteriaAll work activities need to be aligned to instruction and

focus on literacy work and are centered around the five essential components of reading instruction

Even though an activity appears in your basal program’s Teacher’s Manual, it may not be powerful or appropriate for every child.

ASK….Is this activity one that will make the child read better?

• 40 minutes will devoted to whole class core curriculum• 50 minutes will be devoted to small group instruction

Teacher Plan for Small Group Instruction

  M T W TH F

G1HR 25minutes

25 25 25 25

G2SR 15 10 15 10 15

G3LR 10 15 10 15 10

Additional Instruction

30 minute in addition to the 90” block

• Pull out program– Students in the low strategic range– Students in the intensive range– Title One teachers and paraprofessional

• Walk to Read– Students in all ranges of instruction– Classroom, Title One, Specials Education and paraprofessionals

Work Time

1. Create a chart that shows how your block is currently set up. Include any additional supports you have.

2. Using your classes’ data determine which strands should be taught whole group.

3. For each of your small groups determine what you should teach. Select one group and layout a week’s lessons.

Alphabetic Principle

Based on two parts:Alphabetic Understanding. Letters represent sounds

in wordsPhonological Recoding. Letter sounds can be

blended together and knowledge of letter -sound associations can be used to read/decode words.

What do your students do with words like ? catch slide treat boil

Sound by Sound Blending

t r

a i 1. Write t and ask what sound ? ( /t/ )

2. Write r and ask what sound ? ( /r/ )3. Write ai (point with 2 fingers) and ask what sound (/ai/)4. Slide finger under trai blend it ( /trai/ )5. Write n and ask what sound ? ( /n/ )6. Slide finger under train blend it ( /train/ )7. Slide finger under the word rat and ask what word ? (train)

1. 2. 3. n

4.

5.

6.

Continuous Blending

fr ow 1. Point to the f and elongate the “sound”.

2. Point to the r and elongate the “sound”.

3. Point to the ow and elongate the “sound”.

4. Point to the n and elongate the “sound”.

5. Slide finders under the whole word to blend the word.

1. 2. 3.

5.

n

4

Whole Word Blending

teach1. Point to the letter t an say : /t/2. With two fingers, point to the letters and and say: /eee/.3. With two fingers point to the letters ch and say : /ch/.4. Point just to the left of teach and say: Let’s read this word.

Then quickly sweep your finger under the whole word and say teach.

Vowel Combination Key Worday sayai rainau sauceer herir birdur turnar farmoi voidoy boyor tornee deepoa foamou loudow low, downoo moon, bookea meat, threada-e makeo-e hopei-e sidee-e Peteu-e use

Advanced Decoding Reading Multisyllabic Words

Why do we need to teach advance decoding ?

Many big words occur infrequently, but when they do occur they carry much of the meaning and content of what is being read.

Cunningham, 1998

Reading Multisyllabic Words

Grade 1 – students are reading mostly 1 & 2 syllable words

Grade 2- students are reading mostly 2 & 3 syllable words

Grade 3- longer multisyllabic words appear in text

Suffixes

look jump shout

looks jumps shouts

looking jumping shouting

looked jumped shouted

Work Time

1. Pick the next story in your basal.2. Select words where suffixes can be applied.3. Write a routine that could be used to teach

the suffix routine.

Oral Reading FluencyError Analysis

• Process of diagnosing a child’s reading• Based on analyzing when a child reads orally• Using unfamiliar text• Record common miscues

Common Reading Errors

• Substitutions I see the word. I see the worm. • Omissions She went school. She went to school

• Insertions She saw a scary cat. She saw a cat.

Common Reading Errors

• Self Corrects He went to tent…town. He went to town.

• Repetitions He had a beach ball, a beach ball He had a beach ball.

• 3 second rule/ Told I like his …… ( 3 sec.) T I like his kindness.

What type of errors?

• Is it a single error pattern or does it cut across multiple word attack skills?

• Can you address the errors informally or do you need a more formal intervention program?

want wanted √

Error Analysis SheetActual Student Error Error Error Error OtherWord Response

sight word CVC(e) letter com. pre/suffix multisyl.

what when √

bead bed √

kitten kite √

pine pin √

Connected Text error patterns:

• Missing prefixes, suffixes or endings• Trouble decoding larger and/or multi-syllable

words• Difficulty with articles (a, the, an)• Confusion of the “wh” or “th” words.• Skipping words• Adding words• Substituting words• Letter-sound correspondence errors• Blending errors

Work Time

1. Look at the students’ Progress Monitoring that were below the aim line.

2. Choose one child’s booklet. Analyze the errors. You may need to use more than one selection in order to have enough reading to analysis.

3. Share with your partner. 4. With your partner plan a change in

instruction for this child.

Fluency

Combines rate and ______________Requires ______________Includes reading with _____________

Fluency: reading quickly , accurately, and with expression

What the Research Says About Fluency

– Focus their attention on understanding the text

– Synchronize skills of decoding, vocabulary, and comprehension

– Read with speed and accuracy

– Interpret text and make connections between the ideas in the text

– Focus attention on decoding

– Alter attention to accessing the meaning of individual words

– Make frequent word reading errors

– Have few cognitive resources left to comprehend

Factors Effecting Fluency

1. Proportion of words in text that are recognized as “_____________”. Sight words include any word that readers have practiced reading sufficiently often to be read from memory.” (Ehri, 2002)

2. Speed of ____________ strategies used to determine the pronunciation of unknown words.

Providing Fluency Instruction

1. Teacher Modeling - echo - choral - cloze

2. Paired Reading -repeated readings:

3. Individual Practice

Cloze Reading

Benefits All students are reading. Lots of reading practice is

occurring. The teacher is modeling fluent reading with

expression. The technique provides good practice when all

students need to be focused and the materials need to be read quickly.

It provides excellent practice for reading story problems, directions, and instructional items.

Cloze Reading

Procedures The teacher reads a little materials, then stops

and has the students read the next word. The teachers selects words that have the most

meaning within a passage for the students to read.

It two words go together ( yellow bus, United States), the teacher selects the second word for student reading.

Small Group

* Pose pre reading question * Tell students to read a certain amount* Ask them to reread material if they finish

early (eternal review)* Monitor students’ reading. Have individuals whisper read to you.* Pose post reading question.

Silent Reading

Benefits Students can read material silently before oral

reading so that they will be more accurate and confident.

Students have an opportunity to practice their decoding skills on unknown words.

All students are practicing reading . However unless good instructional procedures are used , there will be a number of “silent reading fakers”.

Silent Reading

Procedures Teacher indicates the amount to be read silently. Realizing that there will be early finishers, the

teacher directs early finishers to re-read the material silently (eternal review).

The teacher tells students that they will be whisper reading to the teacher when she touches their book or back.

Repeated Reading

Repeated reading of text is an effective ways to improve fluency.

• Cold Timing one minute

timing without prior practice

• Hot Timing one minute

timing after practicing at least 3 times

Practice Practice Practice

Fluency

Practice Practice Practice Practice Practice Practice….

Work Time

1. With your partner choose a story from your basal .

2. Make a week long plan for the story using the appropriate fluency strategy.

Strategies could include: echo reading, choral reading, cloze, partner reading, and /or repeated reading.

Web Sites

• http://www.internet4classrooms.com/skills_1st.htm• http://interventioncentral.com/ • http://www.fcrr.org/• http://www.auburn.edu/~murrag1/bookindex.html• http://carlscorner.us.com/

Read Alouds

Vocabulary &

Comprehension

What is Listening Comprehension ?

Language Background ability knowledge

Lays the fountain for children to later be able to “___________ what they read, ___________what they read, and ________________with others about what they read”

National Institute for Literacy, 2001

Before Reading

• Teach the meaning of critical, unknown vocabulary words.

• Teach or activate any necessary background knowledge.

• Preview the story or article. Use the title for stories and subheadings, graphs and charts for articles

Understanding Different Types of Text

Narrative Texts

tell stories follow a familiar story

structure Includes short stories, folktales, myths, legends,

autobiographies, fantasies, biographies, science fiction,

plays

Expository texts

explain information tell about topics provide a framework for

comprehension of content-area textbooks

include informational books, newspapers, magazine, catalogues

Predicting

• Narrative TextRead the title. Predict what the story will be about.

• Expository TextRead the title. Predict the contentRead the introduction. “What will we learn in this passage?”Read the headings and subheadings. Predict the content.Read the summary.

How to choose words to teach?

Tier 1

Tier 2

Tier 3

Words to teach:

high-frequency, high-utility

Low-frequency words: technical words

Known, common words: nouns

(2002). Bringing words to life: Robust vocabulary instruction.

Importance, Utility,Instructional potential

Selecting Tier 2 Words• Frequently encountered

• Crucial to understanding main idea of the text

• Not a part of the students’ prior knowledge

REMINDER: Tier 2 words should be taught before students read, and discussed and used frequently afterward.

(Beck, McKeown, & Kucan, 2002)

Vocabulary Instructional Strategies

Explicit Instruction: Anita Archer

Quick Teach: Kevin Feldman

Fast Mapping: Modeled by Anita Archer

The bold faced words

• Sensitive• Threatened• Alert

• Scale• Directions• Swivel

Which words should I teach?Sensitive Threatened Alert Scale Directions SwivelWoodchuck Dangers Forest Usual Surrounded FrightenedWolves Imagined Argue Solve Agreed Extra-hungryMarvelous Seventh Fourth Fifth Tenth DisappointmentFarther Finally Darted Solution Expecting DisappearedPlopped Moaning Terrific Distant Admit

Work Time

• Select a story from your basal that you will be teaching in the next few weeks.

• Look at the bold-faced words. Determine which words will be explicitly taught, quickly taught and those that you might not teach at all.

• Read the story and identify additional words that you will teach explicitly or quick teach.

Explicit Teaching-Instructional Routine-

1. Introduce the word2. Present a student-friendly explanation3. Illustrate the word with examples4. Check students’ understanding

Anita Archer

Instructional Teaching Routine

Step 1. Introduce the word.1. Write the word on the board. Threat en2. Give students the correct pronunciation. Then

Repeat it together chorally.

Introduce the word with me“This word is Threaten. What word_____?”

Instructional Teaching Routine

Step 2. Provide the meaning of the word with a student-friendly explanation.Tell students the explanation.

Present the explanation with me.“to say that you will hurt someone if they don’t

do what you want is to threaten them.”

Dictionary verses Student Friendly

ThreatenDictionary: To utter threats against something or

someone.

Student Friendly: To say that you will hurt someone if they don’t do what you want.

Creating a Student Friendly Explanation

1. Ask your self, “When do I use this word?” “Why do we have this word/”

2. Use everyday language to explain the meaning of the word.

3. Keep focused on the central meaning or concept of the word rather than the multiple meanings of the word.

4. Try to include something, someone, or describes in your explanation to clarify how the word is used.

Help with Student Friendly Explanations

English Language Learners’ Dictionaryhttp://www.ldoceonline.com/dictionarywww.learnersdictionary.com/

Work Time

With your partner:• Write student friendly explanations for all the

words you plan to explicitly teach.

• Write explanations for all the words you plan to quickly teach.

Instructional Teaching Routine Continued

Step 3. Illustrate the word with examples.a.) concrete examplesb.) visual examplesc.) verbal examples

Present the examples with me.“To tell a friend that you will punch them if they

don’t let you ride their bike is to threaten them.”“To tell a friend you will tell the teacher if they

don’t give you their pencil is to threaten them.

Examples and Nonexamples

Purpose: To help students better understand the meaning of the word.

• Choose examples that show a range of the word’s meaning

• Choose nonexamples that are close to being examples of the word’s meaning

Work Time

• Work with your partner to create examples and or nonexamples for the word/s that you have chosen explicit and quick teaching.

Instructional Teaching Routine Continued

Step 4. Check understandingOption #1. Ask Deep processing questions.

Check students understanding with me.“Tell you partner a time when you have been threatened?”

Step 4 Continued

Step 4. Check understandingOption #2. Have students discern between examples and non-

examples.

Check students understanding with me.“Would you feel threatened if a friend told you to bring

a snack to school for or they would beat you up of the way home?”

“ Would you feel threatened if you were invited to a friend’s birthday party?”

Step 4 Continued

Step 4. Check understandingOption #3. Have students generate their own examples.

Check students understanding with me.“ Tell you partner something that might make

you feel threatened.”

Work Time

• Using at least one of your vocabulary words develop an activity to check for understanding.

Keys to Remembering Vocabulary

• Multiple exposures

• Definitional information

• Sufficient amount of instructional time

• Active engagement

Explicit Vocabulary RoutineAnita Archer

Show TimeInstructional Routine for Vocabulary

Did the Teacher:1. Introduce the word?

2. Present a student-friendly explanation?

3. Illustrate the word with examples?

4. Check Students’ Understanding?

Fast Mapping

Fast Mapping is an instructional strategy that involves briefly telling students the meaning of words that are not being explicitly taught in order to improve comprehension.

Fast MappingAnita Archer Wolf

Show TimeInstructional Routine for Vocabulary

• List the words that Anita Archer chose to Fast Map. Make sure to jot down what she said to explain the word.

• Be prepared to share out

During Reading Strategies

First Reading• Ask appropriate questions that focus on literal

understanding Second Reading• Ask questions that require metacognitive

thinking.

Thinking Aloud

• Model what good readers do to help monitor their understanding of what they are reading

Model :• How you picture in your mind what is happening in a story• How you stop and summarize what has happened• How you reread certain parts• How you regularly make predications

After Reading Strategies

• Model the use of graphic organizers to enhance comprehension and text structure

• Engage students in discussion that promotes higher order thinking skills

• Provide vocabulary practice.

Retell

• Teachers can use retelling to assess comprehensions and to guide students toward a deeper understanding of a story.

• As a reader becomes more competent, their retellings become more sophisticated.

• Paired retelling sessions are even more effective if they are interactive, with the listener providing feedback.

Levels of RetellEmergent Level

Focus on event listing and sequencing Introduce basic story elements

Early Fluent Level Help students apply the basic story elements in oral and written retellings Indentify main events that lead the main character from the problem to the

outcome Model and guide retelling events in sequence and integrating story

elements, using story maps

Fluent Level Introduce plot summary-retelling key events in chronological order Practice to refine sequencing and story elements in retelling

Retell Rubric

1. Provides 2 or fewer details2. Provides 3 or fewer details3. Provides 3 or more details in a meaningful

sequence4. Provides 3 or more details in a meaningful

sequence that captures a main idea

Anita Archer Retell

WantedLanguage Arts Learning Centers

• Why : So you have time to hold small groups

• What : Must pertain to a big idea and students must have knowledge of the skill. Provides practice to make skills automatic.

• How : Must have excellent classroom management. Introduce one at a time with preteach .