fair instructional ideas

Foundations and Applications of Differentiating Instruction:Competencies Four and Five

S1 - 1

Foundations and Applications Foundations and Applications of Differentiating Instruction: of Differentiating Instruction: Competencies Four and FiveCompetencies Four and Five

Using FAIR Results to Using FAIR Results to Differentiate InstructionDifferentiate Instruction

Overview

• Instructional Ideas– Link between the interpretation of data

and instructional resources to begin planning instruction

• Some Common Profiles or Patterns in Data– What instructional strategies are most

appropriate for each profile/pattern?

• Resources


S1 - 2

You can think of skill instruction intwo categories:

1. Accuracy/Understanding of skill2. Automaticity/Application/

Generalization of skill– When planning for instruction, you want

to:• Teach for accuracy and understanding of the

skill• Work towards automaticity of the skill during

meaningful, engaging, and productive application of the skill

– With the ultimate goal being that the student will be able to generalize this skill across contexts


S1 - 3

5 Recommendations to ImproveAdolescent Literacy

1. Provide explicit vocabulary instruction.2. Provide direct and explicit comprehension

strategy instruction.3. Provide opportunities for extended discussion

of text meaning and interpretation.4. Increase student motivation and engagement

in literacy learning.5. Make available intensive and individualized

interventions for struggling readers that can be provided by trained specialists.

Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (p. iii, 2008)


S1 - 4

Provide Vocabulary Instruction

• Direct Instruction – explicit and systematic – introduce and discuss difficult words before reading a text– analyze roots and affixes– select content area terms as well as “academic

vocabulary”– actively engage students in word learning instruction– provide multiple exposures in various contexts

• Incidental Learning– expose students to words in texts/stories through wide

reading– reinforce use of word-learning strategies– have students maintain a record/log of critical vocabulary


S1 - 5

What does it mean to know a word?


S1 - 6

Pronounce: Guide students in correctly pronouncing the word. Explain: Provide a clear, student-friendly explanation of the

word’s meaning. Provide synonyms or antonyms. Study Examples: Encourage students to think about how and

why words are used in example sentences. Encourage Elaboration

Role-play, drama, or pantomime Create a drawing or visual representation Generate more examples

Assess Students complete sentence that requires giving an

example or explaining the word Students complete sentence with target word Students identify appropriate use in a sentence

Make Words Your Own Vocabulary Routine

Vocabulary and Word AnalysisInstructional Activity


S1 - 8


1. Provide explicit vocabulary instruction.2. Provide direct and explicit

comprehension strategy instruction.3. Provide opportunities for extended discussion


in literacy learning.5. Make available intensive and individualized




S1 - 9

Comprehension Strategies found to be effective in

the National Reading Panel (NRP) and Since the

NRP:


S1 - 10


S1 - 11

Sentence level Comprehension-Content Area Reading

In expository text, help students learn torecognize signal words at the sentence level that serve as a clue to text structure:

– Cause-effect relationships: because, due– to, as a result, for, since, so– Sequencing: first, second, next, last, finally,

during, later– Comparison: like, but, still, as, yet, however


S1 - 12

Paragraph and Text Level Comprehension

Reciprocal Teaching Strategies•Clarifying

– Thinking about the text, before, during, and after reading to modify and improve understanding.

•Visualizing– Creating mental images or pictures while reading the text to assist in

comprehension.•Questioning

– Stopping, rereading, and questioning if the meaning does not make sense.•Summarizing

– Summarizing the text will allow a reader to identify the components of the text structure that he/she understood and then should be able to identify the main idea and draw conclusions. If the reader is unable to summarize the text, this indicates that he/she should go back and reread certain sections of the text.

•Predicting– Using the text, pictures and titles to predict what will happen in the story. Based

on new information, the reader should be constantly adjusting and re-predicting what will happen next.

(Palincsar & Brown, 1984)


S1 - 13


S1 - 14



strategy instruction.3. Provide opportunities for extended

discussion of text meaning and interpretation.

4. Increase student motivation and engagement in literacy learning.

5. Make available intensive and individualized interventions for struggling readers that can be provided by trained specialists.



S1 - 15


S1 - 16


S1 - 17




of text meaning and interpretation.4. Increase student motivation and

engagement in literacy learning.5. Make available intensive and individualized




S1 - 18

“…motivated students usually want tounderstand text content fully and

therefore,process information deeply. As they readfrequently with these cognitive purposes,

motivated students gain in readingcomprehension proficiency”

(Guthrie et al., 2004)


S1 - 19

Examples of Strategies to IncreaseEngagement and Motivation

• Engaging content goals for instruction– Choice and autonomy– Interesting texts– Opportunities to collaborate with other students in

discussion and assignment groups• Encourage a variety of responses by having students

say or write the answer:– As a group– To a partner– To cooperative team– As an individual

(Guthrie et al., 2004)


S1 - 20





in literacy learning.5. Make available intensive and

individualized interventions for struggling readers that can be provided by trained specialists.



S1 - 21

Why is Instruction in MultisyllabicWord Reading Important?

• The ability to read words by breaking them into their respective syllables is a hallmark of skilled readers (Mewhort & Beal, 1977)

• Successful comprehension of content-area text requires accurate reading of multisyllabic words (Bhattacharya, 2006)– Reading the word mitosis in a science text

could be made easier by breaking it into syllables when introducing the word• Mi (open) – to (open) – sis (closed)


S1 - 22

Six Syllable Types

1. Closed (CVC) (milk, fan-tas-tic)2. Open (CV) (she, si-lent)3. Vowel-consonant-e (VCe) (bake, write)4. Vowel team/Diphthongs (sea, train, boil)5. R-controlled (horn, fir, art)6. Final stable (sta-ple, rid-dle,man-age, pic-ture, station)

(Carreker, 2005; Steere, Peck, & Kahn, 1998)


S1 - 23

Frequency of Occurrence by Type


S1 - 24

Some Components of Structural Analysis

• Base/root words a word or the main part of a word (struct is the root of destructive) that affixes are added to form a new word, they are taken from Anglo-Saxon, Latin and Greek (e.g., port meaning ‘to carry’ in Latin)

• A prefix is a morpheme attached to the beginning of the base or root word that creates a new word with changed meaning or function, (e.g., pre, re, dis, un, in)– Prefixes are important to know for reading, spelling,

and vocabulary acquisition.

• Derivational suffixes – a suffix added to a base or root that forms another word that is often a different part of speech from the base or root such as –ful in hopeful.


S1 - 25

Some Common Profilesor Patterns in Data


S1 - 26

The 3-12 “Score” Map


S1 - 27


S1 - 28


S1 - 29

Common Profiles/Patterns ofPerformance


S1 - 30

What strategies exist to help withinstruction for students in Box 1?


S1 - 31

What strategies exist to help withinstruction for students in Box 2 +

4?


S1 - 32

Effective Instruction


S1 - 33


5?


S1 - 34


4?


S1 - 35


5?


S1 - 36

Resources


S1 - 37

Linking to Resources through PMRN

• Teachers will have the option of clicking on column headers for:– RC– Maze– WA

• These links will take them to a search page which will in turn bring them to a list of resources designed to assist instruction in the chosen area.

• Resources include– 3 – 5: Empowering Teacher Routines and Student

Center Activities– 3 – 12: LEaRN videos and other LEaRN resources

• You can also get to some of these same resources through a search tool located on FCRR home page (www.fcrr.org)


S1 - 38


S1 - 39

Florida Center for Reading Research

FCRR


S1 - 40


S1 - 41


S1 - 42


S1 - 43

www.justreadflorida.com/LEaRN

Web Resources

• FCRR (Florida Center for Reading Research), www.fcrr.org

• Just Read, Florida!, www.justreadflorida.com

• LEaRN (Literacy Essentials and Reading Network), www.justreadflorida.com/LEaRN

• Adolescent Literacy, www.adlit.org• LD Online, www.ldonline.org• Florida Response to intervention (RtI),

www.florida-rti.org• Colorin’ Colorado,

www.colorincolorado.org/Foundations and Applications of Differentiating Instruction:Competencies Four and Five

S1 - 44

Web Resources• Effective Literacy and English Language Instruction for

English Learners in the Elementary Grades: A Practice Guide (NCEE 2007-4011).– This document reviews research studies, using the What Works Clearinghouse

standards, to provide the reader with recommendations to develop research-based practices for meeting the needs of English Language Learners in their schools.

– Retrieved from http://ies.ed.gov/ncee/wwc/practiceguides

• Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (NCEE #2008-4027)– This is the document we have referred to throughout today’s presentation and

the information is here if you would like to access the complete paper.– Retrieved from http://ies.ed.gov/ncee/wwc

• Literacy instruction in the content areas: Getting to the core of middle and high school improvement.– Provides a brief overview of the need of literacy instruction in the content area

for middle and high schools.– Retrieved from http://www.all4ed.org


S1 - 45

Web Resources

• Academic literacy instruction for adolescents: A guidance document from the Center on Instruction.– This document provides a synthesis of the research available for

improving academic literacy instruction for students in grades 4-12.– Retrieved from www.centeroninstruction.org

• Assessments to guide adolescent literacy instruction– This document is divided into two sections: using assessment to improve

literacy instruction for adolescents and 10 examples of assessments/assessment systems in use/under development to guide instruction.

– Retrieved from www.centeroninstruction.org

• Content Area Literacy Guide.– This document sets the stage for why literacy instruction in the content

areas is necessary and gives examples and practical suggestions.– Retrieved from

http://www.ccsso.org/projects/secondary_school_redesign/Adolescent_Literacy_Toolkit/Resources_for_Teachers/Content_Area_Literacy_Guide/


S1 - 46

Concluding Thoughts andQuestions


S1 - 47

Remember

• Use the data as a tool to help you form small groups and/or identify focus skills, but don’t get bogged down in thinking there is only ONE right way to organize students and their instruction.

• Use the decision tree and worksheet as a starting point and guide, but keep in mind your groups/instructional focus are fluid and may change based on your progress monitoring and observations during instruction.


S1 - 48

fair instructional ideas

Documents