High Benchmark Reading High Benchmark Reading InstructionInstruction

Regional Coaches’ Meeting

Oregon Reading First

February 19 & 21, 2008

ObjectivesObjectives

1. Recommended criteria for identification of “high” benchmark students.

2. Identifying appropriate Core program activities.

3. Identifying appropriate Enrichment activities.

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 Recommended Criteria for Identification of “High” Identification of “High” Benchmark StudentsBenchmark Students

The 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.

Core Program ActivitiesCore Program Activities**High benchmark students will benefit from systematic

grade level Core instruction in these areas.

1. Structural Analyses Lessons and Practice

2. Vocabulary

3. Comprehension (select higher level questions -- more convergent, divergent and evaluative questions)

4. More written responses to anthology comprehension activities (comprehension questions, summarizing, graphic organizers and extending story or theme)

Teach students how to use complete Teach students how to use complete sentences to write responses to sentences to write responses to

comprehension questions!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 ResponsesModel Written Responses

Why do things in the firehouse

need 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 Teach students how to use complete sentences to write responses to comprehension to write responses to comprehension

questions!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 Teach students how to use complete sentences to write responses to sentences to write responses to

comprehension questions!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 point

Correct answer = 1 point

TOTAL 3 points

OR

Correct answer = 1 point

Added details to the answer = 1 point

7 UP sentence = 1 point

Correct spelling = 1 point

TOTAL 4 points

Teaching Summarization by Teaching Summarization by Paragraph Shrinking (Fuchs, et al.)Paragraph Shrinking (Fuchs, et al.)

A. Name the who or what the paragraph is about in a brief phrase.

B. Identify two or three important details about the topic.

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

Teaching Summarization by Teaching Summarization by Paragraph Shrinking (Fuchs, et al.)Paragraph Shrinking (Fuchs, et al.)

Who or What? =

______________________________

Important Details:

1. _______________________________________

2. _______________________________________

3. _______________________________________

15 Word (or Less) Summary:

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

Use a Story Frame and Then Use a Story Frame and Then

Translate into a SummaryTranslate 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 forWriting a Summary for

Expository TextExpository 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.

Group Discussion!!Group Discussion!!

1. Which of these strategies or approaches will I share with teachers in my building?

2. What teachers will I share them with?

3. When or How will I share these strategies?

4. What are possible roadblocks and steps

I need to take to make it happen (i.e.

materials, scheduling, etc.)?

Graphic OrganizersGraphic OrganizersHigh Benchmark students should be introduced to graphic

organizers to support application of comprehension skills and strategies.

Teachers should provide models and guided practice opportunities.

Students can use graphic organizers to extend the Core comprehension skills and strategies to enrichment texts.

Limit the number of graphic organizers that you use!

Here are some examples...

Enrichment and ExtensionEnrichment and Extension• Use Core program extension materials (i.e., Houghton

Mifflin’s Challenge Handbook, Above-Leveled Readers, 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.

Third Grade Houghton Mifflin Third Grade Houghton Mifflin Challenge Book ExampleChallenge Book Example

Dogzilla RemembersDogzilla had quite a time during her visit to Mousopolis. Now she’s

back in the volcano. Imagine what it would be like to get a letter from her about her adventure. Here are some things she might tell you about:

*What did she think when she smelled the barbecue?

*What was it like to visit Mousopolis?

*What does she think of the mice?

*What did she think of the bath?

Write a letter to yourself from Dogzilla. Make sure the letter tells Dogzilla’s side of the story. You will share your letter with the class.

Scoring:

Paragraph indenting = 1 point

Paragraph makes sense = 1 point

Capitals and punctuation = 1 point

Student Sample: Dogzilla LetterStudent Sample: Dogzilla Letter

Third Grade High Benchmark Extension Example from the Houghton Mifflin Challenge Handbook

(Mooberry Elementary, Hillsboro, Oregon)

Day 1 Day 2 Day 3 Day 4 Day 5

Whole Group

Join Whole Group for new sounds practice, word reading, comprehension and vocabulary.

Join Whole Group for new sounds practice, word reading, comprehension and vocabulary.

Join Whole Group for new sounds practice, word reading, comprehension and vocabulary.

Join Whole Group for new sounds practice, word reading, comprehension and vocabulary.

Join Whole Group for new sounds practice, word reading, comprehension and vocabulary.

Small Group and Independent

Students can read a novel of their choice independently if they have all of their work completed. Have them write a chapter summary after each chapter in their spiral notebook.

Read a book that follows the “theme” from the core program (could be a below-level reader from the grade above).

Complete Graphic Organizer or Write a Summary to support this week’s comprehension strategy/skill practice using above book extension.

Read a book that follows the “theme” from the core program (could be a below-level reader from the grade above).

Complete Graphic Organizer or Write a Summary to support this week’s comprehension strategy/skill practice using above book extension.

Complete an Enrichment Activity

Read a book that follows the “theme” from the core program (could be a below-level reader from the grade above).

Complete Graphic Organizer or Write a Summary to support this week’s comprehension strategy/skill practice using above book extension.

Complete an Enrichment Activity:Make sure the students complete the Unit/Theme Skills or the “Integrated Theme Skills” assessment at the end of every theme -- this should be completed as a test!

Grade K and beginning of Grade 1 High Benchmark Plan ExampleGrade K and beginning of Grade 1 High Benchmark Plan Example

Day 1 Day 2 Day 3 Day 4 Day 5

Whole Group

Join Whole Group for multisyllabic word reading, comprehension and vocabulary.

Join Whole Group for multisyllabic word reading, comprehension and vocabulary.

Join Whole Group for multisyllabic word reading, comprehension and vocabulary.

Join Whole Group for multisyllabic word reading, comprehension and vocabulary.

Join Whole Group for multisyllabic word reading, comprehension and vocabulary.

Small Group and Independent

Students can read a novel of their choice independently if they have all of their work completed. Have them write a chapter summary after each chapter in their spiral notebook.

Vocabulary (from lesson map: commotion, released, tire, pantry, cozy and hobbled): Fill out word diagram using attached sheet.Read Anthology Story: Mrs. Brown Went to TownAnswer four questions about the story (use the attached page).

Vocabulary Practice: Make up a novel sentence for each of the vocabulary words.Re-read the Anthology Story: Mrs. Brown Went to TownThink About the Selection: page 108 -- have the students write answers to each of the questions in their spiral notebook.

Practice Book Pages: Predicting Outcomes, pages 47 and 48Complete activities listed on Reading Response Cards: Card 9 and Card 10 (write responses in spiral notebook -- be ready to share in group!).Selection Test: Have each student complete the selection test.

Read Above-Leveled Reader that goes with this week.

Complete Vocabulary and Comprehension sections that go with the Leveled Reader.

Complete Challenge Activity: My Day at the Farm (Master CH 1-6). Make sure to set up a scoring guide so that students know expectations!

Make sure the students complete the Unit/Theme Skills or the “Integrated Theme Skills” assessment at the end of every theme -- this should be completed as a test!

Grades 1, 2 and 3 High Benchmark Plan Grades 1, 2 and 3 High Benchmark Plan ExampleExample

Discussion and Questions??Discussion and Questions??