lessons learned -brief

8/8/2019 Lessons Learned -Brief

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Lessons Learned

from Texas

Reading 1st

Johnett Scogin


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Key Features

All core and supplemental reading program

materials must be supported by scientifically

based reading-research (SBRR)

Fo

llow the 3-Tier Reading Mode

l

Provide high-quality professional development

for K-3 teachers and special education teachers

K-12

Base all decisions on systematic and ongoing

assessment


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Lesson One

Pay attention to what quality readingPay attention to what quality readingresearch has to say about improvingresearch has to say about improving

reading achievementreading achievement

Pay attention to what quality readingPay attention to what quality readingresearch has to say about improvingresearch has to say about improving

reading achievementreading achievement


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Core Program Components

The districts core reading program must provide

systematic and rigorous instruction in these five

areas as proven effective by SBRR:

Phonemic Awareness

Phonics

Vocabulary

Text Comprehension Fluency

National Institute of Child Health

and Human Development. (2000).

Report of the National Reading

Panel. Teaching children to read:

An evidence-based assessment of

the scientific research literature on

reading and its implications for

reading instruction (NIHPublication No. 00-4769).

Washington, DC: U.S.

Government Printing Office.


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Phonemic Awareness

Research indicates:

PA instruction should be based on assessment

Allocate enough time, but not to the exclusion of other

components

Segmenting is the most important skill

Useletters, manipu

latives, and connect

PAto spe

llingand writing from the beginning

Focus attention on mouth movements

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Effective phonemic awareness (PA)

instruction allows students to focus on

and manipulate individual sounds

(phonemes) in spoken words


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Phonemic Awareness Applications

Rhyming/word families Sound (letter) blending

Sound (letter) segmenting

Match pictures that begin or end with the same

sound (letter).

Match pictures that have the same vowel sound.

Note: For many of our students, these activities

look more like phonics than phonemic awareness

since they do not have the ability to perform the

task without appropriate modifications. We use the

students IEP as a guide to tell us how much

instruction is appropriate and what level of

modification is needed.


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Phonics

Effective phonics instruction teaches students tounderstand the relationship between sounds and

written words and to use that knowledge to

decode the new words they encounter.

Research indicates:

Systematic phonics showed substantia l gains among all

groups of at-risk or disabled readers with the greatest

gains in Kinder-1st graders

Systematic phonics improved students word recognition

and comprehension skills

Phonics is not the only, or even the MAIN component of

an effective reading program neither in the time devoted

to it or the significance within the core program


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Phonics Applications

Word families Spelling practice

Making Words

Magnetic letters

Buy letters or sheets for

printers to cut up

Reading Rods

Similar to unifix cubes

Vowels/Consonants

color-coded Some sets re late to

blends, affixes, etc.


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Vocabulary

Effective vocabulary instructionincorporates multiple strategies andprovides students with frequentopportunities to practice new words.

Research indicates: Vocabulary should be taught directly as well as

enhanced by wide reading and rich conversation

Repeated exposure to new vocabulary is vital

Focus instruction on words likely to be encountered in avariety of contexts

Restructure definitions to include kid-friendly words andexamples

Active engagement and practice with vocabulary is keyto retention


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Vocabulary Applications

Fairviews Adapted Dolch Lists High frequency words

Include multiple meanings/multiple signs

Fairviews Bridging Lists Connects ASL and English

Phrase level

Story Vocabulary (from the core program) Activate background knowledge

Place words in context

Choose words that are important to text comprehension

Reinforce prior vocabulary instruction

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Dolch Practice


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Bridging Practice

Q


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Story Vocabulary


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Fluency

Effective fluency instruction gives students theability to read text with appropriate speed,

accuracy, and expression.

Research indicates:

Repeated reading and guided repeated oral (with sign)reading have a positive impact on fluency

As students read more fluently they have more working

memory to devote to comprehension

Guided repeated readings provide models of fluent

reading that may include fluent partner reading, teacheror parent readers, or reading along with a taped version

of the story

Round-robin reading was NOT shown to be an

effective instructional practice


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Fluency Applications

Kindergarten

Examp

les

Word Level

Tell students unfamiliar words as they

encounter them

Call attention to repeated words (word wall)

Help students choose the correct sign for a word

Book (connected text) Level

Chunk words in a sentence into meaningful phrases

Especially important in relating English to ASL

Model/P

ractice appropriate facialgrammar and othernon-manual markers

Running Records orFluency Probes

Used to quick ly assess fluent reading in context


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Comprehension

Effective comprehension instruction leads to the

ability to understand and interpret information by

listening (attending) to or reading text.

Research indicates:

Direct mode ling and instruction in specific

comprehension strategies is effective in helpingstruggling readers improve text comprehension

Learning comprehension strategies he lps students

become more aware of their own thinking processes:

metacognition

Effective readers know and can use a variety ofcomprehension strategies flexibly, appropriately, and

independently


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Comprehension Applications

Picturing

Using imagery

Connecting

Using prior knowledge

Connecting text to text, self, and world

Wondering Generating questions

Guessing

Predicting

Noticing Comparing and contrasting

Monitoring meaning

Figuring Out

Organizing, summarizing, and inferring


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3-Tier Model

Tier I: Core Classroom Instruction For all students in K-3

Minimum of 90 uninterrupted minutes daily

Provided by highly-qualified classroom teacher

Tier II: Supplemental Instruction For K-3 students identified as making inadequate progress in Tier I

Minimum of 30 minutes daily of small group instruction for 10-12

weeks

Provided by classroom teachers or other interventionists

Tier III: Intensive Intervention For K-3 students not progressing adequately despite Tier II support

Minimum of 30 minutes daily* in groups of 3 or fewer

Provided by trained interventionists


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Lesson Two

Pay attention toPay attention to

how research withhow research with

hearing readershearing readersapplies to deafapplies to deaf

readers as well asreaders as well as

to how it may notto how it may not

Pay attention toPay attention to

how research withhow research with

hearing readershearing readersapplies to deafapplies to deaf

readers as well asreaders as well as

to how it may notto how it may not


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Its not just reading

Language acquisition and enhancement (of both

English and ASL) remains our #1 priority as

teachers of Deaf children.

Children must know and use words and

sentences before they are able to read them

independently. It is not necessary or desirable to withhold

English print or specific instruction on reading

skills until students reach a high proficiency level

inE

nglish. However, we shou

ld bear in mind thatchildren may learn to identify words not in their

working vocabulary without really owning them.

This is NOT reading.


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Phonics is not the F-word

While the amount and type ofPA/Phonics instruction

must be determined on an individual basis, someinstruction on phonetic rules can help most Deaf

students, even the profoundly deaf, to become better

readers (and spellers).

Studies using Deaf subjects indicate that most

successful Deaf readers use some form of phoneticstrategy when reading unknown words.

Phonics skills are NOT speech skills. It is not necessary

for a Deaf student to produce speech sounds at all, but

rather that s/he develop some sort of inner speech

code to assist in identifying new words.

We really dont know yet exactly how much or what type

of phonics instruction is most beneficial for Deaf

students.


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Lesson Three

Pay attention to the amount of timePay attention to the amount of time

spent on quality reading practice andspent on quality reading practice and

instructioninstruction

Pay attention to the amount of timePay attention to the amount of time

spent on quality reading practice andspent on quality reading practice and

instructioninstruction


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Spend time reading

Research studies indicate that the average American

reader spends about 6 minutes per day readingconnected text. Children with reading problems spend

about one minute per day (Stahl, 1998).

The amount of time students spend on worksheets

does not relate to gains in reading achievement. What

appears to be most relevant is time spent reading

connected print (Stahl, 1998).

Children who struggle in vain with reading in the first

grade soon decide that they neitherlike nor want to

read (Juel, 1998).

The more at-risk a student is, the greater the need for

more time spent in quality reading instruction, practice,

and intervention.


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Use every minute

Especially forEnglish language learners reading skills

need to be emphasized throughout the day. Content area c lasses are rich opportunities to reinforce

vocabulary, comprehension strategies, and practice other

reading skills.

Spending a greater amount of time with expository text

provides readers with continued concept development aswell as practice with the types of reading passages most

often seen on assessments.

Integrating language and reading instruction is supported

by reading and ELL research .

Talking to children helps to close the language gap. At48 mos., there is a difference of almost 40 million words

spoken to children in welfare vs. professional families(Hart & Risley, 1995).


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But not just ANY reading

Struggling readers need instruction that is systematic

and integrated. When students are taught oneprogram in reading class and then are taught a

different way in tutoring sessions, time is wasted and

students are confused.

The focus of instructional time should be the skill

being taught and not the activity itself. Structure

lessons to maximize time students spend reading

and applying skills rather than learning how to do a

new activity.

Students need practice with a variety of quality,engaging reading materials at their instructional and

independent levels. You cant learn to ride a bike if

you cant reach the pedals.


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Lesson Four

Pay attention to your own

Pay attention to your ownassessment data at the individual,assessment data at the individual,

classroom, and program levelsclassroom, and program levels

Pay attention to your own

Pay attention to your ownassessment data at the individual,assessment data at the individual,

classroom, and program levelsclassroom, and program levels


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Four Types of Assessment

Screening All students, 2-3 times/year

Note: Since almost all of our students have reading

difficulties, we skip screening and go directly to

diagnostic testing

Diagnostic

To determine specific strengths/weaknesses

TPRI, IRI, Clay Observation Survey

Progress Monitoring

On areas of weakness, every 6-weeks for Tier I students

and biweekly for Tier III students Fairview Dolch and Bridge assessments, fluency probes

Outcomes Measure

Every Spring

SAT-10/SESAT


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Look for patterns

At the student level:

What are the specific strengths/weaknesses?

Is intervention having a significant impact?

Is the impact sufficient to close the gap?

At the classroom level:

A

re there common strengths/weaknesses amongstudents?

Are there factors other than classroom instruction that

impact these findings?

Should instruction be adjusted based on these data

(grouping, more time on questioning)? At the grade/program level:

What professiona l development is indicated?

Is the core/supplemental/intensive program having the

desired impact?


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Lesson Five

Pay attention to what you have


learned/accomplished as well as tolearned/accomplished as well as to

what remains to be donewhat remains to be done



learned/accomplished as well as tolearned/accomplished as well as to

what remains to be donewhat remains to be done

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Focus on a few things

Determine the major needs and spend the majorityof your time internalizing and practicing those.

If students are weak in most/all areas, there is no

way to focus adequate attention on everything at

the same time. Improve one area andlook to seewhat difference youve made.

Focus on the core program (Tier I) instruction first,

since that should be the basis of everything else.


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But dont drop the ball

Once youve made gains in one area, use your

data to determine the next step. Dont forget to keep tabs on the areas of prior

need. We cant afford to let one thing slip at the

expense of another.

Keep in mind, this all takes time to master.

Day One at Plate Spinning School


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Putting it all together...

Phonemic Awareness

Phonics

Vocabulary

Text Comprehension

Fluency

Adapted from Martin Kozloff: http://people.uncw.edu/kozloffm/rfmodel.htm

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