Product DemoInstructional Model

INSTRUCTDirect instruction

explains and models the skill

PRACTICEGuided practice while the student learns how and when to apply the skill

APPLYStudents apply the

skill independently in a new context

INDIVIDUALIZEPre- and post-tests are

given to individualize the content for each student

Learning Sequence

Instruction• In reading, achievement gains are associated with direct instruction of

reading strategies (Guthrie, 1996).

• Effective instruction includes:– What the strategy is

– How to do it

– When to do it

– What it looks like in practice Modeling or “Think Aloud Protocol”

"the most important thing we can teach our students is how to learn. Or, put another way, the most powerful thing we can teach is strategic knowledge, a knowledge of the procedures people use to learn, to think, to read, and to write" Wilhelm Jeffry 2002 (p.7).

In addition to explicit instruction, learners must have personal, active experiences in practicing and applying new concepts to master a new strategy. – Links between confidence & comprehension1

– Audio scaffolding for struggling learners2 – Technology has been shown effective in

encouraging students to persist in solving problems and take greater risks3

– Perception of success and completion promotes intrinsic motivation4

– Academically heterogeneous classrooms--struggling & gifted readers. Comprehension abilities are impacted if a student has not reached a threshold of fluency, vocabulary, non-linguistic abilities, engagement, purpose, domain knowledge, and cognitive/metacognitive strategy development 5

Guided Practice

• Using the concept independently in a different context. Another context could be:

– another section of the same text used in the practice

– the same concept addressed in the practice but now practiced in a different activity type

– writing, using the writing tool (including graphic organizer with input)

• Application involves the “performance of the just-learned skill in connection with a new example.” (Gagne, 1985). This application is the one of the most challenging design elements and one of the most important for differentiating RVDP products from other instructional resources.

• Application expands the sense of “usefulness” of information and skills. In other words, this creates the context for knowledge transfer. This creates the context for higher-order decision-making skills.

Application

INSTRUCT PRACTICE APPLY INDIVIDUALIZE

Direct instruction explains and models the concepts

Guided practice as the student learns how and when to use the skills and strategies

Students apply the skill and strategy independently in a new context.

Post-tests and pre-tests are administered to individualize the content for each student

Genre Study/Author's purposeBuild BackgroundVocabulary StrategyComprehension SkillComprehension Strategy

Vocabulary StrategyComprehension SkillComprehension Strategy

Vocabulary StrategyComprehension SkillComprehension Strategy

AssessReportPrescribe

Learning SequenceDR III & IV

LESSON 1 (Pre-Reading)

Genre & Vocabulary

LESSON 2 (Pre-Reading)

Reading Comprehension I

LESSON 3Strategic Reading

LESSON 4(Application)

Reading Comprehension II

Learning Objectives Learning Objectives Learning Objectives Learning Objectives

Genre Study (I) Comprehension Skill (IP) Reading Passage (1 or 2) Comprehension Skill (IA)

Build Background (I) Comprehension Strategy (IP) Comprehension Quiz Comprehension Strategy (IA)

Vocabulary Strategy (IPA)-Short Text Passage

(I)NSTRUCT:  Direct instruction explains concepts & models the concepts(P)RACTICE:  Guided practice as the student learns how and when to apply strategies(A)PPLY:  Students apply the strategy independently in a new context

Learning SequenceReflected in Unit Structure

Product DemoAssessment

Assessment

• New design: Questions appear on the screen!• NEW reading passages

– Help students transfer strategic knowledge (more like classroom and high stakes tests)

• Complete RP per test• Passages always travel with the item

– Same theme (background knowledge) – Same genre

• Tests – Course

• 3 tests for each course• 20 questions per course test

– Unit• 2 tests per unit (60 unit tests per course) • 15 questions per unit test

– Lesson• 2 tests per lesson (240 lesson tests per course)• 10 questions per lesson test

• Prescription Model Whole Strand

Webb’s Depth of Knowledge

Depth of Knowledge Definition Example Reading

Level 1: (Easy)knowledge; recall

recalls facts, information, procedures, definitions

support ideas by reference to details in text; identify figurative language in a reading passage

Level 2: (Medium)comprehension; basic

application of a skill or concept

translates, comprehends, or interprets information

summarize, organize, compare, use context clues to identify the meaning of unfamiliar words; predict a logical outcome based on information in the text, identify and summarize the major events in a narrative

Level 3: (Hard) distinguishes, classifies, uses reasoning, develops a plan or sequence of steps, has some complexity

explain, generalize, connect ideas, determine author’s purpose, analyze and describe characteristics of various types of literature

analysis; strategic thinking

 

Prescription Logic

• Reading passages always travel with prescribed activities

• Assumes a “low-touch” implementation– Unit prescription – Assign all resources from that

unit that can help the student master a concept– Lesson prescription – Assign units from that

lesson or prior to help students master a concept

Unit Prescription Logic

Genre Strand:  

Lesson 1 1.1 Recognize distinguishing features of mysteries

Genre Strand

Lesson 1 1.2 Recognize the author's purpose in writing mysteries

Genre Tutorial

Vocabulary Strand – Context Clues  

Lesson 1 1.3 Learn the meanings of grade-level and content Vocabulary words in context

Vocabulary Strando        Vocabulary Tutorialo        Vocabulary Practice Gameo        Vocabulary Apply Game 

Lesson 1 1.4 Use context clues to determine the meanings of unfamiliar words

Lesson 1 1.5 Write a paragraph about a mysterious event that includes context clues for grade-level Vocabulary

Lesson 3 3.4 Use context clues while reading a mystery to improve comprehension of Vocabulary

Comprehension Strand:  

Lesson 2 2.1 Recognize the purpose for drawing conclusions

Comp Skill Strando        L2 Comp Skill Tutorialo        L2 Comp Skill Practice Gameo        L3 Strategic Reading Passageo        L3 SR Quizo        L4 Comp Skill Intro (mini-tutorial)o        L4 Comp Skill Practice Gameo        L4 Comp Skill Apply (if exists) 

Lesson 2 2.2 Identify reasonable conclusions based on evidence in a mystery

Lesson 2 2.3 Identify evidence, or clues, to support a reasonable conclusion

Lesson 3 3.1 Read a mystery to build Vocabulary, fluency, and comprehension

Lesson 3 3.3 Draw conclusions while reading a mystery

Lesson 4 4.1 Draw conclusions using evidence from a mystery text

Unit Prescription Logic

Product DemoTeacher Support

• User Guides Located Directly in LMS• DR III & IV User Guides

• Research basis• Comprehension skills, vocabulary strategies, and genres in S&S• Best practices for classroom implementation including instruction & assessment• Letter home introducing the program (Spanish/English) so that parents and caregivers

can connect with the student on the learning• Use of courseware tools, for example:

• Sticky notes – use while you read to answer prompts, etc.• Printed stories – use them for fluency assessments (running records). Mark

the following paragraphs…etc. • Description of writing tools, saving, and how to evaluate student work • Offline/online connections

Each Unit• Unit Opener (2 pages)• 1 or 2-page lesson plan for each lesson• Blackline masters

• Lesson Plans

Teacher Support

Lesson Plans• Graphically laid out lesson plans (those

found in the DR III & IV user guides) are now available when PDF is selected

Summary• Creates a rich, interactive media experience, engaging and

motivating today’s student. • Uses research-based methodologies outlined in the National

Reading Panel and the Alliance for Excellent Education’s Reading Next report.

• Effectively links assessment with your state standards to individualize instruction – to meet the needs of all learners – from struggling readers to ELL to gifted and talented.

• Includes a wide variety of nonfiction and fiction genres while building competency in other subjects.

• Leverages multiple approaches to building understanding by structuring lessons with a blend of explicit instruction, exploration and practice elements.

Team Activity

• Favorite Activity • Best Reading Prompt• Activity Demonstrating Best Modeling• Activity Demonstrating Best Example I-P-A• Favorite Activity To Do In Whole Class• Most Motivating/Engaging Part Of The Unit• Rewards?• Best Electronic Interaction• Best Sticky Note Cue

Appendix

• The number of students in grades 4-12 classified as struggling readers is greater than 8 million1

• Only 39% of white eighth graders are proficient in reading

• Only 15% of Hispanic eighth graders are proficient in reading

• Only 12% of African American eighth graders are proficient in reading2

• Students performing in the lowest 25% of their class are 20 times more likely to drop out of school than the higher performing students3

• Our struggling readers are not illiterate, they can read. They just can’t comprehend/understand what it is they are reading.4

1U.S. DOE, 20032National Assessment of Educational Progress3Carnevale, 20014Alliance for Excellent Education, 2003

A Literacy Crisis in Grade 4-12

“This generation of students is more likely to be armed with cell phones, laptops, and iPods than with spiral notebooks and #2 pencils.” - Edutopia, October 2005

Tech-savvy– 90% of children ages 5-17 use a computer1

– Over 75% of children ages 9-12 use the internet1

– 81% of kids in grades 6-12 have an e-mail address 2

– 43% of children ages 4-18 own at least one wireless device (cell phone, pda) 3

– 24% have created their own websites4

– 3 billion text messages a day5

– 77% of public schools had a majority of teachers who used the Internet for instruction during the 03–04 school year (up from 54 % in 1998-99)5

Who Are These Students?

What are they doing outside of school?An average day 1

• 6.5 hours with media– Given a choice of media, what is your favorite2

• 33% of students picked the Internet• 26% chose television• 21% telephone• 15% radio

• 2.25 hours hanging out with parents and friends– 74% report getting along with their parents3

• 1.5 hours physical activity – Basketball, soccer and baseball/softball are favorites4

• 50 minutes doing homework– 1/3 of teenagers multi-task while doing homework5

• 30 minutes doing chores• 20 minutes reading non-school-related books (time on all

media—books, magazines, and newspapers ~40 minutes)6

Why Engagement?• Engaged readers have been shown to:

– Ask more questions as they read2

– Decide when and how to use strategies as they read3

– Have learning experiences that are more permanent and internalized (rather than temporary and superficial)4

• Engagement is cited as a primary concern of many teachers5

• Motivation was identified as a top component of a successful adolescent literacy program6

• Disconnected– As they get older, many students see reading as disconnected from

their lives7 – They don’t understand the purpose for learning– Reading is not an authentic activity for them, and as a result

uninteresting and unimportant4

“[today’s youth] are not ADD but EOE—Engage me Or Enrage me.” - Mark Prensky

Characters• Experts – provide instruction• Buddies – Model struggles readers face;

connect concepts to daily life; interact with students– Course III – Kori & Jordan– Course IV – Abby & Mike

Wide Variety of GenresInformational text• Magazine Article• Newspaper Article• Brochure• Encyclopedia Entry• Persuasive Text• Letter to the Editor• Editorial• Speech• Advertisement• Historical Nonfiction• Scientific / Technical Nonfiction• Narrative Nonfiction• Biography• Autobiography• Graphic Sources• Reference Sources

Fiction• Drama (Play)• Adventure Fiction• Realistic Fiction• Classic Fiction• Historical Fiction• Mystery• Science Fiction• Fantasy• Tall Tale• Folk Tale

“Technology has provided the hub that links pertinent data from individual learners....”

- Jacobs 2003

Meeting the Need for IndividualizationMeasure• Formative Assessment• Data-Driven Instruction• NCES Reports that on a weekly basis, teachers use a variety of

instructional approaches– 98% whole group – 96% individualized instruction– 86% small group instruction

Vocabulary

• Many studies, in fact, report positive correlations between background knowledge and achievement. (Nagy, Anderson, & Herman, 1987; Bloom, 1976; Dochy, Segers, & Buehl, 1999; Tobias, 1994; Alexander, Kulikowich, & Schulze, 1994; Schiefele & Krapp, 1996; Tamir, 1996; Boulanger, 1981) Build background – multimedia slide shows and videos to inform & inspire

• The National Reading Panel outlined recommends the pre-teaching of vocabulary (NICHD, 2000b, p.14).

DR includes 6-9 high utility and/or academic vocabulary terms per unit. • As important to pre-teaching vocabulary is modeling and teaching students to use

vocabulary strategies while reading (Blachowicz, C., & Fisher, P. 1996). Vocabulary strategies (indirect instruction) are found in every unit

• Present words in context. Provide multiple exposures to words (McKeown, Beck, Omanson, & Pople, 1985). Vocabulary is always introduced in context Students get multiple exposures to words

• lesson passages (100-150 words. Same theme)• central passages• assessment