reading academy k-1 day 3 march 12, 2014 presented by: lori bailey & erin rappuhn

Reading Academy K-1Day 3

March 12, 2014

Presented by:

Lori Bailey & Erin Rappuhn

To make this day the best possible, we need your assistance and participation

• Be Responsible – Attend to the “Come back together” signal – Active participation…Please ask questions

• Be Respectful – Please allow others to listen

• Please turn off cell phones• Please limit sidebar conversations

– Share “air time”– Please refrain from email and Internet browsing

• Be Safe– Take care of your own needs

Group Expectations

Acknowledgements

Cathy Claes Melissa Nantais Soraya Coccimiglio Melanie Kahler

Pam Radford Tennille Whitmore Stephanie Dyer Erin Rappuhn

- Nancy Boyles- The Consortium on Reading

Excellence, Inc.- The National Institute on

Literacy- John Hattie

The material for this training day was developed with the efforts of…

Content was based on the work of…– Dr. Anita Archer– Jan Hasbrouck– Louisa Moats– Joseph Torgesen– Sharon Vaughn– Florida Center for Reading

Research

Some slides are adapted directly from Dr. Anita Archer’s Explicit Instruction

The content of this session is expanded in the book:Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications.

The slides in this presentation were designed by Anita Archer and modified as needed by the trainer.

Archer, A., & Hughes, C. (2011). Explicit instruction: Effective and efficient teaching. New York: Guilford Press

Armbruster, B., Lehr, F., & Osborn, J. (2006). Put Reading First: The Research Building Blocks for Teaching Children to Read. Jessup, MD: National Institute for Literacy.

Hattie, J. (2012). Visible Learning for Teachers: Maximizing Impact on Learning. New York: Routledge, Taylor & Francis Group.

Honig, B., Diamond, L., & Gutlohn, L. (2008). Teaching reading sourcebook -2nd Edition. Novato, CA: Arena Press

Kosanovich, M., & Verhagen, C. (2012). Building the foundation: A suggested progression of sub-skills to achieve the reading standards: Foundational skills in the common core state standards. Portsmouth, NH: RMC Research Corporation, Center on Instruction

Key References

National Reading Panel (NRP) (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington DC: National Institute of Child Health and Human Development.

RAND Reading Study Group. 2002. Reading for Understanding: Towards an R & D Program in Reading Comprehension. Santa Monica, CA: RAND Corporation

Rasinski, T.V. 2003. The Fluent Reader: Oral Reading Strategies for Building Word Recognition, Fluency, and Comprehension. New York: Scholastic.

Key References

Scope and Sequence of the Reading Academy Series

Day 1 Explicit Instruction

• Introduction to all elements• Content Elements

– Focus on Critical Content – Phonemic Awareness and Alphabetic Principle/Basic Phonics

• Delivery Element– Require frequent responses

Day 2 Content and Assignment Review Explicit Instruction

• Content Elements– Focus on Critical Content – Alphabetic Principle & Vocabulary

Design of Instruction (Instructional Routines)


• Content Elements– Critical Content – Fluency and Comprehension

Building an Effective 90 Minute Reading Block Appropriate Independent Practice

Learning Targets

Participants will be able to:

• Know the Foundational Skills for your grade level in Fluency and Comprehension included in the Common Core

• Use strategies in their classroom to address the Foundational skills in the areas of: Fluency and Comprehension

• Use strategies to build an effective reading block

• Articulate the purpose of Independent Practice and how to ensure practice activities are appropriate

Agenda

• Welcome, purpose, & intended outcomes

• Content and Assignment Review

• Explicit InstructionContent Elements

• Focus Instruction on Critical Content – Fluency & Comprehension

Delivery of Instruction

• Building an Effective Reading Block

• Appropriate Independent Practice

• Assignment

Looking Back

Assignment Review

Monitor the opportunities you provide for students to respond during reading instruction

1. Voice record or video tape at least 3 lessons

2. Listen to the recordings

3. Count and record number of opportunities students have to respond

4. Record the types of responses used (verbal, written, action)

Day 1 Assignment

At the last Academy Session, you were asked to work on the following:

1. Use the Foundation Principle plan in the your classroom

2. Use at least one new literacy activity in the areas of Phonemic Awareness, Alphabetic Principle or Vocabulary

3. Share the activity with your partner, talk about how it went and exchange activities

4. If your partner recommends it, use their activity in your own classroom

5. Record the results of both the Foundation Principle Plan and the literacy activities on the form provided

6. Plan to share the activities, with recommendations, on Day 3

Day 2 Assignment

1. Review the goals that you set for Days 1 and 2.

2. Record Glows and Grows – note at least three positives and one area you would like to grow in. Write a measurable goal for this grow.

Remember to write SMART goals:• Specific, Measurable, Achievable, Realistic, Timely• Ex: I will incorporate a new verbal or written response

format into my lesson plans for 3 lessons per week starting on March 17th.

3. Share with your partner.

Activity

Explicit Instruction:

Focus on Critical Content -

Fluency & Comprehension

1. Phonemic Awareness

2. Alphabetic Principle/Phonics

3. Fluency

4. Vocabulary

5. Comprehension

Recall the Essential Components of Reading Instruction

Mid-Year Review of Data• Kindergarten teachers check PSF and NWF

scores from January.

• First grade teachers check NWF and ORF scores from January. Is the percentage of students at benchmark at

or above 80%? If yes, design additional instruction for smaller

groups of students and monitor progress. If no, continue to incorporate phonemic

awareness and fluency activities into core instruction.

Move to Instructional Grouping Form and fill in student names.

There will be students that need differentiated instruction in small groups. How do I know which ones they are and what they need?

Tools can include the Instructional Suggestions Form (Quadrant Sort) and the Classroom Analysis Flowchart

Step 1—

Fill out Instructional Grouping Suggestions form for your grade level, using your January screening data

Tools for Planning Differentiated Instruction

Ended here

You can find the Instructional Grouping Suggestions forms (Quadrant Sorts) and Grade Level Classroom Analysis Forms on the IISD Wikis.

After you go to the Ingham ISD website follow these links…

Wiki Spaces→Literacy→Reading Academy, Grades K-1→Day 3

Step 2—Look at the Classroom Analysis Flowchart for your grade level

1. Check recommendations for Group 1

2. Write a few goals for this group on your Classroom Analysis Action Plan

3. Do the same for Groups 2, 3 and 4

4. Share your plans with your partner and copy/steal any of their goals that would work for you too!

Classroom Analysis

Critical Content:

Fluency

CCSS and Fluency• Phonemic Awareness and Alphabetic

Principle lay a foundation for becoming a fluent reader. So we want to build upon these skills as we move children into developing fluency and comprehension skills.

• You can use the Common Core State Standards to decide on critical skills to teach.

• The following slides include the CCSS Foundation Skills for kindergarten and first grade.

Changing Emphasis of Big Ideas

Simmons, Kame'enui, Harn, & Coyne © 2003MiBLSi

Comprehension

Vocabulary

Automaticity and Fluency with the

Code

Alphabetic Principle

Phonological Awareness

3-621K

ListeningReading

ListeningReading

MultisyllablesLetter Sounds & Combinations

Kindergarten and First Grade

Standards emphasize an equal balance between reading literature and informational text; therefore, fluency needs to be developed across the content areas.

Focus on Critical Content: Fluency

Focus on Critical Content: Fluency

“Rate and accuracy in oral reading” (Hasbrouck and Tindal; Davidson

and Towner, 2001, Torgeson et al. 2001)

“Accurate reading at a minimal rate with appropriate prosodic features

(expression) and deep understanding”

(Hudson, Mercer, and Lane, 2000)

What does fluency look like?

• Fluency is related to reading comprehension

• When students read fluently, decoding requires less attention. Attention can be given to comprehension.

• Accurate and fluent readers will read more.

• Fluent readers complete assignments with more ease.

• Fluent readers perform better on tests involving reading.

Why is Fluency Important?

“To become fluent readers, students need practice, practice, and more practice with reading.”

Osborn & Lehr, 2003

Students read the same text repeatedly until a set goal is attained.

Can provide focused, targeted practice in all areas of fluency

Accuracy Rate Prosody

Repeated Reading

•Partner Reading

•Audio-Assisted Reading

•Timed Reading

•Phrase-Cued Reading

•Choral Reading

•Echo Reading

•Duet Reading

Repeated Reading Strategies

Task:

With your partner divide and read through the Repeated Reading Strategies.

Teach your partner the strategies you read about.

Intended Outcome:

Participants will learn various strategies for Repeated Reading.

Activity

Anita Archer Video

What else can I do in the classroom?

Identify and teach the Foundation Skills from the CCSS that are already available in your reading core and be sure they are included in daily reading instruction.

In addition, the following slides are activities taken from the Florida Center for Reading Research (fcrr.org).

The activities are grounded in scientifically based reading instruction.

All of the activities can be found on the IISD Literacy wiki under Reading Academy K-1 Day

3

Speedy Rime WordsBenchmarks

• The student will gain speed and accuracy in reading words

Materials

• Rime word practice sheets

• Words correct per minute record student sheet

• Timer

• Markers, Pencils

Florida Center for Reading Research, fcrr.org

Word RelayBenchmarks

• The student will gain speed and accuracy in reading words

Materials

• High frequency word cards

• Words correct per minute record student sheet

• Timer

• Pencils


Speedy PhrasesBenchmarks

• The student will gain speed and accuracy in reading phrases

Materials

• Phrase cards

• Phrases correct per minute record student sheet

• YES and NO header cards

• Timer

• Pencils


ChunkingBenchmarks

• The student will read with proper phrasing, intonation, and expression in chunked text

Materials

• Passage, book, or text


Readers’ TheaterBenchmarks

• The student will read with proper phrasing, intonation, and expression in connected text

Materials

• Readers’ Theatre script (choose stories with dialogues and assign students to roles)


Narrative First read – identify characters & motivation Second read – identify setting Third read – identify the solution

Expository First read – identify the main idea Second read – identify three important ideas Third read – take notes

Repeated Reading with a Purpose: Supporting Comprehension

Fluency Routine ExampleComprehension-Focused Fluency (adapted from QuickReads)

How do Broken Bones Heal?

When a bone breaks, it begins to heal itself right away. First, clotted blood collects and creates a cushion around the break. Then, a cuff of cartilage forms around the break. Finally, on either side of the break, new bone cells begin to grow toward each other until they meet halfway.

First Read Second Read Third Read

Students read the title,make predictions andunderline two wordsthat look challengingto read or understand

Students read theparagraph aloud

Students write one or two words or phrases that will help them remember what is important about the topic

Say, “I am going toread aloud as you readalong in a whisper read. Match your voiceto mine.”

Read at a rate slightlyabove the students’ typical rate while modeling good expression

Ask one or two literalcomprehension questions

Say, “We are going toread the story aloud one more time. Weknow what it is aboutand know the words, sowe should be able toread it a little quickerand learn somethingnew.”

Have students partnerup and 1) determine who/what is talkedabout the most 2) identifyimportant details3) formulate a main idea statement

Naturally occurring and distributed practice across the students’ day in the form of passages, poetry and content area reading, for example, closes the fluency gap faster and more efficiently than isolated, mass practice.

I Do

We Do

You Do

Reading of just one paragraph in each content area with this strategy daily is very powerful!

Critical Content:

Comprehension

Text Comprehension is

the process of simultaneously extracting and constructing meaning through

interaction and involvement with written language.

Focus on Critical Content: Comprehension

The Rand Report, 2002

CCSS and Comprehension

• The other Big 5 Ideas of Reading set the stage for students to develop their fluency and comprehension skills.

• You can use the Common Core State Standards to decide on critical skills to teach.

• The following slides include the CCSS Foundation Skills for kindergarten and first grade.

• Activity: Team up with a partner. Each partner read one of the next slides for your grade (K or 1). Share highlights with your partner.

Kindergarten – Reading Literature

Kindergarten – Reading Informational Text

First Grade – Reading Literature

First Grade Informational Text

What can I do in the classroom?

Identify and teach the Foundation Skills from the CCSS that are already available in your reading core and be sure they are included in daily reading instruction.

In addition, the following slides are activities taken from the Florida Center for Reading Research (fcrr.org).

The activities are grounded in scientifically based reading instruction.

All of the activities can be found on the IISD Literacy wiki under Reading Academy K-1 Day

3

Sentence Picture Match

Benchmarks

• The student will identify the meaning of a sentence

Materials

• Pocket chart

• Picture cards

• Sentence strips (describing the pictures)


Silly Sentence Mix-UpBenchmarks

• The student will identify the meaning of a sentence

Materials

• Sentence strips

• Student sheet

• Crayons, markers, pencils


Picture CubeBenchmarks

• The student will produce meaningful sentences

Materials

• Picture cube

• Sentence building word cards

• Student sheet

• Pencils


Picture the CharacterBenchmarks

• The student will describe characters

Materials

• Narrative text (within instructional-independent level)

• Student sheet

• Pencil


Sequence-A-Story; Story Sequence

OrganizerBenchmarks

• The student will sequence events in a story

Materials

• Pocket chart

• Sentence strips

or

• Narrative text

• Student sheet


Story Question CubeBenchmarks

• The student will identify story elements

Materials

• Narrative text (within instructional-independent level)

• Question cube

• Student sheet

• Pencils


Activity• Create your own picture

cube!

• Preview the guidelines for the Picture Cube strategy included in your materials.

• Generate six comprehension questions that you might ask your students about a passage or story – be creative!

Skilled reading involves the conscious application of comprehension strategies.

The effective use of these strategies is driven by metacognition.

Text Comprehension

Text comprehension can be improved by instruction that helps readers use specific comprehension strategies.

Effective comprehension strategy instruction is explicit, or direct.

Direct Explanation Modeling (often “thinking aloud”) Guided Practice Application

Text Comprehension

(Put Reading First, pp. 41, 45)

• Monitoring Comprehension

• Connecting to World Knowledge

• Predicting

• Recognizing Text Structure

• Asking Questions

• Answering Questions

• Constructing Mental Images

• Summarizing

Comprehension Strategies

“We need to develop an awareness of what we are doing, where we are going, and how we are going there; we need to know what to do when we do not know what to do.” (Hattie, 2012)

• Making connections• Visualizing• Questioning• Inferring • Determining Importance• Synthesizing• Monitoring

Metacognitive Strategies:

Making connections……………..Connecting

Visualizing………………………...Picturing

Questioning…………………........Wondering

Inferring……………………………Figuring out

Determining Importance…………Noticing the important parts

Synthesizing………………………Figuring out

Monitoring…………………………Noticing when you stop

understanding (Boyles, Constructing

Meaning)

In Kid-friendly Terms

Before reading

During reading

After reading

Instruct & Employ Strategies:

• Teach key vocabulary

• K-W-L

• Preview, browse with a purpose

• Frontload background knowledge

• Make connections to theme

• Use story structure chart to supply setting and characters

• Read once through without stopping

Before Reading

(Moats, 2004)

During Reading

• Pose queries at critical junctures in text

• Model the thoughts and questions of an inquiring reader by thinking aloud

• Teach children to: a) ask for clarification b) summarizec) anticipated) ask questions of the author as they reade) Adjust reading speed to fit the text difficulty

• Visualize or construct a mental image of settings, events, concepts

(Moats, 2004)

ClickReading is going

smoothly

ClunkReading is impeded

Word ClunkA word is not recognized

Meaning ClunkA word, sentence, or passage is

not understood

Word Recognition Strategies

DecodingPhonics

Word-Learning Strategies

Comprehension Strategies

Fix-UpStrategies

Monitoring Comprehension

Teaching Reading Sourcebook

• Complete an appropriate graphic organizer

• Write a summary

• Retell a narrative or sequence of events, with visual prompts available

• Act out or illustrate the content

• Respond to key questions in writing/drawing, then discuss with others

• Extend to other projects, products

After Reading

(Moats, 2004)

• Pick one of the strategies on the previous slide

• Practice how you would explicitly teach Kindergarteners or first graders how to do this strategy.

• When you are finished, switch roles.

Activity

Anita Archer Video

• Text comprehension is important because comprehension is the reason for reading

• Text comprehension is purposeful and active

• Text comprehension can be developed by teaching comprehension skills and metacognitive strategies

• Text comprehension strategies must be taught through explicit instruction

Summing Up

(Put Reading First, 2006)

Putting it All Together:

Building an Effective 90 Minute Reading Block

Differentiated Reading ModelWhole Group Instruction:

Core Program Opening Routines

• Core Program Strategy/Skill Lessons (Phonemic Awareness/Phonics/High-Frequency Words/Comprehension/Vocabulary)

• Core Program Literature

Instructional Small Groups:• Core or targeted Strategy/Skill Work

• Core or Intervention Read Practice

Independent/Interactive Activities:• Literacy Workstations

• Partner Reading

• Fluency Building

• Skill Practice

Targeted/Intensive Instructional Intervention Groups:

• Supplemental Phonemic Awareness/Phonics

• Supplemental Fluency

• Supplemental Comprehension

Double Dose Instructional Intervention Groups (Small Groups and Targeted/Intensive Groups_

90 Minute Block

Double Dose Instructional Intervention

Groups

Outside of 90

MinuteBlock

78

Instruction Range of Time

Class Configuration Activity Ideas

INITIAL READING BLOCK

90+ minutes minimum

daily______

scheduled minutes

TOTAL TIME:_____ min. daily

Whole Group CORE Program Work:Phonemic Awareness (Segmenting Sounds, Blending Sounds)Phonics & Fluency (Sound-letter relationships, blending & decodables, dictation & spelling, structural analysis)Vocabulary & Comprehension: (Robust vocabulary instruction, pre-reading strategies, during reading strategies, after reading strategies)

TOTAL ROTATION

TIME:_____ min.

daily

Small Groups (Teacher-led instructional focus)Include objectives, modeling, guided practice, feedback,pre/reteaching, etc.)

Focus 1: Mastery of grade-level Core with extension activities.

____ min. daily per group

M T W TH F Focus 2: Mastery of grade-level Core

Session 1: Focus 3: Additional explicitness and practice (preteaching and reteaching) to achieve mastery of Core materials

Session 2: Focus 4: Mastery of grade-level Core with additional fluency practice

Session 3: Focus 5: Additional explicitness and practice to achieve mastery of Core materials and reteaching of critical deficient decoding skills

Additional Intensive

Intervention (30+

minutes)

TIME:______ min. daily

M T W TH F Focus 6: Explicit small group instruction to master basic phonemic awareness and decoding skills, vocabulary and comprehension instruction, and extra practice to become fluent with mastered skillsAdditional work with intervention (Tier 3) or supplemental (Tier 2) programs

Intervention Session

90 Minute Reading Block Planning

79




90+ minutes minimum

daily

90 scheduled minutes

TOTAL TIME:

60 min. daily

Whole Group• Phonemic Awareness activities• Phonics & Fluency• Robust Vocabulary• Pre-reading activities• During reading activities• After reading activities

CORE Program Work:Phonemic Awareness (Segmenting Sounds, Blending Sounds)Phonics & Fluency (Sound-letter relationships, blending & decodables, dictation & spelling, structural analysis)Vocabulary & Comprehension: (Robust vocabulary instruction, pre-reading strategies, during reading strategies, after reading strategies)

TOTAL ROTATION

TIME:

30 min. daily



15 min. daily per group


Session 1: Focus 4

Focus 4 Focus 4 Focus 4 Focus 4

Focus 3: Additional explicitness and practice (preteaching and reteaching) to achieve mastery of Core materials

Session 2: Focus 5


Focus 4: Mastery of grade-level Core with additional fluency practice

Session 3: N/A N/A N/A N/A N/A Focus 5: Additional explicitness and practice to achieve mastery of Core materials and reteaching of critical deficient decoding skills


Intervention (30+

minutes)

TIME:

30 min. daily



Focus5

Phonics for Rdg

Focus 5

Phonics for Rdg

Focus 5

Phonics for Rdg

Focus 5

Phonics for Rdg

Focus5

Phonics for Rdg

90 Minute Reading Block Planning

80




90+ minutes minimum

daily

90 scheduled minutes

TOTAL TIME:

45 min. daily

Whole Group• Structural Analysis lessons• Multisyllabic Word Reading• Robust Vocabulary• Pre-Reading Activities• During Reading Activities• After Reading Activities

CORE Program Work:Phonemic Awareness (Segmenting Sounds, Blending Sounds)Phonics & Fluency (Sound-letter relationships, blending & decodables, dictation & spelling, structural analysis)Vocabulary & Comprehension: (Robust vocabulary instruction, pre-reading strategies, during reading strategies, after reading strategies)

TOTAL ROTATION

TIME:

45 min. daily



15 min. daily per group


Session 1: Focus 2


Focus 3: Additional explicitness and practice (preteaching and reteaching) to achieve mastery of Core materials

Session 2: Focus 3/4

Focus 3/4

Focus 3/4

Focus 3/4

Focus 3/4

Focus 4: Mastery of grade-level Core with additional fluency practice

Session 3: Focus 5/6

Focus 5/6

Focus 5/6

Focus 5/6

Focus 5/6

Focus 5: Additional explicitness and practice to achieve mastery of Core materials and reteaching of critical deficient decoding skills


Intervention (30+

minutes)

TIME:

30 min. daily



Focus5/6

Phonics for Rdg

Focus 5/6

Phonics for Rdg

Focus 5/6

Phonics for Rdg

Focus 5/6

Phonics for Rdg

Focus5/6

Phonics for Rdg

90 Minute Reading Block Planning (Intermediate)

With your partner review the Reading Block template and the two samples.

Do your core reading materials delineate lessons for whole group instruction as well as small group instruction?

If you do not have a core basal program, what do you include in your whole group instruction and how do you plan for the small groups?

Activity

Differentiating within your Reading Block

• Whole Group Instruction: leveling the playing field by engaging all learners

• Small Group: putting students with like needs together for instruction of specific skills

• Independent Activities: providing students with opportunities to master taught skills

Differentiating During Whole Group Instruction

• How do we ensure opportunities to respond, receive feedback, and ensure success?

Choral responses

Partner sharing

Physical responses

Written responses

Common strategies

Differentiating DuringSmall Group Instruction• What do you need to know?

How will children be grouped for support?What specific skills will you teach?What curriculum and/or instructional program will

you use?What materials/strategies will you use?

• What data can you use?Class List Report (DIBELS Next)Scores & Percentiles Report (AIMSweb) Instructional Sorts (completed earlier)Diagnostic testing (look at error patterns)

(adapted from DMG, 2011)

Differentiating During Small Group Instruction• What is “instructional grouping?”

Students are grouped according to specific needs for support (not based on need for support table – i.e. Tier 2)

Instructional groups are dynamic and flexible

• Why group students for instruction? Instruction that groups students according to skills allows

instruction focused on their needs Grouping according to skills results in improved

achievement Greater opportunities to respond Enables close monitoring of student performance Enables performance feedback Enables remediation of chronic errors

(DMG, 2011)

Differentiating During Small Group Instruction

• Flexible groups so that groups meet the specific needs of students assigned to them

• Considerations: Size of group: 3-5 for struggling readersNumber of days per weekNumber of minutes per day: 10, 20, 30 minutes

per dayType of lesson structure: skill-focused or guided

readingContent and level of the lesson: reading skills and

level of instruction

Grouping• Students with reading difficulties who are taught in

small groups learn more than students who are instructed as a whole class (National Reading Panel, 2000).

• Alternate grouping formats (e.g. one-one-one, pairs, small group, whole group) for different instructional purposes and to meet students’ needs

• Continually monitor student progress, and regroup to reflect students knowledge and skills

• When students experience difficulties, break the skill down into the most critical components/skills and provide focused instruction

Setting up the Physical Space

In order to establish a classroom climate to set students up for success, it is important to take a moment to consider the organization of the Physical Space within your classroom in order to maximize your whole group and small group instructional times (Archer & Hughes, 2011)

Points to consider when applying this to your instructional groups:

1. Clearly designate which areas are for which activities (i.e., small

group instruction, quiet reading)

2. Define and teach the expectations for these areas.

3. Design the environment so that you are in close proximity to your

groups

4. Ensure that students are facing you during instruction

5. Arrange desks to facilitate partner sharing

6. Make teacher and student materials accessible

7. Frequently scan, monitor, and provide feedback to all students

Small Group Instructional Areas

In addition to the areas mentioned on the previous slide, consider these desirable small group criteria:

• Small group areas for one or more adults in your room (yourself, paraeducator)

• Kidney-shaped tables can be effective for proximity and monitoring

• Teachers facing out to monitor the class

• Located away from the whole class to minimize distractions/noise

Setting up a physical space conducive to whole group and small

group instruction

• Refer to the examples and non-examples included within your materials (from Explicit Instruction).

• Discuss strengths and weaknesses for each with your partner.

The Big Question Is…

How do I effectively manage and provide meaningful work for the rest of the class while I instruct small

groups?

One Option: Literacy Work Stations

A literacy work station is an area within the classroom where students work alone or interact with one another, using instructional materials to explore and expand their literacy. It is a place where a variety of activities reinforce and/or extend learning, often without the assistance of the classroom teacher. It is a time for students to practice reading, writing, speaking, listening, and working with letters and words.

(Diller 2003)

Instructional Focus• Phonemic Awareness• Phonics • Fluency• Vocabulary• Comprehension• Writing in Response to Literature

Workstation Considerations

Guiding Questions:• What is the purpose? • Is it aligned? • Is it relevant?• Does it provide practice on taught

material?

Work Station Considerations

Example WorkStation Activities

Organizing Work Stations

http://www.busyteacherscafe.com/literacy_centers/

Take a few minutes to think about the set-up in your classroom.

1. Does your core program include materials for Literacy

Workstations?

2. Do you have ample space for whole group instruction?

3. Do you have a table or space for small group instruction?

4. Describe the spaces you use for Literacy Workstations.

4. Is the current set-up efficient or are modifications needed?

5. Do you differentiate the materials within each workstation?

Partner Reflection

• Define what appropriate behavior in each work station looks like, sounds like, feels like

• Define what student productivity looks like and sounds like in the context of each work station

• Define how students will transition between work stations

Explicitly Defining Expectations

Workstation #1 – Comprehension

Looks Like Sounds Like

Behavior Students are sitting at the table, all four legs of their chair on the floor, hands and feet to themselves, book open, or passage in front of them.

Students are quietly reading the story, passage or poem to themselves. This may be accomplished through silent reading or whisper reading.

Productivity Students generate before, during, and after questions to go with the story, poem, or passage.

Productivity is quiet as students generate their questions. They may pose their questions to another student at the table or discuss generated questions, as long as voices are at a whisper.

Transition Students put away books, passages, or poems and place generated questions into their workstation folders to be collected later.

Students voices are no louder than a whisper.

Teaching at Work Stations

• Phased approach (over time) Step 1: Teach station “A” to mastery Step 2: Teach station “B” to mastery Step 3: Blend stations “A” and “B” Step 4: Teach station “C” to mastery Step 5: Blend station “C” with “A” and “B” Etc…

This process might take several weeks to be fully implemented

Monitoring, Acknowledging, Correcting at Work Stations• Periodically move through stations providing

specific feedback on behaviors and productivity.

• Hold students accountable for permanent work products.

• Scan the room frequently.

• Keep rates of positive feedback at high levels.

Explicit Instruction:Delivery of Instruction –

Providing Appropriate Independent Practice

106

Providing Appropriate Independent Practice

“It is virtually impossible to become proficient at a mental task without extended practice.” Willingham, 2009

“Development of basic knowledge and skill to the necessary levels of automatic and errorless performance requires a great deal of drill and practice…” Brophy, 1986

“Use it or lose it.” Unknown

“…invite students to engage in deliberate practice, being transparent about the end value of the practice, and providing much formative feedback to enhance the impact of the practice.” (John Hattie, p. 121)

The Importance of Practice

108

Independent Practice

It is not: Drill and Kill

It is: Drill and Skill

It is perhaps: Drill and Thrill (when they master the skill)

• Reinforces the basic skills needed to learn more advanced skills (proficiency, fluency, automaticity)

• Protects against forgetting (retention, maintenance)

• Improves transfer (generalization)

Purpose and Benefits of Practice

•Initial Practice• Occurs under the watchful eye of the teacher

• Provide numerous practice opportunities within the teacher-directed lesson to build accuracy

• Provide immediate feedback after each item

•Distributed Practice• Studying or practicing a skill in short sessions overtime

• Distributing practice overtime (versus massing practice in one session) aids retention

•Cumulative Practice/Review• Adding related skills to skills previously taught

• Cumulative Review – providing intentional review of previously taught skills/strategies/concepts/ vocabulary/knowledge. The goal is to increase long-term retention

Types of Practice

• Match the task (the way students practice the skill) to the skill (what has been taught).

• Consider other skill demands (what is the target skill, what may get in the way)

• Provide clear, concise directions

• Provide prompts or worked examples

• Consider time to complete the task/assignment

What is a good practice activity?

• Match the task to the _____________

• Consider other ________ demands

• Provide clear, concise ____________

• Provide prompts or ___________ examples when necessary

• Consider _____________ to complete the task/assignment

Designing, selecting, or adapting assignments

What format will we use?

Paper-pencil

Distributed practice within group instruction

Partner work• Peer Assisted Learning Strategies• Classwide Peer Tutoring (CWPT)

Selecting practice format

• Explicitly teach new content before practiced in dyads/groups

• Teach and assign student responsibilities and roles

• Use consistently – part of the classroom culture

• Carefully match partners

• Close teacher monitoring

• Student accountability

Effective Peer/Group Practice

Four levels of feedback:

1. Task/corrective Specific, powerful for novices

2. Process Develop learning strategies

3. Self-regulation Develop learning strategies

4. Self-regulation Feedback v. praise

Providing Feedback

“Feedback is most effective when students do not have proficiency or mastery…it thrives when there is error or incomplete knowing and understanding…This means that there needs to be a classroom climate in which there is minimum peer reactivity to not knowing or acknowledgment of errors” (Hattie, p. 139-140)

Novice

Advanced

With your group, write the following on your chart paper – be prepared to share out:

1. Generate a list of independent practice activities you currently have within your core reading materials.

2. What organizational or feedback strategies can you employ to ensure student success on independent practice activities?

Activity – Table Time

1. Continue to work on your goal for active engagement. Adjust or modify the goal if needed.

2. Continue expanding the strategies for engagement that you employ in your classroom.

3. Work towards the goal you set for instructional routines at the beginning of today.

4. Evaluate and refine your 90 minute reading block to maximize effectiveness.

5. Continue to develop expertise regarding the essential components of reading instruction.

6. Provide appropriate independent practice activities and employ strategies to ensure student success.

Next steps – Pick a few

Learning Targets

Participants will be able to:

• Know the Foundational Skills for your grade level in Fluency and Comprehension included in the Common Core

• Use strategies in their classroom to address the Foundational skills in the areas of: Fluency and Comprehension

• Use strategies to build an effective reading block

• Articulate the purpose of Independent Practice and how to ensure practice activities are appropriate

Did we meet the Learning Targets?

How did we do today ?

Or not?

Scope and Sequence of the Reading Academy Series

Day 1 Explicit Instruction

• Introduction to all elements• Content Elements

– Focus on Critical Content – Phonemic Awareness and Alphabetic Principle/Basic Phonics

• Delivery Element– Require frequent responses


• Content Elements– Focus on Critical Content – Alphabetic Principle & Vocabulary

Design of Instruction (Instructional Routines)


• Content Elements– Critical Content – Fluency and Comprehension

Building an Effective 90 Minute Reading Block Appropriate Independent Practice

Thank you for all you do!Contact Melanie Kahler with questions or comments.

[email protected]

517-244-1244

mailto:[email protected]

reading academy k-1 day 3 march 12, 2014 presented by: lori bailey & erin rappuhn

Documents

reading research

reading standards

reading comprehension

reading excellence

teaching reading sourcebook

reading academy seriesday

oral reading strategies

rand reading study group