POPEIProvincial Outreach Program for Early Intervention

February 23, 2018 Sessions 1 & 2

9:00-10:20 and 10:45-12:05Lisa Watson - Teacher Consultant

Comprehensive K-3 Literacy Instruction & Intervention

Session Learning Targets

• identifying best practice in comprehensive literacy instruction

• incorporating varied instructional strategies to support diverse learners

• using differentiated and scaffolded supports to connect reading, writing,

oral language, and word work

• exploring the key characteristics of effective literacy interventions

• matching intervention support and tools to the learner

• increasing the coordination of supports for students

This session was planned in consultation with SD37’s Primary Learning Coordinator and POPEI District Partners.

Session 1:

Session 2:

Comprehensive Literacy Instruction

POPEI Literacy Centres POPEI Language Games to Support Phonological Awareness

Effective Classrooms - ALL Learn to Read and Write

Adapted from - Classrooms That Work - They Can All Read and Write - Cunningham & Allington

skills and strategies explicitly taught & coached• modelling & demonstration • kids practice & are coached - small group or one-on-one

variety of formats for instruction• whole-class, small-group, collaborative, independent • groupings change regularly

wide variety of materials are used• variety of texts, multi-sensory & first hand experiences

well managed & high levels of engagement• safe & orderly environment, choice, collaboration

continued…

Effective Classrooms - ALL Learn to Read and Write

Adapted from - Classrooms That Work - They Can All Read and Write - Cunningham & Allington

comprehensive, balanced instruction• teaching comprehensive skills & strategies

kids do a lot of reading and writing• engaged throughout the day

meaning is central

• higher-level thinking skills, problem-solving & conversations

cross-curricular focus• reading and writing is integrated into other content areas

…continued

It is important to consider:

!students learn by talking

Comprehensive Literacy Instruction Principles

!students need to process large amounts of written language

Adapted From - The Fountas & Pinnell Literacy Continuum - Fountas & Pinnell

!reading & comprehension is expanded through talking & writing

!learning deepens when students are reading, talking, and writing across the curriculum

Word Work Concepts of Print

Phonological Awareness Letter Knowledge & Sounds

High Frequency Words Vocabulary

Spelling & Word Study

Oral Language

Reading

Active Read Aloud

Shared Reading

Guided Reading

Independent Reading

Writing

Modelled Writing

Shared/Interactive Writing

Guided Writing

Independent Writing

Adapted From - Guided Reading Basics - Jamison Rog & The Fountas & Pinnell Literacy Continuum - Fountas & Pinnell

Comprehensive Literacy Framework

Scaffolded Support

Gradually releasing responsibility to children as they gain expertise, teaching a few strategies of great consequence in depth over time, and giving children the gifts of time, choice,

response, community, and structure.

From - Reading with Meaning: Teaching Comprehension in the Primary Grades - Miller

I do, you watch

I do, you help

You do it together

You do, I help

You do, I watch

Gradual Release of Responsibility: Scaffolded Support

POPEI Activity Packs

POPEI Docs

• take a look at the Comprehensive Reading & Writing documents with your group

• we will share out before moving on

Activities & Purpose Support

Teacher:! selects and reads book or other text ! models fluent and expressive reading ! models characteristics of what good readers do ! guides active conversation through strategically planned

questions - based on class & student goals

Students:! build listening and oral language skills ! have access to more advanced concepts or vocabulary ! see and hear effective reading strategies

Purpose:! reading for enjoyment ! reading for a purpose ! creates a community of readers ! demonstrates characteristics of good readers ! increases vocabulary ! promotes oral language development ! known texts can become basis for a variety of other

activities

Teacher:! provides full support ! plans & guides active

conversation

Students:! respond to text: pictures,

meaning, language and teacher questions

Teacher:! introduces and reads a large-print text or a

text where all students have a copy ! models reading process

Students:! join in the reading, in unison, during refrains or

after multiple readings

Purpose:! demonstration of strategies ! develop sense of story ! support from the group ! opportunities to participate and show

characteristics of a good reader ! builds repertoire of familiar texts

Moderate to Full Support

Teacher:! supports problem-solving and

conversation

Students:! participate in group reading,

problem solving and conversations ! support one another

Comprehensive Reading - Activities & Levels of SupportAc

tive

Rea

d Al

oud

Shar

ed R

eading

Full Support

www.popei.ca

Activities & Purpose Support

Teacher:! selects and introduces new texts at the students’

instructional levels! provides support and introduces new strategies to improve

reading ! observes students as they read new text

Students:! read the entire text by themselves ! practice new skills and strategies

Purpose:! gives students the opportunity to improve as readers, in the

context of a socially supported activity ! readers practice and develop reading strategies ! students participate in enjoyable reading experiences and feel

successful ! students develop strategies needed to be successful

independent readers

Teacher:! prompting, instruction or

reinforcement of strategies and skills - as needed

Students:! problem-solve texts as

independently as possible ! work to apply the strategy(ies)

that is (are) the focus of the lesson

Teacher:! provides reading materials for students in a

carefully organized manner ! reinforces strategies for selecting ‘just right

reads’

Students:! select stories and texts ! read to themselves or to a partner

Purpose:! time to practice skills and strategies students

have been taught ! students develop fluency and comprehension

skills ! opportunity to choose stories and books of

personal interest, or texts previously read in class ! enjoy reading!

Teacher:! encourages selection of texts

by students

Students:! problem-solve texts as

independently as possible ! work to apply strategies

successfully learned ! read for meaning, fluency and

with comprehension

Comprehensive Reading - Activities & Levels of SupportGu

ided

Rea

ding

Inde

pend

ent

Read

ing

Moderate Support

Minimal Support

www.popei.ca

Adapted from: Guided Reading: Good First Teaching for All Children – Fountas and Pinnell Comprehensive Literacy Resource for Grades 1-2 Teachers – TrehearneBalanced Literacy In Action – Brailsford & Coles Fountas & Pinnell Literacy Continuum - Expanded Edition - Fountas & Pinnell

images inspired by Comprehensive Literacy Resource - Trehearne

Activities & Purpose Support

Teacher:! models writing process ! talks aloud to verbalize what they are doing and why ! provides mini-lessons to focus on one specific writing

element, trait or strategy ! creates a class or demonstration text

Students:! build listening and oral language skills! see and hear the writing process and effective writing

strategies ! participate in sharing of ideas and contribute orally when

appropriate

Purpose:! to provide strong writing model for students ! students observe the writing process ! students hear the thought process of a writer while

watching the creation of a written story or text

Teacher:! provides full support ! models writing process

Students:! observe the writing process ! participate in sharing of ideas

Shared Writing! one pen - teacher writing (scribe)

Interactive Writing! shared pen - teacher and students share one pen

Teacher:! guides students as the whole class composes and

completes one text together - while modelling effective writing strategies

! leads the re-reading of the texts several times

Students:! all students participate in composing a piece of

writing ! share thoughts and ideas to create a class text

Purpose:! share in development of a text ! instruction and assistance for students as they

compose a piece of writing together ! demonstrate effective writing strategies ! produce writing that can be easily read by students

Moderate to Full Support

Teacher:! provides high level of support ! models and demonstrates

writing process ! puts student ideas into written

form ! text is composed by the group

and constructed word by word

Students:! participate in sharing of ideas ! write out part of written text

with support (interactive)

Comprehensive Writing - Activities & Levels of SupportM

odel

led

Writ

ing

Shar

ed/I

nter

active

Writ

ing

Full Support

www.popei.ca

Activities & Purpose Support

Teacher:! examines smaller aspects of writing process in closer detail ! provides guidance with a small group of writers - focused on

a similar skill or strategy ! provides support through small group conferences while

students write or revise ! provides mini-lessons to small, flexible groups, as needed

Students:! work on individual pieces of writing ! participate in mini-lessons and conferences focused on

specific strategies and/or skills ! revise writing based on mini-lessons and conferences ! solve their own problems in writing, with teacher support and

feedback

Purpose:! targeted and specific instruction ! more individualized support - providing instruction in the

area(s) students need most

Teacher:! provides mini-lessons to further

teach/model specific strategies ! provides small group writing

conferences

Students:! write independently ! work through writing process

to solve problems ! receive support and act on

feedback during small group writing conferences

Teacher:! provides writing materials for students in a

carefully organized manner ! guides and establishes peer support systems ! provides feedback and support through individual

writing conferences Students:! write independently ! use known words and word-solving strategies to

write unknown words ! use resources in the in the room to write ! apply skills and strategies taught in mini-lessons

and conferences ! provide peer support (as indicated by teacher) Purpose:! provides students with opportunity to see

writing as a form of communication ! students see the connection between reading and

writing ! students enjoy writing!

Teacher:! little to no teacher support

Students:! write independently ! use the writing process, skills

and strategies ! use classroom resources (and

other students) to solve problems

Comprehensive Writing - Activities & Levels of SupportGu

ided

/Smal

l Gro

up W

ritin

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ritin

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Moderate Support

Minimal Support

Adapted from: Guided Reading: Good First Teaching for All Children – Fountas and Pinnell Comprehensive Literacy Resource for Grades 1-2 Teachers – TrehearneBalanced Literacy In Action – Brailsford & Coles Fountas & Pinnell Literacy Continuum - Expanded Edition - Fountas & Pinnell

images inspired by Comprehensive Literacy Resource - Trehearne

www.popei.ca

differentiatedscaffolded

connected literacy experiences

9:25

purposeful activities

assessing & evaluating student progress

Adapted from: The Literacy and Numeracy Secretariat of Ontario &

Planning for Success

whole class, small group, individual instruction

shared, guided & independent instructional strategies

scaffolding

thinking aloud through repeated demonstrations

coaching & guiding

meaningful activities for collaborative learning

differentiated learning cross-curricular integration

encouraging risk-taking & exploration

inquiry & project-based learning

POPEI Class Profile

social, emotional & learning needs

considerations for Core Competencies

overall interests, tastes, preferences

What do you want students to know, understand and do?

Guiding Questions for Planning Lessons

Five essential questions prior to instruction...

Which brain-compatible strategies will you use to deliver content?

How will you divide and teach the content to engage students’ brains?

How will you know that students have mastered essential learning?

How will you gain and maintain students’ attention?

From - Formative Assessment in a Brain-Compatible Classroom - Tate

Fostering Comprehension in ALL Readers

!A great deal of time spent reading

!Experience reading real texts for real reasons

!Experience reading a range of text genres that we want students

to be able to comprehend

Adapted from - What Really Matters in RTI - Allington

They need:

!A setting rich in vocabulary development through reading,

experience, and discussions of words and their meanings

!A setting rich in high-quality talk about texts that have been read

!Lots of time spent writing texts for others to read

Think About Yourself as a Reader

! choose what you want to read

! read for a variety of purposes

! have opportunities to read for long periods of time

! respond through reflection, conversation, and collaboration

! sometimes share your thinking and insights with others

From - Reading with Meaning: Teaching Comprehension in the Primary Grades - Miller

You probably…

think about how you can provide your students with these same opportunities...

Effective Strategies for Developing Word Solvers

" scaffolded reading and writing activities

" alphabet games, stories, poems and songs" predictable charts " sound activities - sorting, blending, substituting, matching

" letter and word sorts " making words activities

" word and sentence segmenting activities

" syllable sorting and segmenting activities

" word wall activities

" word guessing games

Adapted from - Comprehensive Literacy Resource for Kindergarten; Grades 1-2 Teachers - Trehearne

Students should have daily experiences with:

Word Awareness

www.litdiet.org

Word Wall I Spy: Guess the Word - Using the Word Wall

PALS - Sight Word I Spy

•one person will pick a word from the list that you want your partner(s) to guess

•give 1-2 hint(s) to start with

•hint should be based on the sounds or features in the word" "the word has the short 'i' sound" " "the word starts with ‘th'"" “the word has two syllables " “it’s a compound word”

•hints are given until the word is correctly guessed - that person picks the next word

•take turns so that each person gets a try

Word Wall I Spy

POPEI Activity Packs

Centre Activity: Portable Word Walls

" having time to talk " open-ended questions - with opportunities for all children to

participate " scaffolded speaking, listening, reading and writing activities" discussions about independent reading & writing " listening to educators model speaking in complete sentences " language games, word-play activities, drama centre, role plays,

sharing… " using pictures to generate, reinforce & link new language and

vocabulary

Effective Strategies for Developing Oral Language

Students should have daily experiences with:

Adapted from - Comprehensive Literacy Resource Book - Kindergarten - Trehearne & Nancy Updegraff - Learning Sciences International

POPEI Activity Packs

Snap Shots

•examine the photos one at a time

•pose the questions on the back of the photo & discuss in your group

•focus on elaborating on your answers (i.e. not just yes or no)

From - Learning Resources

I’m thinking…. I’m noticing…

I’m wondering… I’m seeing… I’m feeling…

•use the following thinking stems as you discuss the photos in your group:

Thinking Stems Adapted from - Comprehension Connections - McGregor

Effective Strategies for Writing Instruction

! oral language skills

! activating prior knowledge and experience

! understanding audience and purpose for writing

! understanding the writing process

! understanding the elements of writing

! applying higher-order thinking skills

! applying word work activities into writing tasks

! exposure to a variety of text forms, genres, formats and electronic media

Students need exposure and practice with:

Adapted from - A Guide to Effective Instruction in Writing - K-3 - Ontario Education

Read Aloud

Kindle

Writing Tips

Adapted from - Ralph Tells a Story Activities - The Teacher Couple

What Effective Routines Did We Just Look At?! talking with peers about reading and writing, and orally

answering open-ended questions

! listening to educators model speaking in complete sentences and reading aloud fluently

!participating in language activities, games, songs, poems, etc. that focus on word play and develop their word solving skills

!activating prior knowledge and experience to make connections to reading and writing activities

!exposure to the various aspects of writing: audience, purpose, process, elements, genres and formats

Reviewing Our Learning Targets: Session 1

identifying best practice in comprehensive literacy instruction

incorporating varied instructional strategies to support diverse

learners

using differentiated and scaffolded supports to connect reading,

writing, oral language, and word work

Effective Intervention Strategies and Routines

Session 2

cognitive abilitieslearning styles

socioeconomic & family factorsreadiness

learning pace

gender influencescultural/ethnic influences

how students value learning

confidence in learning

Our Diverse Classrooms

Giving All Students Access to Supports

images & concept courtesy of Shelley Moore

EAs

we need to make the batter better

Identify Content

Teach

Modify

what do they need to know?

Planning & Teaching Cycle

what do we need to plan & teach?

how do we meet them where they're at?

what do we need to re-

teach or extend?

where is everyone at?

Planning & Teaching Cycle

Data informs every step of the planning &

teaching cycle

Tier 1high quality classroom instruction

for all students

time

inten

sity

Tier 1

Tier 2

high quality

classroom instruction

for all students

targeted interventionsTier

1high quality classroom instruction

for all students

time

inten

sity

Tier 1

Tier 1Tier 1

Tier 1

Tier 2

high quality high quality

classroom high classroom quality instruction quality instruction

classroom for all classroom for all instruction studentsinstruction students

for all studentsfor all

students

students

targeted interventions

Tier 3

intensive interventionsTier

2

targeted interventionsTier

1

high quality

classroom instruction

for all students

System of Interventions

Response to Intervention

Early Intervention for At-Risk Students

generally occur on a daily basis (15-30 minutes)

continued...

Adapted from - Comprehensive Literacy Resource - Trehearne

involve working with individuals or small groups - these groups change depending on student need

involve more time in "reading" (shared, partner and independent), writing, and phonological awareness activities

Early Intervention for At-Risk Students…continued

Adapted from - Comprehensive Literacy Resource - Trehearne

involve spending more time in direct teaching - teacher modelling, explaining, and demonstrating what reading and writing are all about

provide opportunities for students to immediately apply strategies that have been shared

involve repeated "reading" of the same text provide daily, ongoing assessments that drive instruction

Keys to a Successful Intervention Design

Adapted from - When Readers Struggle: Teaching that Works - Fountas & Pinnell

Intervention Lessons Must:

1. Be supplementary

2. Occur frequently

3. Have low teacher/student ratio

4. Be short term

5. Be structured and systematic

6. Be fast paced

7. Focus on comprehensive content

8. Include ways to assess and monitor progress

9. Connect to the classroom

Keys to Successful Intervention

"9 posters have been placed around the room - 1 for each key

!with your table group, you will read and summarize the important points on 1-2 posters

"you will then share out your summary of each poster you read to the larger group

Jigsaw Activity

Keys to a Successful Intervention Design

Adapted from - When Readers Struggle: Teaching that Works & Leveled Literacy Intervention - Fountas & Pinnell

Intervention Lessons Must:

1. Be supplementary2. Occur frequently3. Have low teacher/student ratio4. Be short term5. Be structured and systematic6. Be fast paced7. Focus on comprehensive content8. Include ways to assess and monitor progress9. Connect to the classroom

DeDeD sign

Supplementary Lessons"Interventions must supplement, not supplant, effective

classroom instruction."

• good classroom instruction and differentiation allows the teacher to reach most students

• when a child is struggling, he/she needs "something extra" - to make faster progress and to fill in the gaps

• location and time are a factor in planning for supplementary lessons

• lessons need to be effective & planned carefully - wherever and whenever they occur

FrequencyStudents who experience difficulty "need a predictable,

consistent schedule of instruction."

• intervention lessons that occur daily allow the students to gain momentum

• students can build on what they learned the day before

• 30 minute lessons are recommended and should include - reading, writing & word work

• frequency & consistency allows for learning to be reinforced and progress accelerated

Student to Teacher Ratio

"One teacher to three students is ideal in the primary grades."

• having a minimum of 3 students provides for meaningful interactions

• student levels and areas of need can be closely matched

• working with smaller groups for shorter blocks of time allows for faster-paced and more intense lessons

Effective Short-Term Interventions

Systems of interventions should be designed to be flexible and highly effective.

• highly effective systems help to ensure that the same students don't need interventions year after year

• if an intervention is early and effective : 18-20 weeks should be enough for most children

• children who are very far behind may need 1-2 years of effective supplementary instruction

Structured & Systematic

"True efficiency depends on a carefully designed & highly structured instructional framework."

• students need to know what to expect and what is expected of them

• students who struggle succeed in an environment that is predictable, as it allows them to build confidence

Provide Fast-Paced Lessons

Lessons need to be fast-paced to keep students engaged and focused.

• students who struggle can get easily distracted

• a fast-paced lesson can help to engage the students and keep their focus on reading and writing

• feeling successful in a fast-paced environment can be a welcome change for students who experience difficulties

Focus on Comprehensive Content

Lessons need to provide a balance of literacy opportunities.

Reading, Writing, Word Work and Oral Language

• provide opportunities to read high-quality new texts that will

extend comprehension, vocabulary and reading strategies• provide opportunities to develop fluency and phrasing• extend reading comprehension through discussion, teacher's

instruction and writing opportunities• provide opportunities to write about reading• help children learn about letters, sounds and words through

systematic use of phonics

Assess for Challenges & Monitor Progress

"Without ongoing assessment to inform your daily teaching, you cannot design highly effective instruction."

• assessments help to determine appropriate levels and intervention instruction

• assessments also help the teachers to understand the strengths and needs of each student

Connect the Intervention to the Classroom"Make strong, explicit and cohesive links between your

intervention lessons and your classroom literacy program."

• the classroom teacher and the teacher providing the interventions should collaborate to design activities that can be done both in the intervention setting and in the classroom

• if the extra instruction extends into the classroom through reading, writing, drawing or word work..., there is a bigger impact

A TEAM is looking at assessment results, planning for appropriate instruction and interventions, executing the lessons and monitoring progress to decide next steps.

One of the principles of effectiveinterventions in schools is that they are

a collaborative effort.

Working in a Team

Curricular Conflict when 2 curricula have

competing philosophies & strategy sessions

Curricular Coordinationwhen 2 curricula appear to

support similar philosophies & similar strategy use

Adapted from - What Really Matters in Response to Intervention - Allington

Curricular Coordination Characteristics

Adapted from - What Really Matters in Response to Intervention - Allington

reading materials in both environments are matched to readers' levels

shared knowledge between all involved educators of the literacy curriculum in the classroom and in intervention lessons

ensure that each struggling learner develops a broad range of literacy strategies

share common assessments and documentation (i.e. running records)

"Based on what we know, it is safe to conclude that setting is not directly responsible for students

outcomes and that the issue of effective practiceswithin settings, and not the setting itself, should be

the focus of our attention."

Which Setting?

What Really Matters in Response to Intervention - Allington

Strategies and Interventions

S

Literacy Intervention Strategies

www.popei.caavailable at

Buddy Book Walk

Mentor Text Read Aloud

image from amazon.ca

11:30

• discuss your favourite colour with your elbow partner/with your group

• why do you need your favourite colour? Share your reasons

• write a letter to your favourite colour - tell them why you need them & persuade them to come back

Please Don’t Quit!

Adapted from - The Day the Crayons Quit - Persuasive Unit POPEI Activity Packs

• or - collaborate with your partner/group to write a letter to the whole box of crayons & persuade them all to come back

image from crayonpicturebooks.com

Dear________________________________,

From,____________________________

Please do not quit.

Highlights of Strategies to Support

prompt

:generating questionsabout a text(before, during & after reading)

:talking to peers about texts read

:using prediction skills

:noticing:-when they get lost in the text -when to stop and re-read for clarification -when to stop and ask questions -how and when they should adjust pacing

model:how to relate to texts &make connections

:how to visualize text by forming mental images

:prediction skills

:choosing just right reads

provide

:opportunities for retelling &/or summarizing

-in manageable chunks

:quiet & relaxedenvironment

:graphic organizers

:visual aids/key images for vocabulary

:examples of different text structures & genres

Adapted from - POPEI K-3 Literacy Intervention Strategies

Highlights of Strategies to Support

Adapted from - POPEI K-3 Literacy Intervention Strategies

provide:variety of expectationsfor volume of writing created

:opportunities for students to record ideas/writingusing technology

:opportunities for student choice

-format, genre, topic -based on interest, need & support available

:pictures, books, objects - story starters/provocations

model:how a community of writerscan struggle & succeedtogether

:the writing process- -step-by-step-in manageable chunks-over several days

:how to plan & write using a variety of graphic organizers& planning templates

prompt

:writing for an audience & purpose

:prioritizing writing traits or elements of the editing process to focus on

:reiterating the purpose for a writing task in their own words

:using starter sentences, common vocabulary &/or key words

Buddy Book Walk

Active Read-Aloud

image from www.seussville.com

FCRR - Phonics - Letter-Sound Correspondence - 2-3

•take one onset cube and one rime cube

•taking turns, roll each cube

•arrange the cubes so that the onset cube is placed to the left of the

rime cube

•blend the onset and rime and say the word

i.e. - ch/icks = "chicks"

•write each word as you make them - real or nonsense words

•underline the real words and put an "X" through the nonsense words

•share your list of words

Roll-A-Word

POPEI Activity Packs

Rhyming with Fox in Socks

By:____________________________

-ox words -ix words

-ocks words -icks words

Highlights of Strategies to Support

Adapted from - POPEI K-3 Literacy Intervention Strategies

provide:opportunities to play many language games

:manipulatives & various materials for word study

:illustrations of words - to learn through visual representations

prompt

:active use of word wall/vocabulary charts

:using “seek the part you know”

:students look for familiar, smaller words :within a larger, unfamiliar word

:identifying & using prefixes, roots & suffixes

:using “say it and move it”-students slide letter manipulatives around as they blend letters &phonemes

model

:working & playing with words - to discover how words work

:use of rhymes & rhyming words

:how authors & writers work to spell words

:how to break compoundwords into smaller words & syllables

Highlights of Strategies to Support

Adapted from - POPEI K-3 Literacy Intervention Strategies

model

:how to retell instructions

:reading, miming, repeating&/or illustrating stories

-using drawings, pictures, gestures etc.

:use of open ended questions

:who, what, where, when, why &how

:use of higher levelquestions & answers during discussions

:how to adjust the speed &level of language

provide

:many opportunities for conversation - with different partners & for different purposes

:many opportunities for students to talk to peers about texts they’ve read & written

:information in a variety of different formats

-visual, oral & graphical

prompt

:explaining word meaningsto each other

-oral explanations -discuss topics of learning

:retelling of instructions to a peer

:practicing how to develop ideas by thinking aloud

:using illustrations in writing

Reviewing Our Learning Targets: Session 2

exploring the key characteristics of effective literacy interventions

matching intervention support and tools to the learner

increasing the coordination of supports for students

www.popei.ca

@POPEIBC1 pinterest.ca/popeibcpopeibc

Lisa WatsonLiWatson@sd38.bc.ca

Sources Cited

more info links are available on our website

unless otherwise noted, images from:

Posters created with:

Educlips Presenter Media

Poster My Wall

BC Ministry of Education - English Language Arts Curriculum

GraphicStock

more videos are available on our websitemore videos are available on our

Things That Teachers Say

10 Best Things About Being a Teacher

Florida Center for Reading Research - Student Center Activities

Reading and Rhyming with Fox in Socks

The Literacy and Numeracy Secretariat of Ontario

PALS - Sight Word I Spy

A Guide to Effective Instruction in Writing - K-3 - Ontario Education

The Day the Crayons Quit - Persuasive Unit

Word Wall I Spy - Balanced Literacy Diet

Using Differentiated Instruction to Support All Learners

Books

What Really Matters in RTI - Allington

Classrooms that Work: They Can All Read and Write - Cunningham & Allington

The Fountas & Pinnell Literacy Continuum - Fountas & Pinnell

Levelled Literacy Interventions - Fountas & Pinnell

When Readers Struggle: Teaching That Works - Fountas & Pinnell

Guided Reading Basics - Jamison Rog

Comprehension Connections - McGregor

Reading With Meaning: Teaching Comprehension in the Primary Grades - Miller

Formative Assessment in a Brain-Compatible Classroom - Tate

Comprehensive Literacy Resource, K, 1-2 - Trehearne

Extra Information & Resources

Planning Strategies to Consider for Differentiation

Available at www.popei.ca

Intervention Lesson Format

Re-reading books:

Phonics/Word Work:

New Book (instructional level):

Letter/Word Work:

Format from - Levelled Literacy Interventions - Fountas and Pinnell

Intervention Lesson Format

Intervention Lesson ComponentsIntervention Lesson Components

5 minutes

5 minutes

15 minutes

5 minutes

Re-reading books from Lesson A: (assessment - 1 running record)

Phonics/Word Work:

Writing About Reading:

Reading New Book : (Independent level)

Intervention Lesson Format

Format from - Levelled Literacy Interventions - Fountas and Pinnell

Intervention Lesson Components

5 minutes

5 minutes

15 minutes

5 minutes

Intervention Lesson Format

Intervention Lesson Components

Options for AssessmentObserve & Notice What Students

Know, Understand & Can DoThrough

! interactions with peers

! listening to how children talk about their own learning

! stories, role-plays, sharing, self-evaluations

! listening to children's book responses

! use of language strategies to support reading and writing

! volume

! pace

! tone

! articulation

! taking turns

! asking questions

! making personal connections

Adapted from: Comprehensive Literacy Resource for Kindergarten & Grades 1-2 Teachers - Trehearne & BC Curriculum - ELA Curriculum

! using sources of information and prior knowledge to make meaning

! exploring oral storytelling

! exchange ideas and perspectives

Options for AssessmentObserve & Notice What Students

Know, Understand & Can DoThrough

! concepts of print

! concepts of books

! letter knowledge/print awareness

! letter-sound correspondences

! spelling high-frequency words

! talking about words

! analyzing words

! sorting words

! connecting words with other words

! taking words apart

! building words

! literary elements and devices

Adapted from: Comprehensive Literacy Resource for Kindergarten & Grades 1-2 Teachers - Trehearne & BC Curriculum - ELA Curriculum

Options for AssessmentObserve & Notice What Students

Know, Understand & Can DoThrough

! oral or written retellings

! read alouds

! answering questions

! running records

! cloze passages

! written responses

! dramatic play

! group discussions (literacy circles, book club etc.)

! peer & self-assessments

! structure & elements of story

! vocabulary to talk about texts

! recognition of text structures & features

! making meaning & connections

! use of pictures, patterns, memory & prior knowledge

! retelling

! recognizing familiar words

! fluent reading

! predicting

! reading inventories & interviews

Adapted from: Comprehensive Literacy Resource for Kindergarten & Grades 1-2 Teachers - Trehearne & BC Curriculum - ELA Curriculum

Options for AssessmentObserve & Notice What Students

Know, Understand & Can DoThrough

! use of ideas

! use of organization

! use of voice

! word choice

! sentence fluency

! self-assessment

! peer assessment

! revising/editing

! writing attitude

! sharing writing/author's chair

! structure & elements of story

! literary elements and devices

! text features

! revising

! editing

! considering audience

! letter formation/printing/handwriting

! sentence structure

! conventions

! plan & create stories/texts

Adapted from: Comprehensive Literacy Resource for Kindergarten & Grades 1-2 Teachers - Trehearne & BC Curriculum - ELA Curriculum

Readiness to Learn

Students who experience difficulties can have emotional barriers to learning.

The focus on what they can’t do, rather than what they can do, can also cause emotional challenges for students who may be struggling.

From - POPEI K-3 Literacy Intervention Strategies

Effective interventions and adaptations/modifications can help these students develop a more positive attitude and increase motivation.

Highlights of Strategies to Increase Readiness to Learn

!providing all students with variety and choice

!providing daily positive reinforcement & effective feedback

!highlighting students’ strengths & interests

Adapted from - POPEI K-3 Literacy Intervention Strategies

!charting progress - sharing benchmarks, goals & achievements

!modelling & practicing how to ask for help & support

!modelling & discussing mistakes - showing them how it’s a normal part of the learning process

"celebrating successes