teacher directed pals · 2020. 2. 29. · present material dictates how these items will look in...

Teacher Directed PALS

Paths to Achieving Literacy Success

Tennille WhitmoreWinter 2019

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AcknowledgmentsTeacher Directed PALS

materials and procedures were created by:

Patricia G. MathesJill Howard Allor

Joseph K. TorgesonShelley H. Allen

And validated with the support of:

Davidson County Public Schools

Leon County Public Schools

Florida State University

Vanderbilt University

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- Understand how Teacher Directed PALS directlyconnects to the science of teaching reading

- Use data to identify appropriate use of the programas well as program placement

- Understand the why and what of each lessoncomponent

- Prepare for implementation by engaging inprogram delivery practice

Purpose and Intended Outcomes

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Be Responsible• Attend to the “come back together” signal

• Actively participate

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

Let’s Make the Most of our Time…

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Agenda0.0 Warm Up 1.0 The Science of Teaching Reading 2.0 Program Details 3.0 Getting Ready to Teach 4.0 Part 1: Sounds and Words5.0 Helpful Enhancements and Resources 6.0 Behavior Components

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0.0 Warm Up

A few things to get us ready to go…

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Pause for Partnering

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Explicit and Systematic Components of Explicit

InstructionComponents of Systematic

Instruction• Teacher explanation

(Learning Target)• Teacher model• Practice opportunities for all

• Use of signal• Judicious review

• Appropriate pacing• Immediate corrective

feedback• Checks for understanding

• Break activities into small steps

• Steps are sequential • Steps progress from simple more complex

• Students have prior knowledge and prerequisite skills required for new skill

(The Meadows Center for Preventing Educational Risk, 2010)

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Four Parts of Clear Signaling

When delivering content to students we need to consider and plan our delivery to include a focus, cue, think time and a delivery signal. The focus includes drawing students attention to the item that you want them to think about or respond to. The cue is a short phrase or word that indicates the type of response you are wanting from students. Think time is the 2 to 3 second silent pause that is provided so that students are able to retrieve the needed information. Finally, the signal is the way that a teacher indicates that is now time to provide a response. Have a clear tap, slide or swoop allows there to be short response window and makes is more likely that all students have an opportunity to participate in learning opportunities. How you present material dictates how these items will look in your instructional delivery. It looks different if students are looking at a common stimulus vs. looking at their own instructional materials. We look at how the Focus, Cue, Think Time and Signal can be applied to support the efficient and effective delivery of TD PALS as we move thru lesson component learning today.

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Lesson 1 Model

Getting an idea of what TD PALS is…

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Activity 0.0Grab a sticky note and record the following:

• If you closed your eyes and imagined a lesson going perfectly in your setting, what would you see and hear students doing?

• Reflect on the lesson you just saw, what behavior expectations would be helpful to pre-teach?

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Teacher Directed PALS Connection

1.0 The Science of Teaching Reading

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This graphis shows The Simple View of Reading.There are three important findings from the research behind the simple view of reading.1.Reading comprehension results from skills and knowledge that can be broken into two distinct and identifiable categories: decoding and language comprehension.*Decoding is defined as: efficient word recognition – this goes beyond the traditional def. of decoding as the ability to sound out words based on phonics rules. It includes fast/accurate reading of familiar and unfamiliar words in both lists and connected texts.*Language Comp is defined as: the ability to derive meaning from spoken words when they are part of sentences or other discourse. They encompass receptive vocabulary, grammatical understanding, and discourse comprehension.2.All reading difficulties fall into one of three general types: poor at language comprehension, poor at decoding, or both.3.Both decoding and language comprehension abilities are necessary for reading and both must be strong. Strength in one area cannot compensate for a deficit in the other area.

Decoding X Language comprehesnion = Reading Comprehension

Simple View of Reading

Word-level reading and oral language comprehension are relatively independent

abilities. Gough, 1986

A formula introduced by Gough & Tunmer in 1986

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This image shows the decoding skills represented by the right side of the Simple View of Reading equation. The progress of skills includes print concepts, phonological awareness, phonics and word recognition, word knowledge, and fluency. Print concepts is defined as the understanding of the organization and basic features of print. Phonological awareness is defined as demonstrating the understanding of spoken words, syllables and sounds (phonemes). Phonics and word recognition is defined as the ability to know and apply grade level phonics and word analysis skill in decoding words. Word Knowledge or Sight Vocabulary is defined as instant and effortless access to all, or almost all, words read. Fluency is defined as reading with sufficient accuracy and rate to support comprehension. This graphic is represented as a stair step to show how each skill builds on the next.

Simple View of Reading: Decoding

Gough, 1986: Kilpatrick, 2015

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PA and Phonics ConnectionA graphic to describe the connection between Phonological Awareness and Word Reading Skill Development. Each level of PA connects to and supports a corresponding level of word level reading skills. Early Phonological Awareness skills (rhyming, first sounds, syllable segmentation) support and prepare students to learn letter names and sounds. Basic Phonemic Awareness (blending and segmenting) support the development of decoding and spelling skills. And finally, Advanced PA skills (addition, deletion, substitution at the phoneme level) indicate that students have automatic phonemic awareness skills and which support students ability to store words and increase fluency.

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This graphic shows the Simple View of Reading Language Comprehension components. The Language Comprehension Skills as Inferential, Narrative, Academic Vocabulary and Background Knowledge. Inferential Language Skills are defined as the ability to discuss topics beyond immediate context. Narrative Language Skills are defined as the ability to clearly relate a series of events. Academic Vocabulary is defined as the ability to comprehend and use words. Background Knowledge is defined as having general and topic specific background knowledge.

Simple View of Reading: Language

Gough, 1986

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Activity 1.1Think of your current instruction. How are you currently supporting both sides of the Simple View of Reading equation?• What does decoding instruction look like in your

classroom/building? • What does language comprehension instruction look like

in your classroom/building? • Is your instruction on one side of the equation stronger

than on the other side? • What parts of the equation is TD PALS supporting?

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Do Students Own The Skill?

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Changing Emphasis of Big Ideas

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Phonics Development

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Overview: What and When

2.0 Program Details

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WHAT is Teacher Directed PALS? • Lessons primarily focus on the acquisition of basic phonics

skills while reviewing phonemic awareness.• The program is taught directly by a teacher, a parent volunteer

or a paraprofessional, and provides scripted lessons for use with small groups of 1 to 3 students.

• Program consists of 57 lesson to get struggling readers “up and running” focusing on the most critical skills of beginning reading

• Intended to be taught in a 20 to 35 minute session at least 3 days per week

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Two Main Components Part 1: Sounds and Words

• focuses on phonemic awareness, letter-sound correspondence and decoding

Part 2: Story Sharing• focuses on fluency and basic comprehension skills

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In your TD PALs Manual, review the following lessons:

Lesson 1

Lesson 16

Lesson 37

As you do so, discuss with your partner where the program fits with the Emphasis of Big Ideas for PA , Phonics and Fluency.

Activity 2.1

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When to use TD PALS…

Consider the Emphasis of Big Ideas• Phoneme segmentation is reviewed but not directly

taught• Letter sound associations are introduced, reviewed

and blended to read words• Practice is provided at the sound, word and text

level

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Did You Say…It aligns with skills that we want to develop by the middle of Kindergarten?

• It would review segmentation and support students that were struggling with the development of their basic phonics skills

Most likely used as an intervention in the middle of Kindergarten, beginning of First Grade and with older students struggling to blend sounds to read words.

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Acadience Data Look Fors

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Acadience Data• In Kindergarten MOY:

• Look for low NWF-CLS and/or errors in NWF

• In First Grade BOY/MOY/EOY: • Look for low NWF-CLS and/or errors in NWF OR

• Look for students with good NWF-CLS but that have not progressed to blending letter sounds to read words in first grade or have errors in doing so

• In Second Grade BOY/PM: • Look for low NWF-CLS and/or errors in NWF OR

• Look for students with good NWF-CLS but that have not progressed to blending letter sounds to read words in first grade or have errors in doing so

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Let’s Look: Initial Grouping Suggestions

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Let’s Look: NWF-CLS

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Another Look…

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Same Score, Same Need?

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Sounds and Words Placement Test

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Who would you pick for intervention?

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Start with the Initial Grouping Suggestions report…

• Determine which student may need support to accurately attach sounds to letters and begin to blend sounds to read words

• Examine the sample scoring booklets and use the Thinking Through Placement chart to organize information

• Use your organized information to create potential intervention groups

Activity 2.2

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Thinking Through Placement

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Intervention GridIntervention Support: Teacher Directed PALS

Description:Critical Skill: Basic Phonics Small group intervention that builds upon established phonological skills to build basic phonics skills applied to connected textAppropriate for students mid-Kindergarten through early second grade

Entrance Criteria:Acadience:At or above benchmark on Phoneme Segmentation FluencyANDBelow or well below benchmark on Nonsense Word Fluency (NWF) Correct Letter Sounds (CLS)ANDPlacement Test: Performance outlined on page 17 in the Teacher Directed PALS manual to determine starting lesson

Permission: Classroom teachers will follow the procedure outlined for contacting families when developing Individual Reading Improvement Plans for grades K-3Permission forms will be sent home by the classroom teacher

Progress Monitoring Guidelines:StudentMastery Monitoring in programAcadience Nonsense Word Fluency (NWF) Correct Letter Sounds (CLS) & Whole Words Read (WWR)

Implementation FidelityInterventionist self-report using fidelity checklist

Decision RulesDiscontinue:Three or more data points at or above next Acadience Reading benchmark for Acadience NWF CLS and WWRChange:Three or more data points below the student’s aim line for Acadience NWF CLS and WWR

3.0 Getting Ready to TeachSetting Up For Success!

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Program - Need to Know & ReviewInstruction in sounds includes:

• Stop vs. Continuous Sounds• Voiced vs. Unvoiced• Pronunciation

• (how to accurately say the sounds)

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Continuous vs. Stop Sounds

• Continuous sounds: sounds can be made until a person runs out of breath without distorting the sound

• Examples: /s/, /m/, /a/

• Stop sounds: sounds produced with one short push of breath

• If a stop sound is held, the sound will be distorted• Examples: /b/, /g/, /t/

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Continuous Vs. Stop Sounds

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Voiced vs. Unvoiced Sounds

• Voiced sounds: spoken with the “voice box” turned on or resonating

• Unvoiced sounds: spoken with the “voice box” turned off, like a whisper

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Sound Pronunciation Guidance

Iowa Reading Research Center

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Activity 3.1As we watch the video of the correct pronunciation

of sounds, make each sound after the demonstrator

https://www.youtube.com/watch?time_continue=5&v=wBuA589kfMg

https://www.youtube.com/watch?time_continue=5&v=wBuA589kfMg

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Activity 3.2 Locate page 14 in your manual. Review information on pronouncing sounds.

Locate the Sound Pronunciation Sheet in your workbook

Partner 1 practice making the voiced/unvoiced and continuous/stop sounds. Partner 2 provide feedback.

Switch and continue until time runs out

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Correcting Errors(Page 59 in Manual)

Tell, Ask, Start Again• Stretching errors • Blending errors • Misread Words During Passage Reading

It is important that you repeat the items in an activity until ALL of the students can individually respond to all of the items, with NO errors.

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Let’s Try Error Correction

T s a m s mt a s T m a

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Mastery FocusedThe KEY to accelerating reading growth is to

hold students to mastery on each Lesson Sheet every day. Students will NOT always achieve

mastery of a lesson in one session

If even ONE student in the group does not achieve 100% mastery of a section of the lesson, the group should repeatthat section at the beginning of the next Teacher Directed PALS session.

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Mastery Monitoring FormIntended to:

• Help you keep track of how students are progressing

• Provide feedback to students and to help keep them motivated

Copy one per group from manual page 87

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Example Mastery Monitoring Form

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What, Why and LOTS of Practice

4.0 Part 1: Sounds and Words

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Part 1: Sounds and Words• Identify letter sound correspondences automatically

• Understand that words are constructed of individual sounds

• Blend sounds together to sound out words

• Recognize sight words

• Integrate phonological knowledge into the act of reading

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Sounds and Words Lesson Design

57 lesson empirically validated for Teacher Directed PALS Sounds and Words

Based on Direct Instruction principals and the work of Carinine, Silbert and Kameenui

Each lesson sheet includes 9 core features

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Review the critical design features on page 11 of the Teacher Manual.

Think of our current phonics instruction. Which of the critical features are present or missing in your

current instruction?

Activity 4.1

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Part 1: Sounds and Words OverviewLetters Sounds• Activity 1 and 3 done twice in lessons 1-36

Hearing Sounds• Activity 2 ONLY in lessons 1-36

Sounding Out• Activity 4

• Lessons 1-36 sound by sound blending• Lesson 37 sounding out by “chunks”

Sight Word Reading• Activity 5 throughout the program

Passage Reading• Activity 6 (starting in lesson 3) • Skills taught in activities 1-5 are presented in sentence or passage format

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Activity Format 1-15Activity 1: Letter SoundsNew Sounds Introduction• Model• Group Practice• Individual Practice (two to three)Cumulative Letter-Sound Review• Group Practice • Individual Practice (two to three)

Activity 2: Hearing Sounds• Group Practice• Individual Practice (two to three)

Activity 3: Letter Sounds• Group Practice • Individual Practice (two to three)

Activity 4: Sounding Out• Group Practice• Individual Practice (two to three)

Activity 5: Sight WordsNew Word Introduction• Model• Group Practice• Individual Practice (two to three)Cumulative Review• Group Practice • Individual Practice (two to three)

Activity 6: Passage Reading• Group Practice- Sounding out and

Reading it• Group Practice- Chorally Reading • Individual Practice - Sentences

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Activity Format 16-36

Activity 1: Letter SoundsNew Sounds Introduction• Model• Group Practice• Individual Practice (two to three)Cumulative Letter-Sound Review• Group Practice • Individual Practice (two to three)

Activity 2: Hearing Sounds• Group Practice• Individual Practice (two to three)

Activity 3: Letter Sounds• Group Practice • Individual Practice (two to three)

*Activity 4: Sounding OutSound it Out• Group PracticeReading the Words Fast• Group Practice• Individual Practice (several words each)


Activity 6: Passage Reading (no sounding out)• Group Practice- word by word • Group Practice- Chorally Reading • Individual Practice - Sentences

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Activity 37-57Activity 1: Letter SoundsNew Sounds Introduction• Model• Group Practice• Individual Practice (two to three)Cumulative Letter-Sound Review• Group Practice • Individual Practice (two to three)

Activity 2: Sounding OutSound it Out- CHUNKING• Group PracticeReading the Words Fast• Group Practice• Individual Practice (several words each)

No more Hearing Sounds or Second Round of Letter Sound

Practice


Activity 4: Passage Reading(no sounding out)

• Group Practice- word by word• Group Practice- Chorally Reading • Individual Practice - Sentences

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Activity 4.2Take a minute to locate the teacher scripts for lessons and tab them

• Lesson 1-15 page 61

• Lessons 16-36 page 70

• Lessons 37-57 page 79

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Letter Sounds: Why

“Letter-sound knowledge is prerequisite to effective word identification. A primary difference between good and poor readers is the ability to

use letter-sound correspondence to identify words (Juel, 1991).”

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Associating Letters & Sounds

“ ….a student requires dozens or even hundreds of exposures to letters and their corresponding names and sounds before they

become permanently stored and automatically accessible.”

– Kilpatrick p. 271, 2015

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Activity 1 and 3: Letter SoundsKey Points: • “New Sound” box• Students must say the sound immediately or it is considered

an error• Done twice in lesson 1-36 to ensure students are developing

complete automaticity in letter-sound correspondences. • Hold continuous sounds for 2 seconds, move off stop sounds

quickly• Move to independent practice when group successfully says

ALL sounds correctly• During individual practice, if two or more mistakes occur,

make corrections and repeat all the sounds with the group

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Instructional DeliveryFocus

• Directing students attention

Cue• Word or phrases that indicates the type of response needed

Think Time• Pause to allow students to retrieve information

Signal• Tap or slide to indicate unison response

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Activity 1: New Sound Introduction/Practice

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New Sound Introduction SignalingFocus Cue Think Time Signal

Touch to the left of the letter box

The letter is (say the letter name). Letter? The sound is (say letter sound). Sound?

None Tap to the left of the letter. Tap under the letter.

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New Sound Practice Signaling

Focus Cue Think Time Signal

Touch to the left of the letter box

Letter? Sound?

2 seconds Tap beside letterTap Under letter

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Activity 1: Sound Practice

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Sound Practice SignalingFocus Cue Think Time SignalTouch to the left of the letter box

Sound? 2 seconds Tap Under letterHold for continuous sounds (2 seconds)Tap and release for stop sounds

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• Partner 1: Teach Lesson 16 Activity 1 to partner 2• Use signaling for New Sound Intro, New Sound Practice

and Sound Practice while delivering Activity 1

• Partner 2: Teach Lesson 36 Activity 1 to partner 1• Use signaling for New Sound Intro, New Sound Practice

and Sound Practice while delivering Activity 1

Activity 4.3

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Hearing Sounds: WhyTeaching blending and segmenting is necessary to lay the ground work for beginning word reading exercises in which children sound out words.

National Reading Panel identified the auditory skills of rhyming, blending and segmenting as the critical pre-reading skills.

As a general rule, auditory exercises should include words and sounds that students will be asked to decode in the near future.

(Carnine, Silbert, Kame’enui and Tarver, 2010)

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Reminder…

A graphic to describe the connection between Phonological Awareness and Word Reading Skill Development. Each level of PA connects to and supports a corresponding level of word level reading skills. Early Phonological Awareness skills (rhyming, first sounds, syllable segmentation) support and prepare students to learn letter names and sounds. Basic Phonemic Awareness (blending and segmenting) support the development of decoding and spelling skills. And finally, Advanced PA skills (addition, deletion, substitution at the phoneme level) indicate that students have automatic phonemic awareness skills and which support students ability to store words and increase fluency.

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Activity 2: Hearing Sounds• Included in lesson 1-36

• Practice, NOT acquisition of phonemic awareness

• Finger cueing used to control student pacing (p. 50)

• Students should not say the next sound until you raise your next finger

• Teacher does NOT say sounds with students

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Hearing Sounds Signaling SupportsFocus Cue Think Time SignalHold fist with back of hand facing students

The word is (say the word). Word?Stretch? Word?

None Punch fist up. Hold up one finger at a time for each sound. Pull fist down

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Activity 2 Lesson 3Hearing Sounds

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Activity 4.4

• Partner 2: Teach lesson 16 activity 2 to partner 1• Use the Hearing Sounds signaling supports

• Partner 1: Teach lesson 36 activity 2 to partner 2• Use the Hearing Sounds signaling supports

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Activity 4.5

• Number off around your table starting with Lesson #17• Review the corresponding lesson in your manual for

activities 1, 2 and 3 and practice delivery signals for each sections

• Stand and deliver your lesson for activities 1, 2 and 3 at your table group

• Have one person at your table group plan a whole group error and one person plan a small group error or two

• Use your mastery monitoring form to practice recording lesson progress

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Sounding Out: Why• “Good readers must have a strategy to phonologically recode

words (Ehri, 1991; NRP, 2000;).”

• “During the alphabetic phase, reading must have lots of practice phonologically recoding the same words to become familiar with spelling patterns (Ehri, 1991).”

• “Successful Readers…rely primarily on the letters in the word rather than context or pictures to identify familiar and unfamiliar words; process virtually every letter; use letter-sound correspondences to identify words; have a reliable strategy for decoding words; read words for a sufficient number of times for words to become automatic (Hasbrouck, 1998)”

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Activity 4: Sounding Out• Lesson 1-16

• Blending practice

• Lesson 16-36• Blending practice followed whole word reading practice

• Lesson 37+• Approach words by syllable units within words and read the

whole word• Single syllable words are read as whole words

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Sounding Out Signaling Supports

Focus Cue Think Time SignalTouch to the left of the word

Blend? Word?

None2 seconds

Swoop dot to dotSlide under word

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Lesson 3, Activity 4

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Lesson 37+ Sounding Out Signaling SupportsFocus Cue Think Time Signal

Touch to the left of the word

Blend? Part? Word?

None

2 seconds

Swoop under word partSlide under word


Word? 2 seconds Slide under word

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• Partner 1: Teach Lesson 16 Activity 4 to partner 2

• Use the signaling for blending and then whole word reading

• Partner 2: Teach Lesson 36 Activity 4 to partner 1

• Use the signaling for blending and then whole word reading

Activity 4.6

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Sight Words: WhyThe manner in which irregular words are introduced in a reading

program can be an important factor in determining whether students develop confusion regarding how to apply work attack

strategies.

If irregular words are introduced before a child knows most letter-sound correspondences or letter names, the child is not likely to use a strategy of looking at the letters in a left to right

direction and attending to all the letter in the word. -(Carnine, et al. 2010)

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Activity 5: Sight WordsIn the Program: Two part instructional routine• New word• Cumulative review

Approaches to Consider: • See it, Say it (Routine in TD PALS) • Say it, Spell it, Say it• Say it, Spell it, Read it, Write it• Speech to Print

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Alternative Routine for ”Sight Word” Intro

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Be My Students: Lesson 3

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Sight Word Intro Signaling Supports


This word is (say the word). Word?

none Slide under word

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Sight Word Signaling Supports


Word? 2 seconds Slide under word

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• Partner 2: Teach lesson 16 activity 5 to partner 1• Use Sight Word Signaling Supports

• Partner 1: Teach lesson 36 activity 5 to partner 2• Use Sight Word Signaling Supports

Activity 4.7

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Activity 4.8• Return to your lesson from your previous stand and

deliver• Review the corresponding lesson in your manual for

activities 1 thru 5 and practice delivery signals for each sections

• Stand and deliver your lesson for activities 1 thru 5 at your table group

• Have one person at your table group plan a whole group error and one person plan a small group error or two

• Use your mastery monitoring form to practice recording lesson progress

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Passage Reading: Why The science of reading confirms that the use of

decodable text is necessary to build the automatic systems in the word-form region of

the brain that lead to fluent reading. When children are given text for which they do not

know the phonetic code, they develop an over-reliance on context usage, sometimes knowing a

word one day yet forgetting it the next. Shaywitz and B. Shaywitz, “Reading Disability and the Brain,” Educational Leadership, 61, no. 6 (2004): 6–11.

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Passage ReadingLesson 1-15Students sound out each word and then re-read it. Students then practice re-reading it multiple times.

Lesson 16-57Students are asked to read the sentences without sounding out the words first. Sounding out in text is only used if an error occurs.

Wait time per word may initially be 3 seconds per word but as you approach lesson 57 that should decrease to 1 word per second.

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Activity 6 Lesson 3

Sam sat at the mat.

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Passage Reading Signaling Supports 1-15


Blend? Word?

None2 seconds

Swoop dot to dotSlide under the word

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Activity 6 Lesson 24The mill was on the hill. Gill ran the mill. The mill was a doll mill. Gill’s last doll was ill. The mill was still. Is the doll still ill?

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Activity 4 Lesson 37

Chet is a runner and Nell is a swimmer. Chet is a better runner than Nell, but she is a better swimmer than Chet.

Chet helps Nell run. Nell helps Chet swim. They are pals.

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Passage Reading Signaling Supports 16+


Word? 2 seconds Slide under the word

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• Both partners practice lesson 10

• Partner 1 Teacher Lesson 16 Activity 6 to partner 2

• Partner 2 teacher Lesson 36 Activity 6 to partner 1

Activity 4.9

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Let’s Watch…

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Partner 1: As you watch the video, use the Fidelity Tool in your workbook to identify lesson strengths and opportunities for growth

Partner 2: Complete the Mastery Monitoring form as the

lesson progresses Count number of opportunities for students to

respond in each lesson section

Activity 4.10

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5.0 Helpful Enhancements and Resources

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ComponentsofanExplicitPhonicsLesson

• Phonemic Awareness Warm-Up• Introduction/Practice Letter Sound

Correspondences• Word Reading• Decodable Text• Dictation

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Dictation Options- Teach Letter Formation and practice writing

the letter while making the sound- You say the sound, they write the letter- You say the word, they stretch and write the

word- You say the sentence, they write the words

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Lesson Enhancement Example

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Let’s Practice

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6.0 Behavior Components

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Have your considered PBIS for TD PALS?• Identify and define behavior expectations• Teach behavior expectations• Monitor expected behavior• Acknowledge appropriate behavior• Correct behavior through a continuum of

responses• Using date for decision making

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Define and Teach ExpectationsThis is an example from a building who used their school-wide PBIS as anchors to create expectations for a small group reading intervention. There school-wide expectations included honest, effort, accountable, respect and teamwork. For each of those big ideas, they defined out the specific behaviors they were expecting from children.

Honest: Talk, read, write on teachers’ signal

Effort: Eyes on teacher Mouth closed when someone else is talking or reading.

Accountable: Help your neighbor stay on task. Use writing tool only for writing, when the teacher gives the signal. Use book only for reading when the teacher gives the signal

Respect: Sit on your bottom with your feed in front of your chair. Sit with your tummy touching the table. Hand folded on the table.

Teamwork: give each other thumbs up and silent cheers

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• Two examples of behavior expectations for small group intervention. One is attached to SW-PBIS expectations and one is just general.

• Be Ready!Be Safe: Keep hands, feet and objects to self Be Respectful: Sit in “Get Ready” position (eyes on the teacher, hands on the table, four on the floor), Answer on signal. Be Responsible: Follow teacher directions the first time, do your best work.

• Be a Star Learner!

• S= Sit with your tummy to the table

• T= Track

• A= Answer on signal

• R= Respect Others, Self and Property

More Examples

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Activity 6.1

Access the matrix activity in your workbook! Begin identifying the behavior expectation to define,

teach, monitor and acknowledge for your TD PALS instruction!

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Monitor and Acknowledge

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Specific Positives• I can tell you are ready to learn because you

are facing me with your eyes on me and waiting for directions

• Thank you ______ and _______ for waiting for the signal.

• _______ had their eyes on our book the whole time!

• I can hear everyone responding! Center for Teaching and Learning, 2018

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Acknowledging Wanted Behaviors

For small group instruction, set a blank (without dots) 3x3 sticky note on the table in front of each student. Put the sticky note where it is easy to reach by the teacher and the students are less tempted to touch or play with the sticky note during instruction. Optional: prior to class, put the student’s name on their sticky note. During the lesson, make a quick dot and a statement to acknowledge behaviors you want to see continue. Great job responding on the signal! Awesome job keeping all four on the floor. Way to keep your eyes right on the words and use your sounds!

Center for Teaching and Learning, 2018

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Options for Responding to Minor Behaviors

Missouri PBIS

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Activity 6.2

Locate the behavior response activity in your workbook. Think thru ways you might respond to

minor behaviors that might occur during small group lessons. Use the response strategies as a

resource for ideas.

If your first response didn’t work, what could you try next? If that didn’t work, what would be next?

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What, Why, When and With What7.0 Part 2: Story Sharing

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Purpose• Opportunity to stretch students oral language skills

while expanding their critical thinking skills• Teaches or solidifies concepts of print• Buildings foundational skill of comprehension of

restating information• Retell provides an opportunity for students to

practice organizing information sequentially• Teach students to preview and think about text

selections

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This graphis shows The Simple View of Reading.There are three important findings from the research behind the simple view of reading.1.Reading comprehension results from skills and knowledge that can be broken into two distinct and identifiable categories: decoding and language comprehension.*Decoding is defined as: efficient word recognition – this goes beyond the traditional def. of decoding as the ability to sound out words based on phonics rules. It includes fast/accurate reading of familiar and unfamiliar words in both lists and connected texts.*Language Comp is defined as: the ability to derive meaning from spoken words when they are part of sentences or other discourse. They encompass receptive vocabulary, grammatical understanding, and discourse comprehension.2.All reading difficulties fall into one of three general types: poor at language comprehension, poor at decoding, or both.3.Both decoding and language comprehension abilities are necessary for reading and both must be strong. Strength in one area cannot compensate for a deficit in the other area.

Decoding X Language comprehesnion = Reading Comprehension

Remember: Simple View of Reading

Word-level reading and oral language comprehension are relatively independent

abilities. Gough, 1986

A formula introduced by Gough & Tunmer in 1986

121

Activities in Part 2: Story Sharing• Pretend Read

• Predict what will happen on each page of the story, based on the pictures

• Read Aloud• Echo Reading• Chorally Reading• Independent Reading

• Retell• What did you learn first? • What did you learn next?

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Closing Review• T or F: TD PALS is a great option to support students

who have a phonological awareness gap• T or F: Teacher Directed PALS supports students who

haven’t started blending sounds in print. • Short Answer: What is the Error Correction

Procedure? • Short Answer: What are the four part of a delivery

signal?

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Questions…

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References44 Phonemes. (2007, November 7). Retrieved December 18,

2019, from https://www.youtube.com/watch?time_continue=5&v=wBuA589kfMg.

Carnine, D. (2017). Direct instruction reading. Boston: Pearson.Center on Teaching & Learning. (2009, September 29).

Retrieved December 18, 2019, from https://ctl.uoregon.edu/research/projects/enhanced-core-reading-instruction.

Ferrell, L., Davidson, M., Hunter, M., & Osenga, T. (2010, February 1). The Simple View Of Reading. Retrieved December 18, 2019, from https://www.cdl.org/articles/the-simple-view-of-reading/.

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References Continued(Heart Word Magic. (2019, February 27). Retrieved December

18, 2019, from https://www.reallygreatreading.com/heart-word-magic.

Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. Hoboken: Wiley.

Mathes, P. G. (2001). Teacher-directed Pals: paths to achieving literacy success: teacher-directed beginning reading lessons. Longmont, CO: Sopris West.

Tier 1 Effective Classroom Practices. (2016). Retrieved December 18, 2019, from https://pbismissouri.org/.

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End of Day Evaluation

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2 – Part Evaluation

• Retrospective Self Assessment• Feedback on the Session

. . . both using the responders.

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Scale for the Retrospective Self Assessment Questions

4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context.2: I need more information and examples to know it better. 1: I have more questions than answers.

129

Rate your knowledge / skills / competence for the following items at the end of this

training.

130

Retrospective End 11. I understand and can successfully

deliver all part 1 lesson elements using delivery signals.

4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context.2: I need more information and examples to know it better.1: I have more questions than answers.

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Retrospective End 2

2. I understand when to use this program and can use data to support decision

making. 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context.2: I need more information and examples to know it better.1: I have more questions than answers.

132

Rate your knowledge / skills / competence for the following items at the start of this

training.

133

Retrospective Start 11. I understand and can successfully

deliver all part 1 lesson elements using delivery signals

4: I was confident that I knew it and I could apply it to my context. 3: I was confident that I knew it, but was unclear on how to apply it to my context.2: I needed more information and examples to know it better. 1: I had more questions than answers.

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Retrospective Start 22. I understood when to use this program

and could use data to support decision making.

4: I was confident that I knew it and I could apply it to my context. 3: I was confident that I knew it, but was unclear on how to apply it to my context.2: I needed more information and examples to know it better.1: I had more questions than answers.

135

Feedback on the Session

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1. Today’s learning was a valuable use of my time.

4: Strongly Agree3: Agree2: Disagree1: Strongly Disagree

137

2. I am leaving with tools and strategies to successfully complete the next steps

(assignments, communication, activities) that were identified in today’s session.


138

3. The content included clearly defined outcomes for the day.


139

4. The content and activities are well aligned with the goals and priorities

of my District.


140

5. The trainer(s) presented the content in such a way that promoted active engagement, opportunities for processing, and time for participants

to work together.


141

6. The pacing and amount of material presented were appropriate

for the time allocated.

4: Just Right

2. Too much or too fast1: Too little or too slow

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7. The materials for the day facilitated my learning.


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8. The training space was acceptable for learning (comfortable temperature, good working space, functional technology).


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Written Feedback

Please also take a moment to provide written feedback. Forms are provided

at the back of your workbook.

• The most valuable part of this planning session was….

• This planning session could be improved if…

teacher directed pals · 2020. 2. 29. · present material dictates how these items will look in...

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