Reading Strategies for Struggling
Readers: Grades 2-6
August 2008
Becky Hinze, Reading Consultant
Mary Montgomery, Professional Learning and
Leadership Consultant
Heartland Area Education Agency 11
Housekeeping
• Handouts
– Today’s handouts (Bring
back for Day 2)
– Tomorrow-Additional
handouts provided
• Sign-in each day
• Facilities
• Breaks
– Table full of resource
examples to view
Credit Options
• Graduate Credit is available
GO DRAKE!
– Additional $ 90.00 for One Credit from Drake
– Grade Requirements: All done in class
•
•
•
•
Sample Data set Activity
Demonstration of Instructional Strategy-Small Group
Daily Response Sheet
100% Attendance
– Payment due at sign-up
– Sign-up after lunch & before class tomorrow
Parking Lot
• This will be interactive, ask questions
whenever you want
• If you don’t feel comfortable…use the
parking lot
Who is here today?
Learning Targets
• Review the 5 Essential Components of
Reading
• Review the 3 types of assessments
• Gain skills in matching appropriate
instructional strategies to assessment data
• Learn to implement a variety of specific
instructional strategies for building
alphabetic principle, fluency, and
comprehension skills
Putting It All Together
• Curriculum is “What we teach.”
• Instruction is “How we teach.”
• Assessment “Guides the process.”
For struggling readers, just making progress
isn’t good enough.
Benchmark 1
Benchmark 2
Score
Time
Benchmark 3
When curriculum, instruction, and assessments
are working together…
Benchmark 1
Benchmark 2
Score
Time
Benchmark 3
Simple Observation
• Teaching reading is important
• Learning to read is extremely complex
• What it takes to teach reading effectively is
grossly underestimated
• Reality: We have a solid and converging
knowledge base about what works
• We know the skills that enable successful
readers. We know the skills that can be taught.
• Generalization of reading skills should not be
left to chance. We must teach generalization.
Enabling Skills
• Enabling skills are skills that could be
considered prerequisite skills for the
demonstration of proficient performances on
larger assessments measures
• They represent the sub-skills of higher order
performance demonstration
• Deficiencies in enabling skills will often
result in lower performance on assessments
Five Essential Components in
Reading
1. Phonemic Awareness - the ability to hear
and manipulate sounds in spoken words
2. Alphabetic Principle (phonics) - the ability to
associate sounds with letters and to use those
sounds to read and spell words
3. Accurate and Fluent (effortless) Reading of
Connected Text- “accurate reading at a minimal
rate with appropriate prosodic features
(expression) and deep understanding”- (Hudson,
Mercer, and Lane, 2000)
Five Essential Components in
Reading
4. Vocabulary Development - the ability to understand
and use words to acquire and convey meaning
5. Comprehension - the complex cognitive process
involving the intentional interaction between
reader and text to extract meaning.
Complex Alphabetic Code
Big Ideas in Beginning Reading
Phonemic
Awareness
Fluency
Vocabulary
Comprehension
Alphabetic
Principle
Reading in an
Alphabetic
Writing
IDM CYCLES: Core, Supplemental,
Intensive
Core
Supplemental
Intensive
IDM Cycles
• Curriculum
• Instruction
• Assessments
Students with Reading Difficulties
Why are you here?
• Think about the specific students you are
currently teaching or have taught in the past
that brought you to this class today. Write
down 3-5 characteristics of that student(s).
• Share with a partner. Together list 3
characteristics in common.
• As a table group share your lists and write
down any common characteristics. Be
prepared to share out.
Complex Alphabetic Code
Language Develops Naturally but Reading
Must be Taught
»All humans have a biological
predisposition to develop oral
language
»However, our alphabetic reading
and writing system is a human
invention
»Many children will not learn this
complex system without explicit
instruction
Instruction or Practice?
The $64, 000 Question
The fact of the matter is that students with
serious reading difficulties will need
extensive opportunities for both
instruction and practice. The question is
not which one, but what to teach, what to
practice and how to manage it.
-Wendy Robinson
Automatic Acquisition of Words
• Typical learners have to read a word 4-12
times meaningfully to learn it automatically
• At-risk learners have to read a word 12-42
times meaningfully to learn it automatically
• For some students with serious reading
difficulties they have to read a word up to
1400 times to learn it automatically
Putting It All Together:Assessment
• Curriculum is “What we teach.”
• Instruction is “How we teach.”
• Assessment “Guides the process.”
TIME TO THINK…
• For the next three minutes, write down what
reading assessments are given at your
grade level, and why are they given?
– Use Time to Think Activity Sheet
• Large group share out…
Assessment Considerations
• Measurement strategies are chosen to…
– Answer specific questions
– Make specific decisions
• Give only with a “purpose”
in mind
– There is a problem if one
doesn’t know why the assessment is being given.
Three Functions of Assessment
Needed to Guide Instruction
1: Screening -Target a group of students
2: Diagnostic - Pinpoint instructional needs
3: Progress Monitoring- Shows whether the
instruction is effective and impacting student
skill development
ALL PART OF AN ASSESSMENT PROCESS!
What is Screening?
• An assessment process used to recognize
the potential existence of problems or to sort
students into instructional groupings.
One Screening Purpose:
Identify Kids At Risk
• Systematic or School-Wide
– All students given assessments to determine
which may need additional instruction or
assessment
– Minimum proficiency scores must be
determined: How good is good enough?
•
•
•
•
Heartland Norms
DIBELS Standards
ITBS-40th percentile
Other Research-Based Standards
Look at ITBS as a Part of a
Screening Process
• List students falling below the 40th NPRReading Comprehension
• Consider raising the expectation to 50-60th
NPR-Reading Comprehension
Jack, Billy
King, Don
Hilfiger, Tommy
Brown, Charlie
Simpson, Bart
Knight, Bobby
Welby, Marcus
Baker, Tammy Fae
Parks, Michael
Jones, Shirley
Wright, Steven
Miller, Arthur
Yodelaheehoo, Heidi
At Risk
Collins, Joan
Hartman, Mary
Bailey, Beetle
Shmoe, Joe
Davis, Bette
Jetson, Judy
National Percentile Rank
Grade 6 Reading Scores
100
90
80
70
60
50
40
30
20
10
0
DIBELS as a Part of a Screening
Process
• One could look at the DIBELS data printouts
• Highlight students not at benchmark
DIBELS Class List Example
Screening Assessment Questions
• Screening assessments can answer the
questions:
– “How does the student compare to
expectations/standards/peers?”
– “Who is not performing at the expected level?”
– “How far is the “GAP” between the student’s
performance and
expectations/standards/peers?”
All VITAL information for guiding instruction to
close the “GAP”
Activity
• Review your current reading assessment list
• Place the letter “S” next to those
assessments that are “Screening
Assessments”…
REMINDER: Screening assessments can answer the
questions:
– “How does the student compare to
expectations/standards/peers?”
– “Who is not performing at the expected level?”
– “How far is the “GAP” between the student’s
performance and expectations/standards/peers?”
Three Functions of Assessments
Needed to Guide Instruction
• 1: Screening Assessments-Target a group
of
students
2: Diagnostic AssessmentPinpoint instructional needs
•
3: Progress Monitoring- Shows whether the
student is being effected by the
instruction.
Purpose of Diagnostic Assessment
• The major purpose for diagnostic assessment is
to provide information that is useful in
planning more effective instruction.
• Diagnostic tests should only be given when
there is a clear expectation that they will
provide new information about a child’s
difficulties learning to read that can be used
to provide more focused, or more powerful
instruction.
The Diagnostic Process
Phonemic
Awareness
Alphabetic
Principle
Accuracy and
Fluency
2nd
Grade
May
Enter
HERE!
Vocabulary
3-6th
Grade
Should
Enter
HERE!
Comprehension
Diagnostic Assessment Questions
• “Why is the student not performing at
the expected level?”
• “What skills does the student need to
learn to be a skilled reader?”
Diagnostic Process Grades 3-6
Step 1
• Is reading
comprehension at
the expected
level?
– Validate
– Consider other data
to ensure initial
screening measure
was not a result of a
performance
problem rather than
a skill problem.
2nd grade too,
If data is available!
• Tools to help
answer the
question:
– ITBS Reading
Comprehension
Subtest: If available
– Cloze/Maze
– Classroom
Benchmarks,
Performance and
Tests
Diagnostic Process: Step 1
Is reading comprehension at the
expected
level?
• If YES:
Difficulties may
be a result of
task-related
issues (i.e.
motivation,
attention, etc.).
Work to
determine cause
of poor
performance and
intervene.
• If NO: Continue to
gather data to find
out why.
• Look at Enabling
Skills. Go to next
Essential
Component
(Accuracy and
Fluency with Text)
Begin with Reading Fluency and
Accuracy
Steps 2 & 3: Fluency Rate and
Accuracy
• Step 2- Is the student fluent? Must define
fluency expectation
– Fluency Measuring Tools:
•
•
•
•
•
DIBELS (grades K - 6)
AIMSWeb (grades 1 - 8)
Curriculum-Based Measures (CBM)
Fuch’s reading probes (grades 1 - 7)
Jamestown reading probes (grades 4 and up)
GATHER ERROR SAMPLES FROM THESE
TOOLS!
• Step 3- Is the student accurate?
– Must define accuracy expectation
• Consensus in reading research is 95%
Organizing Fluency Data:
Group 1:
Accurate and
Fluent
Group 2:
Accurate and
Slow Rate
Group 3:
Inaccurate and
Slow Rate
Group 4:
Inaccurate and
High Rate
Reading Fluency
Dimensions of Reading Fluency:
• Accuracy
• Rate
• Quality
Why focus on fluency?
Reading Fluency
Labored, inefficient reading
Declining Comprehension
Lack of Fluency
A
Limited knowledge
of academic
language
SelfPerpetuating
Cycle
Lack of motivation
Smaller Vocabulary
Lack of Practice
Reading Accuracy
• Comprehension is hindered by low
accuracy.
Accuracy
• Task: Read the section from
the book, The Call of the Wild.
• This selection provides the
reader with 90% of the words.
Is 90% accuracy enough to
comprehend the text?
Buck did not read the ______, or he would have
known that ______ was brewing, not only for
himself, but for every tide-water dog, strong of
muscle and with warm, long hair, from Puget
Sound to San Diego. Because men, groping in
the ______ darkness, had found a yellow
_______ and because steamship and
transportation companies were ______ the find,
thousands of men were ______ into the ______.
These men wanted dogs, and the dogs they
wanted were _______ dogs, with strong
muscles by which to toil, and ______ coats to
protect them from the ______. Buck lived at a
Reading Accuracy: Considerations
• Gather a large enough reading sampleStudent may look accurate and not be..
• Gather Error Samples from Instructional
Reading Level Materials
Percentage of Accuracy
• Independent reading level, 96-100%
• Instructional reading level, 91-95%
• Frustration reading level, 90% and below
• Are the errors violating meaning? -Go to
higher criteria (95% - 98%)
Curriculum Based Measurement
•
Oral Reading Passages
–
Standardized administration procedures
– Standardized scoring procedures
– Standardized materials
– Standardized times
Administration: Reading
• You must follow the standardized
directions provided with the assessment
you are using.
• Example Directions:
When I say please begin, start reading
aloud at the top of this page. Read across
the page. Try to read each word. If you
come to a word you don’t know, I’ll tell it to
you. Be sure to do your best reading. Are
there any questions?
A Fluent Reader
A Non-Fluent Reader
Scoring: Reading Fluency
Ted was leaving to visit his brother Joe in Maine.
10
For the first time ever he would get to fly in an airplane.
23
He was a little scared. Still, he knew it would be exciting.
35
Ted’s parents drove him to the airport. The plane was
late, so they had to wait at the gate for half an hour.
45
58
Scoring: Reading
(living)
(bother)
Ted was leaving to visit his brother Joe in Maine.
(fist)
10
SC
For the first time ever he would get to fly in an airplane.
23
He was a little scared. Still, he knew it would be exciting. 35
(airplane)
Ted’s parents drove him to the airport. The plane was
late, so they had to wait at the gate for half]an hour.
45
58
Scoring
Total (56) - Errors (6)= 50 Words Read Correctly
50 wrc / 56 total = 89% accuracy
(bother)
(living)
Ted was leaving to visit his brother Joe in Maine.
10
For the first time ever he would get to fly in an airplane.
23
(fist)
SC
He was a little scared. Still, he knew it would be exciting. 35
(airplane)
Ted’s parents drove him to the airport.
The plane was
late, so they had to wait at the gate for half an hour.
]
45
58
Data Summary
3rd Grade Class- Fall
DIBELS: ORF=> 77
Student
Words per
Accuracy
Minute Correct
Tommy
60 wpmc
80%
Jane
80 wpmc
85%
Mac
65 wpmc
98%
Claire
90 wpmc
98%
Liz
67 wpmc
100%
Organizing Data Activity
ACTIVITY:
Group 1:
Accurate and
Fluent
Group 3:
Inaccurate and
Slow Rate
Group 2:
Accurate but
Slow Rate
Group 4:
Inaccurate but
High Rate
•Based on criteria for the grade
level, place each student’s name
into the appropriate box.
•Organizing data based on
performance(s) assists in grouping
students for instructional purposes.
•Students who do not perform well on
comprehension tests, have a variety of
instructional needs.
Organizing Data
>77 wpmc
Group 1:
Accurate and Fluent
Group 2:
Accurate but Slow
Rate
Group 3:
Inaccurate and Slow
Rate
Group 4:
Inaccurate but
High Rate
And
95% acc.
Organizing Fluency Data:
Making the Instructional Match
Fluency
Comprehension
Phonics and
Word Study
Group 1:
Accurate and
Fluent
Group 2:
Accurate but
Slow Rate
Group 3:
Inaccurate and
Slow Rate
Group 4:
Inaccurate but
High Rate
Group 3
Group 1:
Accurate and
Fluent
Group 2:
Accurate but
Slow Rate
Group 3:
Inaccurate and
Slow Rate
Group 4:
Inaccurate but
High Rate
•
Question:
*Is the student performance on
an every day basis consistent
with this data?
• If NO, re-assess
• IF YES,
1) Conduct Error Analysis
• Gather Error Samples from
Instructional Level Material
2) Consider Using Phonic
Assessment Tools
San Diego Quick Screen,
Multi-Syllabic Word Lists, Etc.
The Research
• Letter-sound knowledge is a prerequisite to
effective word identification. A primary
difference between good and poor readers
is the ability to use letter-sound
correspondences to identify words. (Juel,
1991)
• Difficulties in decoding and word recognition
are at the core of most reading difficulties.
(Lyon, 1997)
Group 3
Sight Word
Needs
Basic
Decoding
Needs
Group 1:
Accurate and
Fluent
Group 2:
Accurate but
Slow Rate
Group 3:
Inaccurate and
Slow Rate
Group 4:
Inaccurate but
High Rate
Multisyllabic
Decoding
Needs
What is/are the instructional
need(s)?
Teach and Assess Along the
Continuum
Letter & LetterSound
Correspondence
Word
Level
Phrase
Level
Connected
Text
Matching Diagnostic
Assessment to the Levels on
the Continuum
Letter & LetterSound
Correspondence
Phonics assessments
Word
Level
Phrase
Level
List of errors from
error analysis
Connected
Text
Error analysis
Error Analysis
1. Conduct Reading Probes
2. Use directions as specified.
3. Record the student’s errors on your copy of the reading
passage.
4. Use at least 25 errors for students in grade 1 to conduct an
error analysis and at least 50 errors for grades 2 and
above.
5. Use the Sample Error Analysis Sheet to conduct Error
Analysis.
Error Analysis Sheet
Actual
Word
Student
Response
what
when
pine
pin
bead
want
bed
wanted
kitten
kite
Error
Error
Error
Error
Other
sight word
CVC(e)
letter com. pre/suffix multisyl.
√
√
√
√
√
Thomas - Second Grader
The Circus
The circus was in town. All the boys and girls wanted to go.
Everyone wanted to see the lions. The biggest lion was called Leo.
Leo did lots of tricks for the show. First, he would climb up on the
stage and growl. Then Leo would jump through the hoop that was
held by a clown.
30
- 8
22
Actual
Word
Student
Response
Error
Error
Error
Error
Other
Category Category Category Category
sight word
circus
DK
√
CVC(e)
letter co m.
√
wanted went
√
√
wanted want
everyone
lions
DK
line
biggest
DK
called
calling
tricks
DK
pre/suffix
√
√
√
√
√
√
Error Analysis Practice Activity
• Look at the DIBELS booklet page provided
• 5th grade student-Spring
Benchmark=>124wpm
• Complete an error analysis with the errors
from this passage
• What is your conclusion?
• What is your next step?
• Share out
What We Know and What We Still
Need to Investigate
• Based on the error analysis, we know the
student has decoding needs within
connected text.
• Question: Does the student have decoding
needs at the word level?
Errors at the Word Level
• Question: Can the student read the errors
from the error analysis accurately in
isolation?
• If YES, instruct accurate reading at the
connected text level.
• If NO, instruct decoding accuracy at the word
level. May need to collect additional
information to determine the scope of the
student’s decoding needs.
Phonics Assessment Tools
Examples
• San Diego Quick Assessment,
6 Minute Solution
• Multi-Syllabic Word lists, Rewards
• Quick Phonics Screener, Texas A & M
Phonics Assessment Sample:
Quick Phonics Screener-Texas A & M University
6. Cons.Digraphs
lick
th, ng, sh, wh,
ch,igh, ck, kn,wr, nk
(a) In List
(b) In Text
sling
sunk
whiz moth
sigh
wrap
chin
ship
knob
The ducks chomp on the knot. What is
that on the right? Wring the wet dish
cloth in the sink.
Multi-Syllabic Word Sample
•
•
•
•
•
Impression
Communism
Bedazzle
Conference
Refreshments
To answer the question:
Can the student
read multi-syllabic words?..
Have the student
actually read multi-syllabic words!
– Taken from Rewards Generalization Test
(Archer, Gleason, Vachon, 2000)
Back to Our Student
• Review his performance on the multisyllabic word list- See packet
• What does the convergence of the
error analysis data and the word list
determine?
What is the target for our instruction?
Activity: Which
circle does the sample
5th grade student seem
to best fit in?
Sight Word
Needs
Basic
Decoding
Needs
Group 1:
Accurate and
Fluent
Group 2:
Accurate but
Slow Rate
Group 3:
Inaccurate and
Slow Rate
Group 4:
Inaccurate but
High Rate
Multisyllabic
Decoding
Needs
ACTIVITY
• Return to your list of assessments.
• Place a “D” by those assessments that are
“Diagnostic” in the area of phonics
• Reminder:Diagnostic Assessment Questions
– “Why is the student not performing at
the expected level?”
– “What is/are the student’s instructional
need(s)?”
Instruction
(How we teach):
•
Accuracy
•
(Instruction)
•
•
Modeling
Explicit teaching
and language
Multiple practice
opportunities
Corrective
feedback
Fluency
(Practice)
Explicit Instruction
• Direct explanation. The teacher’s language is
concise, specific, and related to the objective.
• A visible instructional approach which
includes a high level of teacher/student
interaction.
• The actions of the teacher are clear,
unambiguous, direct, and visible. This makes
it clear what the students are to do and learn.
• Nothing is left to guess work.
Group 3 Considerations
• Link Error Samples to Specific Instruction…
– Is there a need for a specific instructional
tool/program or just systematic explicit
instruction with practice?
• For example: If only error pattern is
silent “e”, probably doesn’t need
Corrective Reading..
Explicit Instruction
Steps to Explicit Instruction
• Focus statement- make objective clear
• Model - I do it!
• Guided Practice -We do it!
We do it together!
• Independent Practice -You do it!
Explicit Instruction-Partner Work
• Find a partner
• Choose a sample from the
Empowering Teachers lessons.
• Read the lesson and review the
lesson format. (Are the 4 steps evident)
• Get a large sheet of paper and a
marker
• Design a phonics lesson to teach
• Remember to use the 4 Steps!
(of Explicit Instruction)
Teach Along the Continuum
Letter & LetterSound
Correspondence
Word
Level
Phrase
Level
Connected
Text
*Provide instruction, guided practice, &
independent practice at each level…Do not
assume generalization of the skill will occur!
What Skills Does Phonics
Include?
Progression of Regular Word Reading
Sounding Out
(saying the
sound of each letter)
Whole Word Reading
(vocalizing each sound
and blending it to a whole word)
Sight Word Reading
(sounding the word out in
your head and then reading the whole word)
Automatic Word Reading
(reading the word without sounding it out)
Impacts on Instruction
• 2 separate processors are used when
learning to read and write
• When teaching “reading” embed writing
component
• When teaching “writing” embed reading
component
• Many published programs/strategies need
expanding in order to make these
connections
LETRS
Adding “Encoding” To
“Decoding” Instruction
• Practice writing the “letter” or “letter
combinations” being taught in decoding
materials
• Use the Phoneme-Grapheme Mapping
Strategy-See Handout
LETRS
Phoneme-Grapheme Mapping
• Students are given:
– phoneme-grapheme mapping grid
– tiles, pennies, pieces of corn, etc.
– pencil
• Directions:
– Teacher says a word and the students lay out “CHIPS”
for the number of sounds in the word.
Example- “cat”
Student slides out 1-2-3 chips as he/she says the
sounds - k/a/t
– Then, box- by- box, teacher models and writes in
graphemes with students naming each letter sound
LETRS
Phoneme-Grapheme Mapping
• Directions:
– New word given by teacher (mop)
– Students slide chips out for each sound.(1-2-3)
– Teacher asks the students: “What sounds do you
hear?”
m/o/p
– Then ask: “What letters do you write?” (m-o-p)
– As they name the letter(s) for each sound, they
write them in each box.
m
LETRS
o
p
Phoneme-Grapheme Mapping:
Rules
• Tricky Patterns: Diagraphs (one box), blends
(two boxes), qu (two boxes, close together) and
X (across two boxes)
• Silent “e”-placed in the corner of the box with the
final consonant, as it had no sound.
sh
b
q
w
LETRS
s
u
r
u
t
a
g
diagraphs
blends
i
t
“qu”
a
m
“X”
x
o
k
e
Silent “e”
& blend
Adding “Encoding” To
“Decoding” Instruction
• Point out “Phonics Generalizations Applied to
Spelling”
– See Handout
LETRS
Adding “Decoding” to “Encoding”
Instruction
• Considerations:
– Students must be able to “read” the
words they are asked to write.
– Have student read words on spelling lists
– During building word activities and word
sorts, have student go back and read
each word.
Daily Routines: Activity
• Look for ways to embed linking
encoding and decoding instruction…
– Think of common “daily” routines present in
your teaching
– Take 3 minutes to brainstorm and write
down 3-5 ways to better link reading/writing
activities
– Share with a partner
– Large group share
Sight Word
Needs
FOCUS FOR
INSTRUCTION
Basic
Decoding
Needs
Group 1:
Accurate and
Fluent
Group 2:
Accurate but
Slow Rate
Group 3:
Inaccurate and
Slow Rate
Group 4:
Inaccurate but
High Rate
Multisyllabic
Decoding
Needs
Jolly’s Method of Teaching
Basic Function Sight Words
this
have
will
not
want
that
every
what
because
1.
this
this
book
Jolly’s Method of Teaching Basic Function Sight Words
2.
√ Teacher holds up one card while
students find and point to same card.
√ Teacher says the word twice.
Jolly’s Method of Teaching Basic Function Sight Words
3.
√ Teacher says each word again.
√ Students hold up card
containing word and say word.
Jolly’s Method of Teaching Basic Function Sight Words
4.
Students are told they are going
to learn to spell the words:
√ Students hold up one card. Look at it, close
their eyes and try to picture the word in their
minds as the teacher says it.
√ After visualizing each word, students put cards
out of sight.
√ Teacher dictates words for spelling one by one.
√ Students check spelling against word cards and
correct any errors.
Jolly’s Method of Teaching Basic Function Sight Words
5.
√ Word cards are turned over and
students run their fingers under
words as teacher reads each
phrase twice.
√ Students then are called upon to
read phases aloud.
Jolly’s Method of Teaching Basic Function Sight Words
6.
Students complete maze
sentences containing target
words.
Jolly’s Method of Teaching Basic Function Sight Words
Lesson 1
this every
1.
this
Is every your book?
was
2.
this
It every cold in my room.
was
this
3. We read every day.
was
this
4. I every lost in the woods.
was
This
5. Every is not my book.
Was
was
Jolly’s Method of Teaching Basic Function Sight Words
7.
Final Activity: Teacher flashes
word cards in random order
several times. Students say each
word as quickly as possible.
Students may pair off and flash
word cards to each other along
with a few previously learned
words.
Review Activity
Cloze Passage
It (was) a cold, dark night. (Everyone) was in bed. Something
woke me up (about) midnight. I sat (up) listening. I could hear
the wind (and) rain hitting (my) window. I (also) heard
footsteps coming slowly up (the) stairs. “Is (this) really
happening,” I (asked) myself. (Then) I heard the sound
(again), louder (this) time. (Could) my pet monster be loose?
Adding More “Encoding”
Practice to Sight Word
Instruction
• Have the students write each sight word in a
phrase and add the phrase to the back of
the flashcard
• Have the students write 1-3 “teacher given”
sight word(s) by his/her name every time an
assignment is given (Multiple practice
opportunities throughout the day!)
Teaching Multisyllabic Words
BEST
A mnemonic strategy for decoding
words containing a suffix or prefix.
Options
•BEST Strategy
B = Break off parts
•HINTS Strategy
E = Examine the stem
•REWARDS
Strategy
S = Say the parts
T = Try it
KU Center for
Research and
Learning
Word
Identification
Strategy
Provide Multiple Opportunities to
Practice
• Opportunities to practice a skill is a
powerful predictor of student learning.
– Provides timely feedback to student
understanding.
– Methods to increase opportunities to
practice include: choral responding, small
group instruction, providing individual
turns.
Corrective Feedback
• Immediate corrective feedback when
students make an error is critical.
• Assume that an incorrect response is a
learner’s best effort to be intelligent.
(Kame’enui & Simmons, 1990)
• Consistent error correction gives the learner
more opportunities to learn the information.
(Kame’enui & Simmons, 1990)
Example
Teacher shows word “bed”.
Brady reads “bad”.
Teacher “no. try again”.
Brady reads “bid”.
Teacher “look carefully and try again.”
Brady reads “bread”.
Teacher says “sound it out with me”
Brady and teacher “/b/ /e/ /d/ bed”.
Teacher “good job.”
# Incorrect
3
# Correct
1
Example
Teacher shows word ‘bed’.
Brady reads “bad”.
Teacher “This word is ‘bed’.”
Teacher “Sound it out with me /b/ /e/ /d/, ‘bed’.”
Teacher “What word did you read?”
Brady “bed”
Teacher “yes, ‘bed’”
# Incorrect
# Correct
1
4
Higher Level Decoding Skills
A Few Sample Programs
H-I-N-T-S
REWARDS
Intermediate
Phonics for
Reading 1, 2, 3
Core Program
Intervention Materials
A Few More Phonics Based
Programs
• Reading Mastery
• Corrective Reading Decoding Strand:
Levels: A, B1, B2, and C
– Has a placement test.
Phonics Based Program Sample:
Phonics for Reading- see handout
• Phonics for Reading is a research-based
supplementary phonics program designed
to teach decoding skills that are generally
introduced in grades 1-4. Students are
taught to read one-syllable and multisyllable words using letter-sound
relationships and structural units such as
prefixes and suffixes.
Phonics For Reading
Who is this program for?
•
1st and 2nd grade students who would benefit
from systematic decoding instruction
• 3rd through 6th grade students who have not
yet mastered decoding skills
• Upper grade students with significant
decoding concerns
• Adults learning to read English
•
Phonics For Reading
How much time do the lessons take?
–
–
•
What type of instructional grouping can be used?
–
–
•
forty to fifty minutes
can do a lesson in one day or divide the lesson into two sessions
designed for small-group instruction of up to ten students
may also be used on a one-to-one basis
How are the lessons in the Teacher’s
designed?
Each lesson in each level has four components:
1.
2.
3.
4.
Word recognition instruction
Story reading
Spelling instruction
Independent activities
Guide
Phonics For Reading: Skills Taught
in Each Level
Level 1
• Sounds for short vowel sounds a, i, o,
u, e
• Words with double consonants gg, ff,
ll, tt, and zz
• Consonant digraphs ck, th, sh
• Consonant blends cl, br, cr, fl, etc.
Phonics For Reading: Skills
Level 2
• Words with common endings ed, ing, and er
• Vowel combinations ai, ay, ee, ea, oa, ow,
and igh
• CVCe words
• Words with r-controlled vowel sounds (ar, er,
or, ir, ur)
• This level assumes that students beginning
Level 2 can decode words containing
• single consonants, short vowels, consonant
digraphs, and consonant blends.
Phonics For Reading: Skills
Level 3
•
•
•
•
•
•
•
•
Words with common beginnings un, dis, re, etc., and
common endings such as able,
ful, ness, tion, etc.
Sounds for vowel combinations oo, aw, au, ai, oi, oy,
ew, and ou
Letter combinations kn, ph, qu, wr, tch, dge
Words with soft sounds of c and g and alternative
sounds of vowel combinations ow,
oo, and ea.
This level assumes that students beginning Level 3
can perform the skills
introduced in both Levels 1 and 2.
Activity: Write the
Phonics For Reading
Level in the appropriate
Group 1:
Accurate and
Fluent
circle.
Sight Word
Needs
Basic
Decoding
Needs
Group 3:
Inaccurate and
Slow Rate
Multisyllabic
Decoding
Needs
Group 2:
Accurate
Share
yourbut
Slow Rate
findings!
Group 4:
Inaccurate but
High Rate
Activity: Phonics For Reading
Lesson Practice
• Find a partner- Determine who will begin as
the teacher.
– Teacher- Turn to Lesson 1 in your “Phonics For
Reading” Packet
– Student- Have the “Student Book” copy ready
– Teacher-Read Script & Teach pp. 8-9 STOP at F.
Passages and Switch ROLES, use provided
“Chalkboard” sheet..
– New Teacher- Read Script and Teach pp. 9-11
STOP at Lesson 2
Explicit Instruction-Handout
•
•
•
•
•
•
•
1) Gain the learner’s attention
2) Review relevant past learning
3) Communicate goal of the lesson
4) Model the skill to be learned
5) Prompt for correct response
6) Check for skill mastery
7) Close the lesson
Reading
Mastery
Correctiv
e Reading
– Archer, Anita, Ph.D. Delivery of Lessons: Direct
Instruction. San Diego State University
Activity: Explicit/Direct Instruction
Table Discussion
Positives of Direct
Instruction
Negatives of Direct
Instruction
Explicit/Direct Instruction
Considerations
• Pacing is VITAL-use cues & keep the lesson
moving
• Positive reinforcement may need to be
increased for some students
• Some students may need to preview or
review certain lessons
• Layer additional review and guided practice
opportunities for certain students
• Not all programs based on explicit instruction
steps, are exactly the same
Video Example of Direct Instruction
Group 3
•
Group students according to
similar needs:
1. Multi-syllabic Error Pattern
Group 1:
Accurate and
Fluent
Group 3:
Inaccurate and
Slow Rate
2. Basic Decoding Skills
Group 2:
Accurate but
Slow Rate
Group 4:
Inaccurate but
High Rate
3. Sight Word Difficulties
•
Teach to instructional needs
•
Add Fluency Building
Activities
•
Continue to embed
comprehension checks/
strategies
Material/Strategy “Gap Analysis”
Activity
• See “Gap Analysis” Sheet…
Ideal
Current
Group
Identified
Needs
Resources Available Gap
Resources
Organizing Fluency Data:
Making the Instructional
Match
Group 1: Dig Deeper in the areas of
Group 1:
Accurate and
Fluent
Group 3:
Inaccurate and
Slow Rate
Group 2:
Accurate but
Slow Rate
Group 4:
Inaccurate but
High Rate
reading comprehension, including
vocabulary and specific comprehension
strategies.
Group 2: Build reading fluency
skills. (Repeated Reading, Paired Reading, etc.)
Embed comprehension checks/strategies.
Group 3: Conduct an error analysis to
determine instructional need. Teach to the
instructional need paired with fluency building
strategies. Embed comprehension
checks/strategies.
Group 4: Conduct Table-Tap Method. If student
can correct error easily, teach student to selfmonitor reading accuracy. If reader cannot selfcorrect errors,complete an error analysis to
Determine instructional need. Teach to the
instructional need.
•
Group 2
95%
Group 1:
Accurate and
Fluent
Group 2:
Accurate but
Slow Rate
Group 3:
Inaccurate and
Slow Rate
Group 4:
Inaccurate but
High Rate
Question:
*Is the student performance on an
every day basis consistent with
this data?
• If NO, re-test with alternate
probe
• IF YES, validate accuracy:
• Accuracy on progress
monitoring probes
• Accuracy on running records
and/or daily instruction
• Phonics assessment tools
• Also consider raising
expectations to 98%
accuracy.
• Once accuracy is validatedGo to building fluency!
Fluency
What Students Need to Learn:
• How to read words (in isolation
and in connected text) accurately
and quickly with little attention or
effort
• How to automatically recognize
words (decoding)
• How to increase speed (or rate),
improve accuracy, and read with
expression (prosody)
Adapted from Vaughn Gross Center for Reading and Language Arts, 2005
Fluency
Fluency is not an end to itself but is the
“gateway to comprehension.”
Fluency Continuum
• Practice needs to occur at the appropriate
level(s).
Letter & LetterSound
Correspondence
Word
Level
Phrase
Level
Connected
Text
ACTIVITY
• Return to your list of assessments.
• Note which assessments assess fluency.
• Do you assess all three components of
fluency?
– Accuracy
– Rate
– Quality
• Do you assess at all levels of the continuum?
Fluency Continuum
• Letters and Letter-Sound Correspondence
– Associate letters with sounds for reading and
writing
• Practice at the Word Level
– Single syllable words-combine into two-syllable
words or compound words
– Irregular sight words
Fluency Continuum
• Practice at the Phrase Level
– Phrases include both decodable and irregular
sight words
– Select phrases to practice words and patterns
already taught.
• Practice at Text Level
– Lower skill level students need extra practice in
controlled decodable text first.
– After proficiency is established with irregular
words and basic decoding skills, it is appropriate
to select more non-decodable texts for fluency
practice.
Try a “Combo”
• Try doing a combination of fluency level
work…
– For example:
• A student needs “sight word practice”- Accurate but slow
on sight words and is accurate and slow in connected
text
• COMBO- 2-5 minutes of drill work on sight words in
isolation, AND 5-10 minutes of work in phrase strips or
connected text using those sight words.
• Adding the “quick” drill work opportunities, as often as
possible, is a great way to intensify instruction.
Teaching Fluency at the Letters, Letter
Correspondence & Irregular Sight Word
Levels
• Learning Sequence
- Model to Samples
- Recall and Find in
Samples
- State letter name
or read independently
Fluency
How We Teach It:
• Explicitly teach all components of
fluency: rate (pacing), smoothness,
expression, phrasing
• Provide opportunities for oral repeated
reading with support and feedback
• Match reading texts and instruction to
students’ reading levels
• Monitor students’ progress in ,not only
rate, but all areas.
Adapted from Vaughn Gross Center for Reading and Language Arts, 2005
Teaching Fluency at the Phrase and
Connected Text Level
– Instructional Recommendations for Building Fluency
•
•
•
•
•
Repeated readings
Paired readings
Assisted readings
Choral reading
Fluency below connected text-WORDS and
Phrases..
• Poetry/ Song/Speeches/Radio Reading
• Comprehension Checks/Strategies should be a routine part
of any work on fluency.-
(P.28B)
Teaching Fluency at the Phrase and
Connected Text Level
– Potential materials
–Read Naturally
–Quick Reads
–PALS
–Six Minute Solution
–Own materials as long as student is
90-95% accurate
Reading Fluency:
A Few Options
Blevins
www.scholastic.com
Quick Reads
PALS
Grades 2-6
Reading
6-Minute Solution
www.sopriswest.com
www.pearsonlearning.com
Read Naturally
www.readnaturally.com
Great Leaps
www.greatleaps.com
Fluency Continuum
• Practice needs to occur at the appropriate
level.
Letter & LetterSound
Correspondence
Word
Level
Phrase
Level
Connected
Text
Six
Minute
Solution
Overview of Six Minute Solution
• A reading fluency program-Student training required.
• Grades 3-8/Remedial H.S.
• Uses rereading strategy & oral feedback
from peers (Passages: levels 1-8)
• Current instructional levels are determined
• Partner students
• Any underlying decoding problems must be
addressed either prior to or in conjunction with this
program
• Research shows high correlation between
comprehension and fluency
• Fluent readers will be better able to complete
assignments and homework.
Six Minute Solution Handout Packet-Pages
2-3
Routine of Six Minute Solution
• Table I.1- Six Minute Solution Handout-Page 1
1 minute
Setting Up
1 minute
Timer is set, partner 1 reads, partner 2 marks
errors and stopping point
1 minute
Partner 2 tells Partner 1: words read, errors
made, and error correction proceduresPartner 1 graphs, and SWITCH
1 minute
Timer is set, partner 2 reads, partner 1 marks
errors and stopping point
1 minute
Partner 1 tells Partner 2: words read, errors
made, and error correction proceduresPartner 2 graphs, and clean up.
1 minute
Clean Up
2nd
Grade:
Newer
version
for you!
Six Minute Solution:
2 Assessments Used
• Determining Partner and Instructional level
of material
– Fluency Data- Page 8
• 1 minute timed reading
• IF you already have this data from DIBELS etc, USE
IT!-
– San Diego Quick Assessment of Reading AbilityPages 248-251
Overview of Six Minute Solution
• San Diego Quick Assessment of Reading AbilitySix Minute Solution Handout-Page 248-251
Directions- P. 248
–
–
–
–
–
–
–
–
–
Individually administered
Student reads off of the student form (P. 251)
Teacher records on Teacher Record Sheet (P. 250)
Begin at a word list that is 2-3 grades levels below current grade
level
Ask the student to read each word aloud
Do not allow more than 3-5 seconds on any word-prompt
student to go to the next word, and mark it as an error
Stop when student has missed 3 or more words in a list
Record highest grade level for each of the 3 levels:
Independent (1 Error), Instructional (2 Errors), and Frustration (3 Errors)
Administration Practice: San
Diego Quick Assessment
• Find a partner, TEAR OFF the last 2 pages of
the Six Minute Solution Packet, and take turns
administering the assessment
–Key Points: Teacher Role
•You determine what grade level your “student” is
actually in.
•Begin at either 2 or 3 grade levels below actual grade
level
•If the student is not successful on the first level, test
back until you have an “independent level of 1 error or
less”
• Pick either 3 or 5 seconds max. wait time (be
consistent)
•Make sure and stop when the student misses 3 or
more in a word list.
•Fill out the independent, instructional, and frustration
levels
–Key Points: Student Role
•Play the part! Have fun and it may help to think of an actual
student you have had.
Activity-Administration Practice:
Class List
• Tear Off the last two pages of the Six Minute
Solution packet.
• Fluency Data and Results from San Diego
Quick Assessment are given
• Follow the grouping recommendations, just
based on data provided. Group the students
on the sheet. Reminder: Reader 1 should be
the stronger of the two readers
• Real life-other factors may have to be taken
into consideration
• Personalities, schedules, etc.
Getting Prepared
• Determine your partners
• Copy materials for each group
• Organize folders for each group
– Copies of passages, fluency graphs, sleeves,
markers, sponge. (OR-copies with different
colored pencils)
• Plan dates for training students
– Have your “routines” pre-determined. Where are
the folders going to be kept? Who will get up for
the folders? Where will they read together?
Training Students
• Train to ensure that the program will run
smoothly
• 2 class periods recommended
• Procedures and behavior expectations
discussed
• Modeling with guided practice time
• Once trained, the process should only take
Six Minutes
Administration Practice:
Training Students
• Day 1: (Pages 18-19)
–
–
–
–
–
–
–
Select Passage
Introduce Concept of Fluency
Practice Passages
Model Reading Fluency & Scoring
Students Whisper Read Practice Passage
Students Reread the Practice Passage
Lead Discussion on Fluency Practice
Administration Practice:
Training Students
• Day 2: (Pages 20-21)
– Select New Passage
– Model Fluency Partnership
Procedures/Correction Procedures
– Model how to use the fluency graph
– Discuss Cooperative Partnerships
– Assign Partners
– Explain procedures
– Have the students practice together
Activity: Practice As Students
• “Six Minute Solution” Packet
– P. 44- Railroads in the West Story
– Review the “Overview” of the procedures P.1
– Practice with a partner!
Six Minute Solution Considerations
• Use the Six Minute Solution as transition
between subject
• Some students may need an “Extended”
version… “15 minute solution”-double the
time for reading practice, etc.
• Book recommends 3-5 times per week,
have students reading below 40wpmc work
on the “Automatic Word Lists”- provided in
the back of the book
• How could one add a “Comprehension”
component?
Review
Group 2
Group 1:
Fluent and
Accurate
Group 2:
Accurate but
Slow Rate
Group 3:
Inaccurate and
Slow Rate
Group 4:
Inaccurate but
High Rate
References
CBE materials
Howell & Nolet, 2000
• Instructional
Recommendations for
Building Fluency
•
•
•
•
•
Repeated readings
Paired readings
Assisted readings
Choral reading
Fluency below connected
text-WORDS and Phrases..
• Potential materials
•
•
•
•
•
Read Naturally
Quick Reads
PALS
Six Minute Solution
Own materials as long as
student is 90-95%
accurate
Fluency Continuum
• Practice needs to occur at the appropriate
level.
Letter & LetterSound
Correspondence
•Great Leaps
•PALS-K
•Primary Six Minute
Solution
•Skill Builders
Word
Level
Phrase
Level
•Great
Leaps
•Skill
Builders
•PALS
•Six Minute
Solution
•Great Leaps
•PALS
Connected
Text
•Great Leaps
•PALS
• Six Minute
Solution
•Quick Reads
•Read Naturally
Material/Strategy “Gap Analysis”
Activity
• See “Gap Analysis” Sheet…
Group
Needs
Ideal
Current
Identified
Resources Available Gap
Resources
Group 4
Group 1:
Accurate and
Fluent
Group 2:
Accurate but
Slow Rate
Group 3:
Inaccurate and
Slow Rate
Group 4:
Inaccurate but
High Rate
• Further investigate
inaccuracy
• See HANDOUT
• Assisted Self-Monitoring
(Pep Talk Test)
• Criterion is for
accuracy to increase by
50% or to criterion of
95%
• Assisted Monitoring (Table
Tap Method)
• Immediate correction
equals no further
investigation in
decoding
• Unable to correct, do
error analysis
Group 4
Group 1:
Fluent and
Accurate
Group 2:
Accurate but
Slow Rate
Group 3:
Inaccurate and
Slow Rate
Group 4:
Inaccurate but
High Rate
References
CBE materials
Howell & Nolet, 2000
• Instructional
Recommendations for
Building Monitoring
Skills
• Assisted SelfMonitoring
• Assisted
Monitoring
• If student doesn’t
improve accuracy
with assisted
monitoring, use
strategies from
Group 3 to teach
decoding skills.
Material/Strategy “Gap Analysis”
Activity
• See “Gap Analysis” Sheet…
Group
Needs
Ideal
Current
Identified
Resources Available Gap
Resources
Group 1
• Questions:
*Is the student performance on
Group 1:
Accurate and
Fluent
Group 2:
Accurate but
Slow Rate
Group 3:
Inaccurate and
Slow Rate
Group 4:
Inaccurate but
High Rate
an every day basis consistent
with this data?
(Accurate and Fluent Reader)
– If NO, re-assess with alternate
probes
– IF YES, ask
*Does the student have
problems with reading
comprehension on a regular
basis?
– If NO, work to determine
cause of poor
performance.(i.e. motivation,
attention, etc.)
– If YES-Dig deeper reading
Group 1
Group 1:
Accurate and
Fluent
Group 2:
Accurate but
Slow Rate
Group 3:
Inaccurate and
Slow Rate
Group 4:
Inaccurate but
High Rate
Remember to use given criteria
or determine criteria for the
tools/processes
• Further investigate
comprehension
• ITBS/ITED Reading
Comprehension item
analysis and look at
Vocabulary
• Observations of instruction
within daily program
• Maze (with retell rubric)
and cloze passages
• Oral Retell assessment
• File review on fluency and
comprehension
• And many more…
ACTIVITY
• Return to your list of assessments.
• Place a “D” by those assessments that are
“Diagnostic” in the area of comprehension.
• Reminder:Diagnostic Assessment Questions
– “Why is the student not performing at
the expected level?”
– “What is/are the student’s instructional
need(s)?”
Comprehension
What Students Need to Learn:
• How to read both narrative and expository
texts
• How to understand and remember what
they read
• How to relate their knowledge or
experiences to text
• How to use comprehension strategies to
improve their comprehension
Adapted from Vaughn Gross Center for Reading and Language Arts, 2005
Comprehension
How We Teach It:
• Explain, model, and teach comprehension
strategies
• Provide comprehension instruction before,
during, and after reading narrative and
expository texts
• Promote thinking and extended discourse
by asking questions and encouraging
student questions and discussions
• Monitor students’ progress to inform
instruction
• Teach GENERALIZATION in content
areas
Adapted from Vaughn Gross Center for Reading and Language Arts, 2005
“A Focus on Comprehension”-Handout
• Overview of research-based practices in
comprehension published by Pacific Regional
Educational Laboratory (PREL) and funded
by U.S. Department of Education
• Examines:
– Factors that affect reading comprehension
– What reading comprehension must contain and
what it must do to help students become proficient
comprehenders.
“A Focus on Comprehension”
• In a review of more than 200 comprehension
strategy studies, the NRP concluded seven
appeared to have a firm scientific basis “for
concluding that they improve comprehension in
normal readers. Among these strategies are:
–
–
–
–
–
–
Comprehension Monitoring
Using Graphic and Semantic Organizers
Using the Structure of Stories
Answering Questions
Generating Questions
Summarizing
Listening and
Reading Comprehension
Listening
comprehension
sets an upper
limit on reading
comprehension.
When listening
comprehension
improves, reading
comprehension can
improve.
Listening Comprehension =
Language Ability + Background Knowledge
Prior (Background) Knowledge
Prior knowledge consists of:
• The reader’s general knowledge about
people, events, ideas, and experiences.
• The reader’s personal beliefs, biases, and
cultural understandings and differences.
• The reader’s knowledge of text structures
(i.e., how texts are organized).
Levels of Comprehension
• Word
• Phrases
• Sentences and relationship among
sentences
• Paragraph
• Strategic reading
• Connection to self and world
Making Inferences
• Problems can occur when making inferences:
• Insufficient prior knowledge
– inadequate inferences made
– comprehension compromised
• Erroneous inferences
– comprehension compromised
– inaccurate information becomes part of a student’s
schema, further impacting comprehension in the future
What Is a Schema?
• A reader’s knowledge of a given topic is organized
and stored as a knowledge structure, referred to as
a schema.
• Existing schemata continue to be enhanced and
new ones continue to be developed over time
through life experiences and reading.
• Collectively, these schemata make up the reader’s
prior knowledge.
The Treehopper Passage
Most insects lay their eggs and leave them.
Treehoppers, however, are better mothers.
After laying eggs, the mother treehopper
guards them. Lizards, birds, and
grasshoppers are likely to go hungry around
a treehopper nest, where the mother will
stand on her hind legs and spread her wings
to look as scary as possible.
Words
“Treehoppers, however, are better mothers.”
Treehoppers
are insects
Treehoppers
are not like
most insects
Are better mothers
than other insects
who leave their
eggs
Underlying Ideas
Why might a student have difficulty
with inferencing?
• May lack sufficient world knowledge
• May fail to store or retrieve the relevant
experience
• May have processing limitations
• May fail to see relevant context clues
• May be unable to hold onto the context as
he/she interprets complex language
Main Idea
The concept of main idea is the foundation of
comprehension strategies. Development of
main idea skills plays a powerful role in how
well a student can outline, summarize, take
notes, frame questions about a text. All of these
emphasize establishing what is most important
to understand or remember from all the
information provided by the author.
Finding Main Idea
•
•
•
•
Who or what is talked about the most
Read the list of details from the passage
Classify the details
Use the information to fill in the main idea
boxes
• Tell a main idea sentence
Main idea format
First, who or what is talked
about the most.
Second, classify what is being
said about the person or thing.
Classify the items on the list:
• Got in the car
• Drove to a state park
• Found a place to put up the tent
• Built a campfire
• Did some fishing
• Went hiking on a nature trail
Prompt: These are things you do when you are
….
Main idea
A good main idea statement:
• Tells who or what is talked about the most
• Classifies the details in the passage
Hint: A detail from a passage is never the
main idea statement.
Comprehension
Class-wide Instructional Routine
Framework for Comprehension Instruction
• Before (Preparation)
• During (Understanding)
• After (Retention or Integration)
Traditional Comprehension Instruction
Traditional Format
Comprehension Instruction
Text Anticipation
Research Suggests a New Format
Text Maintenance
Fix-Up Strategies
Planning to Teach Comprehension
of a Text
• 6 Step Format: (LETRS-Module 6)
– 1) Summarize the understanding you want
children to take away from this reading. (Theme or
topics)
– 2) Text problems to be addressed. (Are there
inferences to be made? Figurative language to be
interpreted?)
– 3) Key vocabulary and concepts to be taught
before reading. (What words must be known to
comprehend the text.)
Planning to Teach Comprehension of
a Text
• 6 Step Format: (LETRS-Module 6)
– 4) Before reading preparation for students. (How
will you activate prior knowledge? Build
prerequisite knowledge?)
– 5) During guided oral reading. (Where will you stop
and ask queries? What will those queries be? What
thought processes might you “think aloud?”)
– 6) After reading (What are your follow up tasks?:
writing responses, completing graphic organizers
and outlines, retell and summarization
opportunities, and applying what has been learned
to new reading.)
Before Reading Strategies
•
•
•
•
•
•
Discuss Key Vocabulary
K-W-L
Preview, Browse with a purpose
Supply Background.(Use Media as one tool!)
Give personal connection to theme
Use organizer chart
During Reading Strategies(1)
• Ask questions at critical places in text.
– Examples: What was the reason for that?, What
is all that about?, Were you surprised here?
Why?
• Model the thoughts and questions of an
inquiring reader by thinking aloud
During Reading Strategies(2)
• Teach children to:
– 1) Ask for clarification, 2) Summarize, 3)
Anticipate, 4) Ask questions of the author as
they read.
• Visualize or construct a mental image of
setting, events, and concepts.
After Reading Strategies(1)
• Complete an appropriate graphic organizer
as you discuss with class
• Write a summary of what you learned
• Retell a narrative or sequence of events,
with visual prompts available
After Reading Strategies(2)
• Dramatize or illustrate the selection
• Respond to key questions in writing, then
discuss with others
• Extend to other projects and
products
Links to Reading PALS
• PALS: Peer Assisted Learning Strategies• K, 1st, 2-6, High School Pals available
– 2-6 Pals-45 minutes- Min. 3 X Week
– Practices fluency, accuracy, and comprehension
• Intervention idea: Pull-out Specific
Components of PALS
– Provide Explicit Instruction of Comprehension
Strategies: Paragraph Shrinking and Prediction
Relay
Paragraph Shrinking
(Explicit description of the strategy,
when and how it should be used.)
Sample introduction to Paragraph Shrinking
“ Today I am going to demonstrate the strategy
Paragraph Shrinking. When you paragraph
shrink you think about the most important
idea in the paragraph you have just finished
reading. The most important idea is usually
called the main idea.”
What is the strategy?
Paragraph shrinking helps you figure out the
most important idea in what you just read.
First, you think about the “who” or “what” the
paragraph was mostly about and then you
figure out the most important ideas about the
who or what and say this in ten words or
less.
When do you use Paragraph
Shrinking?
You use paragraph shrinking after reading
each paragraph or section of text.
Why is it important to use the
strategy?
Paragraph shrinking is important because it
helps you check whether you understand
what you just finished reading. It also helps
you remember what you just read.
How do you do it?
There are three steps to Paragraph Shrinking.
• First, name the who or what that the
paragraph is mostly about.
• Second, tell the most important thing about
the who or what.
• Third, tell or write a sentence of ten words
or less, leaving out details.
Paragraph Shrinking - Teacher
Modeling
Read a paragraph out loud to the students and
model Paragraph Shrinking for them. Be sure
to think out loud and tell how you do each
step.
Time to model!
Model
“I am going to show you how to paragraph
shrink for the paragraph I just read. First, I
figure out if the paragraph is about a “who”
(a person) or a “what” (a place or thing). Then
I will name the who or what the paragraph
was mostly about. We will call this the
topic.”
Tell the students the who or what the
paragraph you just read was mostly
about. Explain how you determined that
answer and
write the answer down (optional).
Model
your
thinking!
Example for Seabirds
“This paragraph was about a what. That what
was seabirds. I figured it out by reading the
beginning sentence. It was a topic sentence
telling what a seabird was. The rest of the
sentences gave information about seabirds.”
“Second I will tell the most important
information about the who or what. I learned
that seabirds live, get food, rest and nest at
the sea.”
“Third, I will say the main idea sentence in 10
words or less leaving out the details. There are
three important things I need to remember
about the main idea:
1)The main idea must be a
complete sentence.
2) The main who or what
only counts as one word.
3) A good main idea
sentence contains information that will help
you remember the important details in a
paragraph.
“Seabirds get everything they need from the
sea.”
Continue the modeling process ...
• Continue to read the next paragraph out
loud and model the Paragraph Shrinking
strategy.
Remember to
model your
thinking out
loud!
Paragraph Shrinking - Independent
Phase
•
•
•
Read a paragraph (section of the text) aloud
or have the students do this.
Ask the students to work in pairs.
Give the students a certain amount of time
to Paragraph Shrink the paragraph just
read.
Continue..
Paragraph Shrinking - Independent
Phase
• Help students if they are having trouble.
• After the time is up, either have the students
share out or continue on to the next
paragraph.
• Continue with this cycle until the passage is
done.
• Have students share out their main idea
sentences and explain how they got them.
Helpful Tips
• Do not assume students know how to identify
paragraphs. You may have to teach them to
identify the beginning and end of a
paragraph.
• Some students may need help to figure out if
the paragraph is about a who or what.
Teaching them that if it is a fiction text or
story, it usually is a who and if it is
informational text, it is usually a what.
Helpful Tips
• The texts the students are reading need to be
at their independent level or instructional level
(with teacher support).
• Make sure you provide enough modeling and
guided practice before you expect students to
use strategy on their own.
Moving to Prediction Relay…
• Sample introduction to Prediction Relay:
“Today I am going to demonstrate the
strategy Prediction Relay. When you use
this strategy you will make a prediction
about what will happen next in the story.
You will stop and see whether your
prediction came true and then make a new
prediction about the next part of your
reading”.
What is the strategy?
• Prediction relay helps you think about what
has already been learned in the story. It
encourages us to think ahead about what
will be learned, which improves our
concentration and memory of the story.
When we make a prediction about a story,
we’re making a guess about what we will
learn next. Predictions are based on what
you already know.
When do you use Prediction Relay?
• You use prediction relay before reading a
section of text, usually a half page.
• After checking whether or not your
prediction came true, you predict about the
next half page, and so forth.
How do you do it?
1. Make a starting prediction about what will
happen in the story. (Use the title, pictures,
or what has previously been read)
2. Read a part of the text (usually half a page
at a time.)
3. Stop and ask, “Did the prediction come
true?” Say “yes,” “no,” or “don’t know yet.”
4. Make a main idea statement.
–
–
The most important who or what and the most
important thing about the who or what/
The main idea is stated in 10 words or less.
Teacher Modeling
• Read from text out loud to students and
model Prediction Relay for them.
Be sure to think out
loud and tell how
you do each step.
Continue the modeling process...
• Continue to make predictions about the next
part of the story out loud and model the
prediction strategy.
Be sure to think out
loud and tell how
you do each step.
Prediction Relay - Helpful Tips
• You may need to directly teach how to make
good predictions. (good predictions must
make sense).
• Texts that students are reading should be at
their independent level or instructional level
with teacher support.
• Providing modeling and guided practice is
essential before you can expect students to
use the strategy on their own.
Vocabulary
What Students Need to Learn:
• The meanings for most of the words in a text so
they can understand what they read
• How to apply a variety of strategies to learn
word meanings
• How to accurately use words in oral and written
language
Adapted from Vaughn Gross Center for Reading and Language Arts, 2005
Vocabulary
How We Teach It:
• Provide instruction in the meanings of words
and in word-learning strategies
• Actively involve students in making
connections between concepts and new
vocabulary in both oral and written language
• Provide many opportunities for students to
read in and out of school
• Promote wide reading (reading a lot and
reading a variety of different types of texts)
Adapted from Vaughn Gross Center for Reading and Language Arts, 2005
What Does It Mean to
Know a Word?
•
•
•
•
•
•
•
Words have:
phonological form (sounds, syllables)
morphological form (meaningful parts)
spelling patterns (orthographic form)
meanings and meaning networks
syntactic roles
linguistic history (etymological features)
Listening and Reading…
• Before the middle grades, children can read
many fewer words than they comprehend
through listening.
• After the middle grades, vocabulary
knowledge expands as a function of reading
itself; more words are learned from reading
than from listening to spoken language.
How Many Words
Do Children Need to Know?
Grade 1
Grade 2
Grade 3
Grade 4+
800+
per year
800+
per year
2,000/
3,000
per year
2,000/
3,000
per year
2
new words
per day
2
new words
per day
6–8
new words
per day
6–8
new words
per day
… and this is based on 365 days of the year! Double these rates if
your students are learning vocabulary only when in school.
How Many Words
Do Children Know?
• Children need to learn 2,000 to 3,000 new words
each year from 3rd grade onward, about
6–8 per day.
• In 1st and 2nd grade, children need to learn
800+ words per year, about 2 per day.
• Children who are behind by 1st grade have a hard
time making up the gap.
• Biemiller; Nagy & Anderson
Methods that have been studied to teach
younger children vocabulary so far ….
All do same basic things Read and reread and explain a number
of things about words
Assess students before and after
What happens if you just read?
• Only learn about half as many words without
explanation
• These are probably words the kids have
some level of meaning for
Power of Repeated Readings
• Children hear a lot more words via repeated
readings - if same story is read more times
rather than different stories
• Number of words children learned was
related to the number of words explained. In
other words the more words taught = the
more words learned
So where are we …
• Finding low end kids are capable of
accelerating their vocabularies
• Continuing to refine the method
• Methodology is good enough to use right
now
Which words to target?
• Three tiers of words
– Tier 1 - The most basic words; they rarely
require instruction in their meaning
– Tier 2 - Words of high frequency for mature
language users found across a variety of
domains. Direct instruction here can be most
productive
– Tier 3 words - Low frequency words that are
limited to specific domains. Probably best
learned (and taught) when a specific need arises
Criteria for picking Tier 2 words
• How useful is the word? Is it a word they will
encounter in other texts or in describing their
own experiences?
• How does the word relate to other words, to
ideas that students know or have been
learning? Does it relate to a topic of study in the
classroom?
• What does the word bring to a text or situation?
What role does the word play in the role of
communicating the meaning of the context in
which it is used?
Making decisions about the
which words you will teach:
Using a literature book:
List all the words that are likely to be
unfamiliar to students
Analyze the word list - which words are Tier
2 words? Which ones are critical to
comprehension of story?
Teaching Vocabulary to Children in
the Primary Grades
• Contextualizing the word based on its role in
the story
• Developing an explanation - student-friendly
definition
• Use of the word beyond the story context
Developing student-friendly
explanations
• Characterize the word and how it is typically
used
• Explain the meaning in everyday language
Vocabulary
Class-wide Instructional Routines
•
•
•
•
•
•
•
•
Provide sufficient amount of time daily
Repeated read alouds (both fiction and nonfiction)
Student-friendly explanations
Teaching meaning of words in context
Move word away from context of text
Multiple opportunities to hear and say the word
(4-12 opportunities)
Select words that are 1-2 years above word
recognition level (listening and speaking vocabulary)
• Word consciousness
How well do they
know the word?
• New word - student-friendly explanations
using everyday language
• Words they know well - dictionary and
context clues
• Words they have some knowledge of - word
associations, synonyms, antonyms,
semantic feature analysis
Vocabulary
Strategies for supplemental
and intensive instruction
• Repeated readings of stories
• Extensive opportunities to say and use new
vocabulary words
• Asking “wh” questions targeting vocabulary words
• Connect unknown to known with student friendly
explanations in context of the story
• Exposure to 35-40 new words per week
• Select words that are known by most average and
advanced students
Research: Facts for Focus
•Vocabulary knowledge is one of the
single most important factors contributing
to comprehension.
•95% of the words in a text must be
known in order for the text to be
understood.
• Instructional
Recommendations for
Comprehension Review
Group 1
Group 1:
Fluent and
Accurate
Group 2:
Accurate but
Slow Rate
Group 3:
Inaccurate and
Slow Rate
Group 4:
Inaccurate but
High Rate
References
CBE materials
Vaughn, 2001
Howell & Nolet, 2000
Billmeyer, 1998
• Active and Reflective
Reading
• Before, During, and After
Strategies
• Reciprocal Teaching
• Story Maps and Semantic
Webbing
• Pre-reading Questioning
• Critical Reading
• Monitoring for Meaning
• Collaborative Strategic
Reading
Material/Strategy “Gap Analysis”
Activity
• See “Gap Analysis” Sheet…
Group
Needs
Ideal
Current
Identified
Resources Available Gap
Resources
Matching Instructional
Materials/Strategies: ACTIVITY
• Large envelope at each table
– Take out the 4-box board and small
envelope
• Work as a group– Hand each member a “strip” from
the small envelope until it is empty.
– Take turns placing each strip onto
the 4-box board matching the
material/strategy to the appropriate
instructional group
Group 1:
Accurate and
Fluent
Group 2:
Accurate but
Slow Rate
Group 3:
Inaccurate
and Slow Rate
Group 4:
Inaccurate
but High
Rate
Putting It All Together:CHECK
• Curriculum is “What we teach.”
• Instruction is “How we teach.”
• Assessment “Guides the
Group 1:
Accurate
and Fluent
Group 3:
process.” Inaccurate
and Slow
Rate
» Screening
» Diagnostic
» Progress Monitoring
Group 2:
Accurate
but Slow
Rate
Group 4:
Inaccurate
but High
Rate
Three Functions of Assessments
Needed to Guide Instruction
•
•
•
1: Screening Assessments-Target a group of students
2: Diagnostic Assessments- Pinpoint instructional
needs
3: Progress Monitoring- Shows
whether the student is being
effected by the instruction.
OVERVIEW of Progress Monitoring
• Look for the Progress Monitoring Training– Ask your “AEA” team for assistance
– Ask your special education teachers for
assistance
• This overview does not replace the need for
training
What is
Progress Monitoring?
• A systematic procedure for the frequent and
repeated collection and analysis of student
performance data.
• May be used to monitor any academic or
nonacademic behavior.
The Purpose of
Progress Monitoring
• Examine student performance across
time
• Evaluate the effectiveness of
interventions on performance
Rationale for
Monitoring Progress
Increased emphasis on student outcomes
Increased performance when monitored regularly
Improved decisions based on performance
pattern
Characteristics of Progress
Monitoring Tools
1.
2.
3.
4.
5.
6.
7.
8.
9.
Brief
Repeatable
Multiple parallel forms
Easy to administer and score
Related to important long term outcomes
Production Type responses
Technically adequate- reliable, valid, and fair
Sensitive-reflects small increments of growth
Standardized-done the same way each time
(Not equal to nationally normed or published)
Progress Monitoring Assessments
Phonics
Initial Sound Fluency
Phoneme Segmentation
Fluency
Nonsense Word Fluency
Fluency
Oral Reading Fluency
Vocabulary
Word Use Fluency
Comprehension
Retell, Maze, Cloze
Phonemic Awareness
Pre-Post Test Problems
Insufficient data gives unreliable
results.
Significant time lag between pre- and
post-test.
Performance patterns cannot be
analyzed.
What do you Need to Know to
Develop a Monitoring Plan?
1.
2.
3.
4.
What are you going to measure?
What is the unit of measurement?
Who will collect the data and how often?
Under what conditions will the data be
collected?
5. How will the data be summarized?
6. How will you use the data to make
decisions?
Use a Standard Graph Format
• Fuchs and Fuchs (1986) found substantive
and significant effects for student progress
when teachers used graphically displayed
data compared to students of teachers who
did not graph.
Skiba, Deno, Marston, and Casey
(1989)
Why Put Data on a Chart?
• Charts visually display:
– Beginning performance data
– Projected performance data
– Actual performance data
– GREAT FOR
COMMUNICATION!
?
Why Put Data on a Chart?
• Creates a learning picture
• Allows for decision making
• Helps predict learning
• Provides documentation
• Makes data easier to interpret
Chart Set Up
Goal: In 11 weeks, Sam will read 35wpmc on 1st
grade level material.
Date
Chart baseline data and draw a line
Date
Oral Reading Fluency
Goal:35wpm
Baseline=5wpm
11 weeks
Date
SAMPLE OF CHANGE MADE
Use a vertical line to indicate changes
15 minutes repeated reading
Date
Check On
Learning Targets
• Review the 5 Essential Components of Reading
• Review the 3 types of assessments
• Gain skills in matching appropriate instructional
strategies to assessment data
• Learn to implement a variety of specific instructional
strategies for building alphabetic principle, fluency,
and comprehension skills
Any questions?…
Keys to Success
• Match instructional
strategies/materials
to student needs
• Use on-going data
to drive instruction
• Flexible groupingsstudents move in
and out of groups
Final Thoughts!
• If you want to see it, teach it!
• If you teach it, assess it!
• If you assess it, analyze it, use it to guide
instruction!
• Assess again to see if instruction was effective!
Wendy Robinson
Good Luck with your
Struggling Readers!