Timber PD Blueprint - Reading Prosody
Outcome 1: Timber participants will demonstrate the required knowledge, skills and supporting dispositions
to effectively coach students to read narrative text with greater prosody or smoothness (i.e., pausing at
commas, stopping at periods, changing inflections for exclamation points, question marks, narration etc.).
Objective
(What participants will know, be able
to do, or be disposed to)
Objective Components
(Elements of the objective)
1. Given paper and pencil, 10 minutes,
and the prompt, “Define reading
prosody, and describe how it relates
to a student’s reading fluency, and
describe how reading fluency relates
to a student’s reading
comprehension” participants will
write a response earning 90% of
points on the question scoring
rubric.
1.1 Participants demonstrate
knowledge of reading fluency.
1.2 Participants demonstrate
knowledge of reading prosody
elements.
1.3 Participants demonstrate
knowledge of the relationship
between reading fluency and
prosody, and reading
comprehension.
In Session (IS) and Out of Session (OS)
Instructional Activities
(How instructors support participants’
achievement of the objective)
1.1 Using brief recorded lecture and PP
slides, reading fluency will be defined (OS).
1.2 Using brief recorded lecture, and PP
slides, reading prosody will be defined (OS).
1.3 Using brief recorded lecture, and PP
slides, the distinctions between reading
fluency and prosody will be described, and
the relationships between them will be
discussed (OS).
1.3 Using brief recorded lecture, and PP
slides, the relationship between reading
fluency, prosody and comprehension will
be discussed (OS).
1.3 Using Canvas threaded discussion;
participants will respond in writing to
“Describe the reading comprehension
difficulties of one of your students, and also
the reading fluency, and prosody difficulties
they display. Next, describe specific
improvements you could see to reading
fluency and comprehension with a reading
prosody practice in place. Finally, comment
on at least two other participants’
comments (OS).
Professional
Development/Instructional Cycle
Review – Quick review or
demonstration of knowledge/skill of
previously learned material.
Objective – Description of the
knowledge/skill to be learned, and the
conditions under which competency
will be demonstrated.
Linking Statement – Description of how
new knowledge or skill relates to
previously learned knowledge or skills.
Relevance Statement – Description of
why the new skill is important, useful,
and where it will be applied.
Demonstration- Instructor physically
models the new skill, or thinks out
loud, modeling covert thinking and
application of knowledge.
Guided Practice – Instructor provides
scaffolded support to participants in
physically demonstrating the new skill,
or thinks out loud, modeling covert
thinking and application of knowledge.
2. Given a 5 minute video of a reading
prosody coaching session, an
observation tool, and the prompt
“Evaluate the strengths and weaknesses
of the following reading prosody
coaching session,” participants will score
the video with 90% agreement with the
anchor observation.
2.1 Participants will demonstrate
understanding of the functions of
prosody markers (e.g., semicolon,
commas, periods, question marks,
quotation marks…).
2.2 Participants will be able to
model appropriate behavior for
each marker (e.g., brief pause at
comma, longer pause at period).
2.3 Participants will be able to
demonstrate data collection
processes for prosody markers
(i.e., corrects = dot and errors = /
over) over prosody markers.
2.4 Participants will be able to
compute percent of prosody
markers correctly addressed.
2.5 Participants will be able to
analyze prosody error patterns.
2.6 Participants will be able to use
appropriate correction procedures
(i.e. model, lead, test, re-test).
2.7 Participants will be able to use
appropriate confirmation
procedures (e.g., soft pencil tap,
specific feedback…).
1.3 Select responses from the threaded
discussion will be placed on PP slides, and
used to facilitate brief discussion in a faceto-face session (IS).
1.3 Participants’ knowledge assessed
against objective 1 (IS).
2.1 Using a PP slide, brief lecture will be
provided reviewing all common prosody
markers, along with brief descriptions of
the common function of each. Questions
will be invited to clarify points of confusion,
and confirm correct knowledge (IS).
2.2 Using a visually projected narrative
passage (including all common prosody
markers), the instructor will model how a
reader accurately responds to each marker
when reading orally. Comment and
discussion will be invited to address
questions and points of confusion (IS).
2.2 Using the visually projected narrative,
the instructor will read but commit errors
on use of each marker, and will stop and
describe why the treatment of the marker
was in error (IS).
2.2 Participants will be paired in groups of
two, with one person being the reader, and
the other person, a listener. The reader will
attempt to treat all markers correctly, and
the listener will quietly clap for each
correct response. For each error, they will
clap twice in close succession. At the end,
the listener provides feedback (IS).
2.3 Using the same passage, the instructor
will have a student read the paragraph 75%
correctly, with 25% errors. While the
student reads from a personal copy, the
instructor will mark errors electronically on
a screen. Error markers will be underlined
(IS).
Independent Practice – Participant’s
independently demonstrate the new
knowledge or skill, and without
scaffolded support. The focus is to
assess for independent use of the
knowledge or skill.
2.4 At the close of the read, the instructor
will model how to compute the percent of
markers treated correctly, and how to chart
data. Correct markers / Total markers = %
correct (IS).
2.5 The instructor will use a table of
common markers, and for each correct,
they will mark a + in the column, and an
error when needed. Participants will be
shown how to analyze common student
errors, in preparation for focused
treatment. Participants will be provided a
separate narrative to analyze for error
patterns (IS).
2.6 Using a participant as a student reader,
and with instructions to make errors, the
instructor will model for participants how
to correct student prosody errors with a
model, lead, test, delayed test process (IS).
2.7 Using a participant as a student reader,
and with instructions to read accurately,
the instructor will model for participants
how to affirm correct responses using a
pencil eraser tap for each correct (IS).
3. Given a narrative reading passage, and
another participant role playing a
student, and the prompt “Start a
reading prosody session,” participants
will execute critical prosody coaching
behaviors with 90% accuracy, as per a
rubric.
Etc.
Etc.
Etc.