Sharon Walpole, University of Delaware Michael C. McKenna, University of Virginia GUIDING DIFFERENTIATED INSTRUCTION: WORD RECOGNITION AND FLUENCY MOMENTUM |MŌˈMENTƏM; MƏ1 Physics, the quantity of motion of a moving body, measured as a product of its mass and velocity. 2 the impetus gained by a moving object : the vehicle gained momentum as the road dipped. 3. the impetus and driving force gained by the development of a process or course of events: the investigation gathered momentum in the spring. [ORIGIN late 17th cent.: from Latin, from movimentum, from movere ‘to move.’] Voyager required a great amount of energy to launch, but it will now continue forever, propelled by its own momentum! LAST MONTH’S FOCUS Professional Development for some portion of instruction Time to plan and practice Targeted observation of just that portion CONDUCTING A READ-ALOUD Team reads the overview Coach uses the checklist Theory Feedback Demonstration Practice Teachers use the coach’s plan Coach shows a sample plan PLANNING A READ-ALOUD Coach shows the planning template Coach uses the checklist Theory Feedback Demonstration Practice Teachers use their own plans Teachers work together to plan Did you try it? •How did teachers respond? •Did it increase the frequency and quality of implementation? We talked about providing feedback •We suggested that you make specific observation checklists. •You watched Sharon coach her student. A hardness scale for coaching A hardness scale for coaching A hardness scale for coaching A hardness scale for coaching A hardness scale for coaching You had lots of questions about the small-group instruction and about word recognition in general. Today we’ll try to deepen your understanding. GOALS FOR TODAY Use developmental theories to predict potential instructional needs Review a set of instructional strategies that are appropriate for this group Introduce a set of lesson-plan scaffolds to deepen your understanding of the needs of this group YOUR WORK TOMORROW Read to review today’s concepts Plan a full support cycle for a group of your teachers Theory Feedback Demonstration Practice YOUR WORK BACK IN SCHOOL Implement a full support cycle for a group of your teachers Theory Feedback Demonstration Practice LET’S REVIEW THE VIDEO Remember Katie, our stunt teacher? She has borrowed some kindergarten students on the very last day of school . . . THIS INSTRUCTION HAS FIVE PARTS Using Words in Using Decodable Text Isolation Sound and blend individual phonemes Whisper Read or vowel patterns Fully analyze unknown highPartner Read frequency words Choral Read WHO NEEDS THIS INSTRUCTION? Indicator Status Letter Names Proficient Individual Letter Sounds Proficient Oral Blending Adequate Single Word Reading Struggling ORF Struggling ASSESSMENT STRATEGY If oral reading fluency is weak And nonsense word fluency is weak Use an informal diagnostic assessment – a phonics inventory If ORF is green … this is the wrong group If ORF is red or yellow, check NWF. If NWF is green … this is the wrong group. If NWF is red or yellow, give phonics inventory. A Stairway to Proficiency Vocabulary & Comprehension Fluency and Comprehension Word Recognition and Fluency PA and Word Recognition Vocabulary and Comprehension Students Teacher Reading Reading Fluency and Comprehension First Grade Second Grade Third Grade Reader Reader Reader Blends and Digrap hs Word Recognition and Fluency R-Controll ed VowelVowel Teams Vowels Consonant-E Phonemi c Awareness and Word Recognition Basic Using Using Alphabet Knowledge Letter Sounds Letter Patterns WHAT ARE THEIR LIKELY ROADBLOCKS? Blends and Digraphs R-Controlled Vowels VowelConsonante Vowel Teams These children can decode words like cat but not chat or clap These children can decode words like ran but not farm, firm, or form These children can decode words like clan but not cane These children can decode words like cane, but not rain or coin Once you have identified a focus for your phonics instruction, the trick is choosing enough words for a sequence of lessons. We will show you how we’ve planned for each group. HOW DO YOU CHOOSE WORDS? Blends and Digraphs Single Consonants Short Vowels Consonant Blends Consonant Digraphs HERE’S A WORD LIST FOR BLENDS blab clog flap glad blob club flat glum clam clip flop glob clap flag flip plan THREE-WEEK SCOPE AND SEQUENCE Week 1 Week 2 Week 3 Initial blends (slap, crop, black) Initial and final blends (stand, cramp, blink) Blends and digraphs (shift, fresh, stash) HOW DO YOU CHOOSE WORDS? R-Controlled Vowels Single Consonants Consonant Blends Consonant Digraphs R-Controlled HERE’S A WORD LIST FOR R-CONTROLLED arch arm art card pork born form corn cord bird fir dirt firm first girl sir THREE-WEEK SCOPE AND SEQUENCE Week 1 ar/or/ir (start, fork, stir) Week 2 ar/or/ur/er (shark, porch, turn, herd) Week 3 ar/or/ur/er/ir (far, for, fur, perch, birch) HOW DO YOU CHOOSE WORDS? Vowel-Consonant-E Single Consonants Short Vowels Consonant Blends Consonant Digraphs Vowel-Consonant-E HERE’S A WORD LIST FOR VCE mad cane dime ape rag line bake dive flat chat lift brim THREE-WEEK SCOPE AND SEQUENCE Week 1 Short a, aCe Short i, iCe (shack, made; pink, hide) Week 2 Short o, oCe, Short u, uCe (stop, choke; crush, cube) Week 3 All short vowels and all VCe patterns HOW DO YOU CHOOSE WORDS? Vowel Teams Single Consonants Consonant Blends Consonant Digraphs Vowel Teams HERE’S A WORD LIST FOR VOWEL TEAMS bait neigh reign stain bay claim play ray weigh way maid pain SIX-WEEK SCOPE AND SEQUENCE Week 1 Week 2 Week 3 A teams (ai, ay, ei) (pail, stay, weigh) O teams (oa, ow, oe, oCC) (coach, grow, toe, gold) i teams (ie, igh, iCC) (pie, night, find) SIX-WEEK SCOPE AND SEQUENCE Week 4 E teams (ee, ea, ei) (street, meat, piece) Week 5 U teams (ue, ui, ew) (glue, juice, threw) Week 6 Diphthongs (ou, ow, oi, oy) (shout, prowl, spoil, joy) CHOOSING HIGH-FREQUENCY WORDS After children are grouped because of their needs in decoding, use an inventory to identify HF words each child needs to learn List the words unknown by any child and plug them into your lesson plan; for all children, that will mean some words are known and some are new Don’t worry about trying to find a decodable text that matches the HF words; they are called HF because they are! CHOOSING DECODABLE TEXTS Remember that our target is generalized decoding skills; you needn’t match the texts directly to the words that have been taught Choose decodables that reinforce this principle: when you see a word you don’t know, you can usually sound and blend it Almost all texts have words that the students don’t know and can’t decode; you can simply teach them just before the reading starts If you don’t have enough decodables, recycle them in later lessons rather than using them several days in a row – we don’t want the children to memorize them NOW LET’S REVIEW THE INSTRUCTION Clear focus Simple, repetitive language Extensive teacher modeling Every pupil response WHICH BOOKS ARE INFLUENCING US? Remember that these are already in your professional library! TEACHER MODELING Sounding and Blending When you come to a word that you don’t know, you can sound and blend. The way that you do that is you look at each letter, make each sound, and then say them fast to make a word. I’ll show you how to sound and blend today’s words, and then you try. COMPARE-AND-CONTRAST PHONICS Vowel-Consonant-E We are going to work with vowel sounds. First, listen for those sounds. I will say a word, and I want you to point to a picture of a word with the same sound. When you see a final e, the vowel says its name. I am going to say a word. Find it on your list, and when I say go, spell it out loud. ANALOGY-BASED PHONICS Decoding by Analogy We are going to work with other long vowel patterns. The way we’ll do it is, we’ll learn a set of clue words, and we’ll use those words to read other words. Your clue words today are rain, May, and eight. They all use patterns to spell the long A. In the word rain, the letters AI represent the long A. In the word May, the letters AY represent the long A. In the word eight, the letters EIGH represent the long A. We are learning three different ways that the long A is spelled. I am going to show you a new word. I want you to point to our clue word with the same pattern and then say “I know_______. This must be ______.” FULLY ANALYZING WORDS High Frequency Words I am going to teach you some words that you see all the time. The first word is said. What word? Watch me count the sounds in said. S-e-d. There are three sounds. Now watch me write the letters: s-a-i-d. There are four letters. Let me show you how this word works. The first sound we hear is /s/, and it is spelled s. The next sound we hear is /e/, and it is spelled with a and i working together. The last sound we hear is /d/ and it is spelled with d. EVERY PUPIL RESPONSE TECHNIQUES Choral Response Teacher models the sounding and blending process for a word, then says “your turn” and students sound and blend that same word. This allows us to use more difficult words because we are ensuring success from the start. EVERY PUPIL RESPONSE TECHNIQUES Constant Time Delay Children read a word first in their head, and then, with a cue from the teacher, read it aloud chorally. This procedure ensures that all children will attempt to respond on their own, without being influenced by children who might respond more quickly without the cue. DECODABLE-TEXT-READING STRATEGY Whisper Read No support Apply skills Partner Read Some support More success Choral Read High support Total success LET’S TRY ONE LESSON OF EACH TYPE You have all of the materials you need to try each of our four lesson types. Take turns being the teacher. Be sure to practice all of the every pupil response techniques. BUILDING WORD RECOGNITION AND FLUENCY Team reads the overview Coach uses a checklist Theory Feedback Demonstration Practice Teachers use the coach’s plan Coach shows a sample plan BUILDING WORD RECOGNITION AND FLUENCY Coach shows the planning template Coach uses a checklist Theory Feedback Demonstration Practice Teachers use their own plans Teachers work together to plan YOUR WORK TOMORROW Read to review today’s concepts Plan a full support cycle for a group of your teachers Theory Feedback Demonstration Practice YOUR WORK BACK IN SCHOOL Implement a full support cycle for a group of your teachers Decide exactly what you will do to build theory, demonstrate, support teacher practice, and provide feedback. Theory Feedback Demonstration Practice