90 Minute Reading Block
Carol Dissen
cdissen@uoregon.edu
K-3 Statewide Literacy Outreach
November 14-15, 2007
90 Minute
Reading
Block
What to Plan for??
More Turns with
100% Student Engagement
Independent
Practice
Instructional
Intensity
Differentiated
Instruction/
Grouping/
Scheduling
Instructional
Programs &
Materials
Professional
Development
Assessment
Literacy Coaching
Teaching Reading Requires Expertise
• Teaching Reading is Rocket
Science (Moats, 1999).
• Teaching reading is a job for an
expert.
• The majority of teacher
preparation programs
underestimate the depth of
preparation and practice needed.
Teaching Reading Requires Expertise
Quality in Education
“Quality is never an accident; it is always
the result of high intention, sincere
effort, intelligent direction, and skillful
execution; it represents the wise choice
of many alternatives.”
Willa A. Foster
Understanding the Purpose of Different
Programs
Programs are tools that are implemented by teachers to ensure that
children learn enough on time.
Classifying Reading Programs:
What is the purpose of the program?
Core
1. Core
2. Supplemental
3. Intervention
Intervention
Supplemental
Core
Reading Program
Supplemental
Reading Program
Intervention
Reading Program
Meeting the needs for most
Supporting the Core
Meeting the needs for each
(Vaughn et al. 2001)
A School’s Continuum of Programs and Materials
Core: Programs and materials designed to enable 80% or
more of students to attain schoolwide reading goals.
Supplemental: Programs and materials designed to
support the core program by addressing specific skill
areas such as phonemic awareness or reading fluency.
Intervention: Programs and materials designed to provide
intensive support for students performing below grade
level.
– Programs and materials emphasize big ideas
– Programs are implemented with high fidelity
Kameenui & Simmons
A core program is the “base” reading
program designed to provide instruction on
the essential areas of reading for the
majority of students schoolwide. In
general, the core program should enable
80% or more of students to attain
schoolwide reading goals.
Kameenui & Simmons
Focus on Quality
Did I get
through
the lesson?
Did the
students master
the material?
How WELL did I
teach the lesson?
What “teacher
effects” should I
be aware of?
Programs are only as good as the
level of implementation
To optimize program effectiveness:
• Implement the program everyday with fidelity
(i.e., the way it was written)
• Deliver the instruction clearly, consistently, and explicitly
(e.g., model skills and strategies)
• Provide scaffolded support to students
(e.g., give extra support to students who need it)
• Provide opportunities for practice with corrective feedback
(e.g., maximize engagement and individualize feedback)
Kameenui & Simmons
Our Focus
WHAT
Sequencing and
coordination of
components/
curriculum design
HOW
What teachers do to
ensure that students
actually learn the
components as they
move through the
curriculum
Carnine, Silbert, Kame’enui, Tarver
The Marriage
The “Art”
of
Teaching
+
First Class
Instructional
Materials/
Scope and
Sequence
Jill Jackson
=
BOOSTED
STUDENT
ACHIEVEMENT
Let’s start with
ENGAGEMENT so that ALL
students are learning!
Delivery of Instruction
•
•
•
•
•
•
Gain and maintain attention
Elicit responses
Maintain a perky pace
Monitor students’ responses
Provide corrective feedback
Provide passage reading practice
Anita Archer, 2007
Active Participation -- Second
Graders with Anita Archer
Delivery of Instruction:
Gain and maintain attention
• Procedures for Maintaining Attention
–
–
–
–
–
Gain attention
Elicit responses from students
Maintain a perky pace
Maintain close proximity to students
Connect with students
•
•
•
•
Eye contact
Smile
Name
Monitor
– Add delight and humor
– Teach with enthusiasm
Anita Archer, 2007
Delivery of Instruction:
Gain and maintain attention
•
Other ways to increase attention:
1.
2.
3.
4.
5.
6.
7.
Anita Archer, 2007
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Delivery of Instruction:
Active Participation
• Think
– Have students think and record responses
– As students are writing, move around the classroom and record
their ideas and their names on an overhead transparency.
• Pair
– Have students share their ideas with their partners. Have them
record their partner’s best ideas.
– As students are sharing, continue to record ideas on the overhead.
• Share
– Use the transparency for sharing with the class.
Anita Archer, 2007
Delivery of Instruction:
Active Participation
•
Think Pair Share
•
What are ways that students can respond in a lesson?
1.
2.
3.
4.
5.
6.
7.
Anita Archer, 2007
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Delivery of Instruction:
Elicit Responses
(Choral Responses)
• Choral Responses
– Students are looking at the teacher
•
•
•
•
Ask a question.
Put up your hands to indicate silence.
Give thinking time.
Lower your hands as you say, “Everyone.”
– Students are looking at a common stimulus
•
•
•
•
Point to the stimulus.
Ask a question.
Give thinking time.
Tap for a response.
Anita Archer, 2007
Delivery of Instruction:
Elicit Responses
(Choral Responses)
• Choral Responses
– Students are looking at their own book/paper.
• Ask a question.
• Use an auditory signal (“Everyone.”).
• Hints for Choral Responses:
– Give adequate thinking time.
– Have students put up their thumbs OR look at you
to indicate enough thinking time.
– If students don’t respond or blurt, repeat. Anita Archer, 2007
Delivery of Instruction:
Elicit Responses
(Choral Responses)
•
List specific parts of your lessons where you can use
Choral Responses:
1.
2.
3.
4.
5.
6.
Anita Archer, 2007
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Delivery of Instruction:
Elicit Responses
(Partner Responses)
• Partners
– Assign partners
• Pair lower performing students with middle
performing students.
• Give the partners a number.
• Sit partners next to each other.
• Utilize triads when appropriate.
Anita Archer, 2007
Delivery of Instruction:
Elicit Responses
(Partner Responses)
• Other hints for partners
– Teach students how to work together. LOOK, LEAN, AND
WHISPER.
– Teach students how to give and receive encouragement
and compliments.
– Teach students that cooperative practice relates to the
work place not to friendship.
– Change the partnerships occasionally (every three to six
weeks).
– Join two partnerships to form cooperative teams. If you
plan to use cooperative teams often, give students team
numbers 1, 2, 3, and 4. Make 1 and 2 partners and 3 and
4 partners. When requesting responses on partnerships,
refer to evens and odds.
Anita Archer, 2007
Delivery of Instruction:
Elicit Responses
(Partner Responses)
•
Use of partners:
1.
2.
3.
4.
5.
Say answer to partner.
Retell content of lesson using a graphic organizer.
Review content (Tell, Help, Check).
Brainstorm (Think, Pair, Share).
Explain process, strategy, or algorithm using
examples.
6. Read to or with partner.
Anita Archer, 2007
Delivery of Instruction:
Elicit Responses
(Partner Responses)
•
List specific parts of your lessons where you can use
Partner Responses:
1.
2.
3.
4.
5.
6.
Anita Archer, 2007
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Delivery of Instruction:
Elicit Responses
(Individual Responses)
•
Less desirable practices
1. Teacher asks question. Students raise their hands.
Teacher calls on student with raised hand.
–
–
Disadvantages:_________________________
_____________________________________
2. Student is inattentive. Teacher calls on the student
to regain attention.
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–
Anita Archer, 2007
Disadvantages:_________________________
_____________________________________
Delivery of Instruction:
Elicit Responses
(Individual Responses)
• Individual Responses
• Option #1
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–
–
–
Have students share answers with their partner.
Call on a student.
Advantages: ___________________________
______________________________________
• Option #2
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–
–
–
Ask a question.
Raise your hands to indicate silence.
Give thinking time.
Call on a student.
Anita Archer, 2007
Delivery of Instruction:
Elicit Responses
(Individual Responses)
• Procedures for calling on students to
insure that all students are involved.
– Procedure #1: Call on students in different parts
of the room.
– Procedure #2: Write names on cards or sticks.
Draw a name.
– Procedure #3: Give each student a playing card.
• Other uses of playing cards:
– Form “huddle” groups of hearts, clubs, diamonds,
spades.
– Give roles to team members.
Anita Archer, 2007
Delivery of Instruction:
Elicit Responses
(Written Responses)
• Written responses
– Gauge the length of the written response to avoid
“voids”
• Make the response fairly short OR
• Make the response “eternal.”
– To keep students from “sneaking” ahead.
• Expose limited items on the overhead.
• Have students put their pencils down to indicate completion.
– Give immediate feedback.
Anita Archer, 2007
Delivery of Instruction:
Elicit Responses (Other Responses)
• Touch or put pencil on stimulus.
– Increase attention.
– Allows monitoring of attention to stimulus.
• Act out.
• Use hand signals.
– Useful to share categorical responses.
– Model hand signal before using.
• Display answer with response cards.
– Give students possible responses on cards (e.g.,
True/False, Yes/No, etc.)
– Ask a question. Have students display card or point to
response.
Anita Archer, 2007
Delivery of Instruction:
Elicit Responses
•
Which of these methods will you use in
your groups?
1.
2.
3.
4.
5.
6.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Anita Archer, 2007
Delivery of Instruction:
Maintain a Perky Pace
•
•
•
•
Prepare for the lesson.
Use “instructional routines”
When you get a response, move on.
Avoid “verbosity”.
Anita Archer, 2007
Delivery of Instruction:
Monitor Students’ Responses
• Walk/Move/Reach around.
• Look around.
• Talk around.
Anita Archer, 2007
Delivery of Instruction:
Provide Immediate Feedback
• Acknowledge/Praise
• Encourage/Support
• Correct Errors
– Correct errors with the individual or the group
– Correct with a neutral affect.
– Use: I do it. We do it. You do it.
Anita Archer, 2007
Delivery of Instruction:
Passage Reading
• Choral Reading
– Read selection with your students.
– Read at a moderate rate.
– Tell your students, “Keep your voice with mine.”
• Cloze Reading
– Read selection.
– Pause on “meaningful” words.
– Have students read the deleted words.
(Excellent practice for reading initial part of a chapter or
when you need to read something quickly.)
Anita Archer, 2007
Delivery of Instruction:
Passage Reading
• Partner Reading
– Assign each student a partner.
– Reader whisper reads to partner. Students alternate by
sentence, paragraph, or page.
– Coach corrects errors.
• Ask: Can you figure out this word?
• Tell: This word is ______. What word? Go back.
Alternatives to support lowest readers:
• Lowest readers placed on a triad.
• First reader (better reader) reads material. Second
reader reads the SAME material.
• Students read the material together.
Anita Archer, 2007
Management
•
Organize the group to promote
appropriate behavior.
•
Guidelines for group arrangement.
1. Students are facing the teacher during the
instruction.
2. The teacher can easily monitor all areas of the
room.
3. All members of the group are visible.
4. Materials are accessible.
5. Students can easily work with a partner.
Anita Archer, 2007
Management
• Big Ideas:
– Anticipate and remove.
– Avoid the void.
– Communicate clear expectations.
• Rules
• Looks like/Sounds like charts.
• Routines
Anita Archer, 2007
Management
• Establish “routines”:
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–
–
–
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–
–
Anita Archer, 2007
Required materials
Distributing materials
Assigning tasks
Completing tasks
Moving in and out of the group
Beginning of Group: Warm-up activities
End of Group: Closing activities
Management
• Asking questions during the lesson.
– Teach students a routine that emphasizes “public” versus
“private” questions.
• Public questions.
– If the answer to the question would be useful to all
students, the student would raise his/her hand and ask the
question.
• Private questions.
– If the answer would only be useful to the student, the
student would do one of the following:
– Option #1: Turn over red/green card or playing card.
– Option #2: Place hand on “heart”.
– Option #3: Wait until the teacher is near during
monitoring.
Anita Archer, 2007
Management
• Big Idea
– Connect.
– Catch students being good.
– TEACH WITH PASSION.
– MANAGE WITH COMPASSION.
Anita Archer, 2007
For a reading program to be
balanced, it must be
differentiated to meet the
needs of each child.
-Vaughn, 2002
Now, how do I go about
planning my lessons to
meet the needs of all
learners?
Differentiated
Instruction Aligned
With Student Needs
Examples
• Students are grouped based on skill level
(assessment results)
• Specified intervention and supplemental
programs are implemented depending on
student needs and profiles
• Groups are reorganized based on
changes in student skill as assessed by
regular progress monitoring data
How do I
address the
needs of all my
students?
Instruction
Assess
Teach/ Differentiate
Practice
Apply
Evaluate/Assess
Assessment is the Key
• Students must progress, at an
appropriate pace from what they
already know to higher levels of learning
• Teachers can plan better when they
know what standards students have
mastered
Assessment is the Key
• For a variety of reasons, gaps often
appear in what has been learned for
special needs students
• Gaps can be discovered through
_________________
ASSESSMENT
and remediation can occur without
slowing down the entire language arts
program!
Types of Assessments
Think, Pair, Share!
What assessment tools
do you have to inform
your instruction?
Using Data to Develop Instructional
Plans: Phonics Screeners
• Phonics screening tools are used to identify
students’ phonics gaps to better target
instruction.
• Examples:
– CORE Phonics Screener
– Quick Phonics Screener (Read Naturally)
– Houghton Mifflin Phonics Decoding Screener
Task
5A
Task
5B
Task
5C
Task
5D
Task
5E
Short Vowels in CVC Words
sip
cat
let
but
vop
fut
dit
keb
Comments:
Score
hog (real)
laz (pseudo)
/10
Short Vowels, digraphs, and -tch trigraph
when
chop
rich
shut
match (real)
wheck
shom
thax
phitch
chud (pseudo)
Comments:
Score
Consonant blends with short vowels
stop
trap
quit
spell
stig
brab
qued
snop
clip
fast
sank
limp
frep
nast
wunk
kimp
Comments:
Score
Long-Vowel Spellings
tape
key
lute
loe
bine
joad
Comments:
r- and l-Controlled Vowels
bark
horn
chirp
ferm
dall
gorf
Comments:
plan
dran
held
jelt
(real)
(pseudo)
(real)
(pseudo)
/10
/20
Score
paid
vay
feet (real)
soat (pseudo)
/10
Score
term
murd
cold (real)
char (pseudo)
/10
Create an Assessment Plan
• Instructional programs, grouping, and
time are adjusted and intensified
according to learner performance and
needs.
Grouping
• Students with reading difficulties who are taught in small
groups learn more than students who are instructed as
a whole class (National Reading Panel, 2000).
• Alternate grouping formats (e.g. one-one-one, pairs,
small group, whole group) for different instructional
purposes and to meet students’ needs
• Use small, same-ability groups, continually monitor
student progress, and regroup to reflect students
knowledge and skills
• When students experience difficulties, reteach the
knowledge and skills that have the highest impact on
learning to read
Size
• Whole class
– appropriate for instruction in elements of the core
reading program
– can be used in providing supplemental reading
activities
– fewer opportunities for individual response
• Small group (3-8 students) & One on One
–
–
–
–
–
focused instruction
greater opportunities to respond
enables close monitoring of student performance
enables provision of performance feedback
enables remediation of chronic errors
Planning Differentiated Instructional
Focus Groups
Instructional Focus #1:
Students who are classified Benchmark on
program independent screening or progress
monitoring and pass all In-Program
assessments.
Instructional Plan:
Instructional Focus #2:
Students who are classified Benchmark on
program independent screening or progress
monitoring and fail one or more In-Program
assessments.
Instructional Plan:
Instructional Focus #3:
Students who are classified Strategic on
program independent screening or progress
monitoring and pass all sections of a Phonics
Screening Assessment.
Instructional Plan:
Instructional Focus #4:
Students who are classified Strategic on
program independent screening or progress
monitoring and fail one or more sections of a
Phonics Screening Tool.
Instructional Plan:
Instructional Focus #5:
Students who are classified Intensive on
program independent screening or progress
monitoring. Students should be placed in
categories that match the intervention
placements tests.
Instructional Plan:
Differentiated Reading Model
Whole Group Instruction:
•Core Program Opening Routines
•Core Program Strategy/Skill Lessons (Phonemic
Awareness/Phonics/High-Frequency
Words/Comprehension/Vocabulary)
•Core Program Literature
Instructional Small Groups:
Independent/Interactive
Activities:
•Core or Intervention Strategy/Skill
Work
•Practice Pages
•Core or Intervention Read Practice
•Partner Reading
•Fluency Building
•Skill Practice
Dynamic Instructional Groups:
(Flood Staff Resources)
Double Dose
Instructional
Small Groups
•Supplemental Phonemic Awareness/Phonics
•Supplemental Fluency
•Supplemental Comprehension
•Language Support
•ELL Pre-teaching
Planning for Instructional Intensity
• Explicit Instruction
• Systematic Instruction
• Modeling
• Many Opportunities to Respond
• Immediate Error Correction
• Limit Teacher Talk (keep focused and simple)
Jill Jackson, 2007
5 “Mores”
•
•
•
•
•
Jo Robinson, 2007
More explicit/direct instruction
More modeling
More practice with...
More feedback
More time
1. More Explicit and Direct Teaching
• Teacher makes existing directions more
explicit
• Switch student to a more explicit core
program or intervention
2. More Modeling
• Show exactly what you want during first
teaching and when you correct
My Turn
– Blend a word
– Read a line of practice fast
– Read a sentence smoothly
– Read a paragraph or page smoothly
– Say a complete sentence
3. More Practice
• More turns
– Saying letter names/sounds
– Saying sight words fast
– Blending words
– Reading complete sentences smoothly
– Reading complete pages smoothly
– Answering comprehension questions in
complete sentences
– Hearing and using vocabulary words
4. With More Feedback
• My Turn error correction
Error Correction
Sound/letter naming correction
“My Turn. That letter is d. What letter? Go
back.”
“My turn. This sound is /o/. What sound? Go
back.”
Error Correction
Blending correction in story reading
For early first grade or intervention phonics
groups:
• “Sound it out.”
• (Sound out with them.)
• “Go back.”
For sight words and after blending is firm:
• “My turn.”
• “That word is____. What word?”
• “Go back.”
Error Correction
After blending correction in story reading
For mid first grade or intervention phonics
groups past blending:
• “My turn.”
• “That word is____.”
• “What word?”
• “Go back.”
Error Correction
Fluency correction for poor expression
• “My turn.”
• (Same section read by teacher with
correct expression/rate modeled)
• “Go back”
• If they don’t go on: “Go on.”
5. More Time
• Full 90 minute block
• Extra intervention block
Big Ideas of Reading Instruction
1.
2.
3.
4.
5.
Phonemic Awareness: The ability to hear and
manipulate sound in words.
Alphabetic Principle: The ability to associate sounds
with letters and use these sounds to read words.
Accuracy and Fluency with Connected Text: The
effortless, automatic ability to read words in isolation
(orthographic coding) and connected text.
Vocabulary Development: The ability to understand
(receptive) and use (expressive) words to acquire and
convey meaning.
Comprehension: The complex cognitive process
involving the intentional interaction between reader
and text to extract meaning.
Kameenui & Simmons
Effective Instructional Techniques
• Signaling
• Unison oral responding
• Pacing
• Monitoring
• Correcting errors and
teaching to mastery
Phonological Awareness
PA Warm Up
Example Format: Template for Phoneme Blending Instruction
•
•
•
•
•
•
•
•
Prepare chains of 2, 3, 4, and 5 cubes prior to lesson.
Say: You’re going to practice blending individual sounds to make words. I’ll tap a cube
as I say each sound in the word. When I slide my finger above the cubes you’ll say the
whole word.
Say: I’ll model for you how to blend the sounds I say into a word. I’ll model two words.
My turn. Model, using the signaling procedure above, with only teacher responding.
Say: Your turn.Use the above signaling procedure with only students responding.
To correct students:
Say: My turn. Use signaling procedure above with only teacher responding to correct
students on missed item.
Say: Your turn. Use signaling procedure above with only students responding . Back up
two items and continue.
When it appears that the group is consistently answering all items correctly, provide
individual turns as a check. Call on several students for one word each. Call on students
in an unpredictable order. Call more frequently on students who made errors. If a
student makes an error on an individual turn, you may provide Correction Procedure
with all students responding.
Reading First Technical Assistance Center:
Templates for Use with High Risk Learner;
Card 5: Template for Phoneme Blending Instruction (2007)
PA Warm Up
Example Format: Template for Phoneme Segmentation
• Say: You’re going to practice saying the sounds in words. I’ll say a word. Each time I
•
•
•
•
•
•
•
•
hold up a finger, you’ll say a sound in the word.
Say: I’ll model how to say the sounds in two words. I’ll say a sound each time I hold up
a finger. My turn. Model, using the signaling procedure above, with only teacher
responding.
Say: Your turn. Use the above signaling procedure with only students responding.
To correct students:
Say: My turn.
Use signaling procedure above with only teacher responding to correct students on
missed item.
Say: Your turn.
Use signaling procedure above with only students responding. Back up two words and
continue.
When it appears that the group is consistently answering all items correctly, provide
individual turns as a check. Call on several students for one word each. Call on students
in an unpredictable order. Call more frequently on students who made errors. If a
student makes an error on an individual turn, you may provide Correction Procedure
with all students responding.
Reading First Technical Assistance Center:
Templates for Use with High Risk Learner;
Card 5: Template for Phoneme Segmentation (2007)
Alphabetic Principal
Explicit Phonics Lesson
• PA warm up
• Introduce or review sound/spelling (explicit)
• Blending (explicit)
• Decodable text
• Dictation
• Word work
New Phonic Element
oi
• Introducing a sound spelling for the first time
• Reviewing a previously taught sound/spelling
-oy
Example:
“This is the boy card. Card?___”
“This sound is /oi/. Sound? ___”
The spelling is oi. Spelling? ___”
oi
Blending
Example:
Spelling Focused Blending
“Sound?”
(Tap under sound)
“Word?”
(Slide hand under word)
boil check coin
point bean chin
spoil boat moist
Review:
Added Practice:
ay
ai
a_e
ai
ay
ai
a_e
ai
ay
tray
mail
late
day
gate
pail
sail
gray
date
where the
said
she
when there
what
come they
Teach the pronunciation of difficult
to read words.
• Strategy Words -- Multisyllabic
– Segment the word into decodable parts. Indicate
parts with loops under the word.
– Guide students in reading each part of the word.
(Move your finder under each part of the word.)
• What part? _______________
• What part? _______________
• What part? _______________
• What part? _______________
Anita Archer, 2007
condensation
atmosphere
evaporation
Decodable Text
Definition:
Decodable text contains (a) wholly decodable words
that conform to previously introduced letter/sound
correspondences and (b) previously introduced highfrequency and sight words.
Purpose:
“Decodable text gives beginning readers the support
necessary to apply newly acquired phonics skills to
the material they are reading.”
Core Source Book pg. 2.19
Reading Decodable Text
“Touch under the first word.”
“Ready? Read.”
Correction: My turn. That word is ____. What word? Go back to
the beginning of the sentence.
When students are ready…Mix it up!
-Word by Word
-Sentence by Sentence
-Page by Page
Match the Text Type to the
Instructional Objective
•
•
•
•
•
Wordless
Decodable Text
Anthology
Leveled Reader
Authentic
• Concepts of Print
• Applying New
Phonics Skills
• Vocabulary
• Fluency
• Comprehension
• _____________
Dictation
“Dictation activities connect the encoding process
(writing) to the decoding (reading) by
demonstrating that students not only use
sound/spelling knowledge to read, but the same
knowledge enables them to communicate with
others through writing.” (CORE Source Book pg.
8.19)
– Sound by Sound
– Whole Word
– Sentence
Dictation -- Third Graders with Anita
Archer
Example Dictation Routine:
Sound by Sound:
The word is boil. What’s the word? ____
Say the sounds in boil. _ _ _
What’s the first sound? _
What’s the spelling for /b/?
Write the spelling.
What’s the next sound?
What’s the spelling for /oi/?
Write the spelling.
What’s the next sound?
What’s the spelling for /l/?
Write the spelling.
After each word, write the correct spelling on the board. Ask students to
correct their spellings by CROSSING out the incorrect spelling and
rewriting.
Example Dictation Routine:
Word by Word:
The word is boil. What’s the word? ____
Say the sounds in boil in your head.
Write one spelling for each sound.
After each word, write the correct spelling on the
board. Ask students to correct their spellings by
CROSSING out the incorrect spelling and
rewriting.
Vocabulary
Teach the Meaning of Critical,
Unknown Vocabulary Words
• View Video #1
• What instructional steps
(routines) are used to
introduce each of the words?
• What other good practices do
you observe?
Teach the Meaning of Critical,
Unknown Vocabulary Words
• Robust, Explicit Vocabulary Instruction
–
Attributes of good vocabulary instruction
• Multiple exposures
• Definitional information and contextual
information
• Sufficient amount of instructional time to
insure understanding of words
• Active engagement in instruction
Teach the Meaning of Critical, Unknown
Vocabulary Words
Instructional Routine
(Note: Teach words AFTER you have read a story to your students and
BEFORE students read a selection.)
B * (T)
D
A
Instructional Routine for Teaching
Critical, Unknown Vocabulary Words
Procedures:
Use Word
in Combination
Complete
Diagram or Four
Step 1
Step 2
Step 3
Step 4
Introduce the Word
a. Write the word on board.
b. Read word. Students repeat.
c. Repeat for unfamiliar words.
Present a Student-Friendly
Definition
a. Tell students explanation,
or,
b. Have students read
explanation with you.
Illustrate the Word with Examples
• Concrete examples
• Visual representations
• Verbal examples
Check Students’ Understanding
Option 1:
Option 2:
Option 3:
Option 4:
V
with Page
Template
#17.
Square
with 4 new
vocabulary words.
Deep processing
questions
Examples/Nonexamples
Students generate
examples
Sentence starter
Example
“This word is reluctant.”
“What word?”
“Reluctant means you are not sure you want
to do something.”
“When you are not sure you want to do
something, you are …”
“If your mother asked you to try a new
food, you might be reluctant.”
“You may be reluctant to watch a scary
movie.”
“Why would a student be reluctant to go to
a new school?”
“Would you be reluctant to go to recess on
a warm, sunny day?”
“Tell your partner something you would be
reluctant to do.”
“Tell your partner something a cat might be
reluctant to do.
Start your sentence by saying, ‘A cat might
be reluctant to . . .’ Then tell why.”
Teach the Meaning of Critical,
Unknown Vocabulary Words
Instructional Routine
• Step 1: Introduce the word
A. Write the word on the board.
B. Read the word. Students repeat.
C. Repeat for unfamiliar words.
“This word is relieved. What word?” __________
Teach the Meaning of Critical,
Unknown Vocabulary Words
Instructional Routine
• Step 2: Present a Student-Friendly
Definition
A. Tell students an explanation, or
B. Have the students read the
explanation with you.
“When something that is difficult is over or never
happened at all, you feel relieved. So if something that
is difficult is over, you would feel _______________.
Teach the Meaning of Critical,
Unknown Vocabulary Words
Instructional Routine
• Step 3: Illustrate the word with
examples
– Concrete Examples
– Visual representations
– Verbal examples
“When the spelling test is over, you feel relieved.”
“When you have finished giving the speech that you
dreaded, you feel relieved.”
How to get vocabulary pictures?
Santa Maria Bonita School District Web Site (Houghton Mifflin
Vocabulary pictures):
http://www.smbsd.org/page.cfm?p=1445
Google for Images!!
Web
Images
Groups
News
Maps
Advanced Search
Preferences
Google Search
Online Web Dictionaries
•
www.wordsmyth.net
•
www.ldoceonline.com
•
www.longman.com
•
www.wordcentral.com
Teach the Meaning of Critical,
Unknown Vocabulary Words
Instructional Routine
• Step 4: Check Students’ Understanding
–
–
–
–
Option 1:
Option 2:
Option 3:
Option 4:
Deep Processing Questions
Examples and Non-Examples
Students Generate Examples
Sentence Starter
Teach the Meaning of Critical,
Unknown Vocabulary Words
Instructional Routine
• Option 1: Ask deep processing questions.
When the students lined up for morning recess, Jason said,
“I am so relieved that this morning is over.” Why might
Jason be relieved?
When Maria was told that the soccer game had
been cancelled, she said, “I am relieved.” Why
might Maria be relieved?
Teach the Meaning of Critical,
Unknown Vocabulary Words
Instructional Routine
• Option 2: Have students discern between
examples and nonexamples.
“If you were nervous singing in front of others, would
you feel relieved when the concert was over?”
Yes “Why?”
“If you loved singing to audiences, would you feel
relieved when the concert was over?”
No “Why not?” It was not difficult for you.
Teach the Meaning of Critical,
Unknown Vocabulary Words
Instructional Routine
• Option 3: Have students generate their
own examples.
“Tell your partner a time when you were
relieved.”
Teach the Meaning of Critical,
Unknown Vocabulary Words
Instructional Routine
• Option 4: Provide students with a sentence
starter. Have them say a complete sentence.
Sometimes your mother is relieved. Tell your
partner when your mother is relieved. Start
your sentence by saying, “My mother is
relieved when________.”
Teach the Meaning of Critical,
Unknown Vocabulary Words
Instructional Routine
• Instructional Routine Checklist:
Did the teacher:
1. Introduce the word?
2. Present a student-friendly
explanation?
3. Illustrate the word with examples?
4. Check students’ understanding?
Teach the Meaning of Critical,
Unknown Vocabulary Words
Instructional Routine
• Vocabulary Review:
•
•
After teaching the group of vocabulary words,
review the words using a “word association”
activity.
Words written on board or overhead:
enemy, disgusting, invited, relieved
“Tell me the word that I am thinking about.
Someone that hates you might be called an ________.
If you didn’t like a food, you might say it is ________.
When a test is over, you often feel _________.
When you are asked to a party, you are _______.”
Practice
Comprehension
Scaffolding Reading Comprehension in the
Elementary School:
During Reading
• Utilize passage reading procedures that provide
adequate reading practice.
• Ask appropriate questions during passage
reading.
• Teach strategies that can be applied to
passage reading.
• Use graphic organizers to enhance
comprehension. (In some cases, use after
passage reading.)
Anita Archer, 2007
Strategy instruction: The big ideas
1.
2.
3.
4.
5.
Effective long-term instruction will most likely involve
teaching students to flexibly use multiple strategies to
improve their comprehension of text.
Effective instruction requires many opportunities for
students to discuss and interpret text using the application
of strategies as a way of structuring the discussion.
The focus of strategy instruction should always be on
constructing the meaning of the text.
Effective strategy instruction always involves explicit
description and modeling of strategies by the teacher.
Effective strategy instruction always involves extended
discussions of text in which the teacher scaffolds student
strategy use.
Torgesen, 2007, Comprehension Conference, San Francisco, CA
Strategy instruction: The big ideas
6.
Always keep in mind that the purpose of strategy instruction
is to stimulate student’s thinking about the meaning of text
(by providing guided opportunities for them to actually think
about, and interpret text) -- ultimately, their attention needs
to be on the text and not on the strategies.
Torgesen, 2007, Comprehension Conference, San Francisco, CA
Teach strategies that can be applied
to passage reading.
• Model
I do it.
• Prompt
We do it.
• Check
You do it.
Archer, 2007, Comprehension Conference, San Francisco, CA
Teach strategies that can be applied to
passage reading.
Guided Practice
• We do it. (“Let’s ________ together.)
• Prompt verbally.
– Guide or lead students through the strategy.
– Step - do - Step - do - Step - do - Step - do
– Gradually fade your prompt.
Archer, 2007, Comprehension Conference, San Francisco, CA
Cause and Effect -- Third Graders
with Anita Archer
Answering Comprehension Questions
• Model how to begin writing the written responses on the test, and
then expect them to begin the written response the way you
modeled.
– On the overhead, model circling and labeling the “who” and the
“what” in the comprehension question and then writing the “who”
and the “what” in the starter for the answer.
– Have the students circle and label the “who” and the “what” in
the question on their own paper, then copy your starter and have
the students finish the answer themselves.
– Gradually but as soon as possible, hand-off this procedure to the
students until they can do it themselves.
Answering Comprehension Questions
• Expect all written answers to be “7 UP”. This is just an easy to
remember way to remind them that they need at least 7 words in
their answer. This pushes them to use complete sentences,
phrases, adjectives and adverbs.
• Grade the written responses using a point system for both correct
writing and the correctness of the comprehension answer: Example:
“Who” and the “what”
= 1 point
Complete sentence (Spelling & punctuation) = 1 point
Correct answer
= 1 point
3 points TOTAL
Teaching Summarization by
Paragraph Shrinking
(Fuchs, et al.)
Steps:
• 1. Name the who or what the paragraph is
about in a brief phrase.
• 2. Identify two or three important details about
the topic.
• 3. “Shrink the paragraph by stating the main
idea in 10-15 words or less.
Fluency
Scaffolding Reading Comprehension in the
Elementary School:
After Reading
• Provide intentional fluency building
practice.
•
•
•
•
Engage students in a discussion.
Have students answer written questions.
Provide engaging vocabulary practice.
Have students write summaries of what they
have read.
Building Fluency with Connected
Text Reading
 Effective fluency building instruction involves
three critical factors:
• Selecting appropriate instructional tasks (i.e.,
letter sounds or words students can produce
accurately but not fluently).
• Scheduling sufficient practice (brief, multiple
opportunities per day).
• Systematically increasing the rate of response
(developing individual goals such as 20 wpm, 30,
40, etc).
Building Fluency with Connected
Text Reading
• Fluency building should be scheduled
frequently within and across days.
– Examples:
• Repeated reading of a passage
• Brief drill of the “5 High Frequency Words of the
Week” for 2 minutes 3 times a day
• Quick review of letter sounds for 2 minutes after
each recess
• Peer tutoring (within or across grades)
Whole Class Fluency Practice Activity:
1. Prepare Motivational Chart (on large poster board, or tag board, write all of the
students’ names down the left side of the board) and place on the classroom
wall (clearly visible).
2. Explain to the students that the focus is on accuracy!! The student goal is to
read their selection (a re-read of familiar text that they have already read in their
small reading group) without making any errors.
3. The students whisper read independently, or with a partner, their familiar text
(partners need to be pre-determined by the teacher and stay the same for 4-6
weeks).
4. The teacher moves around the classroom listening to individual students read
their selection (one page if there is enough text or the entire book if there is
minimal text).
5. If the student reads with 100% accuracy (or less than 3 errors per 100 words if
the text is large), the teacher puts a star, sticker, etc. next to their name on the
motivational chart.
6. If the student reads with errors, the teacher immediately uses error correction
(my turn...your turn...), the student finishes the page/story, and the teacher
encourages continued practice and makes sure to come back to that student in
the next day or two to check for accuracy again.
7. Work on the accuracy goal until ALL students understand that this is the #1
expectation for reading!
8. When students are ready, switch to expression and rate fluency practice (AND
keep the goal of 100% accurate reading). As the teacher moves around the
classroom, they will time individual students for 30 seconds to one minute
(depending on the length of the text). Count # of words read correctly. If the
student read without making errors, record the number of words read next to
their name on the motivation chart (the motivation is to read more words each
time).
Independent Practice
Structure Ample Review and
Opportunities for Learning
• Provide students systematic opportunities to
review previously learned skills.
– The practice needs to be sufficient, distributed
across time, and cumulative
– Fluency building activities can be brief (2-3 minutes)
and distributed throughout a day
– Fluency building is only appropriate for skills that
students are highly accurate
Student Capabilities
Has this ever happened to you?
Just as you get started with a direct
instruction lesson, whole or small
group, you must stop teaching to
take care of students who are off
task. Once you get those students
going again, you realize you’ve lost
the attention of the group you were
teaching! 
Remember… Classroom Management for
Differentiating Instruction is:
• Managing groups
• Managing behavior
• Managing curriculum
• Managing assessment to guide instruction
• Managing the schedule
Steps to Independence
• Organize the Classroom for Independence
• Assess & Analyze: Determine Your Groups
• Teach Children How to Work with Others and in
Groups
• Introduce, Model, and Provide Practice in How to
Complete Work Independently
• Evaluate the Effectiveness of Your Groups
Step One
• Organize the Classroom for
Independence
• Get your classroom set up for
independent work
Step Two
• Assess & Analyze: Determine Your
Groups
• Think about the groups you need
and who should be in them.
Keep in mind that you’ll rethink
and regroup students regularly.
Step Three
• Teach Children How to Work with Others
and in Groups
• Invest in teaching students how
to work with others
Step Four
• Introduce, Model, and Provide
Practice in How to Complete
Work Independently
Step Five
• Evaluate the Effectiveness of Your
Groups
• Check your decisions and
your students’ efforts
Day One
• Select and distribute a group activity
• Invite students to turn and work with 2 or 3 other
students
• Monitor
• Determine group behaviors
• Management issue
• Not sure what to do
• After every group has completed the task, lead a
discussion asking, “What worked well? What did
you have trouble with?”
Day Two
• Divide students into interactive groups
• Remind everyone of the social skills needed
for small group work
• Introduce another activity for small group work
• Check that everyone is ready
• Pretend to work with a group
• Debrief after 10-15 minutes or students have
completed the activity
• Praise, revisit appropriate group behaviors,
and discuss the pride we feel when a job is
completed
A Subsequent Day
• Call a group to your table
• Have the other groups work on a simple
activity
• Establish what everyone has to do
• Teach your group
• Debrief
Phonemic Awareness
• Quick Draw
• One Card Out
• Name That Sound
• Picture Matching and Sorting (initial
sounds, ending sounds, etc.)
Alphabetic Principal
• Word Concentration (make a lay-out mat)
• Highlight certain Sound/Spellings in
decodable books
• Toughy Charts
Alphabetic Principal
• Roll and Write
• Cut out word and/or picture boxes to build
sentences.
• Making Words
Alphabetic Principle
• Word Munchers (“That’s Right” game)
• Read it, Spell it, Write it
• Word Sorts
Alphabetic Principle
• Word Checkers
• Use Highlight Tape to highlight correct
beginning sound of the picture.
• Word Bingo (teach-nology.com)
Fluency
• Oral Partner Reading
• Timed Reading (using repeated reading
chart)
• Read to upper-grade buddy
• Rereading of familiar text (have a partner
time each day)
• Read into “whisper phones”
Vocabulary
• Write a story using words in the word
bank.
• Vocabulary Bingo (teach-nology.com)
• Vocabulary Cards on Rings (quiz partner)
• Student Vocabulary Log
Vocabulary
• Four Square Vocabulary
• Bringing Words to Life ideas
Comprehension
• Graphic Organizers
• Reading Log (use scoring guide!)
• Response Cards
• Story Structure
Comprehension
• After Read-Aloud or Anthology Story:
– Who?
– What?
– When?
– Where?
– Why?
Professional Development
• ALL instructional staff has received sufficient training
in the programs they are using.
• On-going in- and out-of-classroom professional
development is planned for and provided.
• Training in classroom management, data analysis,
grade level meetings and effective instructional
techniques.
• Professional development in differentiated instruction
is on-going.
Literacy Coaching
Five-Minute Observations
The “snapshots” of instruction!
Five-Minute Observation Form
Instructor: ____________________________
School:
Date:
Time:
Program and Level:
Grouping Format:
Number in Group:
Group Performance Level:
 Instructor provides corrective feedback
In the box next to each General Feature indicate +, -, or NA.
Check the circle next to each observed area.

after initial student responses.
o
o
o
o

Instructor models instructional tasks
when appropriate.
o Demonstrates the task (e.g., uses think alouds)
o Proceeds in step-by-step fashion
o Limits language to demonstration of skill
o
Makes eye contact with students, speaks clearly while
modeling skill
 Instructor provides explicit instruction.
o
o
o
o
Sets the purpose for the instruction
Identifies the important details of the concept being
taught
Provides instructions that have only one interpretation
Makes connection to previously-learned material
 Instructor engages students in meaningful
interactions with language during lesson.
o
o
o
o
o
o
Provides and elicits background information
Emphasizes distinctive features of new concepts
Uses visuals and manipulatives to teach content as
necessary
Makes relationships among concepts overt
Engages students in discourse around new concepts
Elaborates on student responses
 Instructor provides multiple opportunities
for students to practice instructional tasks.
o
o
o
o
Provides more than one opportunity to practice each new
skill
Provides opportunities for practice after each step in
instruction
Elicits group responses when feasible
Provides extra practice based on accuracy of student
responses
Focus:
Comments:
Phonemic Awareness 
Phonics 
o
o
o
o
Provides affirmations for correct responses
Promptly corrects errors with provision of correct model
Limits corrective feedback language to the task at hand
Ensures mastery of all students before moving on
Instructor encourages student effort.
Provides feedback during and after task completion
Provides specific feedback about student’s accuracy
and/or effort
Majority of feedback is positive
Celebrates or displays examples of student success in
reading
 Students are engaged in the lesson during
teacher-led instruction.
o
o
o
o
o
Gains student attention before initiating instruction
Paces lesson to maintain attention
Maintains close proximity to students
Transitions quickly between tasks
Intervenes with off-task students to maintain their focus

Students are engaged in the lesson during
independent work.
o
o
o
o
o
Independent work routines and procedures previously
taught
Models task before allowing students to work
independently
Checks for student understanding of the task(s)
Students use previously-learned strategies or routines
when they come to a task they don’t understand
Independent work is completed with high level of
accuracy
 Students are successful completing
activities at a high criterion level of performance.
o
o
o
Elicits a high percentage of accurate responses from
group
Elicits a high percentage of accurate responses from
individuals
Holds same standard of accuracy for high performers and
low performers
Fluency 
Vocabulary 
Comprehension 
Coaching Feedback
• Brief and specific comments
– “modeling was explicit -- more repetitions may be
helpful”
– you provided “think alouds”
– “teacher provided lots of examples”
– “many segmenting models”
– “high level of engagement”
– “constant and immediate feedback”
Feedback Areas:
• Areas Implemented Well
– Be brief and specific.
• Identified Area(s) for Student Support
– Choose a critical area and be brief!
• Action Plan
– Needs to be connected to the Identified Area
for Student Support and needs to be “doable”.
• Follow-Up Date
– Be specific (2 weeks, 1 month, 4th week of
January, etc.)
Data Guides Instructional Support
Plans
“If the plan is not working, we do whatever
is needed to change the plan. If it is not
working after two weeks or a month, you
need to change it. You need to make
sure the plan is working.
Failure is not an option.”
-RF principal
Thank you!