Comprehensive Intervention Model CIM Lesson Frameworks Elizabeth Olsen

Comprehensive Intervention Model CIM Lesson Frameworks Elizabeth Olsen elizabethliteracy@gmail. com elizabethliteracy. com

Introductions

CIM Who’s Who? �Dr. Linda Dorn is a Professor at University of Arkansas and Director of the Center for Literacy. She coordinates several major literacy initiatives, including the Partnerships in Comprehensive Literacy. � Published Books: Interventions That Work, Apprenticeship in Literacy, Shaping Literate Minds, Teaching For Deep Comprehension… and more.

CIM Who’s Who? �Carla Soffos is a Literacy Coach and Reading Recovery teacher. She has 32 years of best practice experience in education. � Published Books: Interventions That Work, Shaping Literate Minds, Scaffolding Young Writers, Teaching For Deep Comprehension

What is the Comprehensive Intervention Model? CIM The CIM is a systemic approach to literacy improvement. The system goal of the CIM is to change the achievement profile of a school by providing research-based interventions that increase the literacy levels of low-performing children and to provide professional development for teachers that increase their knowledge and expertise in teaching the lowest children.

CIM Small Group Interventions �Reading Recovery �Oral Language and Literacy Groups �Guided Reading Plus Groups �Assisted Writing Groups �Writing Process Groups �Comprehension Focus Groups

What is “seamless” or “parallel” instruction? The CIM emphasizes teachers as the agents of literacy improvement. The CIM Framework includes a combination of high-quality, differentiated classroom instruction; a portfolio of research-based interventions; a seamless assessment system at an individual and system level; and school-embedded professional learning for increasing teacher efficacy and building capacity in schools.

Reading Recovery ~For the lowest literacy learners in 1 st Grade. ~One-to-One instruction with a trained Reading Recovery teacher. ~Emphasizes book handling, concepts about print, word work, strategic reading and writing. ~Lesson Components include word work, book orientation, reading, comprehension conversation and writing.

Reading Recovery Lesson Framework 1. Rereading two or more familiar books. 2. Rereading yesterday’s new book running 3. 4. 5. 6. record. Letter Work / Word Work Writing New Book Introduction New Book Reading

Oral Language and Literacy Groups ~For Children in K or 1 st Grades at the Emergent Level of Reading / Writing. ~Emphasizes oral language development, phonemic awareness and phonics, and concepts about print. ~Lesson Components include phonemic awareness and phonics activity, shared reading, interactive writing, and language experiences

Oral Language and Literacy Group Lesson Framework Reading Writing Talking Reciprocity Phase 1: ~Vocabulary / Concept Development and/or Phonological/Phonemic Awareness ~Shared reading experience Phase 2: ~Interactive writing ~Independent writing ~Individual writing conferences *Key Ideas: Building oral language structures, syntax, vocabulary; Retelling/Comprehension; CAP; Letter/Sound knowledge; Book Handling skills.

Guided Reading Plus ~For Children in Grades 1 st-3 rd (usually) who are lagging behind reading and writing levels. ~Emphasizes strategic actions in reading (processing and comprehending), word study and writing about reading. Both instructional and independent reading levels are utilized.

Guided Reading Plus Lesson Framework 2 Part Lesson Components: PART ONE Rereading Word Study Book Orientation Reading Comprehension Conversation PART TWO Rereading and Assessment Writing Book Orientation Reading Comprehension

Assisted Writing Groups ~For children in 1 st Grade at the early stage of writing development who are lagging behind peers. ~Emphasizes the link between writing / reading, the writing process and conventions. ~Lessons include short read alouds to spur writing, interactive writing, rereading of writing and can include “publishing” of writing.

Assisted Writing Group Framework � Experience a shared concept conversation, story, song, poem. � Engage in a Modeled and/or Interactive Writing experience. � Students individually compose a message with teacher conferring. � Key Ideas: Composing simple messages; apply rereading to monitor, predict; articulate words slowly; use simple resources (ABC chart, sight word wall); write letters fluently; build

Writing Process Groups ~For 1 st - 4 th Grade students struggling with writing processes in the classroom Writing Workshop. ~The Interventionist pushes in to provide tailored instruction focusing on drafting, revising, crafting, editing and publishing. ~Consider: Attending the Writing Workshop Mini. Lesson. If not, communicate with classroom teacher about the Mini. Lesson.

Comprehension Focus Group ~For children in 2 nd - ? Grades having difficulty comprehending a wide range of texts. ~Emphasizes developing reading and writing knowledge around Narrative, Persuasive/Argument and Informational texts. ~Lesson Components include participation in a text type/genre focus unit and writing in the text type/genre.

Comprehension Focus Groups Phase 1: Introduction to Genre/Text Type ~Listen to a Mentor Text with comprehension conversation. ~Make a Text Map to develop understandings about organization. ~Construct Written Response to deepen thinking and use reciprocity. Phase 2: Comprehension and Word Solving ~Provide Book Orientation on same Genre/Text Type at independent level. ~Use Silent Reading to build meaning making and processing strategies – Teacher confers. Phase 3: Shared then Independent Writing ~Shared Writing: Write in the Genre / Text Type together. ~Independent Writing: Students write in the Genre / Text Type individually –

What Really Matters for Struggling Readers and Writers? VOLUME MATTERS “Everyone has heard the proverb ‘Practice makes perfect. ’ In learning to read it is true that reading practice - just reading – is a powerful contributor to the development of accurate, fluent, high-comprehension reading. ” Richard Allington

What Really Matters for Struggling Readers and Writers? SUCCESS MATTERS “High success reading is absolutely critical to reading development and to the development of positive stances toward reading. ” Richard Allington

What Really Matters for Struggling Readers and Writers? FLUENCY MATTERS “The ability to read with appropriate phrasing and expression is important for fluency. In essence, reading fluency refers to accurate and automatic decoding of the words in the text, along with expressive interpretation of the text, to achieve optimal comprehension. Fluency is important in reading, then, because it affects how well readers understand what they read. ”

What Really Matters for Struggling Readers and Writers? MEANING MATTERS “We are the meaning makers, every one of us: children, parents, and teachers. To try to make sense, to construct stories, and to share them with others in speech and in writing is an essential part of being human. For those of us who are more knowledgeable and mature – parents and teachers – the responsibility is clear: to interact with those in our care in such a way as to foster and enrich their meaning making. ” Gordon Wells

“Let’s put our minds together and see what life we can make for our children. ” Sitting Bull Thank you for all you do! Elizabeth Olsen elizabethliteracy@gmail. com elizabethliteracy. com