Core Reading Program Enhancements Presented by for ODE

Core Reading Program Enhancements Presented by for ODE Outreach K-3

Copyright • All materials are copy written and should not be reproduced or used without the expressed permission of Trish Travers, coordinator of the Oregon Reading First Center. Selected slides may have been reproduced from other sources and original references cited.

Edited from the work of Edward J. Kame’enui, Ph. D. , Deborah C. Simmons, Ph. D. , Michael D. Coyne, Ph. D, Beth Harn, Ph. D, Carrie Thomas Beck, Ph. D, Kathy Howe, Ph. D. , Jerry Silbert, Ph. D. , Douglas Carnine, Ph. D. , Hank Fien, Ph. D. , Jeanie Mercier Smith, Ph. D. , Anita Archer, Ph. D. , Joseph K. Torgesen, Ph. D. , Carol Dissen, Jennifer Ashlock, Maria Randle, Sally Wirthman for the Western Regional Reading First Technical Assistance Center & the Oregon Reading First Center

Oregon K-12 Literacy Framework and K-3 Statewide Outreach • This framework is designed to provide teachers, administrators, parents, and other stakeholders with a blueprint of what districts and schools in Oregon can and must do to help students learn how to read and move toward reading to learn. • As Outreach sessions are intended to support districts and schools in their implementation of the Oregon Literacy Framework, each of the Modules has been designed to target one or more of the Framework components. • This framework is organized around the following components: • Goals (Module 1) • Assessment (Modules 1, 2, and 3) • Instruction (Modules 1, 4, 5, and 6) • Leadership (Module 7) • Professional Development (All Modules) • Commitment Today’s Session For additional information about the Oregon K-12 literacy framework, including details about the implementation of each component, please visit the Oregon Department of Education website at http: //state. or. us

Objectives • Review the five critical components of early reading and how to link them to instruction. • Learn strategies to implement with students to make instruction more explicit • Discuss and practice active engagement strategies • Apply explicit instruction techniques to deliver a core program.

Oregon Beacon Schools • The Oregon Department of Education and Oregon Reading First Center have identified three Beacon Schools to serve as demonstration sites throughout the state: • Humboldt Elementary (Portland) • Jefferson Elementary (Medford) • Lincoln Street Elementary (Hillsboro) • Beacon Schools were selected on the basis of the progress they made in demonstrating high quality implementation of effective reading practices and strong student outcomes. • Beacon Schools are currently accepting visitors! For more information on who to contact to schedule your visit, please visit the Oregon Reading First Center website at http: //oregonreadingfirst. uoregon. edu/beacon_schools. html

Broca’s area Inferior frontal gyrus (articulation) Parieto-temporial (word analysis, meaning processor) /p/ /i/ /g/ anterior Occipito-temporal (word form, letter identification) Shaywitz, 2003 p-i-g

Five Big Ideas in Reading Instruction • Phonemic Awareness • Alphabetic Principal • Fluency • Vocabulary • Comprehension

What Makes a Big Idea … Big? A Big Idea is: v. Predictive of reading acquisition and later reading achievement. v. Something we can do something about, i. e. something we can teach. v. Something that improves outcomes for children if/when we teach it. Dynamic Measurement Group, 2006

Phonemic Awareness • The awareness and understanding of the sound structure of our language • Understanding that spoken words are made up of sequences of individual speech sounds: “cat” is composed of the sounds /c/ /a/ /t/ Dynamic Measurement Group, 2006

Alphabetic Principle (Phonics) • Alphabetic Understanding: Letters represent sounds in words. • Decoding and Recoding: knowledge of lettersound associations can be used to decode words and letter sounds can be blended together to read words. • Encoding: knowledge of separate lettersound associations can be used to write whole words. Dynamic Measurement Group, 2006

Fluency • Reading fluency refers to efficient, effective word-recognition skills that permit a reader to construct the meaning of text. Fluency is manifested in accurate, rapid, expressive oral reading and is applied during, and makes possible, silent reading comprehension. Pikulski, Chard (2005)

Vocabulary • Understanding the use of words. • The ability to say a specific word for a particular meaning. • The ability to understand spoken/written words Dynamic Measurement Group, 2006

Comprehension • The process of getting meaning from spoken language and/or print. Dynamic Measurement Group, 2006

To get to the Land of Reading … … you need to have a foot planted on each stone to have balance for crossing.

Effective Instructional Techniques • • • Unison oral response Signaling Pacing Monitoring Correcting errors and teaching to mastery Carnine, Silber, Kame’enui, Tarver, 2004

Letter Name Review/Card 1 Concepts of print give students an understanding that words are composed of individual letters. The purpose of letter recognition instruction is to teach students the names, shapes and how to print the 26 letters in English orthography. Michael Pressley

Card #1 Template for Letter Recognition (Name) Review Steps Explanation/Script TASK Letter Name Review PREPARATION SIGNALING PROCEDURE Write letters from the Lesson Map on the board in random order. Put new or difficult letters on the board more than once. Do Say Focus Point just to left of letter Name? Wait time 2 seconds Signal for student Tap/touch under letter* response 1. EXPLAIN TASK • Say: You’re going to practice saying the names for some letters. You’re going to say the name of the letter when I tap under it. Briefly name and explain the task to students prior to starting the activity 2. MODEL RESPONSE Model the desired response to the task with several examples using signaling procedure above 3. PROVIDE PRACTICE USING WHOLE-GROUP RESPONSES UNTIL KNOWLEDGE APPEARS TO BE SOLID Use effective signaling, monitoring, and pacing procedures 4. CORRECTION PROCEDURE 5. INDIVIDUAL TURNS • (Model only the first couple of times you do this lesson. ) • Say: I’ll model for you how to say the snameof the first two letters when I touch under them. My turn. Model for students using the signaling procedure above, with only teacher responding. Say: Each time I touch under a letter, you say the name of the letters Your turn. Provide practice using the above signaling procedure with only students responding. To correct students: Use the signaling procedure above with only teacher responding to students. Say: My turn. After you model, use the signaling procedure above with only students responding have them repeat correct responses Say: Your turn. Back up two letters and continue. When it appears that the group is answering items correctly, provide individual turns as a check. Call on several students for one sound each. Call on students in an unpredictable order. call more frequently on students who made errors.

Practice Letter/Sound Review Card 2 Connecting letters to sounds “Very early in the course of instruction, one wants the students to understand that all twenty-six of those strange little symbols that comprise the alphabet are worth learning and discrimination one from the other because each stands for one of the sounds that occur in spoken words. ” Adams, 1990

Card #2 Template for Letter/Sound Review Steps Explanation/Script TASK Letter Sound Review PREPARATION Write letters from the Lesson Map on the board in random order. Put new or difficult letters on the board more than once. Do Say Focus Point just to left of letter Sound? Wait time 2 seconds Signal for student Tap/touch under letter* response • Tap for stop sounds, touch for two seconds for continuous sounds SIGNALING PROCEDURE 1. EXPLAIN TASK Briefly name and explain the task to students prior to starting the activity • Say: You’re going to practice saying the sounds for some letters. You’ll say the sound as long as I touch under it. 2. MODEL RESPONSE Model the desired response to the task with several examples using signaling procedure above 3. PROVIDE PRACTICE USING WHOLE-GROUP RESPONSES UNTIL KNOWLEDGE APPEARS TO BE SOLID • (Model only the first couple of times you do this lesson. ) • Say: I’ll model for you how to say the sound of the first two letters when I touch under them. My turn. Model for students using the signaling procedure above, with only teacher responding. Say: Each time I touch under a letter, you say the sound it makes. Your turn. Provide practice using the above signaling procedure with only students responding. Use effective signaling, monitoring, and pacing procedures 4. CORRECTION PROCEDURE 5. INDIVIDUAL TURNS To correct students: Use the signaling procedure above with only teacher responding to students. Say: My turn. After you model, use the signaling procedure above with only students responding have them repeat correct responses Say: Your turn. Back up two letters and continue. When it appears that the group is answering items correctly, provide individual turns as a check. Call on several students for one sound each. Call on students in an unpredictable order. call more frequently on students who made errors.

Stop Sound or Continuous Sound? • Continuous sounds are sounds that can be held as long as you have breath flow: /a/, /s/, /r/, /m/ • Stop sounds are sounds that cannot be held: /d/, /b/, /t/, …BUT……don’t add a vowel to hold them out, like /duh/!

Word Reading Card 3 • What is the difference between: • Sight Words, • High Frequency Words, • Irregular Words?

What is a “sight word”? • “Sight words are words that readers have read accurately on earlier occasions. They read the words by remembering how they read them previously. The term ‘sight’ indicates that sight of the word activates that word in memory, including information about its spelling, pronunciation, typical role in sentences, and meaning. ” (Ehri, 1998) • “Sight of the word activates its pronunciation and meaning in memory immediately without any sounding out or blending required. Sight words are read as whole units with no pauses between sounds. ” (Ehri, 2002)

High Frequency Words Only 100 words account for approximately 50% of the words in English print. Fry, Fountoukids and Polk, The New Reading Teacher’s Book of Lists 1985 The quick and automatic recognition of the most common words appearing in text is necessary for fluent reading. Blevine, Phonics from A to Z, 1998

What is an “irregular word”? • For our purpose, an irregular word is one which has uncommon phoneme-grapheme relationships and/or spellings or…. • A word which contains regular sounds which have not been previously taught

How would you teach these words? Regular or Irregular? go, man, tan, rain, he, the, mat, stop The following letter/sounds have been taught: m /m/, n /n/, s /s/, t /t/, short a

Regular or Irregular? go, man, tan, rain, he, the, mat, stop The following letter/sounds have been taught: All consonants and short vowel sounds and a_e, ay, long e as in me.

Practice Word Reading Card 3 • Irregular Words Correction Procedure • Later we’ll do the Regular Words Correction Procedure

Card #3 Template for Practicing Word Reading (regular and irregular words) Steps Explanation/Script TASK Regular and irregular word reading PREPARATION Write letters from the Lesson Map on the board. SIGNALING PROCEDURE 1. EXPLAIN TASK Briefly name and explain the task to students prior to starting the activity 2. MODEL RESPONSE Model the desired response to the task with several examples using signaling procedure above 3. PROVIDE PRACTICE USING WHOLE-GROUP RESPONSES UNTIL KNOWLEDGE APPEARS TO BE SOLID Do Say Focus Point just to left of word Word? Wait time 2 seconds Signal for student Sweep hand under word swiftly response • Say: You’re going to practice reading words. When I point to a word, figure out the word in your head. When I sweep under the word, say the word. • (Model only the first couple of times you do this lesson. ) • Say: I’ll model for you how to say the first two words when I sweep under them. My turn. Model for students using the signaling procedure above, with only teacher responding. Say: When I sweep under a word, you say the word. Your turn. Provide practice using the above signaling procedure with only students responding. Use effective signaling, monitoring, and pacing procedures 4. CORRECTION PROCEDURE 5. INDIVIDUAL TURNS To correct students for regular words: Say: My turn. The word is ______. Your turn. Word? Have students blend the word using the appropriate routine for your group and then say the whole word. Back up two words and continue. To correct students for irregular words: Say: My turn. The word is ______. Your turn. Word? _____. Say: Spell _____. Tap under each letter as students spell the word aloud. Word? _____. Back up two words and continue. When it appears that the group is answering items correctly, provide individual turns as a check. Say: When I point to the left of a word, everybody figure out the word in your head. When I call your name, say the word. Point to the left of the first word, pause several seconds, say a student’s name, then sweep under the word. Call on students in an unpredictable order. c. All more frequently on students who made errors.

Phonemic Awareness

Phonological Awareness Continuum Concept of Word - comparison and segmentation Rhyme - recognition and production Syllable - blending, segmentation, deletion Onset/Rime - blending, segmentation Phoneme - matching/isolation, blending, segmentation, deletion, and manipulation

Significance of Phonemic Awareness The best predictor of reading difficulty in kindergarten or first grade is the inability to segment words and syllables into constituent sound units (phonemic awareness). Lyon 1995 Poor phonemic awareness at 4 to 6 years of age is predictive of reading difficulties throughout the elementary years. Torgesen & Burgess 1998 More advanced forms of phonemic awareness (such as the ability to segment words into component sounds) are more predictive of reading ability than simpler forms (such as being able to detect rhymes). Nation & Hulme 1997

Onset-Rime Blending/Card 4 Phoneme Blending/Card 5 Phoneme Segmentation/ Card 6

Card #4 Template for Onset-Rime Blending Instruction Steps Explanation/Script TASK Onset-Rime blending PREPARATION Have white board marker with green cap and words from lesson map available. SIGNALING PROCEDURE Focus 1. EXPLAIN TASK • Say: We’re going to put together the first sound and the end part of a word to make a whole word. Briefly name and explain the task to students prior to starting the activity 2. MODEL RESPONSE Model the desired response to the task with several examples using signaling procedure above 3. PROVIDE PRACTICE USING WHOLE-GROUP RESPONSES UNTIL KNOWLEDGE APPEARS TO BE SOLID Use effective signaling, monitoring, and pacing procedures 4. CORRECTION PROCEDURE 5. INDIVIDUAL TURNS Do 1. Tap green cap of white board marker 2. Tap white part of marker Wait time None Signal for student Slide finger above marker from left to right response from student perspective Say 1. /k/ 2. /at/ • (Model only the first couple of times you do this lesson. ) • Say: I’ll model two words for you. I’ll say the first sound and the end part, then I’ll say the whole word. My turn. Model for students using the signaling procedure above, with only teacher responding. Say: For each word, I’ll say the first sound and the end part. When I signal, everybody will say the whole word. Your turn. Provide practice using the above signaling procedure with only students responding. To correct students: Use signaling procedure above with only teacher responding to correct students. Say: My turn. /f/ /or/. for. After you model, use signaling procedure above with only students responding to have them repeat correct responses. Say: Your turn. /f/ /or/. Back up two items and continue. When it appears that the group is answering 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.

Card #5 Template for Phoneme Blending Instruction Steps Explanation/Script TASK Phoneme blending PREPARATION Prepare chains of 2, 3, 4, and 5 unifix cube prior to lesson. Have words from lesson map available. SIGNALING PROCEDURE Focus 1. EXPLAIN TASK Briefly name and explain the task to students prior to starting the activity 2. MODEL RESPONSE Model the desired response to the task with several examples using signaling procedure above 3. PROVIDE PRACTICE USING WHOLE-GROUP RESPONSES UNTIL KNOWLEDGE APPEARS TO BE SOLID Use effective signaling, monitoring, and pacing procedures 4. CORRECTION PROCEDURE 5. INDIVIDUAL TURNS Do Tap one cube as you say each sound from left to right from student perspective; one second between each sound Wait time None Signal for student Quickly slide finger across cubes from left to right from student response perspective Say /k/ /a/ /t/ Word? • 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 and then you’ll say the whole word. • (Model only the first couple of times you do this lesson. ) • Say: I’ll model for you how to blend the sounds I say into a word. I’ll model two words. My turn. Model for students using the signaling procedure above, with only teacher responding. Say: I’ll say the sounds in a word. When I signal, you say the word. Your turn. Provide practice using the above signaling procedure with only students responding. To correct students: Use signaling procedure above with only teacher responding to correct students. Say: My turn. /f/ /i/ /g/ fig. After you model, use signaling procedure above with only students responding to have them repeat correct responses. Say: Your turn. /f/ /i/ /g/ Back up two items and continue. When it appears that the group is answering 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.

Card #6 Template for Phoneme Segmentation Steps Explanation/Script TASK Phoneme Segmenting PREPARATION Have words from Lesson Map available. SIGNALING PROCEDURE Focus Wait time Signal for student response 1. EXPLAIN TASK • 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 the sound in the word. Briefly name and explain the task to students prior to starting the activity 2. MODEL RESPONSE Model the desired response to the task with several examples using signaling procedure above 3. PROVIDE PRACTICE USING WHOLE-GROUP RESPONSES UNTIL KNOWLEDGE APPEARS TO BE SOLID Use effective signaling, monitoring, and pacing procedures 4. CORRECTION PROCEDURE 5. INDIVIDUAL TURNS Do Say Hold up a closed fist, fingers facing you. Pan. Say the sounds in pan. None Every second hold up one finger in a left to right progression from student perspective for every sound in the word. • (Model only the first couple of times you do this lesson. ) • Say: I’ll model for you how to say the sounds in two words. I’ll say a sound each time I hold up a finger. My turn. • EXAMPLE: • Listen. net. Here are the sounds in net: /n/ /e/ /t/. Listen. pan. Here are the sounds in pan: /p/ /a/ /n/ Model for students using the signaling procedure above, with only teacher responding. Say: I’ll say the word. Each time I hold up a finger, you say a sound. Your turn. Provide practice using the above signaling procedure with only students responding. To correct students: Use signaling procedure above with only teacher responding to correct students. Say: My turn. Tag. /t/ /a/ /g/ After you model, use signaling procedure above with only students responding to have them repeat correct responses. Say: Your turn. Tag. Back up two items and continue. When it appears that the group is answering 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.

Enhancing Your Core • In your teacher’s edition find a place where Phonemic Awareness is taught. • With a partner, make notes on how you would make the instruction more effective.

Phonics

Systematic vs Incidental Phonics The systematic approach to phonics provides teachers with lessons that teach a set of phonic elements in a particular order. This order is generally based on linguistic factors related to which sounds are easiest for students to produce at an early age. With incidental phonics instruction, the teacher does not follow a preplanned sequence of lessons to teach sound/spellings, but makes decisions as to what phonic elements to teach based on the opportunities the text presents.

Why Plan an Explicit Phonics Lesson? The objective of an explicit phonics lesson is to teach a specific phonic element and practice the phonic element in (decodable) text.

What Activities are included in an Explicit “Power” Phonics Lesson? Phonemic Warm-Up Teach Sound/Spelling Practice Blending Apply to Decodable Text Dictation and Spelling Word Work Core Source Book pg 8. 5

What Activities are included in an Explicit “Power” Phonics Lesson? Phonemic Warm-Up - Card 4, 5, 6 Teach Sound/Spelling Practice Blending Apply to Decodable Text Dictation and Spelling Word Work Core Source Book pg 8. 5

Explicit “Power” Phonics Lesson Phonemic Warm-Up Teach Sound/Spelling - Introduce new sound routine and Card 7 for Review Practice Blending Apply to Decodable Text Dictation and Spelling Word Work Core Source Book pg 8. 5

Introduce New Sound 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

Practice Sound/Spelling Review Card 7 There are 42 -44 phonemes in the English language and 200 -250 ways to represent those sounds (graphemes or spellings). Linguists don’t agree on the actual number, which is the reason for the ranges provided. Programs make linguistic decisions as to which sound/spellings to teach. The ones chosen are usually those of highest frequency.

Card #7 Template for Sound/Spelling Review Steps Explanation/Script TASK Sound/spelling review PREPARATION Write spellings from the Lesson Map on the board in random order. Put new or difficult spellings on the board more than once. SIGNALING PROCEDURE Do Focus Point just to left of spelling Wait time None Signal for student Tap under spelling response Say Sound? . 1. EXPLAIN TASK Briefly name and explain the task to students prior to starting the activity • Say: You’re going to practice saying the sounds in for some spellings. 2. MODEL RESPONSE • (Model only the first couple of times you do this lesson. ) • Say: I’ll model for you how to say the sounds of the first two spellings when I touch under them. My turn Model for students using the signaling procedure above, with only teacher responding. Model the desired response to the task with several examples using signaling procedure above 3. PROVIDE PRACTICE USING WHOLE-GROUP RESPONSES UNTIL KNOWLEDGE APPEARS TO BE SOLID Use effective signaling, monitoring, and pacing procedures 4. CORRECTION PROCEDURE 5. INDIVIDUAL TURNS Say: Each time I tap under a spelling, you say the sound it makes. Your turn. Provide practice using the above signaling procedure with only students responding. To correct students: Use signaling procedure above with only teacher responding to correct students. Say: My turn. After you model, use signaling procedure above with only students responding to have them repeat correct responses. Say: Your turn. Back up two items and continue. When it appears that the group is answering 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.

Explicit “Power” Phonics Lesson Phonemic Warm-Up Teach Sound/Spelling Practice Blending - Cards 8 - 10 Blending Routines Apply to Decodable Text Dictation and Spelling Word Work Core Source Book pg 8. 5

Practice Blending Cards 8, 9 and Word-Reading Spelling Focused Card 10 • Sound-by-Sound Blending Card 8 • Continuous Blending Card 9 • Word Reading Spelling Focused Card 10

Card #8 Template for Sound-by-Sound Blending Steps Explanation/Script TASK Sound-by-Sound Blending PREPARATION Write spellings from the Lesson Map on the board in random order. Put new or difficult spellings on the board more than once. SIGNALING PROCEDURE Sound/Spellings Do Say Focus Write spelling Wait time None Signal for student Sound? response Tap under spelling* Blendings** Do Say Focus Touch just to the left of first spelling Blend. Wait time None Signal for student Sweep finger under spellings. response Word Reading Do Say Focus Touch just to the left of word Word? Wait time None Signal for student Slide hand quickly under word response * If spelling has two letters, point with two fingers together. ** Blend after two spellings have been written. Blend after each additional spelling is presented. • EXAMPLE • 1. Write m on board. Say: Sound? Tap under m. • 2. Write a on board. Say: Sound? Tap under a. • 3. Touch just to left of ma. Say: Blend. Sweep under m and a. • 4. Write s on board: mas. Say: Sound? . Tap under s. 5. Touch just to left of mas. Say: Blend. Sweep under m, a, s. 6. Write k on board: mask. Say: Sound? Tap under k. 7. Touch just to left of mask. Say: Blend. Sweep finger under the letters. 8. Touch just to left of mask: Say: Word? Slide hand swiftly under the word. • Continued on next page

Card #8 Template for Sound-by-Sound Blending Steps 1. EXPLAIN TASK Briefly name and explain the task to students prior to starting the activity 2. MODEL RESPONSE Model the desired response to the task with several examples using signaling procedure above 3. PROVIDE PRACTICE USING WHOLE-GROUP RESPONSES UNTIL KNOWLEDGE APPEARS TO BE SOLID Explanation/Script Say: You’re going to blend sounds to make words. When I tap under a spelling say the sound. When I sweep my hand under the spellings, blend the sounds. After you blend all the sounds, you’ll say the word. • (Model only the first couple of times you do this lesson. ) • Say: I’ll model how to blend two words. My turn. Model for students using the signaling procedure above, with only teacher responding. Say: Your turn. Use the above signaling procedure with only students responding. Use effective signaling, monitoring, and pacing procedures 4. CORRECTION PROCEDURE 5. INDIVIDUAL TURNS To correct students: Sound Error: Say: My turn. Use signaling procedure above (without rewriting missed spelling). with only teacher responding on missed sound. Say: Your turn. Use signaling procedure above with only students responding. Erase letters. Say: Let’s start over. Re-present word. Blending or Word Error: 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. Finish word. Erase missed word. Back up two words and continue. Re-present missed word using all steps in a signaling procedure with only students responding. When it appears that the group is answering 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 the Correction Procedure with all students responding.

Card #9 Template for Continuous Blending Steps Explanation/Script TASK Continuous Blending PREPARATION Write spellings from the Lesson Map on the board. SIGNALING PROCEDURE Blending Do Say Focus Point just to the left of word* Blend. Wait time 1 second Signal for student Loop under each letter, moving. response forward every 1 -2 seconds Word Reading Do Say Focus Immediately, point just to the left of word. Word? Wait time None Signal for student Sweep hand swiftly under word response * For words beginning with a stop sound, start by pointing under the first letter. EXAMPLE 1. Write slam on the board. 2. Point to the left of s and say: Blend. 3. Loop under each letter every 1 -2 seconds to prompt student to say each sound. 4. Immediately point again to left of word. 5. Then say: Word? and sweep hand under whole word swiftly. 1. EXPLAIN TASK Briefly name and explain the task to students prior to starting the activity. Say: Today you’ll practice blending individual sounds to make words. When I touch under a letter you’ll say the sound for that letter. When you blend, don’t stop between the sounds. 2. MODEL TASK Model desired response to the task with several examples using signaling procedure above. (Model only the first couple of times you present this template. ) Say: I’ll model for you how to blend two words. My turn. Model for students, using the signaling procedure above, with only teacher responding. Continued on next page

Card #9 Template for Continuous Blending Steps Explanation/Script 3. PROVIDE PRACTICE USING WHOLE-GROUP RESPONSES UNTIL KNOWLEDGE APPEARS TO BE SOLID Use effective signaling, monitoring, and pacing procedures. Say: Your turn. Provide practice using the above signaling procedure with only students responding. 4. CORRECTION PROCEDURE To correct students: Sound/Blending Error Stop and say: My turn. Use signaling procedure above with only teacher responding to correct students on missed sound. Say: Your turn. Use signaling procedure above with only students responding. Say: Let’s start over. Re-present word. 5. INDIVIDUAL TURNS Word Error: 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. Re-present missed word using all steps in signaling with only students responding. 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 the Correction Procedure with all students responding.

Card #10 Template for Word Reading - Spelling Focused Steps Explanation/Script TASK Spelling focused word reading PREPARATION Write words from the Lesson Map on the board. SIGNALING PROCEDURE Sound/Spelling Do Say Focus Touch under focus spelling* Sound? Wait time 1 second Signal for student Tap under spelling. response Word Reading Do Say Focus Touch just to the left of word. Word? Wait time 2 seconds Signal for student Slide hand swiftly under word response * If spelling has two letters, touch with two fingers together. EXAMPLE 1. Write join on the board. 2. Touch with two fingers together under oi and say: Sound? 3. Tap under oi with two fingers together to prompt students to say /oy/. 4. Touch just to the left ot word and say: Word? Pause two seconds. 5. Slide hand swiftly under whole word to prompt students to say join. 1. EXPLAIN TASK Briefly name and explain the task to students prior to starting the activity. 2. MODEL TASK Model desired response to the task with several examples using signaling procedure above. Say: Today you’ll be reading words. First you’ll say the sound for a spelling. Then you’ll say the word. (Model only the first couple of times you present this template. ) Say: I’ll model for you how to read two words. My turn. Model for students, using the signaling procedure above, with only teacher responding. Continued on next page

Card #10 Template for Word Reading - Spelling Focused Steps Explanation/Script 3. PROVIDE PRACTICE USING WHOLE-GROUP RESPONSES UNTIL KNOWLEDGE APPEARS TO BE SOLID Use effective signaling, monitoring, and pacing procedures. Say: Your turn. Provide practice using the above signaling procedure with only students responding. 4. CORRECTION PROCEDURE To correct students: Sound Error: Stop and say: My turn. Use signaling procedure above with only teacher responding to correct students on missed sound. Say: Your turn. Use signaling procedure above with only students responding. Say: Let’s start over. Re-present word. 5. INDIVIDUAL TURNS FOR WORDS WITH MORE THAN ONE SYLLABLE, SEE SAMPLES PROVIDD WITH YOUR TEMPLATES Word Error: 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. Re-present missed word using all steps in signaling with only students responding. 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 the Correction Procedure with all students responding.

Enhancing Your Core • In your teacher’s edition find a place where a Phonics lesson is taught. • Where can you add or replace components to make the instruction more effective? • What cards are appropriate for your lesson?

Explicit “Power” Phonics Lesson Phonemic Warm-Up Teach Sound/Spelling Practice Blending Apply to Decodable Text - Card 11 - 14 Dictation and Spelling Word Work Core Source Book pg 8. 5

Practice Word Reading Card 3 • Regular Words Correction Procedure

Card #3 Template for Practicing Word Reading (regular and irregular words) Steps Explanation/Script TASK Regular and irregular word reading PREPARATION Write letters from the Lesson Map on the board. SIGNALING PROCEDURE 1. EXPLAIN TASK Briefly name and explain the task to students prior to starting the activity 2. MODEL RESPONSE Model the desired response to the task with several examples using signaling procedure above 3. PROVIDE PRACTICE USING WHOLE-GROUP RESPONSES UNTIL KNOWLEDGE APPEARS TO BE SOLID Do Say Focus Point just to left of word Word? Wait time 2 seconds Signal for student Sweep hand under word swiftly response • Say: You’re going to practice reading words. When I point to a word, figure out the word in your head. When I sweep under the word, say the word. • (Model only the first couple of times you do this lesson. ) • Say: I’ll model for you how to say the first two words when I sweep under them. My turn. Model for students using the signaling procedure above, with only teacher responding. Say: When I sweep under a word, you say the word. Your turn. Provide practice using the above signaling procedure with only students responding. Use effective signaling, monitoring, and pacing procedures 4. CORRECTION PROCEDURE 5. INDIVIDUAL TURNS To correct students for regular words: Say: My turn. The word is ______. Your turn. Word? Have students blend the word using the appropriate routine for your group and then say the whole word. Back up two words and continue. To correct students for irregular words: Say: My turn. The word is ______. Your turn. Word? _____. Say: Spell _____. Tap under each letter as students spell the word aloud. Word? _____. Back up two words and continue. When it appears that the group is answering items correctly, provide individual turns as a check. Say: When I point to the left of a word, everybody figure out the word in your head. When I call your name, say the word. Point to the left of the first word, pause several seconds, say a student’s name, then sweep under the word. Call on students in an unpredictable order. c. All more frequently on students who made errors.

Explicit “Power” Phonics Lesson Phonemic Warm-Up Teach Sound/Spelling Practice Blending Apply to Decodable Text - Card 11 - 14 Dictation and Spelling Word Work Core Source Book pg 8. 5

Different Reads for Different Needs

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 • _______

Why Decodable Text? • Students learn a new skill best when they practice it and are successful. • Decodable text allows students to apply their newly acquired phonics knowledge to what they are reading and gives them the repetition and practice to achieve automaticity with the sound/spellings and high-frequency words to develop fluency. • SBRR tells us that the average child needs between 4 14 exposures to automatize the recognition of a new word.

Card #11 Template for Reading Predecodable and Decodable Text - Introductory Steps Explanation/Script TASK Reading predecodable and decodable text. Recommended time for use: (1) As soon as program introduces predecodables (grade K) and (2) When students can read CVC words on board with approximately 80% accuracy (grade 1). PREPARATION Prepare a copy of the story specified in the Lesson Map for each student. SIGNALING PROCEDURE Sound/Spelling Focus Do Wait time 3 seconds Signal for student response Tap Say 1. Touch under the first/next word. 2. Think 3. Word? EXAMPLE (Page 1) “My cat!” said Jan. “I can not pat it. ” (Page 2) “Pat the rat, ” said a man. Jan ran to pat it. “I can!” said Jan. Say: Touch under the first word. Students touch under My. Teacher monitors. Say: Think (pause 3 seconds). Say: Word? and immediately tap. Students say My. After students respond, say: Next word. Students touch under cat. Teacher monitors. Say: Think (pause 3 seconds). Say: Word? and immediately tap. Students say cat. Repeat the same procedure for each word in the sentence. When the students have read a sentence correctly, the teacher reads the sentence naturally to students. Teacher reads, “My cat!” said Jan. Repeat the same procedure for each sentence. 1. EXPLAIN TASK Briefly name and explain the task to students prior to starting the activity. Say: We’re going to read a story together. Continued on next page

Card #11 Template for Reading Predecodable and Decodable Text - Introductory Steps Explanation/Script 2. MODEL TASK Model desired response to the task with several examples using signaling procedure above. (Model only the first couple of times you present this template. ) Say: I’ll show you how to read the first sentence. My turn. Use the signaling procedure above to model reading the first sentence of text with only teacher responding. 3. PROVIDE PRACTICE USING WHOLE-GROUP RESPONSES UNTIL KNOWLEDGE APPEARS TO BE SOLID Elicit whole group response Say: Your turn. Provide practice using the above signaling procedure with only students responding. 4. CORRECTION PROCEDURE To correct students: Say: My turn. Word? _____. Your turn. Word? _____. Go back to the beginning of the sentence. 5. INDIVIDUAL TURNS 6. PRACTICE TO BUILD FLUENCY See appendix for further explanation of correction procedures. When the group has read the story correctly, provide individual turns. Call on individual students to readone sentence at a time, while other students read along silently. Provide motivation for accurate reading. Call on all students to read in an unpredictable order. Praise correct responses. If you have students who make multiple errors, call on them for sentences that contain easier words. Have these students reread the decodable text again later in small groups. If a student makes an error on an individual turn, you may provide the Correction Procedure with all students responding. Use one of the following options to have students reread the story at least two more times: 1. Provide extra choral reading practice using the signaling procedures. 2. Provide extra individual turn reading practice using the signaling procedure. 3. Partner Read - Students read with a partner following procedure below* *Note: Use option 3 only if students read accurately at this level Say: You’re going to practice reading a story with a partner. When you are the listener, touch under each word your partner is reading and read along silently to yourself. If the reader makes a mistake, say the correct word. When you are the reader and your partner corrects you, repeat the correct word. Then go back to the beginning of the sentence and read the sentence again. Take turns reading pages with your partner. During partner reading, each student should have their own copy of the book. Teacher moves from pair to pair listening and monitoring.

Card #12 Template for Reading Predecodable and Decodable Text - Intermediate Steps Explanation/Script TASK Reading decodable text. Recommended time for use when students can read at about 20 words per minute in their current decodable with at least 90 percent accuracy on the first read. PREPARATION Prepare a copy of the story specified in the Lesson Map for each student. Do SIGNALING PROCEDURE Focus Wait time 3 seconds Signal for student response Tap (continue tapping every 3 seconds for each word in sentence Say 1. Touch under the first word of the sentence. 2. Think 3. Word? (Say nothing for all other words in the sentence) EXAMPLE (Page 1) “My cat!” said Jan. “I can not pat it. ” (Page 2) “Pat the rat, ” said a man. (Page 3) Jan ran to pat it. “I can!” said Jan. (Page 4) “I can pat the rat. ” 1. EXPLAIN TASK Briefly name and explain the task to students prior to starting the activity. Say: Touch under the first word of the sentence. Students touch under My. Say: Think (pause 3 seconds). Teacher monitors Say: Read and immediately tap. Students say My. Continue to tap every three seconds to signal students to read the next word. (Note: In this option, the teacher does not say anything while students are reading the sentence. The teacher just taps to signal students to read each word. ) “…cat! said Jan. When the students have read a sentence correctly, the teacher reads the sentence naturally to the students. Teacher reads, “My cat!” said Jan. Repeat the same procedure for each sentence. Say: We’re going to read a story together Continued on next page

Card #12 Template for Reading Predecodable and Decodable Text - Intermediate Steps Explanation/Script 2. MODEL TASK Model desired response to the task with several examples using signaling procedure above. (Model only the first couple of times you present this template. ) Say: I’ll show you how to read the first sentence. My turn. Use the signaling procedure above to model reading the first sentence of text with only teacher responding. 3. PROVIDE PRACTICE USING WHOLE-GROUP RESPONSES UNTIL KNOWLEDGE APPEARS TO BE SOLID Elicit whole group response Say: Your turn. Provide practice using the above signaling procedure with only students responding. 4. CORRECTION PROCEDURE To correct students: Say: My turn. Word? _____. Your turn. Word? _____. Go back to the beginning of the sentence. See appendix for further explanation of correction procedures. 5. INDIVIDUAL TURNS TO FOCUS ON ACCURACY When the group has read the story correctly, provide individual turns. Call on individual students to readone sentence at a time, while other students read along silently. Provide motivation for accurate reading. Call on all students to read in an unpredictable order. Praise correct responses. If you have students who make multiple errors, call on them for sentences that contain easier words. Have these students reread the decodable text again later in small groups. If a student makes an error on an individual turn, you may provide the Correction Procedure with all students responding. *If you have students who make multiple errors, call on them for sentences that contain easier words. Have these students reread the decodable text again later in small groups. 6. PRACTICE TO BUILD FLUENCY Use one of the following options to have students reread the story at least two more times: 1. Provide extra choral reading practice using the signaling procedures. 2. Provide extra individual turn reading practice using the signaling procedure. 3. Partner Read - Students read with a partner following procedure below* *Note: Use option 3 only if students read accurately at this level Say: You’re going to practice reading a story with a partner. When you are the listener, touch under each word your partner is reading and read along silently to yourself. If the reader makes a mistake, say the correct word. When you are the reader and your partner corrects you, repeat the correct word. Then go back to the beginning of the sentence and read the sentence again. Take turns reading pages with your partner. During partner reading, each student should have their own copy of the book. Teacher moves from pair to pair listening and monitoring.

Card #13 Template for Reading Decodable Text - Advanced 1 (Transitional) Steps Explanation/Script TASK Reading decodable text. Recommended time for use when students can read at about 30 words per minute in their current decodable with at least 95 percent accuracy on the first read. PREPARATION Prepare a copy of the story specified in the Lesson Map for each student. Do SIGNALING PROCEDURE Focus Wait time Say Touch under the first word of the page. (pause). Read t the page to yourself Monitor and allow sufficient time for slightly below grade level students to read the page. Signal for student response Stop. Go back to the top of the page. (pause). Touch under the first word (pause). Read. Tap every 1 -2 seconds to set the pace* *Teacher taps at a rate of about a wod each 2 seconds when first introducing this template. As students become more fluent, teacher increases the rate at which students read by decreasing the pause between each tap. The teacher can tell what an appropriate pace is by testing some middle and low performers individually. CAUTION: If one or two students read significantly slower, signal at a pace that is appropriate for the mid level students and provide extra performance for the low performers. For medium and low performing students this is an important and dangerous time. If you go too fast, they may guess and abandon word attack skills. EXAMPLE: (Page 1) Dad and I walk to the park. We take large steps that lead to the grass. (Page 2) We see dogs. These dogs jump and bark. We see them catch balls and roll over. (Page 3) A baby wakes up from its nap. Her mother picks her up. Say: Touch under the first word of the page. Monitor. Read the page to yourself. Pause for an appropriate length of time. After students have read to themselves, say: Stop: Go back to the top of the page. Touch under the first word. Pause. Read (tap). Repeat the procedure until all text has been read. 1. EXPLAIN TASK Briefly name and explain the task to students prior to starting the activity. Say: You’re going to read this story a page at a time. Continued on next page

Card #13 Template for Reading Decodable Text - Advanced 1 (Transitional) Steps Explanation/Script 2. MODEL TASK Model desired response to the task with several examples using signaling procedure above. (Model only the first couple of times you present this template. ) Say: I’ll show you how to read the first page. My turn. Use the signaling procedure above to model reading the first sentence of text with only teacher responding. 3. PROVIDE PRACTICE USING WHOLE-GROUP RESPONSES UNTIL KNOWLEDGE APPEARS TO BE SOLID Elicit whole group response Say: Your turn. Provide practice using the above signaling procedure with only students responding*. 4. CORRECTION PROCEDURE To correct students: Say: My turn. Word? _____. Your turn. Word? _____. Go back to the beginning of the sentence. *Option: After each paragraph, teacher may read text aloud to students. See appendix for further explanation of correction procedures. 5. INDIVIDUAL TURNS TO FOCUS ON ACCURACY When the group has read the story correctly, provide individual turns. Call on individual students to read a sentence or two at a time, while other students read along silently touching each word being read. Establish a group goal for each page of making no more than three errors per hundred words (97% accuracy). Provide correction procedure and have students reread any page with less than 97% accuracy (more than 3 per 100 words). Provide motivation for accurate reading. Call on all students to read in an unpredictable order. Praise correct responses. 6. PRACTICE TO BUILD FLUENCY See Appendix for procedure to use for fluency practice.

Lines of Practice • • • Sounds Regular Words – New and Review High-Frequency Words Phrases/Sentences http: //oregonreadingfirst. uoregon. edu/inst_lines_practice. html

Explicit “Power” Phonics Lesson Phonemic Warm-Up Teach Sound/Spelling Practice Blending Apply to Decodable Text Dictation and Spelling Word Work Core Source Book pg 8. 5

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

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.

Anita Archer Video #1 • 2 nd Grade Word and Sentence Dictation • Watch for Effective Instructional Techniques

Anita Archer Video

Word Work • Word work may include centers with related instructional activities, or practice book pages. • Centers should be differentiated to be appropriate for each small group’s instructional needs

Vocabulary

Why the vocabulary gap? Children enter school with different levels of vocabulary. (Hart & Risley, 1995) – Cumulative Vocabulary (Age 4) • Children from professional families • Children from working class families • Children from welfare families 1100 words 700 words 500 words – Linguistically “poor” first graders knew 5, 000 words; linguistically “rich” first graders knew 20, 000 words. (Moats, 2001)

Why? • Vocabulary is causally related to reading comprehension. • “Indeed, one of the most enduring findings in reading research is the extent to which students’ vocabulary knowledge relates to their reading comprehension. ” (Osborn & Hiebert, 2004)

How does vocabulary contribute to the acquisition of reading comprehension? The obvious way – knowing the meanings of the words in text is necessary to understand the message being conveyed. Other probable, less obvious ways — • Vocabulary contributes to the development of phonemic awareness (Metsala, 1998). • Vocabulary contributes more accurate decoding of words whose printed form is unfamiliar (Ehri, 2002). • Vocabulary contributes to reading fluency because it leads to more accurate reading practice.

The Challenge of Vocabulary Instruction for Reading First Schools 1. Biemiller (2005) found that average students knew about 6, 000 root words by end of 2 nd grade 2. Students in lowest quartile knew about 4, 000 words 3. Students in lowest quartile enter kindergarten knowing between 2000 and 2500 words, so must learn 3500 to 4000 words to “close the gap” 4. Currently, lowest quartile students learn about 500 -600 words a year 5. Must add another 500 words a year to even approach “closing the gap”

The Challenge of Vocabulary Instruction for Reading First Schools “To have a useful impact on vocabulary growth, an intervention would need to add several hundred root word meanings per year. This is considerably more meanings than are presently addressed in classroom programs. ” “Until schools are prepared to emphasize vocabulary acquisition, especially in the primary grades, less advantaged children will continue to be handicapped even if they master reading written words”. Biemiller, A. & Boote, C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98, 4462.

What do we know from research about the best ways to teach vocabulary? Primary conclusions from report of NRP (2000) 1. Vocabulary should be taught both directly and indirectly. 2. Repetition and multiple exposures to vocabulary items are important. 3. Learning in rich contexts is valuable for vocabulary learning. 4. Vocabulary learning should entail active engagement in learning tasks. 5. Dependence on a single vocabulary instructional method will not result in optimal learning.

Current research indicates that the kind of vocabulary instruction that is most likely to have an impact on reading comprehension involves: • Providing both definitional information about words and experience accessing their meaning in multiple contexts. • Total amount of time spent learning words has an impact on reading comprehension – more exposures rather than fewer. • It is also helpful to require students to actively work with words, use in sentences, redefine, classify, etc.

Teach the Meaning of Critical, Unknown Vocabulary Words Preparation: Selecting Words for Vocabulary Instruction

Teach the Meaning of Critical, Unknown Vocabulary Words Select Words for Vocabulary Instruction • Select a limited number of words for robust, explicit vocabulary instruction. • Three to ten words per story or section in a chapter would be appropriate. • Briefly tell students the meaning of other words that are needed for comprehension.

Teach the Meaning of Critical, Unknown Vocabulary Words Select Words for Vocabulary Instruction • General Guidelines: – Select words that are unknown. – Select words that are critical to passage understanding. – Select words that students are likely to encounter in the future and are generally useful. (Stahl, 1986) • • Focus on Tier Two words (Beck & Mc. Keown, 2003) Academic Vocabulary

Teach the Meaning of Critical, Unknown Vocabulary Words Select Words for Vocabulary Instruction Tier 1 Tier 2 Tier 3 • The most basic words • Words on Dale-Chall list High frequency for mature language users and found across a variety of domains • Words that are critical to the understanding of the story (might be “show and go” or fast-mapped words) Frequency of use is low, often limited to specific domains. • “Show and Go” Words • Fast-mapped Words Examples clock, baby, happy, work absurd, maintain, fortunate peninsula, isotope, isthmus Instruction Rarely require instruction at school Instruction geared Best learned toward these words when a specific can be most need arises productive Description (Beck, 2002)

Teach the Meaning of Critical, Unknown Vocabulary Words Select Words for Vocabulary Instruction • Another way to state it: – “Goldilocks Words” • Not too difficult • Not too easy • Just right (Stahl & Stahl, 2004)

Teach the Meaning of Critical, Unknown Vocabulary Words Select Words for Vocabulary Instruction Your Turn…Circle 3 -5 Tier 2 words that you would teach using robust vocabulary instruction and underline any words that you can “show and go” or “fast-map”. Second Graders (Read Aloud) First Graders (Read Aloud) Enemy Pie by Derek Munson Honk! By Pamela Duncan Edwards perfect swan trampoline ballet enemy perfect recipe crazy disgusting figures earthworms graceful ingredients practiced horrible love nervous amazing invited furious relieved collector boomerang opera house

Teach the Meaning of Critical, Unknown Vocabulary Words Select Words for Vocabulary Instruction • Also, teach idioms (A phrase or expression in which the entire meaning is different from the usual meaning of the individual words. ) “The car rolling down the hill caught my eye. ” “Soon we were in stitches. ” “The painting cost me an arm and a leg. ” “The teacher was under the weather. ”

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 Prepare Student Friendly Definitions • • Student-Friendly Explanation (Beck, Mc. Keown, & Kucan, 2003) – – Uses known words. Is easy to understand. – “When something that was difficult is over or never happened at all, you feel relieved. ” Dictionary Definition – Relieved - (1) To free wholly or partly from pain, stress, pressure. (2) To lessen or alleviate, as pain or pressure

Teach the Meaning of Critical, Unknown Vocabulary Words Select Words for Vocabulary Instruction Your Turn… Write student-friendly definitions for these four words. Dictionary Definition triumphant - of a relating to a triumph, rejoicing for or celebrating victory, notably successful endured - to undergo especially without giving in; to remain firm under suffering or misfortune without yielding though it is difficult. victorious - having won a victory; relating to or characteristic of victory comrades - an intimate friend or associate; a fellow soldier Student-Friendly Explanations

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. ”

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 story 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 • 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 _______. ”

Anita Archer Video #2 • What instructional steps (routines) are used to introduce each of the words? • What other good practices do you observe?

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!!

Online Web Dictionaries • www. wordsmyth. net • www. ldoceonline. com • www. longman. com • www. wordcentral. com

Vary the Types of Independent Vocabulary Practice Activities! Example of Independent Activities: Day 1: Write new vocabulary words on vocabulary cards to add to a vocabulary ring or vocabulary card file. Day 2: Write student-friendly definitions on back of vocabulary cards. Day 3: Complete Word Diagram or Four Square Page with 4 new vocabulary words. Day 4: Complete Word Diagram or Four Square Page with 4 new vocabulary words. Day 5: Partner up and test each other on vocabulary definitions (using vocabulary cards students take turns saying the word and the other student gives the student-friendly definition -- or -- one student gives the student-friendly definition and the other student says the word).

Four-Square Vocabulary

Planning for Vocabulary Instruction Step 1: Identify key vocabulary words from selected lesson. Step 2: Are the student-friendly definitions offered sufficient for your students? Which words that are not selected would you need to add to the list? Step 3: Create student-friendly definitions for all the words on your list. Step 4: Write words and student-friendly definitions on sentence strips to post on the classroom wall. Step 5: Find and print appropriate pictures for the vocabulary words.

Fast Mapping Direct, brief explanation of meaning can establish initial “fast mapping” of meaning. Substitute critical unknown vocabulary with a student friendly synonym or brief phrase. As initially mapped words are encountered in other contexts, their meaning is extended and deepened.

Fast-Mapping Example: “The Crow and the Pitcher” The text reads, “Suddenly, the crow spied a pitcher sitting on a picnic table. ” • What is a student-friendly synonym or phrase for spied? The text reads, “To the crow’s dismay, his beak could not reach the water at the bottom of the pitcher. ” • What’s a student-friendly synonym or phrase for dismay? Find another word that can be fast-mapped. What is a student-friendly synonym or phrase for that word?

Anita Archer Video #3 Did the teacher: 1. Introduce the word? 2. Present a student-friendly explanation? 3. Illustrate the word with examples? 4. Check students’ understanding? 5. Review the words?

Enhancing Your Core • In your teacher’s edition find a place where a Vocabulary lesson is taught • Find 5 Tier Two words you would teach in depth • Write student-friendly definitions for those words • Write questions to check for understanding

Comprehension

Comprehension • Comprehension is the essence of reading. • Comprehension is active and intentional thinking in which the meaning is constructed through interactions between the text and the reader (Durkin, 1973). • The content of meaning is influenced by the text and by the contribution of the reader’s prior knowledge (Anderson & Pearson, 1984)

What is the difference between comprehension strategies and skills?

Think of a Soccer Game Strategies are specific, learned procedures that foster active competent, selfregulated and intentional reading. Think of the strategies of soccer. Skills are procedures students use to grasp the organizational structure of the text. Think of the skills as the drills and practices that enable you to be good at soccer. www. smbsd. org/page. cfm? p=905

Causes of Reading Comprehension Failure • • • Inadequate instruction Insufficient exposure and practice Deficient word recognition skills Significant language deficiencies Inadequate comprehension monitoring and self-evaluation • Unfamiliarity with text features and task demands • Inadequate reading experiences

Factors that Impact Reading Comprehension Reader Based Factors • • • Phonemic awareness Alphabetic understanding Fluency with the code Vocabulary Prior Knowledge Engagement and interest Text Based Factors • Narrative vs expository • Genre considerations • Quality of text • Density and difficulty of concepts

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

Comprehension Strategies Predict/Infer Question Monitor Clarify Summarize Evaluate Determining Importance Sensory Images Background Knowledge/Making Connections

Steps in Explicit Strategy Instruction • Direct Explanation • Modeling • Guided Practice and Feedback • Application Teaching a strategy is teaching a process connected to a purpose. You need to teach why and when to use the process.

Anita Archer Video #4 Does the teacher: 1. Give a direct explanation of the skill? 2. Model the skill? 3. Give guided practice and feedback?

Grade 3 Cause and Effect Instruction

Graphic Organizers Students should be introduced to graphic organizers to support application of comprehension skills and strategies. Teachers should provide models and guided practice opportunities. Limit the number of graphic organizers that you use! Here are some examples. . .

Ask Appropriate Questions During Passage Reading • BIG IDEA: Asking students questions during passage reading has proven effective in improving the comprehension of students. -(Morrow & Gambrell, 2001)

Ask Appropriate Questions During Passage Reading • Asking teacher-generated questions is one of the research-validated comprehension procedures outlined by the National Reading Panel. (NRP, 2000) • Why?

Ask Appropriate Questions During Passage Reading • Why? – – – Helps with recall To make connections Promotes active reading Helps students focus on critical information Models questions students should be asking themselves

Ask Appropriate Questions During Passage Reading • We can… 1. Generate questions on the text or 2. Utilize the questions provided in the reading program

Ask Appropriate Questions During Passage Reading • Question Types – Memory Questions (who, what, when, where) – Convergent Thinking Questions (why, how, in what ways) – Divergent Thinking Questions (imagine, suppose, predict, if/then) – Evaluative Thinking Questions (defend, judge, justify, what do you think) -(Ciardiello, 1998)

Ask Appropriate Questions During Passage Reading • What is the question type? 1. Where did the ambulance take Mrs. Brown? 2. Think about the animals in this story. In what ways are they alike? How are they different? 3. How would this story be different if it took place in winter? 4. Why do things in the firehouse need to be kept in perfect working order? 5. Think about the morals in the fables. Which moral is most helpful to you? Why?

Ask Appropriate Questions During Passage Reading • What typically happens when a question is asked and the student does not know the answer (or gives an incorrect answer)? • We want a procedure to use when students don’t know an answer. • The procedure we will talk about is called “scaffolding the answer. ”

Ask Appropriate Questions During Passage Reading • We can apply the same concept to answering questions. Target Question: Student doesn’t know. Scaffolded Question

Ask Appropriate Questions During Passage Reading Target Question: Why did Blue Cloud have to pester her mother to hold the baby? I don’t know. Was the baby easy for Blue Cloud to hold? Why or why not? Why did Mother keep Little Bear in a cradle on her back?

Techniques for Anthology • • Teacher Read Aloud Echo Popcorn Choral CLOZE Partner Silent Jump

“Reading comprehension is thinking guided by print. ” (Perfetti, 1995).

Enhancing Your Core • In your teacher’s edition find a place where a Comprehension skill or strategy is taught • Does the TE follow the steps in teaching a strategy: explain, model, guided practice and feedback? • Find story questions in your TE; are they appropriate for helping students construct meaning and focus on critical understandings?

Fluency

What Is Fluency? Fluency is Not Speed Reading! Fluency = Accuracy + Pacing + Expression

What the Research Says About Fluency • Fluency provides a bridge between word recognition and comprehension (National Institute for Literacy, 2001). • Proficient readers are so automatic with each component skill (phonological awareness, decoding, vocabulary) that they focus their attention on constructing meaning from the print (Kuhn & Stahl, 2000). • If a reader has to spend too much time and energy figuring out what the words are, she will be unable to concentrate on what the words mean (Coyne, Kame’enui, & Simmons, 2001).

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)

Fluency Activities

Lesson Design Considerations • Include multiple examples of each letter sound/word in the practice set. • Provide two to three short practice opportunities per day. • Decrease the amount of time per response (3 - 2 – 1 second). Students should be able to respond to each letter-sound/word within one second. • Remove letter-sounds/words students identified accurately and automatically for 2 consecutive weeks. • Review errors from previous lessons and provide continued practice with sounds/words students find difficult.

Letter-Sound Automaticity

Letter-Sound Automaticity Example: The 1 Minute Dash 1. 2. 3. 4. Identify a set of letter sounds students can correctly identify. Include multiple cards of each letter in the set. Set a goal (i. e. , 30 letter sounds correct). Do a 1 -minute small-group practice. Position cards so all can see. 5. Start the stop watch. 6. Present the first letter sound card so that all students answer. 7. Provide quick corrective feedback on errors. 8. Continue presenting letters. 9. Letter-sounds correctly identified go in one pile. 10. Place errors in a second pile. 11. At the end of 1 minute, tally the number of letter sounds correct. 12. Review errors and repeat activity for 1 more minute.

Letter-Sound Automaticity Example: ERI Sound Dash Activity 1. 2. 3. 4. 5. 6. 7. 8. Identify a set of letter sounds students can correctly identify. Create a grid of sounds (see Rapid Reading Chart). Do a 1 -minute small-group practice. Start the stop watch. Have the students identify letter sounds going across the chart. Provide quick corrective feedback on errors. After corrective feedback, go back to the start of the chart and begin again. At the end of 1 minute, tally the number of letter sounds the group correctly identified (how far did they get down the chart of sounds). Repeat the activity with the goal of getting further down the chart!

Letter-Sound Automaticity Example: Rapid Reading Sounds Chart 1. 2. 3. 4. 5. 6. 7. 8. 9. Identify a set of letter sounds students can correctly identify. Create a grid of sounds (see Rapid Reading Chart). Do a 1 -minute partner practice (individuals respond to a partner). Start the stop watch. Have one of the students identify letter sounds going across the grid. Partners can provide quick corrective feedback on errors. At the end of 1 minute, tally the number of letter sounds the individual correctly identified. Repeat for the other partner. Repeat the activity with the goal of getting further down the chart!

Blending Automaticity

Blending Automaticity Example: Blending Routine/Template Cards Examples: • Enhancement Templates: – Card 8, Card 9, Card 10 • Core Program Blending Routines

Word Reading Automaticity

Word Reading Automaticity Examples 1. Paired peer practice. Pair a higher performer with a child who needs fluency practice. Use similar procedures as in 1 -Minute Dash. Each child may use his/her set of known but not fluent words. 2. Word recognition grid. Prepare a 5 x 5 grid of 5 words. One word per row randomly ordered. Include a short review of words. Then, do a timed recall of the words.

Word Reading Automaticity Example: 5 x 5 Grid • • Select a set 5 words students can accurately identify Guidelines for selecting words to practice: – Select high-priority and high-utility words – Select words students are able to identify accurately – Separate highly similar examples • very/every • there/where/here Make page with 5 X 5 matrix: Do a 1 -minute group practice. Use an overhead transparency for whole group, or chart paper for small group.

Word Reading Automaticity Example: 5 x 5 Grid

Word Reading Automaticity Examples Don’t forget to use activities from the Florida Center for Reading Research Website at: www. fcrr. org • FCRR, Fluency F. 016

Connected Text Automaticity

Connected Text Automaticity Instruction Reminders!! • For fluency instruction to be appropriate, the student must be able to complete the skill with a high level of accuracy (>90%) – Before focusing on TEXT fluency, ensure that the student has adequate accuracy of the skill (e. g. , knows majority of words, text consists of words known to the child). • Not a replacement for beginning reading instruction. • Not intended to constitute the reading curriculum. • A short duration, frequently scheduled procedure to increase oral reading fluency.

Connected Text Automaticity: Planning Guidelines • Select passages students can read with 90 -95% accuracy. • Schedule repeated opportunities for students to hear models of fluent reading and/or practice the passage. • Set goals for students to improve their fluency. • Aim to reduce the time and number of errors. • Incorporate reading with expression once students reach 60 words correct per minute on grade level passages.

Connected Text Automaticity: Automaticity Set Ambitious Goals • Identify starting words correct per minute (e. g. , 30 wcpm minute). • Identify end of year grade level target (e. g. , 90 wcpm) • Subtract current wcpm from target & determine whether this is a realistic target (i. e. , 60 wcpm is highly ambitious). • Set goal and define weekly learning targets (i. e. , amount of growth/number of instructional weeks). • Monitor progress over time.

Connected Text Automaticity: Repeated Reading Examples 1. Fixed-timed readings (1 minute) in which student reads the same text repeatedly (e. g. , 3 times). 2. Fixed-passage readings (e. g. , 100 words) in which student calculates the time it takes to read the same 100 words on successive trials. 3. Tape-recorded repeated readings. 4. Peer preview. 5. Partner reading. (modified from Hasbrouck, 1998)

Connected Text Automaticity: Previewing Strategies • Preteach words that are difficult to read and understand: – Identify words that will be barriers to student independent reading (e. g. , content, vocabulary, etc. ) – Teach difficult words prior to reading within text – Irregular words

Connected Text Automaticity: Repeated Choral Reading The 3 -Step Process: 1. Teacher Reads 2. Teacher and Students Read Together 3. Students Read

Repeated Choral Reading: Expanded Steps • Teacher reads: Read the passage, modeling good fluency and expression and running your finger underneath the words. The students follow along as the teacher reads. – Keep a steady pace – Chunk the material – Teacher can strategically pause to ensure all are actively reading along • Students and teacher read: After hearing the teacher read, the students read the passage with the teacher running finger smoothly under the words being read. – Teacher monitors to correct errors and provide feedback • Students read: The students read the passage with the teacher monitoring and providing feedback. – Correcting errors – Modeling/Monitoring comprehension by pausing to ask questions or making predictions

Connected Text Automaticity Individual Strategy: Repeated Reading • For individual students needing to increase reading fluency use the following steps: 1. 2. 3. 4. 5. 6. Identify short reading passages (approx. 150 words) students can read with >90% accuracy Have student read for 1 -minutes as quickly and accurately as possible and determine words correct per minute (cold reading) Identify and mark a target rate approximately 30% faster than cold reading Have student independently reread passage with timer until they obtain target rate Teacher repeats step 2 to determine if goal was determined Graph progress (Adapted from Howell & Nolet, 2001)

Connected Text Automaticity: Partner Reading • Can be incorporated within the regular part of the reading program • Complete 2 -5 times a week • Careful selection of reading materials • Students must be trained on steps of approach • Performance pairing of students • Progress monitor all students to adjust pairing as necessary

Connected Text Automaticity: Partner Reading Guidelines for Pairing Students It is not necessary for the highest skilled readers to work with the students of greatest need. When pairing students consider the following: • Rank order students according to reading fluency. • Split the rank ordered list into the top and bottom halves. • Pair the top ranked student in the upper half with the top ranked student in the lower half (i. e. , #1 with # 13 if class has 26 students). See Teacher Reports! • Adjust pairings according to “personality” issues. • Maintain pairs approximately 4 weeks. (Modified from Hasbrouck, 1998)

Connected Text Automaticity: Partner Reading Guidelines 1. Teacher needs to select appropriate reading material for each student. 2. Teacher needs to model steps of partner reading. 3. The higher performing reader reads first as a model. 4. Both students should have an opportunity to lead the reading (coaches and players) 5. Teacher should monitor the group in the activity and reinforce for appropriate behavior. 6. At the end of the activity, have both students summarize what they just read (e. g. , retell, main ideas, characters, etc. ). 7. Periodic progress monitoring to ensure progress and to readjust pairs.

Expression Practice • Incorporate reading with expression once students reach 60 words correct per minute on grade level passages. • Don’t forget to use activities from the Florida Center for Reading Research Website at: www. fcrr. org Expression -- Chunked Text FCRR, Fluency, F. 019 Expression -- Phrases FCRR, Fluency, F. 013 FCRR, Fluency, F. 014 FCRR, Fluency, F. 015

Enhancing Your Core • What fluency activities will you use when you return to your classroom next week? • What text(s) will you use for fluency practice?

Remember … Different Reads For Different Needs

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

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. ”

5. More Time • Full 90 minute block • Extra intervention block

Objectives • Review the five critical components of early reading and how to link them to instruction. • Learn strategies to implement with students to make instruction more explicit • Discuss and practice active engagement strategies • Apply explicit instruction techniques to deliver a core program. Anything else?