Effective Instruction in the Kindergarten Classroom Day 1

Effective Instruction in the Kindergarten Classroom Day 1 - 2010 Presented by: Diane Bussema Kathryn Catherman KRESA Developed by: Diane Bussema Kathryn Catherman Stephanie Lemmer

Credit: • Anita L. Archer, Ph. D. Increasing Active Participation 2007. • Mi. BLSi • Teacher Reading Academy • Dynamic Measurement Group

Setting Group Expectations • To make this day the best possible, we need your assistance and participation – Please allow others to listen • Please turn off cell phones and pagers • Please limit sidebar conversations • Please do not use e mail – – Share “air time” Active participation Take care of your own needs Attend to the “Come back together” signal

Agenda • • • RTI Data Overview Phonological Awareness Alphabetic Principal

I do one What is Rt. I ? We do one You do one

Response to Intervention is…. . • High Quality Instruction • Intervention matched to student need (Differentiation) • Data is used to make decisions about instruction • A general ed initiative

Rt. I in your classroom is… • The same end goals or outcomes for all students • We may need to modify our teaching : Ø Provide smaller group instruction Ø Reteach concepts I do one Ø Increase active engagement We do one Ø Provide increased feedback You do one

Rt. I in your classroom is NOT • • • Preferential seating Shortened assignments Suspension Retention Waiting for the psychologist to test a student Waiting for the student to fall far enough behind to be considered a failure

Schoolwide Support: Prevention/Intervention: Programs and materials designed to provide intensive support for students who are performing below grade level. Supplemental: Programs and materials designed to support the core program by addressing specific skill areas related to the “big ideas” in reading. Core program: A core program (materials and instruction) is designed to provide instruction on the essential areas of reading for the majority of students within the school. The core program should enable 80% or more of students to attain schoolwide reading goals.

Response to Intervention A key premise in Rt. I is the need to ensure that the first tier of reading instruction is adequate, if not exemplary. (Justice, 2006)

Schoolwide Support: Prevention/Intervention This is where Rt. I and differentiated instruction starts! Tier I

An Rt. I School… • Uses a tiered approach for addressing student needs. • Maximizes the use of regular and special education resources for the benefit of all students. • Adopts interventions and instructional practices that are based in scientific research • Uses assessment for the purpose of instructional decision making (screening, diagnostic, and progress monitoring).

Work Time • Think Pair Share • Describe the current status of Rt. I in your school to your partner.

DATA What Does The Research Tell Us?

Research on Early Literacy: What Do We Know? 140 Reading Trajectory for Second-Grade Reader 120 100 80 60 40 20 0 2. 1 © 2006, Dynamic Measurement Group 2. 2 2. 3 2. 4 2. 5 15 2. 6 2. 7 2. 8 2. 9

Middle and Low Trajectories for Second Graders 140 17 Students on a Middle Reading Trajectory Words Per Minute 120 100 80 60 40 20 0 2. 1 2. 2 2. 3 2. 4 2. 5 2. 6 Grade 2 2. 7 2. 8 2. 9 19 Students on a Low Reading Trajectory

Reading Trajectories of Low and Middle Readers Words Per Minute Grade 1 Cohort Grade 2 Cohort Grade 3 Cohort Grade 5 Cohort Grade 4 Cohort Middle 10% Low 10% 1 2 3 4 5 6

40 Words per Minute at the End of First Grade Puts Children on Trajectory to Reading 140 Words Per Minute 120 100 80 60 40 20 0 Year 0 0 0 0 0 1 1 1 1 1 2 2 2 2 2 Months 0 1 2 3 4 5 6 7 8 9

Summary: What Do We Know? • Reading trajectories are established early. • Readers on a low trajectory tend to stay on that trajectory. • Students on a low trajectory tend to fall further and further behind. UNLESS…

Model for Student Success

The benefits of using Curriculum Based Measures • Growth • Efficient • Sensitive • Subtests • Reliable and valid • Easy • Assess skills • Computerized Scoring • Inexpensive

Steps for Successful Readers (Roland Good) Probability: On-Track. 81 (n=196) Fluency with Connected Text (Spring, 3 rd) Probability: On-Track We need to have the odds with us! . 83 (n=246) Probability: Catch-Up Fluency with Connected Text. 06 (n=213) (Spring, 2 nd) Probability: On-Track. 86 (n=138) Fluency with Probability: Catch-Up Connected Text. 03 (n=114) (Spring, 1 st) Probability: On-Track. 64 (n=348) Phonemic Awareness (Spring, Kdg) Alphabetic Principle (Winter, 1 st) Probability: Catch-Up. 22 (n=180) Probability: Catch-Up. 17 (n=183) Probability of remaining an average reader in fourth grade when an average reader in first grade is. 87 Probability of remaining a poor reader at the end of fourth grade when a poor reader at the end of first grade is. 88 (Juel, 1988)

Vocabulary Risk Categories Status Categories Instructional Used Prior to Used At or After Level Benchmark Time Low Risk Established Benchmark Some Risk (Prevention Mode) At Risk (Prevention Mode) Emerging (Remediation Mode) Deficit (Remediation Mode) Strategic Intensive

DIBELS REPORTS Histograms & Class Lists Using DIBELS to the Fullest • How to read your reports. • How to use the reports to move your instruction forward.

Histograms What Decisions? How are students doing at a given grade level? How many are at Benchmark? How wide is the spread of skills? How intensive is the need? Who? School Improvement Team and Grade level teachers. How often? Three times per year

Legend for Interpreting Histograms = Low Risk or Established = Some Risk or Emerging = At Risk or Deficit Note: Split bars are used when the cutoff scores between categories occur in the middle of a score range. The number of students is indicated by the size of the split part. From DIBELS Data System, University of Oregon, 2000 -2005

Class Lists What Decisions? What will be the specific instructional priorities for each student in the class? How will students be grouped for differentiation? How intensive? What will the 90 minute block include? Who? Grade Level Team and Individual Classroom Teacher How often? Three times per year

DIBELS First Grade Class List

Second Grade Class List 2007/2008

TIER I: CORE CLASS INSTRUCTION Focus For all students Program Scientific-based reading instruction and curriculum emphasizing the five critical elements of reading Grouping Flexible grouping; all grouping formats used Time 90 minutes per day or more Assessment Benchmark assessment at beginning, middle, and end of the academic year Interventionist General education teacher Setting General education classroom

Schoolwide Reading Support: Prevention/Intervention Tier 3 Tier 2 This is where Rt. I and differentiated instruction starts! Tier I Tier 1 Classroom Instruction

The Big Ideas of Reading • Phonemic Awareness • Alphabetic Principle • Fluency • Vocabulary • Comprehension

What is a big idea? • A Big idea is: - Predictive of reading acquisition and later reading achievement - Something we can do something about, something we can teach - Something that improves outcomes for children when we teach it

Components Typically Emphasized at Each Grade Level Written Expression Comprehension Skills/Strategies Passage Fluency Vocabulary Advanced Phonics/Decoding Basic Phonics Phonological Awareness Grade K 1 2 3 4 5 6+

Phonemic Awareness What is it? • PA is the ability to focus on and manipulate the phonemes in spoken words. • Critical skill: Segmentation and blending

Phonics What is it? Based on two parts: 1. Alphabetic Understanding: Letters represent sounds in words. 2. Phonological Recoding. Letter sounds can be blended together to make words.

Fluency What is it? • Fluent readers can read text with appropriate rate, accuracy and proper expression. • Fluency=automaticity

The Matthew Effect (Stanovich, 2000) Exposed to 1, 800, 000 words per year Exposed to 282, 000 words per year Exposed to 8, 000 words per year < 1 minute 4. 6 minutes 20 minutes Time spent reading each day Statistics derived from Shaywitz, S. (2003). Overcoming dyslexia. New York: Alfred A. Knopf.

Vocabulary What is it? • A person’s ability to store word meanings in their lexicon. • A reader must be able to access words and their meanings on both a receptive and expressive level.

Importance of Vocabulary • Vocabulary Gap Children enter schools with different levels of vocabulary – Meaningful Differences (Hart & Risley, 1995) Words heard per hour Words heard in a 100 -hour week Words heard in a 5, 200 hour year 3 years Poverty 620 62, 000 3 million 10 million Working Class 1, 250 125, 000 6 million 20 million Professional 2, 150 215, 000 11 million 30 million

Comprehension What is it? • The essence of reading (Durkin, 93) • An active process that engages the reader by requiring them to intentionally think and interact with the text in order to make meaning. (NRP)

Work Time • Quick Write – list the big ideas of literacy and one interesting fact! • Share with your partner! *Exit Slip

Phonemic Awareness

What is Phonological Awareness? • The ability to hear and manipulate the sound structure of language. This is an encompassing term that involves working with the sounds of language at the word, syllable, and phoneme (sound) level.

When Should Phonological Awareness be Taught? • Preschool – Listening, alliteration, rhyming sound games • Kindergarten – First sounds, blending and segmenting sounds • First grade and above – Should be established

Components Typically Emphasized at Each Grade Level Written Expression Comprehension Skills/Strategies Passage Fluency Vocabulary Advanced Phonics/Decoding Basic Phonics Phonological Awareness Grade K 1 2 3 4 5 6+

Phonological Awareness rhyme, alliteration, sentence, word, onset-rime, phoneme awareness Phoneme Awareness Ability to hear, identify, and manipulate individual speech sounds Phoneme Segmentation Orthography Letters and letter patterns scat = /s/ /k/ /ă/ /t/ + Phoneme Blending /s/ /k/ /ă/ /t/ = scat Phonics

Rhyme & Alliteration • Books • Concrete objects • Activities ü Learning Center – Florida Center for Reading Research http: //www. fcrr. org/index. htm ü Teaching Reading Sourcebook-Core Literacy Library, Arena Press

Alliteration Activities • I’ll say three words you tell me which words begin with the same sound: garden, girl, share (garden, girl) • I‘ll say a word you tell me 2 more words that begin with the same sound as pet. • Let’s make a sentence about big brown bears using two more words that begin with the /b/ sound. Big Brown Bears buy berries.

Sentence Segmentation • Claps or Finger The cat sees a dog. • The teacher slowly says a sentence: “We are going to lunch” Children take one step, hop, skip for each word in the sentence. • I’m going to say a sentence: Ethan gave me the book. (Children echo the sentence pointing to or moving a manipulative as they say each word: Ethan…gave…me…the…book. ) How many words are in the sentence ? ( Children count the manipulatives and say: There are five words in the sentence. )

Syllables • Bippity, bibbity bumble bee, tell me what your name should be. 1. Clap it 2. Whisper it 3. Silent Phonemic Awareness in Young Children by Marilyn Jager Adams

Onsets and Rimes Sound Blocks 1. The teacher gives children two plain blocks. 2. The blocks are placed in a row. 3. The teacher says: “When I want to say tap in two parts, I touch the blocks like this. ” (Touch the first block and say “/t/”; touch the second block and say “-ap”) 4. The teacher says other words that end in “-ap. ” 5. The children touch the blocks as they say the words in two parts.

Work Time Using Your Basal Strategically 1. Using your TE find the Big Idea- Phonological Awareness. 2. Map out the skills that are taught each day during theme. 3. Do the students already have this skill (data) ? Can this be a quick review ? 4. Which students do not have the PA skill taught from the basal ? 5. Focus explicit instruction with these students in small group.

Phonological Awareness rhyme, alliteration, sentence, word, onset-rime, phoneme awareness Phoneme Awareness Ability to hear, identify, and manipulate individual speech sounds Phoneme Segmentation Orthography Letters and letter patterns scat = /s/ /k/ /ă/ /t/ + Phoneme Blending /s/ /k/ /ă/ /t/ = scat Phonics

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 /k/ /a/ /t/

Phonemic Awareness • • “cat” begins with the sound ____. ” “cat” ends with the sound ____. ” “cat” with a /h/ at the beginning becomes “____. ” “hat” with a /m/ at the end becomes “____. ”

What We Know from Research • Phonemic awareness gives students a way to approach reading new words. • Phonemic awareness helps all children to read. • Phonemic awareness instruction is most effective when children are taught to use letters to represent phonemes. • Phonemic awareness helps preschoolers, kindergarteners, and first graders learn to spell.

Why Phonemic Awareness is Difficult

Phonemic Awareness • Direct and explicit • Brief (5 -7 minutes) • Fast paced and lively so that all students are engaged • Oral and auditory

Explicit and Systematic • Explicit instruction refers to lessons in which concepts are clearly explained and skills are clearly modeled. • Systematic instruction in a logical sequence, where newly introduced skills are built on existing skills, and tasks are arranged from simplest to complex.

An Important Model I do one We do one You do one

Phoneme Segmentation Fluency (PSF) Examiner says a word; student says the sounds in the word. Score: Number of correct sound segments student says in 1 minute.

Phonemic Awareness 1. I’ll Say the Sounds 2. Say It and Move It 3. Elkonian –Sound Boxes 4. Fist

I’ll Say the Sound • Blending Sounds into Words 1. We’re going to play a say-the-word game. I’ll say the sounds. You say the word. 2. Listen. aaaammmmm 3. What word? am 4. (Repeat with other words. ) 5. (If time permits, check individual students. ) (Practice: man, sat, ship, trap)

Work Time Using Your Basal Strategically 1. With your partner, use your Basal TE, to find ten words from the PA section. 2. Practice with your partner blending these words using the technique I’ll Say the Sound. 3. Be ready to share with your best example.

Say-It-and-Move-It This is listening and sound counting not letter recognition Model how to use 1 finger and how to sweep

Say-It-and-Move-It

Work Time Using Your Basal Strategically 1. Find ten words from your basal that would be appropriate to use for a Say-It-and-Move-It activity. 2. With your partner, practice doing at least five words each. 3. Be prepared to share how you might use this in your classroom when you go back.

Sound Boxes

Work Time Using Your Basal Strategically 1. Find ten words from your basal that would be appropriate to use for the sound boxes activity. 2. With your partner, practice doing at least five words each. 3. By table go to the overhead/document camera and teach a lesson to your table. Your table will be your students.

Fist • Segmenting Words into Sounds - Separate Segmenting 1. 2. 3. 4. We’re going to say the sounds in a word. Fist in the air. Put up one finger for each sound. The word is sat. What word? sat First sound? /sss/ Next sound? /aaa/ Last sound? /t/ 5. (If time permits, check individual students. ) (Practice: fan, fast, shop, with)

Work Time Using Your Basal Strategically 1. With your partner create a list of ten words from your basal that would be appropriate for segmenting at this time of year for your students. 2. Practice with your partner 3. Be ready to share with your best example.

Explicit and Systematic PA Instruction • During a lesson, target only one type of PA, such as blending or segmenting. • Begin with easier activities and progress to more difficult ones. • Model each activity. • As soon as possible, help children make the connection between letters and sounds to read and spell words.

RTI/Differentiation- Reteach in Small Groups I do one We do one • Provide opportunities to practice PA with teacher support and guidance. • Integrate practice in PA throughout the curriculum and the school day. You do one

In Summary 1. I’ll Say the Sounds 2. Say It and Move It 3. Elkonian –Sound Boxes 4. Fist

Alphabetic Principle

Alphabetic Principal Phonics

Alphabetic Principle Based on two parts: – Alphabetic Understanding. Letters represent sounds in words a m p v s

Alphabetic Principle – Phonological Recoding. Letter sounds can be blended together and knowledge of letter -sound associations can be used to read/decode words. ma p

When Should the Alphabetic Principle be Taught? • Preschool – Familiarity with alphabet • Kindergarten – Familiarity with alphabet – Letter sounds, beginning blending • First grade – Letter sounds, blends and decodes simple words fluently, reads grade level material accurately

Why Alphabetic Principle? • Letter-sound knowledge is prerequisite to word identification. • A primary difference between good and poor readers is the ability to use letter-sound correspondences to decode words. • Letter-sound knowledge can be taught. • Teaching the alphabetic principle leads to gains in reading acquisition/achievement.

What Kind of Phonics? What is “systematic”? • preplanned skill sequence • progresses from easier to more difficult (scaffolding) What is “explicit”? The teacher: • explains and models • gives guided practice • watches and gives corrective feedback • plans extended practice on skills, as needed by individuals • applies skill to reading words, sentences, books

Explicit and Systematic Instruction Ø Teach frequently-used letters and sounds Ø Introduce only a few letter-sound correspondences at a time Ø Model and present each individual letter and its most common sound. Ø Begin with letter-sound correspondences that can be combined to make words children can decode, read, and understand.

Effective Teachers Vary Time and Emphasis on Phonics • Teachers rated as most effective overall. – Spent more time on foundational skills • Especially when students’ entry-level skills were low – Varied the emphasis of their instruction, according to the needs of their students.

Structure of English • Phoneme: a speech sound that combines with others in a language system to make words; English has 40 -44 phonemes. • Consonant Phonemes: there about 25 consonant phonemes. • Vowel Phonemes: there about 18 vowel phonemes.

Teaching Letter Names P I do one We do one You do one Point to the card and say: This is the letter P. It has a straight line down and then goes up and around. With your finger, trace the letter from top to bottom and then back up and around. Say: This is the letter P. What is the name of this letter ? Ø Repeat procedure with at least two other examples, pointing to the letter and tracing the lines.

Alphabet Names and Forms Alphabet Arc (Neuhaus Education Center) helps students learn letter recognition and sequencing. While teaching a new phoneme, reinforce the letter names and forms so the student can associate the sound with its letter.

Alphabet Arc

Letter Characteristics • Shapes that are visually similar v B-D, B-P, E-F, F-P, G-O, K-X, M-N, M-W, O-Q, OU, P-R, U-V, V-Y vb-d, b-p, b-q, d-g, d-q, e-a, g-q, g-y, i-j, i-l, k-x, m-n, n-c, n-h, p-q, u-v, u-w, u-y, w-m, y-v v. Cc, Kk, Pp, Ss, Uu, Vv, Ww, Xx, Zz,

Write out the sounds included within each of the following letter names A /a/ D G J M P S V Y B E H K N Q T W Z /b/ /e/ C F I L O R U X

How did you do? A D G J M P S V X /a/ /d/ /e/ /j/ /a/ /e/ /m/ /p/ /e/ /s/ /v/, /e/ /k/ /s/ , B /b/ /e/ C /s/ /e/ E /e/ F /e/ /f/ H /a/ /ch/ I / i/ K /k/ / a/ L /e/ /l/ N /e/ /n/ O /o/ Q /k/ /y/ /oo/ R /ar/ T /t/ /e/ U /y/ /oo/ W /d/ /u/ /b/ /l/ /y/ /oo/ Y /w/ / i/ Z /z/ /e/

Letter Knowledge Ø The learning of letter sounds is quite different from the learning of letter shapes and names. Ø Students need more time to learn the sounds of some letters than others. (Treiman and Kessler 2003)

Letter-Sound Associations - How? Alphabet Chart • Vowel Chart

Letter Combinations Ø Consonant blends Ø Consonant digraphs Ø Vowel combinations

Pocket Charts

Letter Sound Practice • Alphabet books provide an excellent opportunity for students to hear, say, and see the alphabet. ( Not explicit ) • ABC Charts • DVD’s • Computer Programs

Using a T Graph Sorting /m/ & /s/ Sounds • There are many ways of using a T graph. • First demonstrate on an overhead to the whole class. • Next identify students that need further instruction and pull back for small group. • Finally as a review use as seat work or in a center. (this is not a coloring time) • This activity could also be a Closed or Open Sort.

Work Time Sorting with T graph • Look at basal to see what sounds are being taught-use last weeks sounds to provide additional practice with the sounds • With your partner think of other sorting activities that you could possibly use before or after this sort • Be ready to share an idea

Letter Naming- Automaticity P m S t o M s a o t T M P T m A P M s a

Decoding of Regular Words • As soon as sounds are learned, incorporate the sounds into words. • Model blending of sounds into words. • Provide an adequate amount of practice on decoding words.

Sound by Sound Blending 1. ra t 2. 4. 3. 5. 1. 2. 3. 4. 5. 6. Write r and say /r/. Write a and say /a/. Slide fingers under ra and say /ra/. Write t and say /t/. Slide finders under rat and say /rat/. Say “The word is rat. ” and use it in a sentence.

Work Time Using Your Basal Strategically 1. Create a list of 20 words using the sounds you have already taught in your basal. 2. Watch Video: Blending Routines Ø Sound- by- sound 3. With your partner design a lesson to instruct your students on blending routines. 4. Be ready to demonstrate your lesson to the group

1. Decodable Book • Blending and decoding the sounds in words

Decodable Books Majority of the words are : Ø linked to phonics instruction using sound/spelling Ø spelling patterns that have been taught Ø some previously taught irregular sight words, including high frequency words

1. Letter Boxes

2. Sight words • Sight words are words that are recognized immediately, whether it is a regular or irregular word. • The ultimate goal is for all words, regular and irregular, to be read automatically with little effort.

Increasing Sight Words • Index cards • Read and reread text that contain the words, decodable text • Write sentences • Word Walls

Irregular Words ØContain some letters that do not represent their most commonly used sounds ØTend to be high frequency words that students encounter often in their reading and writing ØCan be partially decoded

Increasing Sight Words • Dictation • By writing

Letter-Sound Associations Review • Provide explicit instruction to introduce letter -sound associations. • Teach letter-sound associations to a high level of mastery. • Provide cumulative review. - Eternal Review