1. Massachusetts Literacy First
Managing the Literacy Block for Student Success
Massachusetts Reading First
July 16, 2008
Introduction: This is trainer of trainer presentation. However, occasionally I will present material just as I would to new teachers or participants in foundational reading workshop.

2. Mid-course correction Whole school reflection
Create Success
New teacher induction
Mid-course correction
Whole school reflection
You may use this presentation as part of new teacher induction, as a culmination to your foundational reading professional development (how to make it all work cohesively), as a mid-year check-in with all staff (what parts are/are not working, as a way of reflecting on the school’s work as a professional learning community.
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3. What does the Research Say?
Reid Lyon Video
This is a short but thorough overview of the reading process and the research base for teaching and learning. Sets the stage.
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4. From the “science of reading” From effective schools
In order to effectively prevent early reading difficulties, we need to apply two kinds of knowledge
From the “science of reading”
Information about the individual components of instruction and assessment that are most effective in raising literacy levels
From effective schools
Information about leadership, organizational, and classroom practices that are most effective in raising literacy levels
All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.
Understanding, and Motivation to Apply
Torgesen, 2008
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5. Goals Perfect your practice with purpose, preparation, and pace
Differentiate instruction
Efficiently manage all aspects of the classroom
Optimize learning of all components
Optimize time and talent
When you know your purpose, anything can happen but nothing can throw you off balance or off track. When you are thoroughly prepared – know your subject, anticipate learning loopholes, and have all materials ready nothing can deter you. When the pace is upbeat and challenging, no one is bored or has a chance to mind-wander.
Truly provide instruction that meets the needs and interests of individual students.
Efficiently provide practice and assess progress every day. Control all aspects of the literacy learning – objectives, materials, behaviors.
Provide opportunities for targeted practice of all literacy components.
Optimize your talent and your precious time with students. Optimize student talent and time on task.
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6. Goals Perfect your practice with purpose, preparation, and pace
Optimize time and talent
Differentiate instruction
Efficiently manage all aspects of the classroom
Optimize learning of all components
When you know your purpose, anything can happen but nothing can throw you off balance or off track. When you are thoroughly prepared – know your subject, anticipate learning loopholes, and have all materials ready nothing can deter you. When the pace is upbeat and challenging, no one is bored or has a chance to mind-wander.
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7. Good is the enemy of great! J. Collins
720 or bust!
Good is the enemy of great!
J. Collins
What is 720? – number of days from first day of K to the last day of Grade 3(if they come every day) – don’t give up one of them!
Simulate interruptions…
Do the math – 90 – 5 – 5- 5 – 5 = 75 minute block = minute blocks in a year! RFIS found an average of 30 minutes of wasted instructional time in about 1500 classrooms observed.
No Halloween parades etc. – if you miss literacy due to a field trip/program make it up by having 2 blocks the next day

8. Good Teachers Matter
“By our estimates from Texas schools, having an above average teacher for five years running can completely close
the average gap between low-income students and others.”John Kain & Eric Hanushek
Schmoker, (p 9)
The more challenges students bring to learning to read, the more they need the best prepared and most dedicated teachers.
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9. Impact of Teacher Effectiveness on Student Achievement Kati Haycock (2005) uses the findings of this study and others by Sanders and Horn (1994).
Kati Haycock argues that the converse is true – that students exposed to an ineffective teacher for 3 years in a row never recover; never gain at an average pace.
Students in the classes of teachers classified as most effective can be expected to gain about 52%ile points in their achievement over a year. Classroom Management That Works, Robert J. Marzano. Adapted from J. Robinson.
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10. Professional Development
Teachers, like other professionals, can get more and more effective:
Participate in school/district workshops/grade level meetings
Work with school-based coaches
Take charge of your own learning
Read – professional books, journals
Help create a professional learning community
Take courses
Schmoker, 2006
Instruction has the largest influence on achievement of all factors – socio-economic status, ability etc. Teachers can become more effective by ordinary and accessible means when school personnel work together.
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11. Outstanding Teachers Create a literate environment
Present intentional instruction and provide practice
Choose texts from a variety of materials
Link reading and writing activities
There are 2 major reasons for differences in results among classrooms…
First - Varying degrees of implementation of the program due to
Student or teacher engagement. You need to be engaged in every aspect.
Classroom management
Instructional rigor
Varying degrees of use of assessment to adjust instruction
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12. Outstanding Teachers cont…
Create many opportunities for reading
Adjust instruction to meet students’ needs
Encourage children’s monitoring of understanding
Completely manage activities, behaviors, and classroom resources
Second – varying degrees of use of assessment to adjust instruction
Know your school and district formal and standardized assessments
Understand why each is given
Use informal assessment all day long every day
Today is brought to you by yesterday’s errors
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13. Examine your “groove” Monitor your “groove”
Are you in the groove?
Examine your “groove” Monitor your “groove”
Research tells us that teachers ask lots of questions during their first three years in the profession – then they get into a groove.
Ask yourself “What if?” Ask your colleagues “How?” Ask your principal “Why not?”
Ask for help – a teacher who is not a learner is a fraud!
Stay curious
Keep learning
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14. Goals Perfect your practice with purpose, preparation, and pace
Differentiate instruction
Efficiently manage all aspects of the classroom
Optimize learning of all components
Optimize time and talent
Optimize your talent and your precious time with students. Optimize student talent and time on task.
Truly provide instruction that meets the needs and interests of individual students.
Efficiently provide practice and assess progress every day.
Provide opportunities for targeted practice of all literacy components.
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15. Differentiation Scheme:
Code
Meaning
Independent worksheets or small group activities-PA, Phonics
Independent reading, small group activities, vocabulary, comprehension
Student
Instruction Managed by:
All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Use the whole group, small group, and independent portions of the literacy block to support differentiated instruction that may be teacher-led or student-led.
Small group or whole class instruction in PA, Phonics
Teacher led discussion, question asking, vocabulary
Teacher
Torgesen, 2008
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16. Basic Findings:
Children who began first grade with below-average letter-word reading skills demonstrated greater improvement with greater amounts of time in explicit, teacher managed, code-focused instruction.
Children with above-average vocabulary and word-reading scores at the start of the school year made greater gains in reading skill when they spent more time throughout the year in child-managed meaning-focused instruction (such as independent reading).
Torgesen, 2008
All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.
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17. Differentiation Matters
Classrooms that differentiated instruction appropriately produced higher overall reading growth.
Torgesen, 2008
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18. Differentiated Instruction
Examples
Using assessment data to plan instruction
Teaching targeted small groups
Using flexible grouping patterns
Matching text level to student ability
Tailoring independent projects to student ability
Summarize.
Always train – I do – We do – You do – with enough practice for mastery.
Keep the pace lively.
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19. Differentiated Instruction
Non-Examples
Using only whole class instruction
Using small groups that never change
Using the same reading text with all students
Using the same independent seatwork assignments for the entire class
Summarize why these ideas do not work.
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20. Students Reading at Grade Level
Researched-Based Comprehensive Reading Program for All Students
Research-Based, In-Class Interventions
Research-Based, School-Designed Interventions
System for Individual Solutions
adapted from J. Robinson
Our Goal – this is how we achieve it. Summarize the components of standards-based teaching.
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21. Tiered Model of Reading Instruction
Who: ALL students
What: Prevention/problem-solving model of reading instruction
When: 90-minute literacy block & (in some cases) additional 30 minutes of targeted reading intervention instruction
Where: All K-3 classrooms & other school-designated learning spaces
A Tiered Model of instruction is not just a series of reading programs - it is a framework for coordinating educators’ efforts to supplement and intensify reading instruction for students who have been identified as “at-risk” and “some-risk” for reading difficulties. The next couple of slides will expand on the purpose and research rationale (“why”) for a tiered model of reading curriculum delivery.
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22. Tiered Model continued…
Why: Differentiated instruction: early identification and intervention for students at-risk for reading difficulties; challenging work for all students
How: Tiers of scientifically-based reading instruction, professional development, assessment, grade-level data meetings, teacher & administrator collaboration
Assessment informs your instruction.
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23. Organizing and Managing Learning Centers/Small Groups
Group children for specific purposes, using formal and informal assessment data.
Plan daily lessons and select curriculum materials and learning activities that reinforce instruction.
Develop a daily schedule.
Create a management system to establish easy to follow routines.
Monitor the activities of all the children.
Continually evaluate children’s progress and regularly regroup children to address their instructional needs.
Today is brought to you by yesterday’s errors!
You must know exactly what you expect every child to learn when you arrive in the morning.
You must plan how to make that happen.
You must find out whether or not the child in fact learned what you planned – preferably before he goes home but definitely before he comes back the next day.
Groups should be 3-5 students working on the same skill/skills and at about the same skill level.
Use Guided reading or skill-based instruction for small teacher led groups
Provide center work based on the current or past lessons that provide appropriate practice and are engaging
Coloring is not a reading domain
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24. Centers & Interventions
Match reading lesson and student needs
Extra needed practice on taught skills (engaging, fun)
Skills and strategies from this week’s lesson
Center work that provides practice in emerging skills depends upon good management.
Remember: successful small group and center work depend on good classroom management. Centers must be taught so that expectations and directions are clear and can be successfully completed independently or with minimal peer support. You may show some examples of centers.
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25. Centers & Interventions
3-5 students in group
Systematic & explicit
Paced to match student’s skill level
Provide multiple opportunities to respond
Provide immediate corrective feedback
Students should be given multiple opportunities to respond and provided with immediate corrective feedback. Small group work is not a center and must never be interrupted by students working in centers. After small group, students know that they return to center and complete that center work before continuing on. Finished means finished and everyone understands what that means.
You may wish to describe interventions and discuss the role of collaboration among teachers and interventionists.
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26. Goals Perfect your practice with purpose, preparation, and pace
Differentiate instruction
Efficiently manage all aspects of the classroom
Optimize learning of all components
Optimize time and talent
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27. Excellent Classroom Management – Begin with the End in Mind
Effective and consistent routines/signals
Bell to bell instruction
Entry and exit procedures
Transition procedures
Independent work, small group, & materials procedures
Efficient traffic routes/scanning ease
Children crave routines Routines free up time for learning. Use signals that utilize all three modalities – no flashing lights. Use sound, movement, and visual – ex: 1, 2, 3, eyes on me. 1, 2, I am looking at you.
Teach “buddy up” and how to use. Practice: Buddy A and Buddy B put connected hands up to show they are listening/ready; must use at least 8 words in sentence/buddy counts and gives positive feedback. Show with vocabulary/8-word sentences.
No interruptions (bell-bell; using every minute).
Provide work before coats are off. Tubs for finished work and finished means finished (ticket to leave).
Use finished work to assess and give immediate feedback before recess/lunch.
Routines for each procedure – chair for questions. No child should be further than 2 feet from a pencil.
Classroom set up facilitates scanning and movement.
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28. Magic in 90 Minutes
Program
You add the rest
Place, group, teach, and assess each lesson from the Teacher’s Guide
Excellent Classroom Management + +
100% Engagement
Enough added practice for mastery
Timely Error Correction
Your core materials have everything you need to teach your 90 minute block.
You add excellent management and practice plus 100% engagement – yours and the students’ and immediate error correction. + +
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29. Excellent Classroom Management
Effective and consistent routines :
Consistent signal for attention
Entry procedure and task that uses lesson reading skills
Transition procedures/routines
Independent work procedures
Materials procedures
Small group procedures
Exit procedures from today’s lesson
Summary – could be an opportunity for teachers to share good ideas.
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30. Upon Entering Write 6 words from the selection on oceans.
Tell what they mean in sentences and pictures
Write 3 questions about yesterday’s work.
Be prepared to ask them of your partner
How…
Why… …
Illustrates ways that assignments are prepared before students get there coats off in the morning. Can practice assessment with Buddy system.
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31. Optimize Your View/Traffic Patterns adapted from J. Robinson
Noisy
Center
Quiet
Center
Example (and next slide) of classroom set up that facilitates management.
Noisy
Center
Computers
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32. Arranged for Best View/Traffic Routes adapted from J. Robinson
Noisy
Station
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33. Goals Perfect your practice with purpose, preparation, and pace
Differentiate instruction
Efficiently manage all aspects of the classroom
Optimize learning of all components
Optimize time and talent
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34. What Can Fluent Readers Do?
Read every letter in every word
Read text with 96% accuracy (independent)
Apply syllabication strategies to divide lengthy words with little conscious analysis.
Read fluently with adequate speed, phrasing, intonation; their reading sounds like they’re speaking.
Rely little on contextual information because word recognition is rapid, automatic and efficient.
Construct meaning as they read/make connections.
Review the goals of effective literacy instruction.
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35. The Four Part Processor
Context Processor
background information
sentence context
Meaning Processor
fluency
vocabulary
Connect to LETRS learning – every part of the brain must have appropriate instruction and chances to practice working together.
Orthographic Processor
Phonological Processor
speech sound system
letter memory
phonics
speech output
reading input
writing output
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36. Brain: Functional Neuroanatomy
Each processing system operates in a distinct region of the left brain.
Rapid communication among regions is essential.
Reading problems can originate in one or several systems.
All systems must be educated
Review the slide. Next 4 slides show each processor.
Moats, 2005
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37. The Phonological Processor
Processes the speech sound system.
We must teach:
Identification, comparison, and manipulation of sounds
Pronunciation of sounds and words
Memory for sounds and words
Links between sounds, spellings, and meanings
This is where you may talk about lessons; centers; specific small group instruction/ interventions.
Moats, 2005
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38. The Orthographic Processor
Processes letters, letter patterns, and whole words.
We must teach:
Recognition and formation of letters
Association of letters with sounds
Attention to letter sequences and patterns
Fluent recognition of whole words
Recall of letters for spelling
This is where you may wish to highlight syllable types etc. – rules that teachers need to know/patterns that students need to learn to recognize etc. Lessons; centers; small group work/interventions.
Moats, 2005
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39. The Meaning Processor We store word meanings in relation to:
Other words
Categories and concepts
Examples of word use in context
The sounds, spelling, and syllables
Meaningful parts
We must teach vocabulary with attention to all these areas.
You may wish to emphasize the Beck model; encourage use of Freddy Hiebert models; demonstrate themes in core and content frameworks etc.
Moats, 2005
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40. The Context Processor (self-correction device)
Interprets words we have heard, named, or partially identified, with reference to:
Language
Experience
Knowledge of the concepts
We teach the background that children need to interpret what they read.
You may wish to emphasize the importance of rich oral language development in the classroom; read aloud and rich discussion; response to text – written and oral; literacy groups etc.
Moats, 2005
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41. Reading Comprehension REQUIRES More than Knowledge of Words
“By age three, children from privileged families have heard 30 million more words than children from poor families. By kindergarten the gap is even greater. The consequences are catastrophic. Among all children, comprehension scores are stagnant. Convincing research tells us that key to both problems is to systematically build children’s vocabulary, fluency and domain knowledge.”
-E.D. Hirsch
Emphasize the inclusion of these elements into all literacy lessons. Consider the additional challenges of our students.
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42. Goals Perfect your practice with purpose, preparation, and pace
Differentiate instruction
Efficiently manage all aspects of the classroom
Optimize learning of all components
Optimize time and talent
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43. Put It All Together Take your time.
Teach every routine, center, and activity one at a time with enough practice and corrective feedback for students to master.
When you take the first 6 weeks to establish your literacy rich, socially positive, and learning-focused classroom environment, your students will be soaring by March.
Remember: Teach the social routines with the academic routines(You are teaching reading/literacy at the same time.) – these are habits that will serve your students throughout their academic lives.
Use assessment every day to inform your instructional decisions.
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44. The First 6 Weeks of School adapted from Responsive Classroom
Investment in time, energy, and efficiency
Payoff in freedom to optimize learning, talent, and time
A slow and purposeful beginning results in a competent, successful, cohesive classroom culture – one that supports success for all
You are teaching academics while you are teaching the routines that support them.
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45. Assessments
DIBELS – Dynamic Indicators of Basic Early Literacy Skills (3X for benchmarks)
GRADE – Group Reading Assessment and Diagnostic Evaluation (2X for outcomes/3X for monitoring progress)
Other – district/school/program benchmarks
Progress monitoring as needed
Other diagnostics as needed
With this slide you would discuss the use of your district/school assessments.
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46. Background knowledge, academic and nonacademic
The Barriers
Permanent
Memory
All that we know
and all that we
understand.
Working
Memory
consciousness
Sensory
Memory
Keep these areas in mind as you plan instruction. Teach students how to monitor attention and teach them any background knowledge they need.
Much of what enters our Sensory Memory results in no permanent record. Too many things to attend to and encode
Background knowledge, academic and nonacademic
The quality and type of processing that occurs in working memory that dictates whether that information makes it to permanent memory
Marzano, 2004
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47. Three Interacting Dynamics of Working Memory
Strength of Memory Trace: The more times we meaningfully engage information in working memory, the higher the probability that it will be embedded in permanent memory.
Depth of Processing: Thinking deeper about a concept adds detail to our understanding of information.
Elaboration: The variety of associations we make with information.
Plan instruction so that it reinforces learning – make it meaningful, engaging, and connected.
Marzano, 2004
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48. Classroom Instruction
Think about the BIG IDEA (concept).
Make connections to what they know, what they’ll learn and how it affects their lives.
Create opportunities for students to maintain the understanding of the BIG IDEA.
Words on the wall connected to BIG IDEA (remember purpose).
PROTOCOL for discussions (subskills).
Use this slide to connect to ways you want teachers to construct lessons and maintain learning.
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49. Classroom Ideals
Teach the academic routines with the academic curriculum.
Pay attention to how students learn as well as what they learn.
Students working together learn more – more student talk/less teacher talk.
The skills you teach through routines are necessary for learning.
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50. Continued… Know your students as well as your content.
Make every effort to connect with students’ families.
Model behaviors – social and academic every day.
Respect your profession and your place as a professional.
Review these points – use to summarize ideas presented.
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51. A Call to Action
“Our understanding of ‘what works’ in reading is dynamic and fluid, subject to ongoing review and assessment through quality research We encourage all teachers to explore the research, open their minds to changes in their instructional practice, and take up the challenge of helping all children become successful readers.”
- National Institute for Literacy, 2001, p. iii, cited in J. Robinson, 2004.
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52. Resources fcrr.org responsiveclassroom.org reading.org
doe.mass.edu/reading
GRADE Resource Library
readingrockets.org
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53. References
Denton, P. & Kriete, R. (2000). The first six weeks of school. Greenfield, MA: The Northeast Foundation for Children.
Gamse, B. C, Bloom, H. S., Kemple, J. J., Jacob, R. T. (2008). Reading First Impact Study: Interim Report (NCEE ). Washington, DC:National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U S department of Education.
Hirsch, E.D. (2003). Reading comprehension requires knowledge – of words and the world. American Educator, Spring, 10 – 29.
Marzano, R. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA: ASCD.
Moats, L. (2005). Language essentials for teachers of reading and spelling. Boston, MA: Sopris West.
Robinson, J. (2004). Getting more out of your core reading program. Presentation at the 3rd Annual National Reading First Conference: Reno, NV.
Schmoker, Mike. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: ASCD.
Torgesen, J. (2008). Reading First: Celebrating and looking forward. Presentation at
Year End Massachusetts Reading First Conference: Marlborough, MA.
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