1. SELECTING AND ADOPTING EFFECTIVE SUPPLEMENTAL AND INTERVENTION PROGRAMS

2. Understanding the Purpose of Different Programs Classifying Reading Programs: What is the purpose of the program? 1. Core 2. Supplemental 3. Intervention Core Reading Program Supplemental Reading Program Core Supplemental Intervention Reading Program Meeting the needs for most Supporting the CoreMeeting the needs for each Programs are tools that are implemented by teachers to ensure that children learn enough on time. (Vaughn et al. 2001)

3. A core program is the “base” reading program designed to provide instruction on the essential areas of reading for the majority of students schoolwide. In general, the core program should enable 80% or more of students to attain schoolwide reading goals. Kameenui & Simmons Core Program

4. Supplemental Programs Support and extend the critical elements of a core reading program. Provide additional instruction in one or two areas (e.g., phonological awareness, fluency) and Provide more instruction or practice in particular area(s) of need. Kameeuni & Simmons

5. Supplemental Programs K123 Phonemic Awareness √ √ Phonics√√√√ Fluency√√√ Vocabulary√√√√ Comprehension√√√√ National Reading Panel, 2000

6. Phonemic Awareness That spoken words consist of individual sounds or phonemes How words can be segmented into sounds and how these sounds can be blended together How to use their phonemic awareness to blend sounds to read words and to segment words into sounds to spell them What Students Need to Learn UTCLRA, TEA, UT-Austin: Implementing the 3-Tier Reading Model

7. Phonemic Awareness (cont.) Provide explicit and systematic phonemic awareness instruction that teaches segmenting and blending Begin with auditory phonemic awareness activities and link phonemes to letters as soon as possible Use letters to manipulate phonemes and help students apply their knowledge of phonemic awareness when reading and writing Monitor students’ progress to inform instruction How We Teach It UTCLRA, TEA, UT-Austin: Implementing the 3-Tier Reading Model

8. Phonics and Word Study Accurate and rapid identification of the letters of the alphabet The alphabetic principle Phonic elements (e.g., letter-sound correspondences, spelling patterns, syllables, word parts) How to apply phonics elements as they read and write What Students Need to Learn UTCLRA, TEA, UT-Austin: Implementing the 3-Tier Reading Model

9. Phonics and Word Study (cont.) Provide explicit, systematic phonics instruction in: –A set of letter-sound relations –Blending sounds to read words Include practice reading texts Give substantial practice applying phonics as students read and write Monitor students’ progress to inform instruction How We Teach It UTCLRA, TEA, UT-Austin: Implementing the 3-Tier Reading Model

10. Fluency How to read words (in isolation and in connected text) accurately and quickly with little attention or effort How to automatically recognize words (decoding) How to increase speed (or rate), improve accuracy, and read with expression (prosody) What Students Need to Learn UTCLRA, TEA, UT-Austin: Implementing the 3-Tier Reading Model

11. Fluency (cont.) Provide opportunities for oral repeated reading with support and feedback Match reading texts and instruction to students’ reading levels Provide opportunities to read narrative and expository texts Monitor students’ progress in both rate and accuracy How We Teach It UTCLRA, TEA, UT-Austin: Implementing the 3-Tier Reading Model

12. Vocabulary The meanings for most of the words in a text so they can understand what they read How to apply a variety of strategies to learn word meanings How to accurately use words in oral and written language What Students Need to Learn UTCLRA, TEA, UT-Austin: Implementing the 3-Tier Reading Model

13. Vocabulary (cont.) Provide instruction in the meanings of words and in word-learning strategies Actively involve students in making connections between concepts and new vocabulary in both oral and written language Provide many opportunities for students to read in and out of school Promote wide reading (reading a lot and reading a variety of different types of texts) How We Teach It UTCLRA, TEA, UT-Austin: Implementing the 3-Tier Reading Model

14. Comprehension How to read both narrative and expository texts How to understand and remember what they read How to relate their knowledge or experiences to text How to use comprehension strategies to improve their comprehension What Students Need to Learn UTCLRA, TEA, UT-Austin: Implementing the 3-Tier Reading Model

15. Comprehension (cont.) Explain, model, and teach comprehension strategies Provide comprehension instruction before, during, and after reading narrative and expository texts Promote thinking and extended discourse by asking questions and encouraging student questions and discussions Monitor students’ progress to inform instruction How We Teach It UTCLRA, TEA, UT-Austin: Implementing the 3-Tier Reading Model

16. Features of Effective Instruction Explicit instruction–Overtly teaching each step through teacher modeling and many examples Systematic instruction–Breaking lessons and activities into sequential, manageable steps that progress from simple to more complex concepts and skills Ample practice opportunities–Providing many opportunities for students to respond and demonstrate what they are learning Immediate feedback–Incorporating feedback (from teacher or peers) during initial instruction and practice UTCLRA, TEA, UT-Austin: Implementing the 3-Tier Reading Model

17. Intervention Programs Designed for children who demonstrate reading difficulty and are performing below grade level. Provide more explicit, systematic instruction to accelerate learning and bring the learner to grade-level performance. Focus on more than one area (e.g., phonics, fluency, and comprehension). May focus exclusively on one essential reading area. Allow teachers to meet the needs of individual students who are struggling in their classrooms. Specialized, intense, and typically delivered in small group settings. Kameenui & Simmons

18. Phonemic Awareness Phonics Knowledge Fluent Reading Vocabulary Knowledge & Comprehension Strategies Support the reader in constructing meaning from the text Supports automatic word recognition, freeing memory and attention resources to focus on the meaning of the text Provides the foundation for identifying words Fundamental for mapping the sounds of language to print so the reader can make sense of phonics elements within words What role does each essential component play in the reading process? Vaughn Gross Center for Reading and Language Arts

19. Evaluating Lessons

20. Comprehension Tell students the main idea of a story tells the most important part of the story. Reread “Dinosaurs” together and ask students to tell the main idea of the story.

21. Comprehension Tell students the main idea of a story tells the most important part of the story. Tell them the main idea names who or what the story was about and the most important thing that happened to the who or what. Model stating the main idea for the story just read, “Dinosaurs”. Jacob is the who or what in the story. The most important thing about Jacob is he learned to cooperate. So, the main idea is, “Jacob learned to cooperate.” Let me read you a short story. (Read paragraph about Sarah cooking ham.) Who or what is in this story? (Sarah) What is the most important thing about Sarah? What is the main idea of that story? Repeat with other short paragraphs.

22. Phonics Vce rule Words with an e at the end have the long vowel sound. This word (make) has an e at the end so it has the long sound a. The word is make. Let’s read some more words with e at the end. Remember to say the long vowel sound.

23. Phonics Vce Rule (Students can say name of vowel letters and sound of vowel letters) Teach letters that are vowels. Teach rule (An e at the end of a word tells us to say the first vowel’s name). Teach students to recognize words with e at end. Teach students to say correct vowel sound in words with and without e. Have students read the word.

24. Phonics Decoding words with ending –ed Say the following sentences and write the verbs on the chalkboard. Compare the two forms of the verbs and tell children –ed at the end of a verb usually shows that the action happened in the past. Sarah went to play at the park today. Sarah played at the park yesterday.

25. Phonemic Awareness “Listen to all of the sounds in this word.” Hold up one finger for each sound as you say it: “/k/ /a/ /t/.” “How many sounds are in this word?” “Now, I’ll say the sounds and you will blend them for me: /k/ /a/ /t/. What’s the word?”

26. Comprehension Have the students read the passage. Use choral reading and individual reading turns. Pause during reading to ask the following questions: Where is John going? Why do you think John wanted to go to the park? What do you think will happen next?

27. Fluency Have students chorally read the passage aloud as a whole group. Then, ask students to read the same text silently on their own.

28. Vocabulary Write the following words on the board: was listen book Read the words to students. Ask students to write each word as you read it. Have students read the words to you. Point to words in random order and call on individual students to read the words.

29. Phonics Review the sounds of a and m: “What sound does a make?” “What sound does m make?” Write the word am on the board or overhead and ask: “What is this word?”

30. Phonemic Awareness Say the three words pig, dip, spit. Ask students what sound all of the words have in common.

31. Comprehension Conduct a picture walk before students read the story. Stop on each page and ask students to describe what they think is happening. Then ask them to predict what they think will happen on the next page. As you turn each page, ask students to relate what they see happening in the picture to their earlier predictions. At the end of the story, ask students to predict how they think the story will end and what they might learn from it.

32. Vocabulary Write the ten pre-selected vocabulary words from the story on the board. Have students look up the words in the glossary, write definitions, and use the words in sentences.

33. Phonics If students write the word incorrectly say: “The sounds in trap are /t/ /r/ /a/ /p/. Watch as I write the first sound: /t/. Watch as I write the next sound: /r/. Watch as I write the third sound: /a/. Watch as I write the last sound: /p/. What word did I spell? Yes, trap.”

34. Fluency Choral read the text on the board: When Jake was little he did not know how to cooperate. When Jake was older he learned to cooperate.

35. Phonics Have students scan the text to find words with double consonants. Have them write the words they find on paper. After students are finished, invite individual students to share words they found. Ask students to identify what vowel sound all the words have in common. Explain that words with a double consonant often have the short vowel sound.

36. Vocabulary Ask students to read the words on the board. Ask students to give synonyms or antonyms for each of the words. List the synonyms and antonyms on the chart under the appropriate column heading.

37. Phonemic Awareness Students review segmenting words with recently introduced sounds and new sound (r). Provide blank tiles to students. Say one word. Ask students to say the sounds in the word moving one tile for each sound they say. What are the sounds in hid? Move a tile for each sound that you say. (/h/ /i/ /d/). Point to the tile you moved when you said /d/. (students point to the last tile). Repeat with several words. Provide the students with the letter tiles r, u, s, t in order. What are the sounds in rust? Move one letter tile for each sound you say. (/r/ /u/ /s/ /t/). Point to the tile you moved when you said /r/. (students point to the r tile). Repeat with rot.

38. Phonics Use letter cards to build words. Lay the letter cards to spell lump on the table. –What sounds do each of these letters say? (point to each letter as students say the sound). –Remember we can use the sounds we know to make a word. The sounds in this word are /l/ /u/ /m/ /p/. What word is /l/ /u/ /m/ /p/? (lump). Let’s look at this word. (Lay the letters for rug on the table). This word has our new sound. What sound does r make? (/r/). Let’s say the sounds in this new word. Point to each letter as students say the sound. What word does that make? (rug) Repeat with several more words.

40. INSTRUCTIONAL DESIGN AND EMPHASIS