Presentation on theme: "Vision: Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: Every child."— Presentation transcript:
Vision: Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: Every child in every district receives the instruction that they need and deserve…every day. The Big 5 in Reading: Resources Effective Instructional Practices Oregon RTI Portland, OR 10/29/13
Oregon Response to Intervention www.oregonrti.org The Big 5 & CCSS
How do these two fit together? IdeaCCSS Strands Phonemic AwarenessFoundational Skills – Phonological Awareness, RF.K.2 Alphabetic Principle/PhonicsFoundational Skills – Phonics and Word Recognition, RF.K.3 FluencyFoundational Skills – Fluency, RF.K.4 VocabularyLanguage – Vocabulary Acquisition and Use, L.K.4-6 ComprehensionReading (Literature and Informational)
When Should the Alphabetic Principle be Taught? Preschool Familiarity with alphabet & letter sounds Kindergarten Familiarity with alphabet, letter sounds, beginning blending, decoding simple words First grade Letter sounds, blends, decoding simple words, reads grade level material accurately
Advanced Phonics Instructional Routine ComponentNumber of Minutes State goal and purpose1 Review or Speed Drills3-5 Introduce/teach vowel combination, prefix, suffix, syllable type 5-10 Read new words (use explicit blending routines) 5-10 Word Work Activities5-10 Slow dictation5-10 Reading decodable text10
Focus on Fluency First through fifth grade foundation reading skills for fluency state, “Read with sufficient accuracy and fluency to support comprehension.” Standards emphasizing an equal balance between reading literature and informational text; therefore, fluency needs to be developed across the content areas.
First ReadSecond ReadThird Read Students read the title, make predictions and underline two words that look challenging to read or understand Students read the paragraph aloud Students write one or two words or phrases that will help them remember what is important about the topic Say, “I am going to read aloud as you read along in a whisper read. Match your voice to mine.” Read at a rate slightly above the students’ typical rate while modeling good expression Ask one or two literal comprehension questions Say, “We are going to read the story aloud one more time. We know what it is about and know the words, so we should be able to read it a little quicker and learn something new.” Have students partner up and 1) determine who/what is talked about the most 2) identify important details 3) formulate a main idea statement
Oregon Response to Intervention www.oregonrti.org Distributed Practice Naturally occurring and distributed practice across the students’ day in the form of passages, poetry and content area reading, for example, closes the fluency gap faster and more efficiently than isolated, mass practice. I-We-You reading of just one paragraph in each content area daily is very powerful!
Oregon Response to Intervention www.oregonrti.org Vocabulary
Oregon Response to Intervention www.oregonrti.org Vocabulary Words Tier 1Tier 2Tier 3 Description 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 toward these words can be most productive Best learned when a specific need arises