Presentation on theme: "Oregon Reading First Lesson Pacing (C) 2007 by the Oregon Reading First Center Center on Teaching and Learning."— Presentation transcript:
Oregon Reading First Lesson Pacing (C) 2007 by the Oregon Reading First Center Center on Teaching and Learning
Why Is Lesson Pacing Important? Ensures required instructional content is covered at necessary rate Is a critical part of differentiating instruction Is correlated to important reading outcomes - predicts grade level achievement Protects students from “the tyranny of time”
Effectiveness of Intervention: Is Pacing the Problem? Effectiveness of Grade 2 Intensive Support Programs Students Intensive at Beginning of Year Beginning ORF Score Middle ORF Score Is the Gap Closing? total growth (average gain per week) Marcus Timmy Maria Stacey Louis Ethan Regina Dana (.4) 2 (.1) 16 (1.1) 4 (.2) 12 (.8) 33 (2.2) 17 (1.1) Reality: 73% of this school’s intensive 2nd graders are losing ground. 18% are making only parallel growth.
How to Achieve Positive Reading Outcomes FIRST: Ensure students are placed in the appropriate level of support according to instructional needs (i.e. benchmark, strategic, intensive) SECOND: Group students according to program placement recommendations. THIRD: Identify pacing goals for each instructional group - ensure pacing and mastery.
Performances Predictive of Reading Success DIBELS MeasureBenchmarkEstablished Initial Sound Fluency25 or moreMiddle K Phonemic Segmentation Fluency35 or moreEnd K NWF25 or moreEnd of K 50 or moreMiddle 1st ORF1 st thru 3rdEnd of year G1: > = 40 G2: > = 90 G3: > = 110
First Grade Oral Reading Fluency Lesson ProgressPercentage Passing Criterion At or below RMI 1605% Plus I 105 Between RMII Plus I % Between RMII Plus I 145- II3583% Above RMII 115 Plus II 50100% Lesson Progress is Predictive of Reading Success
The goal for second grade students placed in RM Plus is to complete, at a minimum, the last lesson of RM Plus, Level 2 (Lesson 160) by the end of second grade. Establish Specific Goals 1. Progress Monitoring Goals: DIBELS MeasureFallWinterSpring Oral Reading Fluency 44 Words Read Correctly Per Minute 68 Words Read Correctly Per Minute 90 Words Read Correctly Per Minute 2. Lesson Progress Goals:
Program/LevelCompleted by:Notes: Reading Mastery Classic IEnd of Kindergarten Reading Mastery Classic IIEnd of 1st Reading Mastery Classic IIIEnd of 2nd/early 3rd Reading Mastery Classic IVEnd of 3rd/early 4th Reading Mastery Plus KLesson 110 of Plus I = RM Classic Level I See Rm Plus Workbook Supplement Reading Mastery Plus 1Complete by 3rd month of first grade Reading Mastery Plus 2Mid to end of 2nd Reading Mastery Plus 3Mid to end of 3rdTwo full periods a day Reading Mastery SignaturesSame as RM Classic How Do Programs Align with Grade Level Goals?
Program/LevelCompleted by:Notes: Horizons A120 Lessons by end of KGStart with work on letter names before beginning Horizons Horizons BEnd of 1st or mid 2nd Horizons C/DEnd of 3rdBetter alternative is RM III twice a day, then RM IV twice a day. Corrective Reading B-2End of 3rd Corrective Reading CEnd of 4thSame for grades 5, 6 Language for LearningEnd of KG Language for ThinkingEnd of 1stUse after 1st grade only with ELL/or students with low lang. How Do Programs Align with Grade Level Goals?
How Can We Track Lesson Progress? Lesson Progress Reporting - LPR A method of tracking lesson progress. A way to organize information on student performance/program mastery. A system for monitoring group progress toward important benchmarks
Create a pacing schedule for Mrs. Andrew’s 1 st grade Intensive students. 1.Mrs. Andrew’s Intensive group must complete Reading Mastery Classic II lesson #160 by the end of the May. 2.It is November 1st and the group just completed lesson #17. Identify a pacing schedule that will ensure Mrs. Andrew’s group will complete all 160 lessons by the end of the year A.How many weeks = 24 3 Nov. 2 Dec. 4 Jan. 4 Feb. 3 Mar. 4 Apr. 4 May Example Pacing Schedule
B.How many lessons = – 17 = 143 C.Average number of lessons per week = 6 lessons per week 143 / 24 = 6 6 x = 161 D.Identify target lessons for each month NOVEMBER - MAY NOV. = 35March = 113 DEC. = 47April = 137 JAN. = 71May = 160 FEB. = 95 Example Pacing Schedule
Establish a Pacing Schedule MonthWeek ofPacing Goal April6thLesson thLesson thLesson thLesson 137 May4thLesson thLesson thLesson thLesson 160 June
Create a pacing schedule for Mr. Moon’s 2 nd grade Horizons Group 1.Current lesson = 41, Horizons B 2.Date = Jan. 1 st 3.Target Lesson = 160 by end of year 4.Average number of lessons per week needed to meet target? 5.What is the target lesson at the end of each month… JAN. - JUNE 14th? Activity… Your Turn! Pacing ScheduleACTIVITY
Create a pacing Schedule for Mr. Moon’s 2 nd grade Horizons Group 1.Current lesson = 21, Horizons B 2.Date = Jan. 1 st 3.Target Lesson = 160 by end of year 4.Average number of lessons per week needed to meet target? 5.What is the target lesson at the end of each month… JAN. - JUNE 14th? Activity… Your Turn! Pacing ScheduleACTIVITY
Establish a Pacing Schedule (Mr. Moon) MonthWeek ofPacing Goal November December January6th 13th 20th 27th February3rd 10th 17th 24th March2nd 9th 16th
Program Horizons Fast Track A/B Reading Mastery Fast Cycle (may also use accelerated schedule using RM 1 & 2) Which Students Grades 1-2 Pass placement test Know letter names Language skills intact Grades 1-2, some 3 rd Have difficulty with minimal differences (t/f, th, wh), and shortlong vowel Accelerate to Ensure Lesson Progress
(Reading Mastery I) Lesson 91 = teach Lesson 92 = teach sounds page; go to story and read once (task 22) Lesson 93 = teach Lesson 94 = teach Lesson 95 = teach Lesson 96 = teach Lesson 97 = teach sounds page; go to story – teach tasks Example Acceleration Schedule
(Reading Mastery Classic and Fast Cycle) RM IRM Fast Cycle Lesson: Example Acceleration Schedule
Lesson pacing goals cannot be met at the expense of student mastery! Dilemma
In-Program Assessment Used to ensure student’s are learning program content Identify students requiring additional instruction Inform effectiveness of instruction Predict reading outcomes on other measures, i.e., DIBELS
In-Program Assessments Horizons, Level B, Test 1 Example
In-Program Assessments Houghton Mifflin 2003, Second Grade, Theme Test 1 Example
How do we get back on pace? Structural ItemsImplementation Schedule adequate? Group size appropriate? Students placed correctly? Enough staff? Double dose? Lessons implemented with fidelity? Pacing appropriate? Behavior management in place? Increase exposure/repetition? Competing programs? Identify reasons for a slowed pace:
Progress Monitor Groups of Students Two Types of Progress Monitoring: 1.In-program monitoring - are students’ learning content of lessons? 2.Out of program monitoring - are student’s generalizing information learned (can they apply it)?
DIBELS Progress Monitoring
Components of an LPR System: Group Organizer Teacher LPR Test Summaries DIBELS Progress Monitoring Data