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Effective Instruction in the First Grade Classroom Day 3

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1 Effective Instruction in the First Grade Classroom Day 3
Presented by: Diane Bussema Kathryn Catherman KRESA Developed by: Diane Bussema Kathryn Catherman Stephanie Lemmer

2 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 Review: Signal Active participation ACTIVE PARTICIPATION: Partners (1 and 2) Flag your notebook for Active Participation Video Power Teaching

3 Agenda Active Participation Organizing your literacy block
Looking at your data Advancing Decoding ( Alphabet Principle ) Increasing Fluency Teaching for Vocabulary and Comprehension Using Learning Centers Active Participation: Handout and Flagging TE Data: Error analysis Block: Flag TE Alphabetic Principle: Advanced decoding Fluency: Cloze Vocabulary and Comprehension: Read Alouds Learning Centers: Sort,…….,…….,…….,……..

4 RtI is… The same end goals or outcomes for all students
We may need to modify our teaching : smaller group reteach the same concept more time on the task I do one We do one You do one

5 Active Participation READ it WRITE it SAY it DO it

6 1: Structure Active Learning in the Classroom

7 1: Structure Active Learning in the Classroom

8 Show Time Active Participation Routines
Note the active participation procedures that are directly taught to students on your handout. Identify other good instructional practices. Explicit Instruction Elementary Video #1

9 Work Time Select a story from your basal
With a sticky note mark which Active Participation Strategies you will use throughout the week Code: c=choral p=partner i=individual tps=think, pair, share This will be the “week” you will be working with throughout the day. Please note the Read Aloud for that week.

10 Let’s Talk Data Oral Reading Fluency Phoneme Segmentation Fluency
Nonsense Word Fluency Oral Reading Fluency What does PSF measure ? When accomplished ? Given activities … What does NWF measure ? Segmenting and blending

11 Work Time 1. Look at your classlist data and make sure you are progress monitoring the students that did not achieve benchmark during the winter testing period. Sort your progress monitoring data into 2 categories. Students whose data is above the aimline and those who are not. What should the next step be for students who are not making progress? Become a detective ---work backwards do they have AP …… Look carefully …..

12 90-Minute Reading Block

13 90” Literacy Block Whole Group Instruction Teacher Led 40 min.
Small Group Instruction Teacher Led Centers Student Led Looks like this. Most ideal situation is having an uninterrupted block for each classroom 5 days a week Most highly qualified staff working with the most struggling students Make sure to explain the lower 2 boxes In schools where the need is great schools have included a Walk to Read component to their literacy instruction. This component is used for intervention time. Differentiated Homogeneous Flexible Differentiated Cooperative Independent, Pairs

14 Whole Group Instruction
Grade Level Purposeful Instruction Perky Pace Active Participation Conversation in terms of core so vast that paring down/ making the right choices of the critical components will be necessary. Make these decisions based on student data and teacher observation. Active Participation: Examples; Choral Responding, Partners, Think, Pair Share, Thumbs Up, White boards, etc. 14

15 Small Group Instruction
Differentiated-Skill specific Homogeneous Flexible Small groups --- older missing long / multi or vowel teams– pull back short quick application to text – kids not reading enough BEFORE NEXT SLIDE—What does small group instruction bring to mind? 15

16 What is Quality Small Group Instruction?
When is small group instruction delivered? Every day during the reading block How to plan for small group instruction? Data is used to identify skill/s to teach Resources to teach the skill/s are identified Groups are reorganized based on regular progress monitoring data Classroom management system is established Data Driven Data: Progress Monitoring, Unit tests, Teacher Observation and any assessment tools used by the district. When we talk about differentiated instruction we are talking about using data to determine skill deficits. Instructing in small skill based groups and evaluating progress toward the goal frequently. This is also now called the RTI model. These skill based interventions need to be recorded. Small group=Differentiated instruction=RTI Basal 16

17 What is Quality Small Group Instruction?
How should lessons be designed? -Coordinated with the core program -Consistently structured -Explicit and Systematic -I Do It, We Do It, You Do It -Provides appropriate levels of scaffolding as children learn to apply new skills/strategies -Utilizes active engagement strategies -Delivered by the most highly qualified teacher Activity, What does the word Intervention bring to mind? Capture your thinking on paper. Participants share words / phrases orally. ADD MORE TO THIS NOTE Scaffolding:??????????? 17

18 Centers Requires a management system Differentiated Pre-taught
Provide direct practice Group, pair, cooperative, individual Academically engaging Accountability 18

19 Center Criteria All work activities need to be aligned to instruction and focus on literacy work and are centered around the five essential components of reading instruction Even though an activity appears in your basal program’s Teacher’s Manual, it may not be powerful or appropriate for every child. ASK…. Is this activity one that will make the child read better? Work Station and Anchor activities need to have a definable purpose and there needs to be accountability. Questions to ask? Are children practicing what has been taught? Are children about to read the words required to do the activity? Are more capable children doing more advanced work? Are children focused on the learning from the activity or on the materials they are using? Are children “doing” things to keep them busy, or are they doing something that serves a purpose for them?

20 Teacher Plan for Small Group Instruction
40 minutes will devoted to whole class core curriculum 50 minutes will be devoted to small group instruction M T W TH F G1HR 25 minutes G2SR 15 10 G3LR HR=High risk ST=Strategic risk LR=Low risk Here is an example from a Kindergarten class. 40 minutes will be devoted to whole class instruction using the core curriculum for initial instruction (ii)The next 50 minutes of my 90 minute block will be devoted to learning centers and differentiated instruction. Remember, Group 1 is the group at highest risk so I will work with them every day for 25 minutes. Group 2 is the group that needs some extra support so I will work with them everyday, alternating between 15 and 10 minutes. Group 3 was the group at low risk so I will work with them every day alternating 10 and 15 minutes.

21 Additional Instruction
30 minute in addition to the 90” block Pull out program Students in the low strategic range Students in the intensive range Title One teachers and paraprofessional Walk to Read Students in all ranges of instruction Classroom, Title One, Specials Education and paraprofessionals

22 Work Time Create a chart that shows how your block is currently set up. Include any additional supports you have. Using your classes’ data determine which strands should be taught whole group. For each of your small groups determine what you should teach. Select one group and layout a week’s lessons. Model on doc camera Kathryn will explain

23 Alphabetic Principle Based on two parts:
Alphabetic Understanding. Letters represent sounds in words Phonological Recoding. Letter sounds can be blended together and knowledge of letter -sound associations can be used to read/decode words. What do your students do with words like ? catch slide treat boil Analyze--- can they decode ? Segment and blend do they know ch long vowel silent e vowel pairs , consonsant blends , oi

24 Sound by Sound Blending
LETRS Module 7 CD-ROM Presenter's Kit 4/15/2017 Sound by Sound Blending t r a i n 5. 1. 2. 3. 4. 6. Write t and ask what sound ? ( /t/ ) Write r and ask what sound ? ( /r/ ) Write ai (point with 2 fingers) and ask what sound (/ai/) Slide finger under trai blend it ( /trai/ ) Write n and ask what sound ? ( /n/ ) Slide finger under train blend it ( /train/ ) Slide finger under the word rat and ask what word ? (train) Decoding regular words—use the printed letters to retrieve the sounds associated with those letters– m a t About 50% of English words are completely regular. • Additive blending can be used with students who need support in remembering the sounds that are blended to make a word. Follow the steps to illustrate this blending technique. • You may choose to use the overhead in the Overhead Masters folder of the LETRS Module 7 Presenter’s Kit to illustrate this technique as you work through additive blending. The overhead is more realistic, as you can start with a blank page. Demo with words from 2nd grade basal

25 LETRS Module 7 CD-ROM Presenter's Kit
Continuous Blending 4/15/2017 fr ow n 1. 2. 3. 4 5. Point to the f and elongate the “sound”. Point to the r and elongate the “sound”. Point to the ow and elongate the “sound”. Point to the n and elongate the “sound”. Slide finders under the whole word to blend the word. • Hierarchy Scaffolding elongation

26 teach Whole Word Blending Point to the letter t an say : /t/
With two fingers, point to the letters and and say: /eee/. With two fingers point to the letters ch and say : /ch/. Point just to the left of teach and say: Let’s read this word. Then quickly sweep your finger under the whole word and say teach. Pg 222 Core Model portion- How would you use these blending routines to help your classroom teachers ? Point to the word tape on the board. Say: Today I am going to show how to sound out words that end with the letter e. Watch me blend the sounds in the first word. Lead-We do it -- rake Check- You do it- game Short quick put together

27 Vowel Combination Key Word ay say ai rain au sauce er her ir bird ur
turn ar farm oi void oy boy or torn ee deep oa foam ou loud ow low, down oo moon, book ea meat, thread a-e make o-e hope i-e side e-e Pete u-e use Vowel Combinations- most students know consonant sound many have not yet mastered the sounds of vowel combination – diagraphs and diphongs Common sounds for high frequency vowel combinations Major and minor sounds for ow low down Oo moon , book Accurate prom Active participation- model and repeat Do a 10 sec with your partner

28 Advanced Decoding Reading Multisyllabic Words
Why do we need to teach advance decoding ? Many big words occur infrequently, but when they do occur they carry much of the meaning and content of what is being read. Cunningham, 1998 Shift gears

29 Reading Multisyllabic Words
Grade 1 – students are reading mostly 1 & 2 syllable words Grade 2- students are reading mostly 2 & 3 Grade 3- longer multisyllabic words appear in text When to teach The inability to read multisyllabic words as long been recognized as a stumbling block for students with reading difficulties. Doc camera- example of student missing long words

30 Suffixes look jump shout looks jumps shouts looking jumping shouting
looked jumped shouted Write the word “look” make is say “looks” cross out the “s” and make it say “looking”

31 Work Time Pick the next story in your basal.
Select words where suffixes can be applied. Write a routine that could be used to teach the suffix routine.

32 Oral Reading Fluency Error Analysis
Process of diagnosing a child’s reading Based on analyzing when a child reads orally Using unfamiliar text Record common miscues In order to complete an error analysis you should have the student read at least 100 words.

33 Common Reading Errors Substitutions I see the word. I see the worm.
Omissions She went school. She went to school Insertions She saw a scary cat. She saw a cat. What the student said on top What the text says on bottom

34 Common Reading Errors Self Corrects He went to tent…town.
He went to town. Repetitions He had a beach ball, a beach ball He had a beach ball. 3 second rule/ Told I like his …… ( 3 sec.) T I like his kindness.

35 What type of errors? Is it a single error pattern or does it cut across multiple word attack skills? Can you address the errors informally or do you need a more formal intervention program?

36 Error Analysis Sheet what when √ pine pin √ bead bed √ want wanted √
Actual Student Error Error Error Error Other Word Response sight word CVC(e) letter com. pre/suffix multisyl. what when √ pine pin √ bead bed √ want wanted √ kitten kite √ This sheet would be used by the classroom teacher in order to get a quick understanding of where the student’s difficulty might be? 02/06/08

37 We are not expecting you to be using this chart
We are not expecting you to be using this chart. This type of analysis would be done by your reading specialist.

38 Connected Text error patterns:
Missing prefixes, suffixes or endings Trouble decoding larger and/or multi-syllable words Difficulty with articles (a, the, an) Confusion of the “wh” or “th” words. Skipping words Adding words Substituting words Letter-sound correspondence errors Blending errors

39 Work Time Look at the students’ Progress Monitoring that were below the aim line. Choose one child’s booklet. Analyze the errors. You may need to use more than one selection in order to have enough reading to analysis. Share with your partner. With your partner plan a change in instruction for this child.

40 Fluency: reading quickly , accurately, and with expression
Combines rate and ______________ Requires ______________ Includes reading with _____________ Fluent readers make their message understood. They read in phrases, respect the intonation patterns in syntax, and communicate with the listener. Speed must be adequate (minimal), but processing the meaning during reading and phrasing the text are more important indicators of fluency. Prosody- is the appropriate use of intonation and phrasing, or reading with expression. Accuracy is the ability to read with correctly Rate is the speed at which text is read Automaticity is quick and accurate recognition of letters and words. Accuracy Automaticity prosody

41 What the Research Says About Fluency
Focus attention on decoding Alter attention to accessing the meaning of individual words Make frequent word reading errors Have few cognitive resources left to comprehend Focus their attention on understanding the text Synchronize skills of decoding, vocabulary, and comprehension Read with speed and accuracy Interpret text and make connections between the ideas in the text Ask participants which box is nonfluent and which is fluent—to empty box

42 Factors Effecting Fluency
Proportion of words in text that are recognized as “_____________”. Sight words include any word that readers have practiced reading sufficiently often to be read from memory.” (Ehri, 2002) 2. Speed of ____________ strategies used to determine the pronunciation of unknown words. Sight words Decoding

43 Providing Fluency Instruction
Teacher Modeling - echo - choral - cloze Paired Reading -repeated readings: 3. Individual Practice Good fluency instruction includes these strategies Put your finger on the one that you think is over used In a few minutes you will be practicing these strategies from stories in your basals

44 Cloze Reading Benefits
All students are reading. Lots of reading practice is occurring. The teacher is modeling fluent reading with expression. The technique provides good practice when all students need to be focused and the materials need to be read quickly. It provides excellent practice for reading story problems, directions, and instructional items. Also built in scaffolding for lowest performing students

45 Cloze Reading Procedures
The teacher reads a little materials, then stops and has the students read the next word. The teachers selects words that have the most meaning within a passage for the students to read. It two words go together ( yellow bus, United States), the teacher selects the second word for student reading. Excellent practice for reading initial part of a chapter or when you need to read something quickly.)

46 Small Group * Pose pre reading question * Tell students to read a certain amount * Ask them to reread material if they finish early (eternal review) * Monitor students’ reading. Have individuals whisper read to you. * Pose post reading question. 1 inch voice How do you keep them going in a small group What do these groups look like

47 Silent Reading Benefits
Students can read material silently before oral reading so that they will be more accurate and confident. Students have an opportunity to practice their decoding skills on unknown words. All students are practicing reading . However unless good instructional procedures are used , there will be a number of “silent reading fakers”. Excellent practice for reading initial part of a chapter or when you need to read something quickly.) What is the correction procedure (PALS) Before oral reading SSR How to monitor ??? is the accountable Silent fakers Reader that is at risk ELL students Students that finish early Off task behaviors

48 Silent Reading Procedures
Teacher indicates the amount to be read silently. Realizing that there will be early finishers, the teacher directs early finishers to re-read the material silently (eternal review). The teacher tells students that they will be whisper reading to the teacher when she touches their book or back. Pose pre reading question * Tell students to read a certain amount * Ask them to reread material if they finish early (eternal review) * Monitor students’ reading. Have individuals whisper read to you. * Pose post reading question.

49 Practice Practice Practice
Repeated Reading Repeated reading of text is an effective ways to improve fluency. Hot Timing one minute timing after practicing at least 3 times Cold Timing one minute timing without prior practice Practice Practice Practice The practice piece can be done in a number of different ways— -student might whisper read to a partner -student might whisper read to themselves -student might reread and each time teacher times them and graphs the result -student might choral read with the teacher

50 Fluency Practice Practice….
Study your notes a minute different ways of practicing fluency Six Solution -

51 Work Time With your partner choose a story from your basal .
Make a week long plan for the story using the appropriate fluency strategy. Strategies could include: echo reading, choral reading, cloze, partner reading, and /or repeated reading.

52 Web Sites
Fluency “stuff”

53 Read Alouds Vocabulary & Comprehension
Oral Language: Listening, Spoken and Vocabulary

54 What is Listening Comprehension ?
Language Background ability knowledge Lays the fountain for children to later be able to “___________ what they read, ___________what they read, and ________________with others about what they read” National Institute for Literacy, 2001 Pretty overlapping with vocabulary Understand remember communicate More than just asking questions to assess students understanding. Effective comprehension instruction includes helping students to become more metacognitive readers –they will monitor meaning and fix it up when they don’t understand.

55 Before Reading Teach the meaning of critical, unknown vocabulary words. Teach or activate any necessary background knowledge. Preview the story or article. Use the title for stories and subheadings, graphs and charts for articles We are going to focus on teaching critical vocabulary. Talk about the importance of activating/teaching prior knowledge. Talk about how to preview a narrative and expository text.

56 Understanding Different Types of Text
Expository texts Narrative Texts tell stories follow a familiar story structure Includes short stories, folktales, myths, legends, autobiographies, fantasies, biographies, science fiction, plays explain information tell about topics provide a framework for comprehension of content-area textbooks include informational books, newspapers, magazine, catalogues Important parts of an effective reading program A good sense of the organization of narrative and expository text helps the reader remember what they read Narrative text- tell stories and usually follow a familiar story structure Listening to and reading both types of texts helps students: Comprehend a variety of written materials Build & extend background knowledge Develop vocabulary Make connections to real life experiences

57 Predicting Narrative Text Expository Text
Read the title. Predict what the story will be about. Expository Text Read the title. Predict the content Read the introduction. “What will we learn in this passage?” Read the headings and subheadings. Predict the content. Read the summary. Prediction Hole in the Tub Hondo & Fabian—non example Bats Love Night

58 How to choose words to teach?
Low-frequency words: technical words Tier 3 Importance, Utility, Instructional potential Words to teach: high-frequency, high-utility Tier 2 Basal will frequently select Tier 3 words for instruction when really a quick example and picture will be enough instruction Emphasis in tiers shift through the grades and content area being taught Known, common words: nouns Tier 1 (2002). Bringing words to life: Robust vocabulary instruction.

59 Selecting Tier 2 Words Frequently encountered
Crucial to understanding main idea of the text Not a part of the students’ prior knowledge REMINDER: Tier 2 words should be taught before students read, and discussed and used frequently afterward. (Beck, McKeown, & Kucan, 2002) Select words that are not part of the students’ prior knowledge. Select words that are critical to understanding the main idea. Select words that are unlikely to be learned independently. 59

60 Vocabulary Instructional Strategies
Explicit Instruction: Anita Archer Quick Teach: Kevin Feldman Fast Mapping: Modeled by Anita Archer

61 The bold faced words Sensitive Threatened Alert Scale Directions
Swivel At the first grade level most vocabulary is taught through Teacher Read Alouds. In addition to trade books that you might use your basal has Teacher Read Aloud selections that focus on high level vocabulary that is not in student reading materials at this stage of skill acquisition. Think a Loud-On doc camera- Write notes All boldface words don’t need to be taught Little Paired No teaching at all Explicit instruction

62 Which words should I teach?
Sensitive Threatened Alert Scale Directions Swivel Woodchuck Dangers Forest Usual Surrounded Frightened Wolves Imagined Argue Solve Agreed Extra-hungry Marvelous Seventh Fourth Fifth Tenth Disappointment Farther Finally Darted Solution Expecting Disappeared Plopped Moaning Terrific Distant Admit I Do/We Do I Do=First 3 lines thinking aloud We Do=Second 3 lines with partner You Do= Last lines by self Check We Do with our thinking Check You Do with partner Share out

63 Work Time Select a story from your basal that you will be teaching in the next few weeks. Look at the bold-faced words. Determine which words will be explicitly taught, quickly taught and those that you might not teach at all. Read the story and identify additional words that you will teach explicitly or quick teach. I would partner up and choose 2 stories so that you will have 2 plans completed.

64 Explicit Teaching -Instructional Routine-
Introduce the word Present a student-friendly explanation Illustrate the word with examples Check students’ understanding Anita Archer Pronunciation-break apart-clap Student friendly Can include non examples if this helps with understanding-graceful/not graceful Understanding CLOZE Word from Harry the Dirty Dog

65 Instructional Teaching Routine
Step 1. Introduce the word. Write the word on the board. Threat en 2. Give students the correct pronunciation. Then Repeat it together chorally. Introduce the word with me “This word is Threaten. What word_____?”

66 Instructional Teaching Routine
Step 2. Provide the meaning of the word with a student-friendly explanation. Tell students the explanation. Present the explanation with me. “to say that you will hurt someone if they don’t do what you want is to threaten them.” com‧pas‧sion [uncountable] a strong feeling of sympathy for someone who is suffering, and a desire to help themcompassion for compassion for the sick feel/show/have compassion Did he feel any compassion for the victim of his crime? with compassion Lieberman explores this sensitive topic with compassion. I was shocked by the doctor's lack of compassion.

67 Dictionary verses Student Friendly
Threaten Dictionary: To utter threats against something or someone. Student Friendly: To say that you will hurt someone if they don’t do what you want.

68 Creating a Student Friendly Explanation
Ask your self, “When do I use this word?” “Why do we have this word/” Use everyday language to explain the meaning of the word. Keep focused on the central meaning or concept of the word rather than the multiple meanings of the word. Try to include something, someone, or describes in your explanation to clarify how the word is used. This gets you thinking in the right direction

69 Help with Student Friendly Explanations
English Language Learners’ Dictionary Ask your self, “When do I use this word?” “Why do we have this word/” Use everyday language to explain the meaning of the word. Keep focused on the central meaning or concept of the word rather than the multiple meanings of the word. Try to include something, someone, or describes in your explanation to clarify how the word is used.

70 Work Time With your partner:
Write student friendly explanations for all the words you plan to explicitly teach. Write explanations for all the words you plan to quickly teach. If you finish one word con

71 Instructional Teaching Routine Continued
Step 3. Illustrate the word with examples. a.) concrete examples b.) visual examples c.) verbal examples Present the examples with me. “To tell a friend that you will punch them if they don’t let you ride their bike is to threaten them.” “To tell a friend you will tell the teacher if they don’t give you their pencil is to threaten them. This is the last step in the Quick Teach routine. In the Quick Teach words can be taught using 1 or 2 examples.

72 Examples and Nonexamples
Purpose: To help students better understand the meaning of the word. Choose examples that show a range of the word’s meaning Choose nonexamples that are close to being examples of the word’s meaning If you are a MiBLSi school you have used examples and non examples to teach behavior expectations Container: garbage can, cardboard box, drawer, glass vase. Select a set of Negative examples—Rule out incorrect generalizations. When possible, negative and positive examples which are exactly alike except for Non examples should be used when there is an obvious antonym for the word. If non examples are not easy to develop they should not be used or should be reserved for step 4 (checking for understanding.

73 Work Time Work with your partner to create examples and or nonexamples for the word/s that you have chosen explicit and quick teaching. This is the hardest part and gets easier over time.

74 Instructional Teaching Routine Continued
Step 4. Check understanding Option #1. Ask Deep processing questions. Check students understanding with me. “Tell you partner a time when you have been threatened?”

75 Step 4 Continued Step 4. Check understanding
Option #2. Have students discern between examples and non-examples. Check students understanding with me. “Would you feel threatened if a friend told you to bring a snack to school for or they would beat you up of the way home?” “ Would you feel threatened if you were invited to a friend’s birthday party?” Always provide an example of the word first then a nonexample.

76 Step 4 Continued Check students understanding with me.
Step 4. Check understanding Option #3. Have students generate their own examples. Check students understanding with me. “ Tell you partner something that might make you feel threatened.”

77 Work Time Using at least one of your vocabulary words develop an activity to check for understanding.

78 Keys to Remembering Vocabulary
Multiple exposures Definitional information Sufficient amount of instructional time Active engagement What are methods of good vocabulary instruction ? Read It Write It Say It Do It

79 Explicit Vocabulary Routine Anita Archer
Explicit Vocabulary Instruction 2nd grade Wolf Explicit Instruction website Elementary Videos Video #4 Use the vocabulary routine worksheet to take notes. Be prepared to share out.

80 Show Time Instructional Routine for Vocabulary
Did the Teacher: Introduce the word? Present a student-friendly explanation? Illustrate the word with examples? Check Students’ Understanding? Provide this handout to be used during viewing the video.

81 Fast Mapping Fast Mapping is an instructional strategy that involves briefly telling students the meaning of words that are not being explicitly taught in order to improve comprehension.

82 Fast Mapping Anita Archer Wolf
Play a portion of video-5” List the words that AA chose to Fast Map and what she said Jot down the words that AA chose to Fast Map Whip Around or Pass

83 Show Time Instructional Routine for Vocabulary
List the words that Anita Archer chose to Fast Map. Make sure to jot down what she said to explain the word. Be prepared to share out Use Active Participation of Whip Around or Pass

84 During Reading Strategies
First Reading Ask appropriate questions that focus on literal understanding Second Reading Ask questions that require metacognitive thinking. Who, What, When, Where

85 Thinking Aloud Model what good readers do to help monitor their understanding of what they are reading Model : How you picture in your mind what is happening in a story How you stop and summarize what has happened How you reread certain parts How you regularly make predications Demo with read aloud Handout # 1 Think Aloud Prompts KTRA

86 After Reading Strategies
Model the use of graphic organizers to enhance comprehension and text structure Engage students in discussion that promotes higher order thinking skills Provide vocabulary practice.

87 Retell Teachers can use retelling to assess comprehensions and to guide students toward a deeper understanding of a story. As a reader becomes more competent, their retellings become more sophisticated. Paired retelling sessions are even more effective if they are interactive, with the listener providing feedback. Notes: Retell: The student should start with the main idea of the story. Then they should follow with details from the beginning, middle and end of the story. These details should be written/told in the correct sequence of the story. A conclusion sentence should be written restating the main idea of the story.

88 Levels of Retell Emergent Level Focus on event listing and sequencing
Introduce basic story elements Early Fluent Level Help students apply the basic story elements in oral and written retellings Indentify main events that lead the main character from the problem to the outcome Model and guide retelling events in sequence and integrating story elements, using story maps Fluent Level Introduce plot summary-retelling key events in chronological order Practice to refine sequencing and story elements in retelling CORE pg 641

89 Retell Rubric Provides 2 or fewer details Provides 3 or fewer details
Provides 3 or more details in a meaningful sequence Provides 3 or more details in a meaningful sequence that captures a main idea This is the rubric that is being applied to retell for Dibels Next

90 Anita Archer Retell

91 Wanted Language Arts Learning Centers
Why : So you have time to hold small groups What : Must pertain to a big idea and students must have knowledge of the skill. Provides practice to make skills automatic. How : Must have excellent classroom management. Introduce one at a time with preteach . Ad in the newspaper

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