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Where we have been. Review of Tier 1 As we work to develop more intensive systems for our struggling students we assume – You are working on your core.

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Presentation on theme: "Where we have been. Review of Tier 1 As we work to develop more intensive systems for our struggling students we assume – You are working on your core."— Presentation transcript:

1 Where we have been

2 Review of Tier 1 As we work to develop more intensive systems for our struggling students we assume – You are working on your core – You are working on your screening assessment system – You are looking at schoolwide data

3 Without a strong core the systems you will begin to create over the next few days will be overwhelmed.

4 Core Component/Feature Explicit District Expectation (Y/N) Has the expectation been communicated & trained? (Y/N) In place (Y/N) Do you have any initiatives (e.g., K-12 Literacy Framework, Reading First, PBIS) that addresses this component? Do you need to develop a plan to address this component? a. 90 minutes of core (k- 60) w/interventions outside Y/N a. Expected features to use/instruct from core program Y/N a. Elements of effective instruction defined Y/N

5 Core Review what you learned in the Fall Review what you have done to work to clarify your district expectations around “core.” What work still needs to be done, by who and by when?

6 Schoolwide Data Meeting Component/Feature Explicit District Expectatio n (Y/N) Has the expectation been communicated & trained? (Y/N) In place (Y/N) Do you have any initiatives (e.g., K-12 Literacy Framework, Reading First, PBIS) that addresses this component? Do you need to develop a plan to address this component? a.Agreed upon purpose for the 100% meetings Y/N a. Expectation that the following staff (principal, grade level team, literacy support person) attend? Y/N

7 Schoolwide Data Meeting Review what you learned in the Fall. Have you had your schoolwide data meeting? – If yes, how did it go? – If no, why not What changes do you need to do make for next time? – What still needs to get done, by who and by when?

8 Where we are going

9 Small Group Instruction

10 Why are we here? Most of the interventions are delivered in small group setting – we should discuss that delivery model! Learn about instruction of students in the small group setting. Learn about what research tells us about the key components of reading Explicit about my instruction Eliminates confusion about why we are here Gives you a road map for where we are going

11 Expectations Demonstrate good audience skills – Silence cell phones – Hold side conversations out of ear shot of others – Engage in active listening Participate in partner discussions Take notes to track your thinking If you need a break, take one Complete the evaluation/formative assessment at the back of the packet Explicit about my instruction Clear expectations reduce confusion I assume you know all these things

12 “But I’m not delivering small group instruction....” As leaders you will need to train others on small group instruction. As coaches you will need to show others how to deliver small group instruction. As observers you will need to determine if small group instruction is delivered well As teachers you will need to deliver and talk with your peers about small group instruction.

13 “Simply placing students in small or more homogenous group is not enough. For grouping to be maximally effective materials and teaching must be varied and made appropriately challenging to accommodate the needs of students at their different levels of ability.” ~John Hattie, Visible Learning, 2009, p. 95

14 materials and teaching must be varied appropriately challenging “Simply placing students in small or more homogenous group is not enough. For grouping to be maximally effective materials and teaching must be varied and made appropriately challenging to accommodate the needs of students at their different levels of ability.” ~John Hattie, Visible Learning, 2009, p. 95

15 Definition of Small Group size of each group (e.g., 3-5 for struggling readers, 5-7 for other students, etc.) number of days per week each group attends the Teacher-Led Center number of minutes per day content and level of the lesson (i.e. area(s) of reading skill and level of instruction) type of lesson structure for each group (i.e., Skills-Focused Lesson or Guided Reading)

16 Guided Reading Guided Reading is a context in which a teacher supports each reader’s development of effective strategies for processing novel texts at increasingly challenging levels of difficulty” (Fountas & Pinnell, 1996, p. 3). Skill Focused Lessons “explicit re-teaching of both knowledge elements and skills, as well as extended opportunities to practice the application of these skills in a variety of contexts ranging from individual words, to phrases, to sentences, to connected text.” (Kosanovich, p.4) Types of Small Group Instruction

17 Guided Reading Guided Reading is a context in which a teacher supports each reader’s development of effective strategies for processing novel texts at increasingly challenging levels of difficulty” (Fountas & Pinnell, 1996, p. 3). Skill Focused Lessons “explicit re-teaching of both knowledge elements and skills, as well as extended opportunities to practice the application of these skills in a variety of contexts ranging from individual words, to phrases, to sentences, to connected text.” (Kosanovich, p.4)

18 Systematic Instruction 1.Clear expectations about what is to be learned 2.Clarity of presentation 3.Multiple opportunities for student responses 4.Active monitoring of responses 5.Frequent evaluation and feedback Christenson, 1989

19 Clear expectations about what is to be learned

20 Gain student’s attention State the goal of the lesson – “Why do we have to learn this?” – Convey the skill’s relevance in the larger context

21 Behavior Expectations Promote safety and a positive learning environment Keep rules short and simple State in the positive Give example and non-examples Review rules regularly Looks like/sounds like chart

22 What it looks like Keep your eyes are on the teacher, partner or the text Follow directions Honor other people’s things and feelings Wait for your turn What it sounds like Use kind words Use a quiet voice Be Respectful

23 Tally marks – Each student has a post it – One side for behavior – Other side for individual responses Great for communication with classroom teacher Can tie to PBIS plan Steven

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25 Behavior Expectations

26 – How to enter the learning space? – How to exit the learning space? – Use the bathroom? – Get a drink? – Having no pencil? – Sharpen a pencil? – Use a binder or folder – What to bring? – Cues for attention – Cues for stop! – How to get help? – How to use computers? – What to do in fire drill? – When you have not yet arrived at the learning space? – When the instructor is absent? Do you have clear routines for…

27 Which type of small group instruction is happening in your schools, guided reading and/or skill focus lessons? How are the behavioral expectations set? Talk to a neighbor

28 Clarity of presentation

29 Modeling or demonstrating the skill (I do it) Providing prompted or guided practice (we do it) Providing structured partnership (y’all do it) Providing unprompted practice (you do it)

30 I do it Demonstrating and describing what is being done Think alouds Be clear, consistent, and concise Provide several models Involve students in the model

31 We do it Guided practice is provided through the use of prompts – Directions, clues, cues or reminders – Physical, verbal, visual Prompts are gradually withdrawn – Telling Asking Reminding

32 Y’all do it Partners practice the skill together Partners are taught to prompt – “Would you like help or time?”

33 You Do It Independent work consists of the same task used during instruction Initial attempt at independent practice Provides a chance for constructive feedback Formative assessment – Assessment that changes our instruction

34 Multiple opportunities for student responses

35 Multiple opportunities for students to practice Provides more than one opportunity to practice each new skill Provides opportunities for practice after each step in instruction Elicits group responses when feasible Provides extra practice based on accuracy of student responses Carrie Thomas Beck, Ph. D. Oregon Reading First Center

36 By giving a response students are retrieving, rehearsing and practicing what has been taught.

37 Drill and Practice vs. Drill and Kill

38 Active monitoring of responses

39 Listening for responses Watch and listen to a child each turn Listen-in to partner responses Read written responses Record keeping

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42 Frequent evaluation and feedback

43 Feedback Teachers provide to students Students provide to teachers – What students know – What they understand – Where they make errors – When they have misconceptions – When they are not engaged – Hattie, 2009 Not in handouts

44 Frequent evaluation and feedback Feedback will help close the gap between current response and desired response. Remain positive Focus on the correct response not the incorrect response

45 Corrective Feedback Provides affirmations for correct responses Promptly corrects errors with provision of correct model Limits corrective feedback language to the task at hand Ensures mastery of all students before moving on Carrie Thomas Beck, Ph. D. Oregon Reading First Center

46 Corrective Feedback Affirmations √ Go beyond a simple “yes,” “good job” or “that’s right.” √ Be specific! “Yes, /aaaaaa/.” “Yes, that word is goat.” “Right, the fox was trying to come up with a plan to trick the rabbit.” Carrie Thomas Beck, Ph. D. Oregon Reading First Center

47 Corrective Feedback Part Firming Paradigm: 1.Tell the answer. 2.Repeat the task. 3.Repeat the part. 4.Go on to the next part. 5.Go back to the beginning of the exercise if you had to firm more than one part. Carrie Thomas Beck, Ph. D. Oregon Reading First Center

48 Corrective Feedback

49 How would you describe the small group instruction currently occurring in your schools? How can you take this structure back to your schools? Talk to a neighbor

50 Overview of the “Big 5” Tara Black & Dean Richards OrRTI Cadre 7 Training

51 Word comparison Rhyming Which words rhyme? pail, tail or cow, pig? Sentence segmentation The cat is fat. How many words do you hear? Syllable segmentation and blending Clap the syllables in these words: bat, batter, airplane, table, porcupine Phonemic Awareness

52 Onsets and rimes The first part of cat is /c/; last part of win is /in/) Phoneme segmentation How many sounds are in cat? Phoneme addition, deletion and manipulation Listen to the word, bat; drop the /b/ add replace with /c/ what’s the word?

53 Letter sounds VC and CVC Consonant Digraphs CVCC and CCVC Silent E Phonics

54 Phonics R-control vowels Advanced consonants (i.e.,-tch, kn, soft c & g) Vowel Teams Multi-syllable words Prefixes and suffixes

55 95%98%99% The Secret Life of Bees 18.57.43.6 My Brother Sam is Dead 1563 The Magic School Bus 62.41.2 Necessary Skills: Phonics and other strategies for decoding words Accuracy Prosody – Expression – Emphasis – Phrasing – Volume – Smoothness Rate – CWPM The old man the vegetable garden. Fluency

56 Contextual Analysis Morphemic Analysis Receptive Language o Reading Comprehension o Listening Comprehension Expressive Language o Writing o Speaking Vocabulary Center for Teaching and Learning, University of Oregon

57 Text Structure Make Inferences and Analyze Evaluate Story Structure Generate Questions Summarize Monitor Comprehension Keep in mind: Reading OAKS strand information is more related to the difficulty of the passage than the ability for the student to use the skill Comprehension

58 Talk to a neighbor What are the “Big 5” components of a core reading program?

59 Works Cited Beck, I. L., McKeown, M. G. & Kucan, L. (2002). Bringing words to life: robust vocabulary instruction. New York: The Guilford Press. Rasinski, T. V. & Padak N.D. (2001). From Phonics to Fluency. New York: Addison-Wesley Put Reading First (2003). National Institute for Literacy Report of the National Reading Panel: Teaching Children to Read (2000). National Institute of Child Health and Human Development NIH Pub. No. 00-4754 Teaching Reading IS Rocket Science (1999). American Federation of Teachers

60 Video 1 – First grade – Phonemic Awareness

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62 Video 2 – 4 th grade – Phonemic Awareness

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64 Video 3 – 1 st grade – Phonics

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66 What similarities did you notice in the Phonemic Awareness videos and the Phonics video? Talk to a neighbor

67 Video 4 – 5 th grade – Paragraph Fluency

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69 Video 5 – 3 rd grade – Vocabulary

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71 Video 6 – 2 nd grade – Fluency and Comprehension

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73 How did the components of small instruction look in each of the big 5 areas of Reading? Talk to a neighbor


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