Reading Academy K-1 Day 2 December 11, 2013 Presented by: Lori Bailey.

Reading Academy K-1 Day 2 December 11, 2013 Presented by: Lori Bailey

Group Expectations Be Responsible
To make this day the best possible, we need your assistance and participation Be Responsible Attend to the “Come back together” signal Active participation…Please ask questions Be Respectful Please allow others to listen Please turn off cell phones and pagers Please limit sidebar conversations Share “air time” Please refrain from and Internet browsing Be Safe Take care of your own needs Please do not skip over these expectations. They are important for setting up the day. Introduce a signal (e.g. hand raise) and indicate that when they see it, they should raise hand as well. People should finish their sentence not their paragraph. This helps so that transitions are smooth and presenters do not have to talk over the crowd to get the attention. Remind people that as we use more technology (laptops) there is the greater potential to multi-task and get distracted during these trainings. We would appreciate people refraining from . This work is so important and we only have a day to share a lot of information and get a lot of work/planning accomplished. We need everyone to be actively engaged and mentally with their teams.

Acknowledgements Stephanie Dyer Tennille Whitmore Soraya Coccimiglio
The material for this training day was developed with the efforts of… Cathy Claes Melissa Nantais Pam Radford Melanie Kahler Stephanie Dyer Tennille Whitmore Soraya Coccimiglio Mary Jo Wegenke Content was based on the work of… Dr. Anita Archer Teaching Reading Sourcebook; Core Literacy Library Some slides are adapted directly from Dr. Anita Archer’s Explicit Instruction The content of this session is expanded in the book: Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications. Videos that illustrate explicit instruction can be found on this website. The slides in this presentation were designed by Anita Archer and modified as needed by the trainer. Less than 30 seconds

Key Resources Archer, A., & Hughes, C. (2011). Explicit instruction: Effective and efficient teaching. New York: Guilford Press Beck, I., McKeown, M., & Kucan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction. New York, NY: Guilford Press Diamond, L., & Gutlohn, L. (2006). Vocabulary Handbook. CORE Literacy Library. Berkeley, CA: Brookes Publishing Honig, B., Diamond, L., & Gutlohn, L. (2008). Teaching reading sourcebook -2nd Edition. Novato, CA: Arena Press Marzano, R., & Pickering, D. (2005). Building Academic Vocabulary. Alexandria, VA: Association for Supervision and Curriculum Development Moats, L. (2005). Language Essentials for Teachers of Reading and Spelling, Module 4 & 7. Longmont, CO: Sopris West

Scope and Sequence of the Reading Academy Series
Day 1 Explicit Instruction Introduction to all elements Content Elements Focus on Critical Content – Phonemic Awareness and Alphabetic Principle/Basic Phonics Delivery Element Require frequent responses Day 2 Content and Assignment Review Explicit Instruction Foundation Principles and Strategies Focus on CCSS Foundation Skills-Phonemic Awareness, Phonics and Word Recognition, Vocabulary Day 3 Delivery of Instruction and Judicious Review Elements Focus on CCSS-Fluency and Comprehension This just highlights where we are in the scope and sequence of the Reading Academy series.

Learning Targets Participants will be able to:
Explain the three Foundation Principles of Explicit Instruction and why they are important Discuss some of the elements of Explicit Instruction including Content, Design of Instruction, Delivery of Instruction and Practice Use phonemic awareness strategies in their classroom Use alphabetic principle strategies in their classroom Use vocabulary strategies in their classroom

Agenda Welcome, purpose, & intended outcomes
Content and Assignment Review Explicit Instruction Foundation Skills Review of Content, Design, and Delivery of Instruction CCSS Foundational Skills Focus on Phonological Awareness, Phonics and Word Recognition and Vocabulary Assignment Here is the agenda for the day

Assignment Review

Review of Engagement Activity
Without talking to anyone write your thoughts about the activity on the chart paper under Positive and/or Negative At the bottom write in how it felt to be observed, to observe a peer, and if it was helpful Read what the other people at your table have written. Talk with your tablemates about how the activity went, positives and negatives Choose a spokesperson to share what was discussed Good review Activity Lori, remind them what the assignment was (observing each other while practicing a new engagement strategy) and remind them to write it on the paper that they have. 3. After they have talked at their table have each table spokesperson share the most important information that was shared at their tables. Some questions could include, What was the most common positive or negative statement, how did it feel, would you do that activity with a peer again. Remind them that John Hattie and Kevin Feldman both stress observation of peers as an excellent teaching tool for educators.

Explicit Instruction: Foundation Principles
We all know that explicit instruction is important. We are going to talk about the research behind the Foundation Principles of Explicit Instruction. What should be in place?

#1 Optimize Academic Learning Time
Increasing student achievement can occur by increasing— the amount of time that students are successfully engaged in academic tasks

A few words about time Available time in school About 6 hours
Allocated time About 4 hours: if increased, slight impact on achievement Engaged time Amount of time actively engaged in learning tasks is about 2 hours: If increased, moderate impact on achievement Academic Learning time that is explicit, scaffolded, goal oriented, and students are being successful Increase in academic learning time has a strong impact on achievement. What is the best way to increase achievement through time allocation and lesson planning?

#2 Promote High Levels of Success
Success improves with increased amount of instructional time; this is time being taught directly by the teacher. Class time should include: Whole group instruction with embedded and planned engagement strategies Small group instruction in general education class based on instructional needs and current functioning Tier 2 and Tier 3 intervention groups of 6 to 8, or 1 to 1. Reminder: all small groups should also have embedded and planned engagement strategies. While teaching educators should have at least 80% of their students achieving mastery of skills that are taught. If that is not occurring it is important to increase scaffolding of instruction, engagement strategies and consistent feedback to let the students know if they are doing the task correctly.

Scaffolding of Lessons
What to think about when scaffolding instruction, according to Anita Archer— Teach material that is not too difficult. If so, pre-teach concepts and vocabulary before starting. Carefully sequence instruction Break down complex tasks into small steps Increase the amount of instruction that is presented within small groups Teach pre-skills before target skills if necessary Provide models of target skills Reminder: If you are sending home work to be done independently it is imperative that the students have the mastered the skills presented and are only practicing to become more fluent, so that they are not practicing incorrectly. Incorrect responses are difficult to reteach.

Scaffolding of Lessons
7. Provide clear demonstrations of skills (I Do It) 8. Provided guided practice (We Do It) 9. Provide additional scaffolding to support performance (e.g., hints, prompts) 10. Provide worked problems 11. Systematically reduce the level of scaffolding when possible 12. Provide immediate and corrective feedback 13. Ensure level of accuracy before independent practice

#3 Optimize the amount of content covered well
Remember the best way to ensure academic achievement is to teach important skills to mastery. Research shows that the amount of content covered WELL, the greater potential for student learning.

Explicit instruction is designed to increase the amount of content covered well.
Some ways to optimize content covered include-- Focus on critical content for instruction Teach skills that generalize to other areas Use instructional practices that are effective but efficient Increase the amount of instruction time through grouping of students Organize content to promote learning

Time for practice… Do you remember why would we use Explicit Instruction?
ALL students benefit from Explicit Instruction It is essential for struggling learners These extremely cost effective strategies, if implemented well, will improve student outcomes, regardless of content area or core program used. Allocating time for instruction is not enough…if it is not engaged time, it will not make much difference. Also limited background knowledge

Elements of Explicit Instruction Content Review
Review the three elements under Content and fill in the blanks. Check with your partner to be sure you agree. The engagement strategy is Partner Work.

Elements of Explicit Instruction Content
1. Instruction focuses on critical content Skills, strategies, vocabulary terms, concepts, rules, and facts that will empower students in the future are taught Skills, strategies, and concepts are sequenced logically Easier skills before harder skills. High frequency skills before low frequency skills. Prerequisites first. Similar skills separated

3. Complex skills and strategies are broken down into smaller (easy to obtain) instructional units Be aware of cognitive overloading, processing demands, and capacity of working memory

1. Instruction focuses on ____________ content 2. Skills, strategies, and concepts are ___________ logically 3. Complex skills and strategies are ______________ into smaller (easy to obtain) instructional units Have participants quickly go through this slide discussing each statement with their partner and fill in the blank. Provide about 2 minutes for that discussion.

Elements of Explicit Instruction Design of Instruction-Review
Review the seven elements under content and fill in the blanks by yourself. Read along with me and be sure the blanks are filled in correctly. The engagement strategy is Choral Response.

Elements of Explicit Instruction Design of Instruction
Lessons 1. Are organized and focused 2. Begin with a statement of goals 3. Provide review of prior skills and knowledge Even this small list is empowering. Take these elements and apply them!!

4. Provide step-by-step demonstrations 5. Use clear and concise language 6. Provide a range of examples and non-examples 7. Provide guided and supported practice

Lessons Are ___________ and focused Begin with a statement of _____________ 3. Provide _______________ of prior skills and knowledge Again, provide about 3 minutes for participants to go over this slide as well as the next one covering design of instruction and discuss with their partner. Then bring the group back together and read over each statement using the cloze procedure.

4. Provide step-by-step _____________ 5. Use __________ and ___________ language 6. Provide a range of ____________ and ________ 7. Provide _______________ and supported practice This slide should be covered with the previous one.

Elements of Explicit Instruction Delivery of Instruction-Review
Review the five elements under content and fill in the blanks. Give me a thumb’s up when you are finished. I will read the sentences and pause at the blanks. After 3 – 5 seconds of Think Time we will respond together at my signal. The engagement strategy is Think Time.

Elements of Explicit Instruction Delivery of Instruction
Teachers: 1. Require frequent responses 2. Monitor student performance closely 3. Provide immediate affirmation and corrective feedback

Teachers: 4. Deliver instruction at a brisk pace 5. Help students organize knowledge

Teachers: 1. Require frequent _______________ 2. _____________ student performance closely 3. Provide immediate affirmation and corrective ___________

Teachers: 4. Deliver instruction at a _________ pace 5. Help students ___________ knowledge This slide should be covered with the previous slide.

Elements of Explicit Instruction Practice-Review
Teachers provide judicious practice including: *Initial practice *Distributed practice *Cumulative review What kind of practice did we just do? Discuss with your partner and share with table. Lori, There is not a right answer to this. It could be distributed practice since we are not completely finished with the Reading academy series, or it could be cumulative review. It is not initial practice though. Great review activity

What are the “Five Big Ideas” of Reading?
Phonemic Awareness Alphabetic Principle/Phonics Fluency Vocabulary Comprehension Recall that we covered the Five Big Ideas of reading instruction…also known as the basic early literacy skills. These are ideas are the building blocks for the National Reading Panel, Anita Archer’s work and the Common Core State Standards.

Mid-Year Review of Phonemic Awareness
Kindergarten teachers check PSF scores that will be given in January. First grade teachers check PSF scores from September. Is the percentage of students at benchmark at or above 80%? If yes, design additional instruction for smaller groups of students and monitor progress. If no, continue to incorporate phonemic awareness activities into core instruction.

CCSS and Phonemic Awareness
You can use the Common Core State Standards to decide on critical skills to teach. The following slides include the CCSS Foundation Skills for kindergarten and first grade.

Kindergarten— Count, pronounce, blend and segment syllables in spoken words Identify initial sounds in spoken words Blend the onset and rime to say a whole word Isolate and pronounce the beginning, middle and final sounds in CVC words Blend beginning, middle and final sounds fluently, when given each individual sound Add or substitute individual sounds in simple, one-syllable words to make new words

First Grade— Distinguish long from short vowel sounds in spoken single-syllable words Orally produce single-syllable words by blending sounds (phonemes), including consonant blends Isolate and pronounce beginning, middle and final sounds in spoken single-syllable words Segment spoken single-syllable words into their complete sequence of individual sounds (e.g. list: /l/ /i/ /s/ /t/)

What can I do in the classroom?
Identify and teach the Foundation Skills from the CCSS that are already available in your reading core and be sure they are included in daily reading instruction.

In addition, the following slides are activities taken from the Teaching Reading Sourcebook; Updated Second Edition. The activities have been tied directly to the CCSS and are grounded in scientifically based reading instruction. All of the activities can be found on the IISD Literacy wiki under Reading Academy K-1 Day 2

Salad Toss Benchmarks Ability to clap and count syllables in two- and three-syllable words Ability to say each syllable in two- and three- syllable words Ability to orally blend syllables into a whole word Materials Pictures or models of vegetables whose names have two or three syllables—carrot, lettuce, pepper, radish, cucumber, celery, potato, tomato Brown construction paper for salad bowls Colored markers

Critter Sitter Benchmark
Ability to blend onset-rime to produce one-syllable words Materials Pictures or plastic models of animals whose names have one syllable, for example—bat, bear, bee, bird, cat, cow, deer, duck, fish, fox, frog, goat, goose, hen, horse, mouse, pig, shark, sheep, skunk, snake, swan, toad, wolf Kitchen items whose names have one syllable—cup, fork, glass, knife, lid, pan, plate, pot, spoon A hand puppet (one that is not an animal)

Bridge Game Benchmarks
Ability to isolate the initial sound in a one-syllable word Ability to isolate the final sound in a one-syllable word Materials Toy animals or pictures of animals—ant, ape, bat, bee, bird, cat, deer, dog, fish, fox, goat, goose, horse, mole, moose, mouse, mule, pig, rat, seal, toad, wolf, worm

Simon Says Benchmark Ability to blend spoken phonemes to form one-syllable words Materials Hand puppet

Say-It-and-Move-It Benchmarks
Ability to segment spoken phonemes in one-syllable words Ability to blend spoken phonemes to form one-syllable words Resources Say-It-and-Move-It-Board Materials Copies of Say-It-and-Move-It Board Manipulatives—small cubes or buttons

Elkonin Sound Boxes Benchmarks
Ability to segment spoken phonemes in one-syllable words Ability to blend spoken phonemes to form one-syllable words Resources Elkonin Card Materials Copies of Elkonin Card Crayons or markers Self-stick notes

Partner Work Choose one of the phonemic activities from your reading curriculum or one that was just presented (each partner should have a different activity) Read about it in your teacher’s manual, on the wiki, or from the Teaching Reading Source book Teach the activity to your partner Will you have the Teaching Reading Source Book available? Should we take them into their teacher manual to see if their PA lessons have similar activities?

Explicit Instruction: Focus on Critical Content -
Alphabetic Principle & Vocabulary Day one of the Reading Academy Series focused on Active Engagement. Student engagement in learning makes the biggest impact on student achievement. Quality vocabulary instruction is next in potential impact on student success. Vocabulary is a key focus today. We will also briefly review Alphabetic Principle because attaining mastery with this is critical for your students.

Alphabetic Principle & Phonics Didn’t we do this last time?
It is worth doing again because Systematic and Explicit Phonics Instruction… significantly improves students’ reading and spelling in Kindergarten and Grade 1 significantly improves students’ ability to comprehend what they read is beneficial for all students, regardless of their socioeconomic status is effective in helping to prevent reading difficulties among students who are at risk is beneficial in helping students who are having difficulty learning to read Teaching Reading Sourcebook; Updated Second Edition. Participants may indeed be asking the question of “Didn’t we do this last time?” and the answer is yes, we did. Skill that changes over time, still teaching it and measuring it

If you need more convincing…
It is part of CCSS Foundation Skills. The meta-analysis of research done by John Hattie showed that “as findings piled up, it became more and more apparent that one of the major causes of reading failure lay in the fact many children were stuck on mental processing at the level of word access.” Visible Learning and the Science of How We Learn; John Hattie and Gregory Yates Your phonics work in kindergarten and first grade is priceless!

If your students are following the typical road to becoming a reader…
Kindergarten - At this time of year, you should see students mastering phonemic awareness and be able to shift your instructional focus to alphabetic principle First Grade – This is the most critical time of the year for your students in becoming a reader. This is when you see students who master both parts of alphabetic principle (correct letter sounds and blending the sounds into a whole word) take off with reading. Those who do not master both parts will be struggling

Mid-Year Review of Alphabetic Principle
Kindergarten and first grade teachers check NWF scores that will be given in January. Is the percentage of students at benchmark at or above 80%? If yes, continue to include some phonics instruction into core instruction and design additional instruction for smaller groups of students. Monitor progress. If no, continue to emphasize beginning phonics activities in core instruction. Move to Instructional Grouping Form and fill in student names. Should we show them the flow charts from DRE since it doesn’t seem like the coaches thought they were necessary

Differentiating Instruction-Using Instructional Grouping Form & Flowchart
Fill in student names on the appropriate Instructional Grouping form and in the appropriate quadrant. When finished move to appropriate Classroom Analysis Flowchart. Follow through the flowchart and use the information to guide instruction for the students in your classroom.

CCSS and Alphabetic Principle
Kindergarten Know and apply grade-level phonics and word analysis skills in decoding words Identify and name consonants Associate the long and short sounds with common spellings for the five major vowels Read common high-frequency words by sight Distinguish between similarly spelled words by identifying the sounds of the letters that differ Add or substitute individual sounds in simple, one-syllable words to make new words

CCSS and Alphabetic Principle
First Grade Know and apply grade-level phonics and word analysis skills in decoding words Know the spelling-sound correspondences for common consonant digraphs Decode regularly spelled one-syllable words Know final –e and common vowel team conventions for representing long vowel sounds Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word Decode two-syllable words following basic patterns by breaking the words into syllables

Ehri’s Phases of Word Recognition Development
Pre-Alphabetic Phase: “read” visual clues Partial Alphabetic Phase: some sound/spellings Consolidated Alphabetic Phase: chunks of letters within words Full Alphabetic Phase: most common sound/spellings Automatic Phase: proficient word reading Ehri and McCormick 1998; Ehri 2002; Ehri and Snowling 2004

Anita Archer Video- Decoding Instruction First Grade

The following slides are activities taken from the Teaching Reading Sourcebook; Updated Second Edition. The activities have been tied directly to the CCSS and are grounded in scientifically based reading instruction.

Integrated Picture Mnemonics
Benchmarks Ability to produce a sound associated with a letter Ability to write a letter that stands for a sound Resources Letter Picture Worksheet Materials PDF and copies of Letter Picture Worksheet Unlined paper

Introducing Short Vowels
Benchmarks Ability to recognize vowels and short-vowel sounds Ability to discriminate short vowels in initial and medial positions in words Materials Small index cards (one per student) Two large index cards Pocket chart Picture cards: ax, apple, bag, cat, bat, hat, cap, bath, map

Reading and Writing CVC Words
Benchmarks Ability to blend CVC words Ability to spell CVC words Materials Letter cards a, m, p, s, t (one set per student) Picture cards: ant, monkey, paper, seal, 10 Decodable text Small dry-erase board Dry-erase marker

Reading and Writing CVCe Words
Benchmarks Ability to blend CVCe words Ability to spell CVCe words Materials Picture cards: cake, cap, cape, cat, gate, map, pan, van, wave Decodable text Small dry-erase board and dry-erase marker (one per student) *The same type of instruction can be used for vowel combinations and phonograms

Method for Reading Decodable Text
Benchmarks Ability to accurately and fluently apply phonics knowledge in reading decodable text Materials Decodable text

Table Time Get a piece of chart paper and bring it back to your table
As a group, discuss other phonics strategies that you have used in your classrooms Choose strategies that you have found to be effective and write them on the chart paper When finished put the chart paper on the wall All do a Museum Walk. If there are strategies you would like to know more about mark them with a sticky Lori—after they have been marked, have the people that put them up explain to others Refer to Teacher Edition for ideas

Vocabulary

Research indicates that explicit vocabulary instruction is critical
For accomplished decoders, vocabulary knowledge probably plays more of a role in reading comprehension than word recognition skills (Biemiller 2005b). And, first-grade orally tested vocabulary was predictive of eleventh-grade reading comprehension (Cunningham and Stanovich 1997). Once again, your instruction of young readers is priceless! This evidence indicates that explicit vocabulary instruction is necessary.

Vocabulary Data How can we close the gap? Grade Average Student
(at 2.4 root words per day Bottom 25% (at 1.6 root words per day) End of Pre-K 3440 2440 End of K 4300 3016 End of Grade 1 5160 3592 End of Grade 2 6020 4168 This is the bottom 25% based on socioeconomic background

Characteristics of Effective Vocabulary Instruction
Instruction is clear and unambiguous. Instruction involves presentation of word meanings and contextual examples. Multiple exposures to the word are provided. Sufficient instructional time is devoted to vocabulary instruction. Students are actively engaged in vocabulary instruction. Each of these five characteristics should be present in explicit vocabulary lessons.

Preparation for explicit vocabulary instruction before introducing new text
1. Select words for explicit instruction 2. Develop or adopt student-friendly explanations 3. Develop examples and non-examples for introducing the word or for checking understanding These three steps must be completed prior to lessons. First, appropriate words must be chosen. Once chosen, student-friendly explanations must be developed for each word, as well as examples and non-examples for introducing and checking for understanding.

Explicit Vocabulary Instruction Step 1: Selection of Vocabulary
Select a limited number of words for robust, explicit vocabulary instruction Three to ten words per story, portion of story, or section of a chapter Briefly tell students the meaning of other words that they might not know but are needed for comprehension You should only choose 3 to 10 words per story, portion of story, chapter, or section of chapter that is an instructional focus. Other words that may be needed for comprehension may be chosen to briefly tell the meaning to students.

Explicit Vocabulary Instruction-Selection of Vocabulary
Select words that are unknown Select words that are critical to passage understanding Select words that students will encounter in future (Stahl, 1986) Focus on Tier Two words (Beck & McKeown, 2003) Academic Vocabulary Select words that are more difficult to obtain Words having an abstract versus concrete reference Words with unfamiliar or unknown concepts Words not adequately explained within the text

Selection of Vocabulary (Beck et al. 2002)
Tier One - basic words whose meanings students are likely to know -- chair, bed, happy, house Tier Two – words that students are unlikely to know, are generally useful, meaning can be explained in everyday language, have good instructional potential and the meaning is necessary for comprehension of text. -- balcony, murmur, splendid Tier Three – words that students are unlikely to know, are specialized and unlikely to appear frequently in written or oral language, or are specific to a particular content area. -- anthracite, shoal Tier 1 words are basic words that are commonly used in spoken language and appear in books and assessments at the elementary level. These words are easily attained or are concrete objects and do not need to be the focus of explicit vocabulary instruction. Tier 2 words need the explicit instruction routine, T1 & T2 tell and show what it means Again, tier two words: those words which are just right for explicit instruction. Trainers, you can also refer to Appendix A of the CCSS for further information on the 3 Tiers of words

Vocabulary Logs For kindergarten and first grade there should be a class log or vocabulary wall for review What should be included? Word Student-friendly explanation Any of these options Sentence to illustrate the word’s meaning Examples and non-examples An illustration I think we gave them vocab logs. I have a some. Nicole can put on flash drive

Read the story, Common Sense: An Anansi Tale to yourself
Choose three to 10 Tier 2 words that you would chose for vocabulary instruction Write them on your Vocabulary Chart Share your chosen words with your partner and discuss your choices Share the words with your table and decide on three to 10 words as a group Check to see if they are on the Glossary: Teachable Words for “Common Sense: An Anansi Tale” Do you agree with the glossary choices? Why or why not? There are not specific right or wrong answers for this activity. Check orange type, hard to read

Step 2: Preparation Student-Friendly Explanations
Dictionary Definition relieved - (1) To free wholly or partly from pain, stress, pressure. (2) To lessen or alleviate, as pain or pressure Student-Friendly Explanations (Beck, McKeown, & Kucan, 2003) Uses known words Easy to understand You feel relieved when something that was hard is over or never happened at all. In teaching vocabulary, using a student-friendly explanation is much easier for students to grasp than the dictionary definition. See the example above. Which is easier to understand?

Preparation - Student-Friendly Explanations
Dictionary Definition Attention - a. the act or state of attending through applying the mind to an object of sense or thought b. a condition of readiness for such attention involving a selective narrowing of consciousness and receptivity Dictionary for English Language Learners (Collins COBUILD School Dictionary of American English) If you give someone or something your attention, you look at them, listen to them, or think about them carefully. This slide focuses on the student-friendly definition resources that teachers can use if they can’t/don’t want to come up with one on their own.

Dictionaries for English Language Learners - Online
definitions and oral pronunciations definitions (oral pronunciations on CD) definitions and oral pronunciations Don’t know the pronunciation of a word? Go to Here is a list of resources for student friendly explanations and word pronunciation.

Refer back to the list of words that you chose from
Common Sense: An Anansi Tale Write a student friendly definition for three of your words on your Vocabulary Chart Write a sentence that uses the word correctly Share the explanations with your partner and give each other feedback on how easy it would be for your students to understand the definitions Participants will add to the chart where they listed the vocabulary they chose for explicit instruction. Check orange print, hard to read

Identify and teach the vocabulary lessons that are already available in your reading core and be sure they are included in daily reading instruction.

What Can I do in the Classroom?
The following slides are activities taken from the Teaching Reading Sourcebook; Updated Second Edition. The activities have been tied directly to the CCSS and are grounded in scientifically based reading instruction. Address information in Teacher edition

Text Talk: Read Aloud Method
Benchmark Ability to develop in-depth knowledge of word meanings Sample Text Read-Aloud—”Common Sense: An Anansi Tale” *Adapt this strategy to text that is most appropriate for your own students.

Meaning Vocabulary: Direct Explanation Method
Benchmarks Ability to develop in-depth knowledge of many word meanings Ability to improve story comprehension Sample Text Read-Aloud—”Common Sense: An Anansi Tale” *Adapt this strategy to text that is most appropriate for your own students.

Concept Picture Sort Benchmarks
Ability to classify grade-appropriate categories of words Ability to identify and sort common words from within basic categories Read-Aloud Text “A Lost Button” from Frog and Toad are Friends (1970) Materials Pictures of living and nonliving things Old magazines Scissors *Adapt this strategy to text that is most appropriate for your own students.

Animal Idioms Benchmarks
Ability to interpret literal and figurative meanings of idioms Ability to research origins of idioms Materials Small plastic toy horses Drawing paper Crayons or markers dictionaries

Step 3: Designing Examples and Non-examples
What is mischief? Explain that the dog is getting into mischief by unrolling the toilet paper

Designing Examples and Non-examples
To teach what something is, sometimes you have to show what it is not. (Engelmann, Carnine,1991) A vocabulary word or concept is not truly understood unless the learner has learned both when and when not to apply it.

Designing Examples and Non-examples: Demonstration
What is not mischief? Explain that the dog in this picture is showing ‘not mischief’ by doing what the handler wants him to do

Anita Archer video on Vocabulary Instruction Kindergarten

Examples and Non-examples in Vocabulary Strategies
The strategies presented in the Teaching Reading Sourcebook have examples but have not included non-examples. However, taking our cue from Anita Archer, we know that including non-examples is best practice. Each partner choose a different activity Decide where a non-example should go and what it should be. Share that with your partner

Conclusion “Words are all we have.” Samuel Beckett
Focus on the fact that all communication, oral and written, is based on words. Any child that does not have a wealth of knowledge about vocabulary will be at a disadvantage all through their years in school.

Review of the Three Foundation Principles of Explicit Instruction
Optimize Academic Learning Time Is my instruction explicit, scaffolded, goal oriented, and am I sure that my students are being successful? 2. Promote High Levels of Success Can I increase embedded and planned engagement strategies and/or plan more small group time based on instructional needs and current functioning? 3. Optimize the amount of content covered well Can I reduce the ‘fluff’ in my lessons and/or class work so that I can ensure that the most important content is taught to mastery for 80% of my students?

Eye Contact Partners Think about the three Foundation Principles and decide which one would be most beneficial to use with your students Write down the Principle that you are planning to address in your classroom before you return for Day 3 Write at least one specific way that you will use it When prompted get up and make eye contact with someone that is not sitting at your table Share your plans with each other Take your notes with you and put them in a place that will remind you to do that activity

Before we get together again---

Assignment Prior to Reading Academy Day 3, work on the following:
Use the Foundation Principle plan in the your classroom Use at least one new literacy activity in the areas of Phonemic Awareness, Alphabetic Principle or Vocabulary Share the activity with your partner, talk about how it went and exchange activities If your partner recommends it, use their activity in your own classroom Record the results of both the Foundation Principle Plan and the literacy activities on the form provided Plan to share the activities, with recommendations, on Day 3

Did we meet the Learning Targets?
How did we do today ? Did we meet the Learning Targets? Or not?

Learning Targets Participants will be able to:
Explain the three Foundation Principles of Explicit Instruction and why they are important Discuss some of the elements of Explicit Instruction including Content, Design of Instruction, Delivery of Instruction and Practice Know the Foundational Sub-skills to Achieve the Reading Standards in the Common Core Use strategies in their classroom to address the Foundational skills in the areas of: phonological awareness, phonics and word recognition and vocabulary How did we do with our intended outcomes for the day? Read through these with and have participants respond with fist to five.

Scope and Sequence of the Reading Academy Series
Day 1 Explicit Instruction Introduction to all elements Content Elements Focus on Critical Content – Phonemic Awareness and Alphabetic Principle/Basic Phonics Delivery Element Require frequent responses Day 2 Content and Assignment Review Explicit Instruction Foundation Principles and Strategies Focus on CCSS Foundation Skills-Phonological Awareness, Phonics and Word Recognition, Vocabulary Day 3 Delivery of Instruction and Judicious Review Elements (this part of the day is subject to change) Focus on CCSS-Fluency and Comprehension This just highlights where we are in the scope and sequence of the Reading Academy series.

Thank you for all you do! Contact Melanie Kahler with questions or comments.

Reading Academy K-1 Day 2 December 11, 2013 Presented by: Lori Bailey.

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Reading Academy K-1 Day 2 December 11, 2013 Presented by: Lori Bailey.

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