1. Instruction Goals Assessment For Each Student For All Students Institute on Beginning Reading II Enhancing Comprehension Instruction in Core Reading Instruction

2. Coyne, Kame'enui, & Chard © 2003 2 Acknowledgments  Oregon Department of Education  Institute for the Development of Educational Achievement, College of Education, University of Oregon  U.S. Department of Education, Office of Special Education Programs

3. Coyne, Kame'enui, & Chard © 2003 3 Content Development Content developed by: Edward J. Kame’enui, Ph. D.Deborah C. Simmons, Ph. D.Professor, College of EducationUniversity of Oregon Beth Harn, Ph.D.Michael D. Coyne, Ph. D. University of OregonUniversity of Connecticut David Chard, Ph. D. University of Oregon Additional support: Patrick Kennedy-Paine Katie TateNicole Sherman-Brewer University of OregonOregon Reading First

4. Coyne, Kame'enui, & Chard © 2003 4 Copyright  All materials are copy written and should not be reproduced or used without expressed permission of Dr. Edward J. Kame’enui or Dr. Deborah C. Simmons. Selected slides were reproduced from other sources and original references cited.

5. Coyne, Kame'enui, & Chard © 2003 5 Schoolwide: Each & All Prevention Oriented Scientifically Based Results Focused IBR Foundational Features: Translating Research into Practice

6. Coyne, Kame'enui, & Chard © 2003 6 Today’s Focus 1.Goals: What outcomes do we want for our students in our state, district, and schools? 2.Knowledge: What do we know and what guidance can we gain from scientifically based reading research? 3.Progress Monitoring Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student? 4.Outcome Assessment: How far do we need to go to reach our goals and outcomes? 5.Core Instruction: What are the critical components that need to be in place to reach our goals? 6.Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made? IBR Guiding Questions

7. Coyne, Kame'enui, & Chard © 2003 7 The objectives of today’s session are to: 1.Understand the importance of comprehension in core reading instruction. 2.Understand the relationship between DIBELS ORF and comprehension. 3.Identify methods to enhance core reading instruction. Objectives: What You Will Learn and Do

8. Coyne, Kame'enui, & Chard © 2003 8  Comprehension is the complex cognitive process involving the intentional interaction between reader and text to extract or construct meaning. (National Reading Panel, 2000) Reading comprehension is not an automatic or passive process, but is highly purposeful and interactive – good readers apply a variety of strategies to process text. (Honig, Diamond, & Gutlohn, 2000) Comprehension is the essence of reading What is Comprehension?

9. Coyne, Kame'enui, & Chard © 2003 9 What the Research Says about Comprehension  Readers who comprehend well are also good decoders  Time spent reading is highly correlated with comprehension  Effective instruction using high-quality curriculum materials can increase students’ comprehension What the Research Says About Comprehension

10. Coyne, Kame'enui, & Chard © 2003 10 Effective comprehension instruction:  Teaches students multiple explicit comprehension strategies that can be applied before, during, and after reading both narrative and expository text For example, the National Reading Panel (2000) concluded that the following strategies have a firm scientific basis for improving text comprehension. Priming prior knowledge / previewing / predicting Identifying the main idea / summarizing Using text structure / using graphic organizers Answering and generating questions What the Research Says About Comprehension

11. Coyne, Kame'enui, & Chard © 2003 11 Effective comprehension instruction (cont.) :  Teaches students to become strategic readers who can monitor their understanding and use strategies flexibly  Encourages children to read more, read widely, and develop a passion for reading What the Research Says About Comprehension

12. Coyne, Kame'enui, & Chard © 2003 12  Inadequate instruction  Insufficient exposure and practice  Deficient word recognition skills  Deficient memory capacity and functioning  Significant language deficiencies  Inadequate comprehension monitoring and self- evaluation  Unfamiliarity with text features and task demands  Undeveloped attentional strategies  Inadequate cognitive development and reading experiences (Kame'enui & Simmons, 1990) Causes of Reading Comprehension Failure What the Research Says About Comprehension

13. Coyne, Kame'enui, & Chard © 2003 13 Strategic reading A reader’s awareness of what strategies are necessary to gain meaning from text and the ability to self-regulate the use of those strategies. Metacognition: The active monitoring of understanding. “Thinking about thinking.” Two types of written text: Narrative text tells a story and usually follows a familiar structure. Narrative text may be the invention of an author, the reporting of factual events, or the retelling of a tale from oral tradition Expository text provides an explanation of facts and concepts. Its main purpose is to inform, persuade, or explain. What the Research Says About Comprehension

14. Coyne, Kame'enui, & Chard © 2003 14 Application Activity In August, Henry and Henry's big dog Mudge always went camping. They went with Henry's parents. Henry's mother had been a Camp Fire Girl, so she knew all about camping. She knew how to set up a tent. She knew how to build a campfire. She knew how to cook camp food. Report shows Oregon doing well on "highly qualified" teacher requirements EUGENE, Ore. (AP) -- More than 80 percent of Oregon students last spring were being taught by teachers who meet the federal government's new definition of "highly qualified," according to a new report by the Oregon Department of Education.

15. Coyne, Kame'enui, & Chard © 2003 15 Application Activity How are these two text examples different? ______________________________________ How might an expert reader approach comprehending these two text examples differently? ______________________________________ Examine the two text examples from the previous slide:

16. Coyne, Kame'enui, & Chard © 2003 16 Next Section: Objective 2 Objectives of today’s session: 1.Understand the importance of comprehension in core reading instruction. 2.Understand the relationship between DIBELS ORF and comprehension. 3.Identify methods to enhance core reading instruction.

17. Coyne, Kame'enui, & Chard © 2003 17  There is no DIBELS measure that directly assesses comprehension.  However, Oral Reading Fluency (ORF) has a strong correlation with reading comprehension.  Students’ ORF scores provide teachers with an important indicator of whether or not students will be able to comprehend grade level text. Assessment of Comprehension

18. Coyne, Kame'enui, & Chard © 2003 18 If a reader has to spend too much time and energy figuring out what the words are, she will be unable to concentrate on what the words mean. (Coyne, Kame’enui, & Simmons, 2001) Slow, effortful reading is a labor-intensive process that only fitfully results in understanding. (National Reading Panel, 2000) Relationship between comprehension and reading fluency Assessment of Comprehension

19. Coyne, Kame'enui, & Chard © 2003 19 (E. B. White, 1952) Fern _____ Wilbur more than ______. She _____ to _____ him, to ____ him, to put him to bed. Every ______, as soon as she got up, she _______ his ____, tied his ____ on, and held the _____ for him. Every ____, when the _____ ____stopped in front of her house, she jumped out and ran to the ______ to fix another _____ for him. She _____ him again at _______, and again just before going to bed. Mrs. Arable gave him a _____ around _____ each day, when Fern was ____ in ______.  20% of the words have been omitted from this passage to simulate slow, effortful reading with 80% accuracy. Assessment of Comprehension

20. Coyne, Kame'enui, & Chard © 2003 20 Was it difficult to comprehend this passage? Why? Answer these questions about the passage:  What is the main idea of this paragraph?  What does Fern do every day after she wakes up? You must be able to read the words to comprehend the words! Assessment of Comprehension

21. Coyne, Kame'enui, & Chard © 2003 21 Reading fluency (i.e., speed and accuracy) is necessary but not sufficient for reading comprehension  Reading fluency does not ensure comprehension. Students need to acquire and apply a wide variety of comprehension strategies.  Teachers can monitor students’ capacity for comprehension using ORF and then assess mastery of comprehension strategies through direct comprehension measures and informal observation. Assessment of Comprehension

22. Coyne, Kame'enui, & Chard © 2003 22 Application Activity Questions  What is the DIBELS benchmark for this time period?  Would this student’s performance be considered benchmark, strategic, or intensive?  Calculate this student’s level of accuracy (# of words read correctly / total # of words read)  What can you conclude about this student’s capacity for comprehending the passage?

23. Coyne, Kame'enui, & Chard © 2003 23 Objectives of today’s session: 1.Understand the importance of comprehension in core reading instruction. 2.Understand the relationship between DIBELS ORF and comprehension. 3.Identify methods to enhance core reading instruction. Next Section: Objective 3

24. Coyne, Kame'enui, & Chard © 2003 24 1.What we teach: Design a)Curriculum maps b)Task factors 2.How we teach: Delivery a)Demonstrate explicit steps and strategies b)Model multiple examples c)Provide multiple opportunities to practice d)Structure ample review and opportunities for learning Two Ways to Enhance Core Instruction

25. Coyne, Kame'enui, & Chard © 2003 25 Design: Curriculum Maps Using the curriculum maps, write down the skills that should be the instructional focus from now until mid-year. ____________________________________________________________

26. Coyne, Kame'enui, & Chard © 2003 26 Using the curriculum maps, write down the skills that should be the instructional focus from now until mid-year. ____________________________________________________________ Design: Curriculum Maps

27. Coyne, Kame'enui, & Chard © 2003 27 Design: Curriculum Maps Using the curriculum maps, write down the skills that should be the instructional focus from now until mid-year. ____________________________________________________________

28. Coyne, Kame'enui, & Chard © 2003 28 Using the curriculum maps, write down the skills that should be the instructional focus from now until mid-year. ____________________________________________ Design: Curriculum Maps

29. Coyne, Kame'enui, & Chard © 2003 29  Texts used for comprehension instruction should be chosen carefully (e.g., type, content, skill level, pictures, organization)  Instruction should progress from easy skills to difficult skills (e.g., narrative to expository, literal to inferential questions, simple to complex story maps)  Strategies should be introduced and practiced one at a time  Graphic organizers can support student understanding  For students with low decoding skills, comprehension strategies can be taught through oral language activities (e.g., read alouds) The following task factors should be considered when evaluating or enhancing core reading programs Design: Task Factors

30. Coyne, Kame'enui, & Chard © 2003 30 Modifications to Enhance Core Reading Comprehension Instruction Reviews of reading curricula indicate that core programs are well designed to teach comprehension skills and strategies. However minor enhancements can make instruction more effective for more learners. Teachers can strengthen core programs by including the following instructional enhancements: 1.Demonstrate explicit steps and strategies 2.Model multiple examples 3.Provide extensive opportunities to practice 4.Structure ample review and opportunities for learning Delivery: How We Teach

31. Coyne, Kame'enui, & Chard © 2003 31 1.Teachers demonstrate explicit steps and strategies to students explaining what the strategy is and what is its purpose. 2.Teachers model multiple examples of how to apply the strategy using a “thinking aloud” procedure while interacting with actual text. 3.Teachers provide students with extensive opportunities to practice strategies and offer high-quality feedback. 4.Teachers structure ample review and opportunities for learning how and when to use strategies, within the context of reading actual text. Core comprehension instruction is most effective when: Delivery: How We Teach

32. Coyne, Kame'enui, & Chard © 2003 32 1.Teachers demonstrate explicit steps and strategies to students explaining what the strategy is and what is its purpose. 2.Teachers model multiple examples of how to apply the strategy using a “thinking aloud” procedure while interacting with actual text. 3.Teachers provide students with extensive opportunities to practice strategies and offer high-quality feedback. 4.Teachers structure ample review and opportunities for learning how and when to use strategies, within the context of reading actual text. Core comprehension instruction is most effective when: Delivery: How We Teach

33. Coyne, Kame'enui, & Chard © 2003 33 Students will not develop effective or efficient comprehension strategies on their own. Strategies must be taught explicitly. 1.Students should be explicitly taught a set of effective comprehension strategies to use with both narrative and expository text. Strategies should be presented individually through instruction that is direct and unambiguous using clear and consistent wording. 2.Students should be explicitly taught to think strategically about reading. Why do we read? How do we know when we don’t understand what we are reading? When do we use different comprehension strategies? Demonstrate Explicit Steps & Strategies

34. Coyne, Kame'enui, & Chard © 2003 34 Curriculum example: Identifying the Main Idea Example: Tell students that it is impossible to remember everything that they read – especially when they are reading expository text. Explain that learning how to identify the most important, or main, idea of a passage will make it easier for them to remember what they read. Point out that a main idea can be summed up in one sentence. Say: “We are going to figure out the main idea of a group of sentences. There are two steps in thinking of a main-idea sentence. First we name the person in the paragraph. Second, we will tell the main thing that the person did in all the sentences.” (From Honig, Diamond, & Gutlohn, 2000) Demonstrate Explicit Steps & Strategies

35. Coyne, Kame'enui, & Chard © 2003 35 1.Teachers demonstrate explicit steps and strategies to students explaining what the strategy is and what is its purpose. 2.Teachers model multiple examples of how to apply the strategy using a “thinking aloud” procedure while interacting with actual text. 3.Teachers provide students with extensive opportunities to practice strategies and offer high-quality feedback. 4.Teachers structure ample review and opportunities for learning how and when to use strategies, within the context of reading actual text. Core comprehension instruction is most effective when: Delivery: How We Teach

36. Coyne, Kame'enui, & Chard © 2003 36 Example: Say: “I’ll come up with a sentence that tells the main idea. First, I have to name the person the sentences are about. That’s easy. The sentences are about Albert Einstein. Then, I have to figure out how all the things that Albert Einstein did are related to each other. Hmmm, I think he enjoyed all of them. That’s it, that’s the main idea: Albert Einstein enjoyed doing many different things.” (The teacher then models applying the strategy and thinking aloud to two other different passages.) (From Honig, Diamond, & Gutlohn, 2000) Albert Einstein enjoyed sailing. He liked to play the violin. He had fun putting together jigsaw puzzles. He liked riding his bicycle everywhere. Curriculum example: Identifying the Main Idea Model Multiple Examples

37. Coyne, Kame'enui, & Chard © 2003 37 1.Teachers demonstrate explicit steps and strategies to students explaining what the strategy is and what is its purpose. 2.Teachers model multiple examples of how to apply the strategy using a “thinking aloud” procedure while interacting with actual text. 3.Teachers provide students with extensive opportunities to practice strategies and offer high-quality feedback. 4.Teachers structure ample review and opportunities for learning how and when to use strategies, within the context of reading actual text. Core comprehension instruction is most effective when: Delivery: How We Teach

38. Coyne, Kame'enui, & Chard © 2003 38  Teachers should provide students with many opportunities to practice comprehension strategies.  As students practice, teachers should engage them in discussion or ask them to “think aloud”. During this time, the teacher can provide feedback about correct and incorrect responses. Opportunities to practice skills and strategies is a powerful predictor of student learning. (Howell & Nolet, 2001) Provide Extensive Opportunities to Practice

39. Coyne, Kame'enui, & Chard © 2003 39 Example: Teacher: “Now you are going to practice telling the main idea. (Reads the paragraph aloud as students follow along.) What is the first step?” Student: “First, I name the person in the sentences.” Teacher: “Yes, that’s right. Who is the person?” Student: The person is Benjamin Banneker. Teacher: “Great job naming the person. Now, what is the second step?” When Benjamin Banneker was twenty-one, he took apart a pocket watch to see how it worked. He built a clock entirely out of wood, carving all the gears by hand. He also built the first American-made striking clock. Curriculum example: Identifying the Main Idea Provide Extensive Opportunities to Practice

40. Coyne, Kame'enui, & Chard © 2003 40 Example (cont.): Student: The next step is to tell what the person did in the first sentence.” Teacher: “The next step is to tell what the person did in all the sentences. What is the second step?” Student: “Oh yeah, the next step is to tell what the person did in all the sentences. Let’s see, all the sentences seem to be about clocks or making clocks. I think the main idea sentence would be Benjamin Banneker built clocks.” Teacher: “Very good! Excellent job telling the main idea!” Curriculum example: Identifying the Main Idea (The teacher then gives students opportunities to practice in other different passages.) Provide Extensive Opportunities to Practice

41. Coyne, Kame'enui, & Chard © 2003 41 1.Teachers demonstrate explicit steps and strategies to students explaining what the strategy is and what is its purpose. 2.Teachers model multiple examples of how to apply the strategy using a “thinking aloud” procedure while interacting with actual text. 3.Teachers provide students with extensive opportunities to practice strategies and offer high-quality feedback. 4.Teachers structure ample review and opportunities for learning how and when to use strategies, within the context of reading actual text. Core comprehension instruction is most effective when: Delivery: How We Teach

42. Coyne, Kame'enui, & Chard © 2003 42  After students have mastered individual strategies, teachers should have them apply strategies to a wide range of texts. At this point, students move toward assuming responsibility for determining what strategy to use, and how, when, and why to use it. Review needs to be sufficient, distributed across time, cummulative, and varied Structure Ample Review

43. Coyne, Kame'enui, & Chard © 2003 43 Evaluating A Lesson Teach: Ask students to tell the story of a recent class field trip or activity. Ask students: Did you tell every detail about the day, or did you choose the most important ideas? Point out that choosing the most important ideas of a story and telling them in a few sentences is called summarizing. Practice: Have students reread the first section of today’s selection and have then summarize the section. Invite students to share their summarization with the class. Curriculum example: Summarizing (Grade 3)

44. Coyne, Kame'enui, & Chard © 2003 44 Rating the Lesson Underline the instructional language. Does the lesson demonstrate explicit steps and strategies? Count the number of modeled examples. Does the lesson model multiple examples? Count the number of opportunities to practice. Does the lesson provides multiple opportunities to practice with high-quality feedback? How well do you feel the lesson will meet the needs of the students? Evaluating the Effectiveness of the Lesson

45. Coyne, Kame'enui, & Chard © 2003 45 Fix-Up for the Lesson  What skill is being taught: ____________  Is it a high priority skill? Yes No Areas Targeted for Enhancement CriteriaHow to Enhance Explicit steps & strategies Increase specificity. Number of modeled examples Add modeled examples. Include “think aloud” procedures. Opportunities to practiceProvide students with additional opportunities to practice. Give immediate corrective feedback.

46. Coyne, Kame'enui, & Chard © 2003 46 Fix-Up for the Lesson Introduce: Ask students to tell the story of a recent class field trip or activity. Ask students: Did you tell every detail about the day, or did you choose the most important ideas? Point out that choosing the most important ideas of a story and telling them in a few sentences is called summarizing. Teach: Have students review the first two paragraphs of the selection. Model your thinking about summarizing the important ideas: ”Although there are many details in this selection, I try to narrow them down to just the most important ideas. Here are three important ideas: Each year, the puffins return to Iceland to lay their eggs and raise chicks. When the puffins get big enough to leave their nests, some become confused and land in the village. Children of the village then help them get to sea.” (Lesson repeats same modeling and think aloud procedure with the next two paragraphs) Curriculum example: Summarizing (Grade 3)

47. Coyne, Kame'enui, & Chard © 2003 47 Fix-Up for the Lesson Curriculum example: Summarizing (Grade 3) Practice: Have students review the next two paragraphs of the selection. Teacher: “Now you are going to practice summarizing the important ideas. What do you do when you summarize?” Student: “You tell just the important ideas.” Teacher: “Yes, that’s right. What is one important idea from these paragraphs?” Student: (Student identifies an important idea.) Teacher: “Great job telling an important idea. Now, what is another important idea?” (Teacher completes this practice example and gives students guided practice with two more examples. Teacher corrects any errors immediately by modeling the correct response and giving students a second opportunity to respond correctly)

48. Coyne, Kame'enui, & Chard © 2003 48 Fix-Up for the Lesson Curriculum example: Summarizing (Grade 3) Enhancements:  Made instructional language more explicit by explaining and modeling the strategy step-by- step.  Modeled multiple examples and used “thinking- aloud procedure”  Provided students with opportunities for guided practice with immediate corrective feedback.

49. Coyne, Kame'enui, & Chard © 2003 49 Evaluating A Lesson Introduce the Strategy: Tell children that good readers use strategies, such as making inferences, to help them understand what they have read. Explain that as they read, they can think about what they already know form their own lives and what is in the story to make inferences about things or figure out what the author does not say directly. Teach/Model: Use “Rabbit Bakes a Cake” to model the strategy. Ask: “How will Rabbit know how to make the cake?” Model: “I know that many people use recipes, or written directions, when they cook. In the picture, I see that Rabbit is reading a cookbook; cookbooks have recipes in them. So I can make the inference that Rabbit will use a recipe to make the cake.” Practice/Apply: Remind children to make inferences if they have trouble understanding words or ideas as they read. Curriculum example: Making Inferences

50. Coyne, Kame'enui, & Chard © 2003 50 Rating the Lesson Underline the instructional language. Does the lesson demonstrate explicit steps and strategies? Count the number of modeled examples. Does the lesson model multiple examples? Count the number of opportunities to practice. Does the lesson provides multiple opportunities to practice with high-quality feedback? How well do you feel the lesson will meet the needs of the students? Evaluating the Effectiveness of the Lesson

51. Coyne, Kame'enui, & Chard © 2003 51 Fix-Up for the Lesson  What skill is being taught: ____________  Is it a high priority skill? Yes No Areas Targeted for Enhancement CriteriaHow to Enhance Explicit steps & strategies Increase specificity. Explain the strategy using clear and simple language. Number of modeled examples Add modeled examples. Expand “think aloud” procedures. Opportunities to practiceProvide students with opportunities to practice with immediate corrective feedback before independent practice.

52. Coyne, Kame'enui, & Chard © 2003 52 Fix-Up for the Lesson Introduce the Strategy: Tell children that good readers use strategies, such as making inferences, to help them understand what they have read. Explain that as they read, they can think about what they already know form their own lives and what is in the story to make inferences about things or figure out what the author does not say directly. “Sometimes the answer to a question is right there in the story. Sometimes, however, the answer isn’t right there and you have to look and think a little harder. For some questions, you have to think about what you already know in your head to get the answer.” Curriculum example: Making Inferences

53. Coyne, Kame'enui, & Chard © 2003 53 Fix-Up for the Lesson Teach/Model: Use “Rabbit Bakes a Cake” to model the strategy. Ask: “How will Rabbit know how to make the cake?” Model: “I looked back in the story, but the answer to this question isn’t right there. So I need to look and think a little harder. I’m going to think about what I already know in my head.” “I know that many people use recipes, or written directions, when they cook. In the picture, I see that Rabbit is reading a cookbook; cookbooks have recipes in them. So I can make the inference that Rabbit will use a recipe to make the cake.” Curriculum example: Making Inferences (Teacher models answering two more questions using inferences and thinking aloud.)

54. Coyne, Kame'enui, & Chard © 2003 54 Fix-Up for the Lesson Curriculum example: Summarizing (Grade 3) Enhancements:  Made instructional language more explicit by explaining the strategy using clear and simple language.  Added modeled examples. Expanded “think aloud” procedures. How could you enhance students’ opportunities to practice in this lesson? ___________________________________

55. Coyne, Kame'enui, & Chard © 2003 55  Using your adopted core reading materials, identify an initial lesson that teaches comprehension and complete the included Application Activity.  What things do you want to follow-up on within your team reading meetings? Evaluating A Lesson in Your Core Program