1. Instruction Goals Assessment For Each Student For All Students Enhancing Comprehension/Vocabulary in Core Reading Instruction (K-1) Institute on Beginning Reading II

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

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

8. Chard & Kame'enui © 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. Chard & Kame'enui © 2003 9 What the Research Says about Comprehension  Time spent reading is highly correlated with comprehension  Effective instruction using high-quality curriculum materials can increase students’ comprehension  Comprehension instruction can begin before students read independently through read aloud opportunities. What the Research Says About Comprehension

10. Chard & Kame'enui © 2003 10  “Text comprehension can be improved by instruction that helps readers use specific comprehension strategies.”  “Effective comprehension strategy instruction is explicit, or direct.” Put Reading First, pp. 49, 53 Text Comprehension Instruction

11. Chard & Kame'enui © 2003 11 Reader Strategies:  Previewing/Predicting  Making connections  Monitoring and Clarifying  Question generation  Summarization Teacher Strategies:  Question asking/answering  Cooperative learning  Graphic/semantic organizers/story maps National Reading Panel (2000) Comprehension Strategies Supported by Research

12. Chard & Kame'enui © 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. Chard & Kame'enui © 2003 13 National Research Council (1998) Instructional Objectives: Kindergarten  “Reads” familiar texts emergently.  Uses new vocabulary and grammatical constructions in own speech.  Notices when simple sentences fail to make sense.  Connects information and events in texts to life and life to text experiences.  Retells or dramatizes stories or parts of stories.  Can name some book titles and authors.  Correctly answers questions about stories read aloud.  Makes predictions based on illustrations in the story.

14. Chard & Kame'enui © 2003 14 National Research Council (1998) Instructional Objectives: First Grade  Reads aloud with accuracy and comprehension any text that is appropriately designed for the first half of grade 1.  Monitors own reading and self-corrects when an incorrectly identified word does not fit with cues provided by the letters in the word or the context surrounding the word.  Reads and comprehends both fiction and nonfiction that is appropriate designed for grade level.  Shows evidence of expanding language repertory, including increasing appropriate use of standard and more formal language exercises.  Notices when difficulties are encountered in understanding text.

15. Chard & Kame'enui © 2003 15 Instructional Objectives: First Grade (continued)  Predicts and justifies what will happen next in stories.  Discusses prior knowledge of topics in expository text.  Discusses how, why, and what-if questions in sharing nonfiction texts.  Describes new information gained from texts in own words.  Distinguishes whether simple sentences are incomplete or fail to make sense; notices when texts fail to make sense.

16. Chard & Kame'enui © 2003 16 Preview/PredictSummarize Monitor/ClarifyEvaluate Generate Questions STRATEGIES Skills The Relationship Between Skills and Strategies Sequence Main Idea Noting Details Drawing Conclusions

17. Chard & Kame'enui © 2003 17 The Skill-Strategy Connection  Strategies are generally more complex than skills because they require the orchestration of several skills.  Effective instruction links comprehension skills to strategies to promote strategic reading.

18. Chard & Kame'enui © 2003 18 Skills-Strategy Example To SUMMARIZE involves:  Sequencing of events  Making judgments  Noting details  Making generalizations  Using story structure or text organization

19. Chard & Kame'enui © 2003 19 Strategies Listening Reading Written Expression 654321K654321K Skills

20. Chard & Kame'enui © 2003 20 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. Definitions

21. Chard & Kame'enui © 2003 21 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.

22. Chard & Kame'enui © 2003 22 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:

23. Chard & Kame'enui © 2003 23 What is it?... Learning, as a language based activity, is fundamentally and profoundly dependent on vocabulary knowledge. Learners must have access to the meanings of words that teachers, or their surrogates (e.g., other adults, books, films, etc.) use to guide them into contemplating known concepts in novel ways (i.e., to learn something new). (Baker, Simmons, & Kame’enui, 1998) Vocabulary Knowledge

24. Chard & Kame'enui © 2003 24 Why is Vocabulary Knowledge Important?  Importance of vocabulary knowledge to school success, in general, and reading comprehension, in particular, is widely documented (Becker, 1977; Anderson & Nagy, 1991).  The National Research Council (1998) recently concluded that vocabulary development is a fundamental goal for students in the early grades.

25. Chard & Kame'enui © 2003 25 What the Research Says about Vocabulary Development  The relationship between reading comprehension and vocabulary knowledge is strong and unequivocal (Baumann & Kame’enui, 1991; Stanovich, 1986).  Even weak readers’ vocabulary knowledge is strongly correlated with the amount of reading they do (Cunningham & Stanovich, 1998).

26. Chard & Kame'enui © 2003 26 Vocabulary instruction should include:  Intensive study of some words involving multiple exposures in a range of meaningful contexts  Direct teaching and modeling  Opportunities to use new vocabulary in discussions about books and related activities What the Research Says about Vocabulary Development

27. Chard & Kame'enui © 2003 27 Vocabulary and comprehension instruction in K-1:  Is a high priority, but secondary to learning to read words independently.  Is most effective taught in the context of read- alouds in narrative and expository text selections. What the Research Says about Vocabulary Development

28. Chard & Kame'enui © 2003 28 Objectives of today’s session: 1.Understand the importance of vocabulary/ 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 2

29. Chard & Kame'enui © 2003 29  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

30. Chard & Kame'enui © 2003 30 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

31. Chard & Kame'enui © 2003 31 (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

32. Chard & Kame'enui © 2003 32 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

33. Chard & Kame'enui © 2003 33 Reading fluency (i.e., speed and accuracy) is necessary but not sufficient for reading comprehension  Students cannot apply comprehension strategies and access meaning if they cannot read the text fluently.  Reading fluency, however, 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

34. Chard & Kame'enui © 2003 34 Objectives of today’s session: 1.Understand the importance of comprehension/ vocabulary 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

35. Chard & Kame'enui © 2003 35 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

36. Chard & Kame'enui © 2003 36 Design: Curriculum Maps Using the curriculum maps, write down the skills that should be the instructional focus from now until mid-year. ____________________________________________

37. Chard & Kame'enui © 2003 37 Design: Curriculum Maps Using the curriculum maps, write down the skills that should be the instructional focus from now until mid-year. ____________________________________________

38. Chard & Kame'enui © 2003 38 Design: Curriculum Maps Using the curriculum maps, write down the skills that should be the instructional focus from now until mid-year. ____________________________________________

39. Chard & Kame'enui © 2003 39  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 for Comprehension

40. Chard & Kame'enui © 2003 40 Words selected for direct vocabulary instruction should:  Be critical to the meaning of the story or informational selection  Enhance student comprehension of the selection  Not be defined in the context of the selection  Be of high utility (i.e., words the student is likely to encounter in the future) The following task factors should be considered when evaluating or enhancing core reading programs Design: Task Factors for Vocabulary

41. Chard & Kame'enui © 2003 41 Tier 1Tier 2Tier 3 DescriptionBasic words that most children know before entering school Words that appear frequently in texts and for which students already have conceptual understanding Uncommon words that are typically associated with a specific domain Examplesclock, baby, happy sinister, fortunate, adapt isotope, peninsula, bucolic (Beck, McKeown, Kucan, 2002) Selection Criteria for Instructional Vocabulary

42. Chard & Kame'enui © 2003 42 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

43. Chard & Kame'enui © 2003 43 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

44. Chard & Kame'enui © 2003 44 Curriculum example: Setting a Purpose for Reading Example: Tell students that it is important to know what kind of book you are reading before you begin. Explain that we read stories differently than we read informational books. Say: “We are going to learn to figure out why we are reading a book before we begin to read. For example, if we are reading The Grouchy Ladybug, we know that it is a story about a ladybug who is grouchy like a person. But if we are reading a book about real ladybugs, we would read to learn new ideas about ladybugs as insects who are not like people.” Demonstrate Explicit Steps & Strategies

45. Chard & Kame'enui © 2003 45 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

46. Chard & Kame'enui © 2003 46 Example: Model how to predict what is going to happen based on the title or section of text. Say: “When I am in school, I read and draw. I think these children will too.” “I am six. I am six. We are six. We are all six. Here is our class. Here is our teacher. Here is our school. (Text accompanied by photos of students in their classroom doing various activities). I Am Six by Ann Morris Curriculum example: Making Connections Model Multiple Examples

47. Chard & Kame'enui © 2003 47 Example: Provide subsequent models of making connections. Say: “These children have pets in their classroom just like we do. Let’s think of the pets that we have. We also have a snake and we have a guinea pig.” Curriculum example: Making Connections “Our snake, our hamster, our mouse, all live at school.” I Am Six by Ann Morris Model Multiple Examples

48. Chard & Kame'enui © 2003 48 Example: Provide subsequent models of making connections. Say: “We also do all of those things. I especially like to paint in school. It is my favorite thing.” Curriculum example: Making Connections “We read. We write. We count. We sing. We paint. We play every day.” I Am Six by Ann Morris Model Multiple Examples

49. Chard & Kame'enui © 2003 49 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

50. Chard & Kame'enui © 2003 50  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

51. Chard & Kame'enui © 2003 51 Example: Read aloud from Butterfly Boy by Virginia Kroll. Stop at intervals and ask students to tell the most important parts of the story: Write these on the board. Then have students work in pairs to identify the beginning, middle, and end of the fable. They can record their findings on a story grammar page. After teaching how to retell a short story and after modeling periodic summarizing of the story using a simple story structure such as main character, problem, solution, and end, do the following: Curriculum example: Retelling Provide Opportunities to Practice

52. Chard & Kame'enui © 2003 52 Provide Opportunities to Practice

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56. Chard & Kame'enui © 2003 56 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 new texts. Core comprehension instruction is most effective when: Delivery: How We Teach

57. Chard & Kame'enui © 2003 57  After students have learned individual strategies, teachers should have them apply strategies to a wide range of texts. For example, once students have learned how to retell simple stories, engage them at retelling more sophisticated selections as well as informational books. By providing ample review, students will learn to independently determine how, when, and why to use retell. Review needs to be sufficient, distributed across time, cumulative, and varied Structure Ample Review

58. Chard & Kame'enui © 2003 58  includes both definitions and examples of word usage in context.  provides breadth of knowledge about each word  involves students in deeper processing (e.g., discussion, word games)  gives students more than one or two exposures to the words (Nagy & Anderson, 1991; Bauman, Kame’enui, & Ash, 2003; Beck & McKeown, 1999; Templeton, 1997) Delivery: How We Teach

59. Chard & Kame'enui © 2003 59  Introduce target words before reading the story.  As you come to words in the story, point to an illustration, give a synonym or definition, or act out the word.  Engage students in dialogue about the target words. Students should actually say the words during the dialogic interactions. Vocabulary Instruction During Read Alouds

60. Chard & Kame'enui © 2003 60  Modeling - when difficult/impossible to use language to define word  Synonyms - when new vocabulary equates to a familiar word  Definitions - when more words are needed to define the vocabulary word Recommended Procedures for Vocabulary Instruction

61. Chard & Kame'enui © 2003 61 Application Activity The Fox and the Grapes One day a fox was running down a dusty road. He was hot and thirsty. Soon he saw some grapes hanging on a vine in a garden. The grapes were large and ripe and juicy. They looked very tasty to the hot, thirsty fox. “How I wish I had some of those grapes,” said the fox. The fox jumped high in the air. He reached up with his paw, but he did not get the grapes. Read the following the fable and answer the questions on the next slide.

62. Chard & Kame'enui © 2003 62 Application Activity At last the fox gave up. “Those grapes can stay on the vine,” said the fox. “I can tell that they are sour. They must taste awful. I don’t like sour grapes.” Questions  Using the vocabulary selection criteria, which words would you choose to teach?  Which procedure would you use for teaching the words? Why?  Which words would you teach through context? Why?

63. Chard & Kame'enui © 2003 63 Curriculum Example: Pre-teaching Selection Vocabulary. Prior to reading aloud from TIME for Kids about firefighting, pre-teach the concept of fire. Example: Model with Pictures of Positive and Negative Examples Say: “This is a fire.” or “This is not a fire.” Follow up with questions, such as: “What is this?” or “Show me how you…” Modeling with Examples

64. Chard & Kame'enui © 2003 64 Curriculum Example: Teaching Selection Vocabulary. While reading 74 th Street by Myra Cohn Livingston, use a definition to teach the meaning of the word ‘smack.’ Example: Read: “She sticks out a foot like she’s going somewhere and falls down and smacks her hand. Say: “Smacks is a new word. Smacks means to hit very hard.” Follow up with a question, such as: “What does smacks mean?” Teaching Vocabulary Using Synonyms or Definitions

65. Chard & Kame'enui © 2003 65 Evaluating A Lesson Teach: Summarizing Strategy Teacher Modeling: “We’ve seen a lot of different things so far. This is a good place to stop and review, or summarize, what we have learned. When we summarize, we think about all the important information we have read and that helps us remember it. We have learned that people carry babies and baskets, people travel on foot, and they ride animals such as horses, donkey, and camels.” (Second teacher model included later in selection. Third teacher model provided in rereading of selection in subsequent lesson.) Curriculum Example: On the Go by Ann Morris

66. Chard & Kame'enui © 2003 66 Practice: Summarizing Strategy [After rereading selection,] remind students that summarizing helps readers focus on important information in a text and helps them keep track of the events. Ask a volunteer to tell a short story about something he or she did last night. Then ask other volunteers to summarize the student’s story. Repeat this exercise by telling a story of your own and asking the students to summarize it. If the students have any trouble, remind them to use who, what, when, where, why, and how questions. Evaluating A Lesson Curriculum Example: On the Go by Ann Morris

67. Chard & Kame'enui © 2003 67 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 provide 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

68. Chard & Kame'enui © 2003 68 Fix-Up for the Lesson  What skill/strategy 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.

69. Chard & Kame'enui © 2003 69 Evaluating A Lesson Curriculum Example: Summarizing (Grade 1) Enhancements How could you enhance students’ opportunities to practice in this lesson? ___________________________________ How could you enhance the instruction in this lesson?_________________________ ___________________________________

70. Chard & Kame'enui © 2003 70 Evaluating A Lesson Curriculum Example: Feathers for Lunch by Lois Ehlert. Teach: Selection Vocabulary In margin of Teacher’s Edition, key selection vocabulary are listed with their synonyms or definitions: Vocabulary tame: Tame means “easy to control; no longer wild.” mild: Mild means “gentle; not harsh.”

71. Chard & Kame'enui © 2003 71 Fix-Up for the Lesson  What vocabulary is being taught: ___________  Is it a high priority? 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.

72. Chard & Kame'enui © 2003 72 Evaluating A Lesson Curriculum Example: Vocabulary (Grade K) Enhancements How could you enhance students’ opportunities to practice in this lesson? ___________________________________ How could you enhance the instruction in this lesson?_________________________ ___________________________________

73. Chard & Kame'enui © 2003 73  Using your adopted core reading materials, identify an initial lesson teaching vocabulary and comprehension and complete the included Breakout Activity.  What things do you want to follow-up on within your team reading meetings? Evaluating A Lesson in Your Core Program