Connecting the Dots From Reading Research to Practice

Connecting the Dots From Reading Research to Practice
Margie Hourihan Aden Associates

Objectives Effective Instruction Big 5 Common Core & Literacy
Components and Strategies of the Big 5 Using Data to Drive Instruction Types of Groupings Planning for Instruction

Direct, Explicit Instruction
Instruction is appropriate to grade level standards. Materials are appropriate Standards/objectives are communicated to students orally or in writing. Connects previous learning to new learning. Provides Explicit Modeling and Explaining (I DO) Provides Practice. (WE DO & YOU DO) Key Vocabulary Emphasized. Specific and Immediate Feedback. Instructional Pacing.

Student Engagement Attributes
Elicit students to be engaged. Elicits 85% or more to participate in the learning at the same time. Makes engagement Mandatory by ensuring that 85% or more students are engaged.

Ideas for Active Engagement
Individual White boards Signal Cards Buddy Buzz (Peanutbutter/Jelly Partners) Buddy Interview Think, Pair, Share Thumbs up/thumbs in Give One, Get One Choral Response Response Cards (A-D) Red/Yellow/Green Cups Engagement is a key element. There is so much to learn. As educators we need to find ways to help our students all answer. Choral response ALL Girls Whisper All boys Say in a deep manly voice…. THE POINT OF ENGAGEMENT AND ACTIVE PARTICIPATION IS TO DO AN “ON THE SPOT” ASSESSMENT OF LEARNING!!!!!! Then as teachers we know if we need to practice more, reteach, pull a small group or if we can go onto the next part of our lesson!

Scaffolding I Do We Do You Do Teacher information modeling
direct, explicit instruction examples Student engagement Student checking for understanding guided practice monitoring Independent Practice “Mastery”

Common Core Standards

Good Reading Requires …
LETRS Foundations: Glaser and Moats Good Reading Requires … 4/22/2017 Accurate Word Reading, Fluency, and Comprehension 2 domains Decoding Comprehension x Phonics Vocabulary Key Idea: What makes a good reader? Good reading depends on accurate deciphering of printed words, sufficient reading speed, and comprehension of the meaning of words, sentences, paragraphs, and longer passages. Main Points: Simple View - Reading with comprehension is the product of decoding and listening comprehension. Review with participants how these domains, encompassing the “five essential components,” support the view of reading as the product of print-decoding skills and language comprehension. (Reading is more than the sum of its parts.) Students must decode in order to read words accurately. Students must read words accurately and fluently to comprehend, and they must understand language in order to comprehend what they decode. The end goal of reading is to gain meaning. By teaching these components, students will be well prepared to read and comprehend what they read. Text Comprehension PA Fluency 5 components

Areas of the Brain That Support Reading
Discuss with participants that in order for reading to occur, several major regions of the left half of the brain must perform specific jobs in concert with the others. Notice that the orthographic processor is on the side of the brain (left) that serves language, and that there is an area (blue) where the links between phonological and orthographic information have to be consolidated to support word recognition. Areas that process meaning are more diffused. LETRS, Module 1

Big 5 Phonemic Awareness: the ability to isolate and manipulate the sounds of language. Phonics: “the alphabetic principle” mapping print to sound Vocabulary: the ability to understand and use a broad variety of words Fluency: the ability to read with accuracy, automaticity and expression Comprehension: the ability to understand what is read by applying appropriate strategies

Phonemic Awareness the ability to isolate and manipulate the sounds of language.

Phonemic Awareness Can be done in the dark!
Remember, phonological awareness skills can be done in the dark! There is no print involved. We are working with the sounds of phonemes, not the letter representations. Can be done in the dark!

Why do we teach Phonemic Awareness?
The best predictor of reading success in kindergarten and first grade is the ability to segment words and syllables into individual units (Lyon 1995) Reading gains are achieved by mastering activities that build phonemic awareness (Foorman, Francis, Beller Winikates & Fletcher 1997) The correlation between PA and learning to read is greater than the correlation between learning to read and intelligence, reading readiness & listening comprehension tests (Stanovich 1983) PA instruction will accelerate reading growth for all children (Torgesen & Mathes 1998)

The completed hourglass figure represents skills needed to teach phonics; these skills are carefully expanded upon within LETRS Modules 3, 7, and 10. While phonics is not the focus of Module 2, the hourglass shows the importance of phonology and its foundational support to decoding. Page 17 of LETRS Module 2 has a completed hourglass figure; refer participants to this page to familiarize them with this graphic. *Phonology steps most supported by research to improve reading and spelling skills Dr. Carol Tolman

Phonemes Phonemic awareness specifically focuses on individual sounds (known as phonemes) in words. Phonemes are the smallest units of sound in spoken words. / s / / u / / n / 1st phoneme 2nd phoneme 3rd phoneme K_PA_Slide16

Features of Consonant Sounds
Where in the mouth is the sound formed? Front, middle, back Say /p/ and /g/. How is the sound formed? Teeth? Lips? Tongue? Say /t/ and /b/. Is it a Continuous or Stop sound? Say /m/ and /d/. Is it voiced or unvoiced? Voiced/ cords vibrating. Say /z/ Voiceless/ no vocal cords. Say /s/. 3 minutes TRAINER has a mirror to demonstrate. Instruct participants to use their mirrors. Big Idea: Consonants differ because of where they are formed, how they are formed and voicing Take out your mirrors with your students in your classroom to build visual connections Place: where formed --- Front, middle, back -/p/ , feel it, please, Where? formed in front -/g/, back How formed --- Parts: Tongue, teeth, lips, roof, throat -/t/ , feel it, please, How? formed with tongue and roof of mouth -/b/ , feel it, please, How? With lips Airflow: Cut off partially or completely Continuous: a sound that can be pronounced for several seconds without distortion /mmm/, /eeee/, /ffffff/ Stop: a sound that can be pronounced for only an instant /d/, /p/, /g/ Voicing: hand on throat to feel vocal cords Voiced/ cords vibrating Voiceless/ no cords Examples of pairs: /z/, /s/ Remember to clip the sounds, no /uh/ on the end

Quilt Box Universe Segment these words to find the surprise
and tricky phonemes! Quilt Box Universe

Back to Back Activity Students pair up and stand back to back.
Teacher says a word. Students each count syllables on their fingers. On count of three turn to partner and compare answers. All students display answers to teacher. Let’s try it! Activity: Do this activity with the whole group. Answers are in parenthesis. Words for syllables: cleaned (1) poetic (3) appreciated (5) incredible (4) lion (2) supercalifragilistikexpealidoshus (14) Words for phonemes: string (5) joyless (5) dodge (3) house ( 3) hippo (4) mixed (5) heard (3) although (4) chew (2)

Phonics “the alphabetic principle” mapping print to sound Grapheme - letter representing phoneme: a written symbol, letter, or combination of letters that represents a single sound

We Teach Students to Match Sounds to Letters
Phoneme-Grapheme Relationships: shell cheese 10 min Lesson Emphasis: Participants discriminate between phonemic and phonic tasks. Grapheme Phoneme Match 1. Define Grapheme: The letters and letter combinations that represent phonemes in our written language. Explain that phonics allows us to map graphemes onto the sounds in our language. Explain that there is not a one-to-one correspondence between letters and sounds. This slide represents the first rule of spelling in the English language: We spell with letters and letter combinations. Distinguish between graphemes and letters and then adhere to this difference subsequently. Letters are the 26 visual symbols of the alphabet. Graphemes are made up of letters but they differ from letters in that they are the units that represent phonemes in an alphabetic language. Individual graphemes may consist of one letter, or two letters called a digraph, or three letters called a trigraph. /sh/ /e/ /l/ /ch/ /e/ /z/ p. 30

Phonemic Awareness and Phonics
≠ Phonics Phonemic awareness instruction helps children make the connection between letters and sounds. During reading and spelling activities, children begin to combine their knowledge of phonological awareness and phonics. K_PA_Slide26

Predictability of language
From Hanna, Hanna, Hodges, and Rudorf (1966): 50 percent of words are predictable by rule. 36 percent of words are predictable by rule with one error, usually a vowel. 10 percent of words will be predictable with morphology and word origin taken into account. Fewer than 4 percent are true oddities.

Explicit and Systematic Instruction: Phonics
Teach frequently used letters and sounds before teaching those less frequently used. Introduce only a few letter sound correspondences at a time. Model and present each individual letter and its most common sound. Begin with letter-sound correspondences that can be combined to make words children can decode, read and understand. K_AUP_Slide10

Five Principles for Understanding Spelling and Reading
4/22/2017 Five Principles for Understanding Spelling and Reading We spell by: Language of origin. Phoneme-grapheme correspondence. (sound/symbol) The position of a phoneme or a grapheme in a word. Letter order and sequence patterns. Meaning and part of speech. Introduce these five guiding principles for English orthography. LETRS Module 3 will outline and explain each of these principles in detail. You may choose to write these five principles on a piece of chart paper mounted on the wall to refer to throughout your presentation.

Language of Origin Language of Origin Features of Words Word Examples
4/22/2017 Language of Origin Language of Origin Features of Words Word Examples Anglo-Saxon (Old English) Short, one-syllable words; common words; irregular spellings sky, earth, moon, sun, water, sheep, dog, horse, cow, hen, head Norman French Soft c and g; special endings; words for food and fashion amuse, cousin, cuisine, country, peace, triage, rouge, baguette Latin/Romance Multisyllabic words with prefixes, roots, suffixes; content words firmament, terrestrial, solar, stellar, equine, aquarium, mammal Greek Combinations of forms; science and math terminology hypnosis, agnostic, neuropsychology, decathalon Refer participants to Table 2.1, page 17, of their LETRS Module 3 manual to review this chart in its entirety. This chart summarizes main points outlined within the LETRS Module 3 Interactive CD on the History of the English Language.

4/22/2017 Graphemes A grapheme is a letter or letter pattern that corresponds to or represents a phoneme (speech sound). Graphemes can be one, two, three, or four letters in English! Examples: 1 letter: a as in strap 2 letters: ng as in ring 3 letters: tch as in ditch 4 letters: ough as in through Review this definition, and examples, for graphemes. Note that a grapheme is not necessarily one letter! Ask participants if they can identify other examples of one-, two-, three-, and four-letter graphemes. The grapheme types common to English are reviewed in this section. pp

c j Closer to Z A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
“I win because j is closer to z than c.” c j

Phoneme-Grapheme Mapping
4/22/2017 Phoneme-Grapheme Mapping Here are the answers to the first five words, with the last five listed on the next slide. Discuss any discrepancies your participants may have.

Phoneme-Grapheme Mapping
4/22/2017 Phoneme-Grapheme Mapping ch o ck sh r i ll kn igh t j u dge c ow d Here are the answers to the first five words, with the last five listed on the next slide. Discuss any discrepancies your participants may have.

Word Building

“Floss Rule” shall chess stuff jazz gas base shell grass cuff fizz his
4/22/2017 “Floss Rule” shall chess stuff jazz gas base shell grass cuff fizz his mile spill class staff gel shrill dress sniff spell glass stiff thrill smell Review these groupings, asking participants to explain why these words are grouped in this way. The “Floss Rule” or the “F, L, S Doubling Rule” states that the letters f, l, and s are usually doubled at the ends of one-syllable words when immediately following a short vowel sound. The letter z is often doubled after a short vowel, as well. Why are gas, his, and gel not doubled? These either are abbreviations from longer words (gasoline, gelatine) or are irregular (his—Anglo-Saxon). Why are base and mile not doubled? The vowel sounds are long, not short. Give participants a minute to add words to each of these columns.

Position of a Sound Spellings for /f/:
4/22/2017 Spellings for /f/: fun, half, puff, cough, graph, phone Spellings for /ng/: ring, bang, hung = ng rink, ankle, anguish = n Spellings for /ā/: rain, ray they, hey, whey strait, stray braid, bray Spellings for /oi/: boil, boy Troilus, Troy avoid, annoy Ask participants to review these words and identify what they tell us about the spellings of the sounds. You may choose to include the following points in your discussion: • The double f spelling for /f/ occurs immediately after a stressed short vowel. • The gh spelling for /f/ never occurs before a vowel. • The spelling of /ng/ with the letter n occurs when the sound is followed by a /k/ or /g/ sound. These facts illustrate how the position of a sound in a word may determine the spelling pattern.

When do we use…… ch/tch ck/ k ge/dge

Soft/Hard C & G There are 3 letters that soften c, e, i, e, i, y
There are also 3 that soften g,

4/22/2017 Spelling Patterns The letters h, k, y, j, v, w, x and i are almost never doubled. The letters j and v never end words. The letter e has many jobs: Represents its own sound (wet, before). Makes another vowel long (drape, probe). Makes c or g soft (stooge, nice). Keeps words from looking plural (please, horse). Keeps words from ending with v (give, love). Some word families have unexpected long vowel sounds (Old, kind, wild words) (most) There are many spelling principles for participants to review on pages 47–48 of their manuals, so you might take a few minutes to review the main ideas listed on this slide before completing Exercise 5.1. Although this slide is congested and includes a lot of information, participants will become more familiar with these generalizations as they complete Exercise 5.1 on page 49. There are two additional jobs of the letter e: It can make /th/ voiced, as in bathe and soothe, and it can mark the letter s as /s/ in words such as nose and use.

4/22/2017 Why Teach Syllables? To “chunk” unfamiliar words accurately and quickly: reincarnation, accomplishment To distinguish similar words: scarred – scary ripping – ripening slimmer – slimy To remember spelling: written, writing grapple, maple misspelled, accommodate Review these three reasons why it is important to teach syllable types.

Spoken and Written Syllables are Different
4/22/2017 Spoken and Written Syllables are Different Phonology (sentences) (words) * syllables * onset-Rime * phonemes Spoken language 1:1 digraphs trigraphs vowel teams blends word families Inflections syllable types roots/affixes word origin Orthography Use the hourglass figure (Figure 5.1) to illustrate the differences between oral syllables and written syllables. The following section outlines six common written-syllable types. Written language

4/22/2017 Clapping vs. Duck Lips

Simple Word Decoding Closed Syllables
sot got ped bed kab jab ig pig shum chum 3 minutes ACTIVITY: Look at this list and first practice just saying the vowel sound; now read the words Beginning to notice patterns allows a student not to process a word letter by letter, which speeds up reading and oral fluency begins Use of nonwords allows you to observe how a student is emerging in this essential foundational reading skill GOAL for a nonsense word test is to observe short vowel knowledge and the CVC pattern. This format can be used to test letter-sound knowledge, sound segmentation and blending and fluency. Nonsense words allow you to know how the students are processing sounds without sight memory. It also allows you to observe how a student is emerging in this essential foundational reading skill Look at this list and let’s first practice just saying the vowel sound Now let’s read the words I DO: [Demonstrate] sot, ped, kab WE DO: ig, shum, got YOU DO: bed, jab, pig, chum To observe fluency and automaticity with our code, time how quickly a student can read a set of real, nonsense or mixed words in one minute’s time.

Going From One Syllable Words to Two Syllable Words
Teaching a Strategy: Chunking the word allows students to begin to understand that longer words are made up of smaller, manageable chunks or syllables. Put the chunks on separate cards or sticky notes. The word is magnet: 2 minutes Do this with the group. Tell them this is one way to help students begin to chunk 2 syllable words. Demonstrate with magnet on the overhead or with large flashcards. + mag net

Meaning morphemes - meaning based parts.

Free and Bound Morphemes
4/22/2017 Free and Bound Morphemes Free Morphemes Base words that stand alone without another morpheme: people, coffee A compound is two free morphemes combined into one word: daylight, firefighter Bound Morphemes Prefixes, roots, suffixes, and combining forms: un-re-pen-tent Bound morphemes must be in combination with other morphemes to make a word. They can’t stand alone. Review the difference between free and bound morphemes with participants. You might ask them to come up with examples of each in order to quickly check their understanding of these concepts.

What to Teach? Most common prefixes: in un mis dis fore re de pre a
4/22/2017 What to Teach? Most common prefixes: in un mis dis fore re de pre a Most common roots: duct fic fer tent tend tens mit miss cap ceit ceive cep cept cip ten tain tim sist sta stat stit pon pose pound plic ply graph ology (these roots account for more than 100,000 multisyllablic words) Most common suffixes: hood ion ship y s es ed ing er or ible able From Henry, M. (2003). Unlocking Literacy. Baltimore, MD: Brooks Publishing Company. Review these prefixes, roots, and suffixes, explaining that teachers should focus more time on those that are most prevalent in our language. Refer participants to Appendix B in their manuals for a complete list of the most commonly found prefixes, roots, and suffixes. Henry, M. (2003). Unlocking literacy. Baltimore, MD: Brookes Publishing Company.

Two Types of Suffixes Inflectional: learned early
4/22/2017 Two Types of Suffixes Inflectional: learned early do not change a word’s part of speech change tense, number, and degree (-ed, -s, -er) Derivational: added to a root (usually from Latin) change the word’s part of speech (compare, comparison, comparative, comparatively) Briefly review both inflectional and derivational suffixes with participants. Explain to participants that inflectional endings do not change a word’s part of speech, but a derivational suffix can change the word from a verb to a noun to an adjective or an adverb. Say: You will be focusing mainly on inflectional endings, as they are the first to be taught and are the easier of the two types of suffixes to understand. Past tense and plural inflected endings will be the focus of your work during the following two activities.

Past Tense Inflections Plural Inflections The Doubling Rule
4/22/2017 Past Tense Inflections Plural Inflections The Doubling Rule Direct participants to say these words and check which sound corresponds to the -ed past tense morpheme. Additionally, have them check the column when the morpheme -ed creates a new syllable. The answers are found on the following slide; show these once participants have had a minute to think about these words. p. 67

Fluency the ability to read with accuracy, automaticity and expression
Fluency is important because it provides a bridge between word recognition and comprehension” ~ Briggs, 2003

Teaching Tip: Once Accurate, Add Fluency!
4/22/2017 Teaching Tip: Once Accurate, Add Fluency! Add fluency drills at these levels: sub-word word phrase sentence connected text It is important to weave fluency throughout phonics instruction. This slide, and the following illustration, show how this can be accomplished. Module 5 expands on fluency; these slides are meant to anticipate the importance of fluency embedded throughout all literacy skills. You may choose to hide these five slides if you have limited time to present this module.

Lines of Practice cent circus gem giant actress

Toughy Chart 2. ge ga gi gu gl go ge gy 3. gate giant gem golf good
ce cy ca ci cu cl ca co ge ga gi gu gl go ge gy gate giant gem golf good cent circus cymbal can cold the giant gem how many cents? good to great see that actress gold gems shining vintage crystal The canister on the counter held many vintage crystals. The centipede was found in the gymnasium. In general, you should not use cymbals close to others.

Activity: Phrase-cued Reading
The cat dreamed about a mouse .  The happy girl  jumped on the bed.  Builds a bridge between word-by-word reading and connected reading “Phrases carry the meaning in sentences. To help you read more fluently and improve your reading comprehension, we will see where phrases start and stop. This activity gives practice identifying where the phrases are in sentences.” Judi Dodson 50 Nifty Ideas used with permission

Phrases, Pauses & Punctuation
Many struggling readers read in a choppy fashion that breaks apart meaningful phrases and need to be taught how reading flows. Reading Aloud and Choral Reading are very helpful to show students how to make their reading flow. Students also need to be directly taught how punctuation signals a pause in reading. Show students that pauses and speed change, or junctures, make a difference in meaning. Write the following two sentences on the overhead, chalk board, or have them ready on a handout – Ask for volunteers to read the sentences. Woman: without her, man is nothing. Woman without her man is nothing. The words that are emphasized or stressed can also make a difference. Take a minute to read the examples of how phrasing and expression can affect comprehension. BIG IDEA: Prosody = expression, inflection, smoothness, voice, rhthym Punctuation gives the reader important information about prosody (expression) Inflection Smoothness Voice Rhythm

Strategies for Building Fluency
Modeling Good Reading Letter Reading Blending Words Rapid Word Reading Reading Connected Text Repeated Reading Partner Reading Computer-Based/Tape-Assisted Reading Phrase Reading/Chunking Choral Reading

Vocabulary the ability to understand and use a broad variety of words
“My teacher said that the school has tough new standards and I need to improve my vocabulary. What’s vocabulary?”

Students develop vocabulary through:
Indirect Vocabulary Learning - Implicit Includes students having conversations with adults, being read to, and reading extensively on their own Direct Vocabulary Learning - Explicit Includes explicit instruction on both individual words and word-learning strategies Aids reading comprehension

3 Tiers of Vocabulary Tier 1 - Basic, common vocabulary that
children learn early Tier 2 - High frequency, yet more sophisticated than basic words: avoid, fortunate, and industrious. Should be taught in depth. Tier 3 - Briefly explain and keep moving. Low frequency words, yet critical to understanding a specific domain

Teach Using an Instructional Routine
Discuss with participants the need for using an instructional routine when teaching vocabulary. This routine allows for students to have multiple opportunities with the word and instruction is explicit and direct.

Instructional Routine
Introduce the word. 2. Present a student friendly definition. 3. Illustrate the word with examples. 4. Check student’s understanding.

fortunate Let’s Try One Step 1: Introduce the word.
- Write the word on the board. - Read the word. Students repeat. fortunate “The word is fortunate. What word?” _______ Teach the word fortunate using the script provided. “The word is fortunate. What word?” _______

Step 2: Present a Student-Friendly Definition - tell students the explanation, or - have them read it with you. “Someone who is fortunate has something good happen to them, or is in a good situation. So if someone has something good happen to them, they are ____________.” “Someone who is fortunate has something good happen to them, or is in a good situation. So if someone has something good happen to them, they are ____________.”

Step 3: Illustrate the word with examples. - concrete examples
- visual representations - verbal examples I have been fortunate to find a career that I love. She felt fortunate in being able to take her children on a vacation this year. We've been more fortunate than a lot of other districts. By a fortunate coincidence, a passer-by heard her cries for help. We should all consider the plight of the less fortunate. I have been fortunate to find a career that I love. She felt fortunate in being able to take her children on a vacation this year. We've been more fortunate than a lot of other districts. By a fortunate coincidence, a passer-by heard her cries for help. We should all consider the plight of the less fortunate.

Step 4: Check Students’ Understanding - Deep Processing Questions
- Examples and Non Examples - Students Generate Examples - Sentence Starter There are 4 different options that a teacher could use to check understanding. We want to be sure to have students use the word as many times as they can.

Option 1: Ask deep processing questions.
What in your life has been an example of fortunate? Option 2: Have students discern between examples and non examples. Say “That would be fortunate.” if you think this is an example. If not, don’t say anything. - losing your job - winning the lottery - test results come back okay from the doctor - your husband cleaning the house for you “just because” What in your life has been an example of fortunate? Say “That would be fortunate.” if you think this is an example. If not, don’t say anything. - losing your job - winning the lottery - test results come back okay from the doctor - your husband cleaning the house for you “just because”

Option 3: Have students generate their own examples.
“Tell your partner a time when you felt fortunate.” Option 4: Provide students with a story starter. Have them say a complete sentence. “Tell your partner a time when you felt fortunate.” “When I fell off my bike, I felt fortunate because……. “ “When I fell off my bike, I felt fortunate because……. “ 70

Frayer Model What it is…. What it is not… Student Friendly Explanation
**features, examples, etc. Student Friendly Explanation Sentence Non-linguistic representation

Things associated with: education
professional development schools administration state standards assessments students success

Things Associated with

Snowball Fight!!!!! With your partner, use your core to find a vocabulary word. One one paper, write the word On the other paper, write the student friendly definition.

Power of Roots Scribe, script Mit, miss Rupt Port

How many words can you make???
scribe, script to write fer to bear, yield duc, duce, duct to lead fac, fact, fect, fic to make, do tend, tens, tent to stretch, strain mit, miss to send cap, ceit, ceive, cep, cept, cip to take, catch, hold, receive ten, tain, tin, tinu to hold plic, ply to fold pon, pose, pound to put, place or set sist, sta, stat, stit to stand along with Greek forms –graph, -ology

Comprehension the ability to understand what is read by applying appropriate strategies

Understanding Different Types of Texts
Narrative Texts Tell stories Follow a familiar story structure Include short stories, folk tales, myths, fables, legends, autobiographies, biographies, fantasies, historical fiction, mysteries, science fiction, plays Expository Texts Explain information or tell about topics Provide a framework for comprehension of content-area textbooks Include informational books, content-area textbooks, newspapers, magazines, brochures, catalogues 1_CO_Slide10

Phases of Teacher-Guided Text Reading
LETRS Foundations: Glaser and Moats 4/22/2017 Phases of Teacher-Guided Text Reading Before Reading During Reading After Reading build prior knowledge get the big picture read with a plan read with reflection and purpose main ideas vs. details interpret text language restate info in own words return to the big picture remember information connect with own experience express info in writing Main Points: Refer participants to “Three Phases of Instruction” section in their texts, which lists the instructional goals of each phase (before, during, after) of reading instruction. Ask participants to compare these goals with what they wrote in their charts. (Hopefully, they will have included some of these points.)

Narrative and Expository Cards
Narrative and expository cards are used before, during and after reading narrative and expository texts. Before During After 1_CO_Slide22

Title of Story: The New Girl
Right There Questions Why was Caroline a bit shy? Why did Caroline want to join the soccer team? Think and Search Questions What did Caroline do to make friends at school? Was Caroline defeated when no one talked to her? How did she solve her problem? 5f (found in text) (can be found in multiple sentences, paragraphs or pages)

Putting it all Together: Comprehension Based Small Group Lesson

LETRS Module 11 4/22/2017 Summarizing Let’s take a look at a simple way to introduce the act of summarizing. You will each need 9 3X5 cards for this activity.

Activity: Card Pyramid
LETRS Module 11 4/22/2017 Activity: Card Pyramid Read a passage. Put the main idea of the passage on one card. Lay it on the table. Put the supporting ideas on cards for the next layer of the pyramid. Lay these under the main idea. Write 2 or 3 details for each supporting detail on cards for the last layer of the pyramid. Lay these under the supporting ideas.

Facts About Elephants Size Kinds
LETRS Module 11 4/22/2017 Facts About Elephants Size Kinds 12,000 pounds 10 feet tall baby lbs., 3 feet tall African (larger, ear shaped like Africa) Asian

Facts About Elephants Size Kinds Diet Uses of trunk
LETRS Module 11 4/22/2017 Facts About Elephants Size Kinds Diet Uses of trunk 12,000 pounds 10 feet tall baby lbs. African (larger, ear shaped like Africa) Asian Grass, roots, leaves, fruit 300 lbs. Breathe, snorkel, grasp objects Baby sucks trunk Next, number the cards from top to bottom. See the following slide for details.

Facts About Elephants Size Kinds Diet Uses of Trunk
LETRS Module 11 4/22/2017 Facts About Elephants 1 Size Kinds Diet Uses of Trunk 2 4 6 8 12,000 pounds 10 feet tall baby lbs. African (larger, ear shaped like Africa) Asian Grass, roots, leaves, fruit 300 lbs. Breathe, snorkel, grasp objects Baby sucks trunk 9 7 3 5

Summarizing You are now ready to create a summary!
LETRS Module 11 4/22/2017 Summarizing You are now ready to create a summary! Pick up your cards in order, get up, and work with one other person you have not worked with yet this week. Tell an oral summary by using your cards in order. Next, create a written summary from your cards.

LETRS Module 11 4/22/2017 Summary Example Here are facts about elephants. They stand 10 feet and can weigh 12,000 pounds. Baby elephants stand three feet and weigh 200 pounds. African elephants are larger and heavier than Asian elephants and have ears shaped like Africa. Each day elephants eat 300 pounds of food such as roots, grasses, leaves, and fruit. Their trunks are used for breathing, snorkeling, and grasping. Babies suck their trunks.

Develop questions to ask / to study:
LETRS Module 11 4/22/2017 Develop questions to ask / to study: How much can elephants weigh? What kinds of elephants are there? How much food does an elephant eat a day? Why does a baby elephant suck its trunk? Are elephants carnivorous? Do you think that elephants can live in the desert?

The Importance of Comprehension
“Even teachers in the primary grades can begin to build the foundation for reading comprehension. Reading is a complex process that develops over time… emphasize text comprehension from the beginning, rather than waiting until students have mastered ‘the basics’ of reading… Beginning readers, as well as more advanced readers, must understand that the ultimate goal of reading is comprehension.” --National Institute for Literacy, 2001, p. 55 1_CO_Slide24

Data Analysis to Drive Instruction

4 Types of Assessments Outcome Screening Diagnosis Progress Monitoring

Outcomes Driven Model Identify Need Benchmark Assessment Plan Support
Evaluate the Effectiveness of the plan Implement Support Progress Monitoring Benchmark Assessment Review Outcomes

Questions Are our practices leading to increased achievement?
yes? Replicate what we are doing. no? Why? We must change something. What is the evidence we have to justify the continuation of the current practice? What is the risk of trying a new practice? What happens if we continue the way we are?

Making Assessments Meaningful

Changing our approach:
1. Use assessments as a source of information for both students and teachers 2. Follow assessments with high quality instruction 3. Give second chances for success.

Sources of Information
No surprises Well aligned extensions of instructional activities Concepts and skills emphasized in class Criteria for performance Aligned with state and district standards Guess the assessment!

Corrective Instruction
Instructional alternatives Alterable variables Rescuing vs. Reteaching Minor errors vs. major learning problems Student at country place that continuously says and for a. Word environment Rescuing vs. reteaching By not allowing minor errors to become major learning problems, teachers better prepare students for subsequent learning tasks and less time is necessary for corrective work Instructional alternatives must be given to students and alterable variables looked at. Not same as re-teaching

Second Chances Cannot be one –shot, do or die
Determine the effectiveness of the corrective process Provide additional opportunities for success Ex. Of surgeon, pilot

Four research based findings regarding effective classroom assessment
p – ahead of curve, meta-analysis

Finding #1 – Feedback Should Provide Clear Picture of Progress
“the most single modification that enhances achievement is feedback.” Hattie, 1992. Telling vs. Explaining Displaying results of assessments

Finding #2 – Feedback Should Encourage Improvement
Encouraging vs. Discouraging Marzano identified two characteristics of encouraging feedback: 1. must provide students with way to interpret low scores without implying failure 2. must help students realize that effort results in more learning

Finding #3 – Assessments should be Formative
Black and William (1998) - define formative assessment as “all those activities undertaken by teachers and/or students which provide information to be used as feedback to modify the teaching and learning activities in which they engage”. (pp. 7-8) - formative Assessment done well results in student achievement gains of up to percentile points. Need reference

Finding #4 – Assessments should be Frequent
Systematic use of classroom assessments – weekly or more frequently can have a strong positive effect on student achievement. Find studies – jigsaw? Check for understanding Bangert-Drowns, Kulik, and Kulik (1991) found that if an educator gives 5 assessments, the gain in student achievement will be 20 percentile points. When it is increased to 25, the gain is 28.5 percentile points. Fuchs and Fuchs (1986) providing 2 assessments per week results in percentile gain of 30 points.

Students learn nothing from a successful performance
Students learn nothing from a successful performance. Instead, they learn when their performance is less than successful, for then they can gain direction about how to improve Wiggins, Educative Assessment Bowling… Driver license, coaching Turn and talk about experience you have had.

Using Formative Assessments to Drive Instruction
What do we have, how do we change and use for instruction. Most formative assessments have only recall of information, not usage of it. Necessity of higher level questions.

Everything we do requires using knowledge in some way, not just knowing it.
Susan M. Brookhart, How to Assess Higher Order Thinking Skills

Assessment FOR learning’s three questions:
1. Where am I going? 2. Where am I now? 3. How can I close the gap? Stiggins, 2006 Provide a clear and understandable vision of the learning target. Use examples and models of strong and weak work. Offer regular descriptive feedback. Teach students to self-assess and set goals. Design lessons to focus on one aspect of quality at a time. Teach students focused revision. Engage students in self reflection, and let them keep track of and share their learning.

Types of Formative Structures
Selected Response and Short Answer Extended Written Response Performance Assessment Personal Communication

Higher-order thinking
BLOOM’S REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesizing, critiquing, experimenting, judging Analyzing Breaking information into parts to explore understandings and relationships Comparing, organizing, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarizing, paraphrasing, classifying, explaining Remembering Recalling information Recognizing, listing, describing, retrieving, naming, finding

Small Group Instruction
Skills Based Comprehension Based Group works on a specific skill that they are deficit in or need more practice. Must get to connected, decodable text. Group works on a comprehension skill and applies it to non-decodable text.

Phonics Focused Lessons

Comprehension Focused Lessons

Planning for Instruction

Do you believe in Me???

Commitment - a promise to do something or to behave in a particular way - the hard work and loyalty that someone gives to an organization, activity etc - something that you have promised you will do or that you have to do

Thank you for making a commitment to make a difference in the lives of the students you teach!!!

Connecting the Dots From Reading Research to Practice

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