Presentation on theme: "Using Templates to Enhance Instruction"— Presentation transcript:
1Using Templates to Enhance Instruction Pam CaveneeReading First Coordinator
2PurposeProvide participants with intervention strategies which will enhance classroom instructionProvide strategies that will ensure struggling students receive extra practiceProvide in-class interventions that increase accuracy and automaticityPractice effective intervention instruction
3Objectives… Participants will: have a deeper understanding of how to use templates and when to use them.choose a template to begin using TOMORROW with students.explain how this instructional approach can effect student achievement
4ProcessDirect InstructionModelingPartner Practice
5Templates are instructional routines that are most valuable for increasing learning…
6PayoffIncrease accuracy and automaticity at every level, leading to proficient fluency and comprehension
7Layers of intervention that affect reading outcomes… Tier 1 ( core instruction)Classroom instruction in PA, phonics, fluency, vocabulary andcomp is effective for many students, nevertheless, not allstudents respond to whole class or large group instruction.Templates assist with differentiation of instruction.Tier 2 intervention:Intervention instruction should focus on the same majorknowledge and skill taught in the regular class. It builds uponthe reading instruction in the general education classroom. Itoffers students more instructional time to learn what their peersare learning or a chance to “fill in the gaps” that may bemissing. Templates are a tool to be used.Tier 3 intervention:This must be more explicit and intense. Students need highquality instruction in small groups focused upon data. Templatesprovide the structure that students require at this level.(Notari-Syverson, &Vadasy, 1996, O’Connor, 2000)
8Poor readers at the end of first grade… Are at very significant risk for long term academic difficulty.88% probability of being a poor reader in fourth grade if a poor reader in the first grade.87% probability of remaining an average reader in fourth grade, if an average reader in the first grade. (Juel, 1988)Are likely to require intensive instructional support.
10How can we change reading outcomes? Act with a sense of URGENCYFocus instruction on the Five Essential Components for all studentsUse data to target specific instructional needs during tier 1, tier 2 and tier 3.
11Joe Torgesen, Ph.D., Director of the Florida Center for Reading Research and Eastern Regional Reading First Technical Assistance CenterInstruction must be made more powerful for students at risk for reading difficulties. More powerful instruction means:Clear and detailed explanationsMore systematic instructional sequencesMore opportunities for guided practiceMore opportunities for error correction and feedback
12Clear and Detailed Explanation: The teacher explicitly explains andmodels a skillThe teacher guides students while theypractice the skillThe teacher provides opportunities forstudents to perform the skill themselves
13More Opportunities for Guided Practice practice the skill correctlypractice it correctly a sufficientnumber of times to develop fluencyreview the skill enough to maintain itskill unknownWhen acquiring a skill, you first work for accuracy. Then you work for fluency. Fluency is accuracy and speed. If you are fast and inaccurate, you are not fluent. If you are accurate and slow, you are not fluent. Once you are fluent at a skill, you need to keep practicing that skill or you will lose it. Use it or lose it.accuracyfluencymaintenanceStages in Skill DevelopmentDavid Howe 2006
14More Opportunities for Corrective Feedback Learn a new skill by correctly practicing the skill repeatedly until it is mastered.“Practice does not make perfect. Only perfectpractice makes perfect.” - Vince LombardiDavid Howe 2006
15Working Memory and Automaticity Processing TaskProcessing TaskWorking MemoryAutomaticity at the word level: when it becomes automatic, the cognitive load is decreased by 80-90%.Less Fluent ReaderMore Fluent ReaderPresented by Judy Dodson, Colorado Reading First
17Sequence to Fluency Instruction TextSentencePhrasesWordsSyllablesSoundsLettersThanks to Lisa Thompson, RFRCFluencyAccuracyFluencyAccuracyFluencyAccuracyFluencyAccuracyFluencyAccuracyFluencyAccuracy
18Effective Instructional Techniques Unison choral responseSignalingPacingMonitoringCorrecting errors and teaching to masteryAll are designed to eliminate teacher talk and increase student response!
19Always, always, data!K and 1st: Read Well unit assessments, phonics diagnostic assessments beginning at unit 19 and approximately every 3 units after that2nd and 3rd: Program assessment dataDIBELS benchmark/progress monitor resultsInformal phonics inventoriesTurn to a partner to share where, in your program, you can look to determine gaps or instructional needs.
20To build accuracy with letter recognition (name) review… template 1 Activity: You practice! With a partner, find a cling sheet and practice name review.p n t st p s nn t p sGLE 1.1.4GLE Apply understanding of phonics…identify letters of the alphabet.
21To build accuracy with letter/sound review… template 2 Activity: You practice! With a partner, find a cling sheet and practice sound review.a k t pp a k tt p a kGLE Apply understanding of phonics.
22To help build accuracy with word reading (irregular and regular)…template 3 Activity: You practice! With a partner, find a cling sheet and practice irregular word reading.where why some our twotwo where why some oursome our why where twoGLE Know common sight words appropriate to grade level.
23To help build accuracy with onset-rime blending…template 4 Activity: With a partner, use the pens to practiceon-set and rime. Here are some words you may use.pencil book mousetable chair lampmotorcycle stove yardGLE Understand and apply phonological awareness and phonemic awareness.
24To help build accuracy with phoneme blending… template 5 Activity: With a partner, use the cubes to blend sounds into words. Here are some words you may use.cat /c/ /a/ /t/ swim /s/ /w/ /i/ /m/ list /l/ /i/ /s/ /t/fit /f/ /i/ /t/ farm /f/ /ar/ /m/ pace /p/ /a/ /s/race /r/ /a/ /s/ spill /s/p/i/l/ twin /t/ /w/ /i/ /n/GLE Understand and apply phonological awareness and phonemic awareness.
25To build accuracy with phoneme segmentation… template 6 Activity: You practice! Turn to a partner, practice phoneme segmentation using these words:mat /m/ /a/ /t/ swam /s/ /w/ /a/ /m/ dish /d/ /i/ /sh/knit /kn/ /i/ /t/ barn /b/ /ar/ /n/ pace /p/ /a/ /s/spill /s/ /p/ /i/ /l/ race /r/ /a/ /s/ twin /t/ /w/ /i/ /n/GLE Understand and apply phonological awareness and phonemic awareness.
26To help build accuracy with sound spellings…template 7 Activity: You practice! With a partner, find a cling sheet and use this sound spelling set:ay ou igh aiigh ou ai ayay igh ou aiGLE Apply understanding of phonics.
27To help build accuracy with sound blending…template 8 Activity: You practice! With a partner, use these words to practice sound by sound blending:fit tame flight serve phonedream hill match ran mightshout chew latch packGLE Apply understanding of phonics.
28map fat top Pam sat Tom sit pit To help build accuracy with blending individual sounds to make words…template 9Activity: You practice! With a partner, blend the follow words using continuous blending.pat tip tan pinmap fat top Pamsat Tom sit pitGLE Apply understanding of phonics.
29To help build accuracy with word reading…spelling focus…template 10 Activity: You practice! With a partner, use these words to practice spelling focused word reading.food bark past thinkbrown group boat maynear church oil slow1.1.4 Apply understanding of phonics.
30Using templates for decodable text instruction… Card #11 IntroductoryCard #12 IntermediateCard # 13 Advanced #1Card # 14 Advanced #2GLE Apply understanding of phonics.
31Extending Decodable Text First ReadIntroduce/review any non decodable irregular words (use template 3)Introduce story wordsPractice words that may have sound/spelling problems (use template 10)Teacher and or students read the title and any chapter titlesBrowse the story – students comment on what they notice and what they think the story will be about (optional)Students whisper read one page at a time/teacher drops and listens, collects dataWords missed teacher blends/spells with studentsStudents/teacher chorally read the same pageCorrection procedure – if students have difficulty with word, stop, blend word and repeat chorally reading the pageRepeat this procedure until book is completedReread story –chorallyGLE 1.1.4
32Extending Decodable Text Continued Repeated ReadingsRead with partner as entry task the following dayRead independently or with partner during intervention timeRead with an instructional assistantOptional ProceduresQuestions after story – hard words they encountered andstrategy they used to determine the wordAsk students to tell partner about the story. (retell, favorite part,summarize)Teacher asks questions. Students find answers in the story - look back citation
33Use the data in your packet to “build a template” Use the data in your packet to “build a template”. Use any template that you have seen today. Then, with a partner, practice using the template.
35With a partner, practice this strategy using the following words from Houghton Mifflin 3.1 Theme 4 “Seal Surfer”grandson granddad summer corkscrewdissolve music whisker pickup
36wanted striking floating swimming carried surfing gleaming deeper Practice dividing two syllable words with an inflectional ending using the following words from Houghton-Mifflin…wanted striking floating swimmingcarried surfing gleaming deeperInflectional Ending -- a grammatical ending that does not change the part of speech of a word but that marks its tense, number or degree in English (ex: - ed, - s, - ing )
37Use the following words to practice dividing two syllable words that contain a prefix. distrust reshape undone reflectreform dissolve precut redo
38Use the following words to practice dividing two syllable words containing a suffix. fearful cleanest bakerssaddest priceless costlysuffix… a derivational morpheme added to a root or base that often changes the word’s part of speech and modifies its meaning.
39Use the following words to practice dividing one syllable words with and inflectional ending… shrugged played chucked tuned
40Use the following words to practice dividing two or three syllable words that contain two suffixes… recklessness awakening wonderfully puffiest
41Accelerating Student Progress… Reading Instruction Per DayTotal ReadingInstruction Per YearInstructionin Terms of 90 Minute Reading BlockAdditional Direct InstructionTime in Terms of90 Minute Reading Block EquivalencyTier I:90 Minute Reading Block180 days X 90 min. (1.5 hrs. total)270 hrs.=180 daysTier II:90 Minute Reading Block + Tier II180 days X 120 min. ( = 2 hrs. total)360 hrs.=240 daysAdditional 60 days- Students who are one trimester behind could potentially “catch up” to grade level by the end of the school year.90 Minute Reading Block + 45 Minute Tier II180 days X 135 min. ( = 2.5 hrs. total)405 hrs.=270 daysAdditional 90 days – Students who are one semester behind their peers could potentially “catch up” to grade level by the end of the school year.Tier III:90 Minute Reading Block + 60 Minute Tier III*180 days X 150 min. ( = 2.5 hrs. total)450 hrs.=300 daysAdditional 120 days – Students who are two trimesters behind their peers could potentially “catch up” to grade level by the end of the school year.Wash. State K-12 Reading Model Implementation Guide Pages 61 & 62
42Intervention Scenario for 30-Minute Small Group Using data to determine need:3 Minutes--Work on letter names Card #13 Minutes on Phonemic Awareness Card 53 Minutes--Work on letter sounds Card #73 Minutes--Work on sight words Card#310 Minutes—Rereading decodable (Extension activities)8 Minutes of retelling or other comprehension building activity with the decodable.
46Why templates? Why Change? The story of the four little monkeys….
47Traditions can be a sound basis for practice, but their effectiveness must be demonstrated rather than assumed. Adopting practices solely because “that’s the way we have always done it” or because “it worked for the teacher down the hall” is not defensible, although these have often been the only options available to practitioners and policy makers. The Voice of Evidence in Reading ResearchGo for the bananas if scientific research shows the practice to be effective.Institute of Educational Science’s What Works Clearinghouse at
48Objective… Participants will: have a deeper understanding of how to use templates and when to use them,choose a template to begin using TOMORROW with students,explain how this instructional approach can effect student achievement.
49In Summary: Use data to drive instruction. Templates can be used to reinforce core instruction and provide extra practice.Always follow template signals, explanation, modeling, and correction procedures exactly as written.
50THANK YOU for helping students to become successful readers and thanks for coming today. Pam