1. Schoolwide Reading: Day 2 2.0 Instructional Priorities http://miblsi.cenmi.org

2. Intensity of Supports Universal Targeted Intensive Continuum of Supports Students within Schools Universal Prevention / Tier 1 Core Instruction, all students, preventive, proactive and should meet the needs of at least 80% of the students relating to mastery of critical skills. A good core has materials to use with lower-performing students as well. Targeted Intervention / Tier 2 Supplemental, some (15%) students, reduce risk Intensive Intervention / Tier 3 Individualized, functional assessment, highly specific for few (5%)

3. Can students be “inoculated” early- on from literacy challenges?

4. Why not “inoculation?” Instilling basic literacy skills is necessary The gap between good readers and struggling readers only widens Teaching students early literacy skills prepares them to master more complex tasks that occur in grades 4-12 BUT: Adolescents need continuous support and instruction in literacy as the reading and higher level thinking demands increase

5. Adolescent Literacy: Changing Emphasis

6. Adolescent Literacy Distinctions Adolescent (secondary) Literacy (4 th -12 th grade) –Emphasis is on “academic literacy” defined as: “the kind of reading skills students need to be successful in most content area classrooms” –Common Core Standards acknowledges the shared responsibility across all teachers for developing literacy skills

7. Adolescent Literacy Distinctions Instructional recommendations for older readers differ slightly from the recommendations for younger readers Five general areas: –Word study –Fluency –Vocabulary –Comprehension –Motivation Active Engagement Pick one Instructional Area to focus on. Write down 1-2 key points to share with your team

8. Essential Components of Reading for Adolescents ALL struggling students need direct and explicit instruction in: Vocabulary Comprehension Motivation and Engagement SOME struggling students need direct and explicit instruction in: Advanced Word Study Fluency (to promote comprehension) (Murray, et al., 2010)

9. Why is Effective Vocabulary Instruction Important for All Students? Older students encounter increasingly difficult and unfamiliar vocabulary in texts, especially content-area texts. Students who do not know the meaning of the words they encounter often do not comprehend the text. (Murray, et al., 2010)

10. Vocabulary Instruction… “is the teaching of specific word meanings and the teaching of strategies to obtain word meanings independently.” “will lead to an extensive knowledge of and interest in words, known as word consciousness.” (Murray, et al., 2010)

11. Finding Time for Instruction Spend a few minutes on explicit vocabulary instruction each time reading is part of a lesson. Making students more independent vocabulary learners will increase time for content-area instruction. (Baumann et al., 2002; Baumann et al., 2003) (Murray, et al., 2010)

12. Comprehension is… The ability to construct meaning and learn from text using a variety of applied strategies. The ultimate purpose of reading.. (Murray, et al., 2008)

13. Why is Effective Comprehension Instruction Important for All Students? Many adolescent students have a difficult time comprehending content-area textbooks. Many students are passive readers. Comprehension strategy instruction promotes active participation in the comprehension process, thus improving students’ ability to monitor their understanding while reading. (Murray, et al., 2010)

14. Additional Research on Comprehension Instruction Recommendation: Teachers should provide adolescents with direct and explicit instruction in comprehension strategies According to the IES Practice Guide, strong evidence exists to support this recommendation (Kamil et al., 2008) (Murray, et al., 2010)

15. Why is Motivation Important for All Students? “Adolescent struggling readers often lack motivation to read. This impairs their comprehension and limits their ability to develop effective reading strategies or to learn from what they read, thus limiting their exposure to important content-area information, world knowledge, and vocabulary.” (Boardman, 2008; p. 27)

16. Motivation Makes reading enjoyable; Increases strategy use; and Supports comprehension. (Guthrie & Wigfield, 2000)

17. Instructional Practices Associated with Improved Motivation (Guthrie & Humenick, 2004) Providing content goals for reading; Supporting student autonomy; Providing interesting texts; Increasing social interactions among students related to reading; (Broadman, 2008)

18. Why is Effective Word Study Instruction Important for Some Students? Some students have not reached the level of word-reading ability typical for their grade (Daane et al., 2005). Poor word-reading ability can consequently affect fluency rates and overall comprehension of text. (Murray, et al., 2010)

19. Word Study “Instructional practices that focus on reading at the word level are called word study” (Boardman et al., 2008) “Research indicates that older students in need can benefit from word study instruction” (Edmonds et al., 2009; Scammacca et al., 2007) “Poor word-reading ability can consequently affect fluency rates and overall comprehension of text.” (Murray, et al., 2010)

20. Instructional Practices Associated with Word Reading Teach students to identify and break words into syllable types. Teach students when and how to read multisyllabic words by blending the parts together. Teach students to recognize irregular words that do not follow predictable patterns. (Boardman et al., 2008))

21. Instructional Practices Associated with Word Reading (con’t) Teach students the meanings of common prefixes, suffixes, inflectional endings, and roots. Instruction should include ways in which words relate to each other. Teach students how to break words into word parts and to combine word parts to create words based on their roots, bases, or other features. Teach students how and when structural analysis to decode unknown words. (Boardman et al., 2008))

22. Why is Fluency Instruction Important for Some Students? Word study and comprehension are related to fluency. (Shinn & Good, 1992) Fluency does not “cause” comprehension, but is one necessary component of successful reading. (Rasinski et al., 2005) (Murray, et al., 2008)

23. Fluency “The ability to read text with speed, accuracy, and prosody (expression). ” (Murray et al., 2010) “Many adolescent struggling readers do not read fluently, even when they decode words accurately. While the ability to read automatically and accurately is instrumental in understanding text, most secondary level reading programs do not include instruction in fluency.” (Boardman et al., 2008)

24. Fluency: Differing Instructional Needs Adolescents whose oral reading rate on grade- level text is: Below 70 wcpm* need more practice with word recognition in addition to fluency practice; Between 70 and 120 wcpm* may benefit from regular fluency instruction; and Greater than 120 wcpm* may benefit more from increased vocabulary and comprehension instruction rather than increased fluency instruction. * Ranges are approximations.

25. Time to Share Each person will share the key points recorded for his/her Instructional Area.Each person will share the key points recorded for his/her Instructional Area. Think about how your staff address these Instructional Areas that we just reviewed.Think about how your staff address these Instructional Areas that we just reviewed. Is there one or more Area that your staff needs to review?Is there one or more Area that your staff needs to review? If so, when and how will it be reviewed?If so, when and how will it be reviewed? Team Time