1. Quadrant 3 Beginnings in other words How do we get started? August 2009 Shannon Harkin, AEA Lisa Msuya Indianola Middle School

2. Who is here today?

3. Simple Observation Teaching reading is important Learning to read is extremely complex What it takes to teach reading effectively is grossly underestimated Reality: We have a solid and converging knowledge base about what works We know the skills that enable successful readers. We know the skills that can be taught. Generalization of reading skills should not be left to chance. We must teach generalization.

4. Five Essential Components in Reading 1. Phonemic Awareness - the ability to hear and manipulate sounds in spoken words 2. Alphabetic Principle (phonics) - the ability to associate sounds with letters and to use those sounds to read and spell words 3. Accurate and Fluent (effortless) Reading of Connected Text- “accurate reading at a minimal rate with appropriate prosodic features (expression) and deep understanding”- (Hudson, Mercer, and Lane, 2000)

5. Five Essential Components in Reading 4. Vocabulary Development - the ability to understand and use words to acquire and convey meaning 5. Comprehension - the complex cognitive process involving the intentional interaction between reader and text to extract meaning.

6. IDM CYCLES: Core, Supplemental, Intensive Core Supplemental Intensive

7. Complex Alphabetic Code Language Develops Naturally but Reading Must be Taught »All humans have a biological predisposition to develop oral language »However, our alphabetic reading and writing system is a human invention »Many children will not learn this complex system without explicit instruction

8. Instruction or Practice? The $64, 000 Question The fact of the matter is that students with serious reading difficulties will need extensive opportunities for both instruction and practice. The question is not which one, but what to teach, what to practice and how to manage it. -Wendy Robinson

9. The Research Letter-sound knowledge is a prerequisite to effective word identification. A primary difference between good and poor readers is the ability to use letter-sound correspondences to identify words. (Juel, 1991) Difficulties in decoding and word recognition are at the core of most reading difficulties. (Lyon, 1997)

10. Group 3 Group 1: Accurate and Fluent Group 2: Accurate but Slow Rate Group 3: Inaccurate and Slow Rate Group 4: Inaccurate but High Rate Sight Word Needs 3B Basic Decoding Needs 3M Multi- syllabic Decoding Needs 3P

11. What is/are the instructional need(s)?

12. Explicit Instruction Direct explanation. The teacher’s language is concise, specific, and related to the objective. A visible instructional approach which includes a high level of teacher/student interaction. The actions of the teacher are clear, unambiguous, direct, and visible. This makes it clear what the students are to do and learn. Nothing is left to guess work.

13. Explicit Instruction Steps to Explicit Instruction Focus statement- make objective clear Model - I do it! Guided Practice -We do it! We do it together! Independent Practice -You do it!

14. Connected Text Phrase Level Word Level Teach Along the Continuum *Provide instruction, guided practice, & independent practice at each level…Do not assume generalization of the skill will occur!

15. Quadrant 3 Interventions/Strategies Sight Word Needs 3B Will Explore with Shannon Basic Decoding Needs 3M Rewards Multi-syllabic Decoding Needs 3P Rewards

16. BREAK TIME! 10 Minute break, then we will get into our two groups. 3B gals will go with Shannon to the computer lab. Rewards groups stay in media center.