1. 1 Intensifying Instruction “The teacher’s influence on student achievement scores is twenty times greater than any other variable, including class size and student poverty.” Fallon, 2003

2. 2 Explicit: How instruction is delivered New skills/concepts introduced in direct manner: “I do, we do, you do” Teacher carefully controls use of language Corrective feedback procedures Systematic: A feature of time Connected series of lesson plans over time Moves from explicit to implicit over time Set of instructional routines from simple to complex Cumulative review

3. 3 Elements of Explicit Instruction Clear presentation of strategies Scaffolding student learning Provide immediate error correction Providing sufficient examples for instruction and practice

4. 4 Scaffold Learning Definition: Temporary devices and procedures used by teachers to support students as they learn strategies. Explicit Instruction

5. 5 Scaffolding: Gradual Release Model “I do, We do, You do” 1.Teacher Modeling 2.Guided Practice 3.Independent Practice 4.Application. 1. 2. 3. 4. Teacher Responsibility Student Mastery Explicit Instruction

6. 6 Tips for Effective Scaffolding l Anticipate and precorrect for student errors l Conduct teacher guided practice l Provide immediate feedback l Recognize when it is appropriate to gradually release or retain scaffolds Explicit Instruction

7. 7 Tips of Scaffolding l Model and lead through guided practice : can be employed on all initial instruction. Where this will cut down on critical errors is in introducing independent work assignments. l Scaffold questions leading students to correctly answer inferential questions: F Ask appropriate questions during passage reading and scaffold the correct answers for challenging inferential questions as needed.

8. 8 Types of Scaffolding l Prompts: specific devices that can be employed for learning an overall cognitive strategy-something that students can refer to for assistance while working on the larger task. (graphic organizers, cue cards, checklists) l Think Alouds: teacher’s direct modeling of the strategy, including self-talk, that enables students to explicitly witness the strategy in use (i.e. an authentic set of cognitive behaviors/actions that can be learned to assist in problem solving.)

9. 9 The Feedback Link l Correction can’t happen without feedback l Feedback can’t happen without monitoring l Monitoring can’t happen without student responses through active engagement Explicit Instruction

10. 10 Error Correction l Immediate correction l Clear and concise l Model when appropriate l Scaffold when appropriate Explicit Instruction

11. 11 Elements of Systematic l Carefully planned introduction of skills moving from simple to complex l Teach critical skills daily l Cumulative practice and review l Practice to facilitate mastery l Practice to facilitate automaticity

12. 12 Careful planning l New skills are introduced only when students have learned related prerequisite skills l Items that are likely to be confused are introduced with sufficient separation so that one skill can be mastered prior to learning next l Examples are carefully chosen to include application of skills that have been previously taught Systematic Instruction

13. 13 skill unknownmaintenancefluency accuracy Stages in Skill Development A Simple Model of Learning practice the skill correctly practice it correctly a sufficient number of times to develop fluency review the skill enough to maintain it Systematic Instruction

14. 14 Judicious Review Review must follow initial instruction to ensure retention and extended understanding (1) “The review must be sufficient to enable a student to perform the task without hesitation. (2) It must be distributed over time. (3) It must be cumulative with information integrated into more complex tasks. (4) It must be varied, so as to illustrate the wide application of a student’s understanding of the information.” Systematic Instruction

15. 15 Massed Practice vs. Distributed Practice Minutes of Instruction Per Day on New Skills Mon.Tues.Wed.Thurs.Fri. 20 10 vs. 10 30 00 Systematic Instruction

16. 16 How much repetition is needed? Type of LearnerNumber of Repetitions Most AbleLess Average3-8 Least AbleMore Reitsma, P. 1983 Number of correct repetitions in a row of a new word needed to “automatize” the word Systematic Instruction

17. 17 Positive Instructional Interaction (pii) Instructional Interaction - The teacher briefly explains and models a skill while students are engaged. The teacher guides students while they practice the skill and, if needed, provides corrective feedback. The teacher provides opportunities for students to perform the skill themselves and reinforces their correct responses. Positive – Students respond successfully. The teacher positively reinforces their success.

18. 18 Intensity of Instruction Intensity of instruction is the number of positive instructional interactions (pii’s) per day. The greater the number of pii’s per day, the greater the intensity of instruction. If the quality or effectiveness of the instruction is high, then the two main ways to increase intensity of instruction are to: 1) increase the amount of instructional time and 2) decrease the size of the instructional group Torgesen, J., “Research Corner: Successful interventions always increase the intensity of instruction”, Intervention News, October 2006.

19. 19 Elements of Interactive Instruction 1. Teacher - directed learning 2. High levels of teacher-student interaction Quick pacing High number of responses per minute where appropriate Types of responses

20. 20 Pacing l Instructional time variance l Transitions l Momentum

21. 21 Many Opportunities to Respond Students’ rates of learning are proportional to the rate at which they respond correctly. Giving students more opportunities to respond is a way to increase their rates of learning. l more rapid pacing of instruction l choral responding facilitated by signals l calling on low performers more often We can increase opportunities to respond by:

22. 22 A. Archer22 Types of Student Responses l Oral Group responses (choral) l Oral Partner responses l Oral Individual responses Archer, A., & Torgesen, J. (2007). National Reading First Comprehension Conferences

23. 23 A. Archer23 Types of Responses (cont.) l Individual responses (written) l Physical responses A. Archer (2007)

24. 24 ALTERABLE VARIABLES TO INTENSIFY INSTRUCTION Alterable Variable Level of Specific Enhancement Options 1.2.3.4. Instructional Delivery Observe to see if teacher is implementing all parts of the Comprehensive Learning System Professional develop- ment to improve teacher’s skills at explicit instruction, error correction, and opportunities to respond Coaching to Improve teacher’s skills at explicit instruction, error correction, and opportunities to respond Change person teaching Time Schedule & deliver 90 minutes of daily reading instruction during protected reading block Increase reading block time, e.g., to 120 min., and/or add intervention period daily Schedule two intervention sessions daily (a double dose of 90 min. + 90 min.) Schedule before school, after school, and summer school instruction sessions Grouping for Instruction Check group placement & provide whole & small group instruction Check for group homogeneity and reduce size of small group Check further for group homogeneity and further reduce size of small group Provide individual instruction if needed Instructional Materials Change placement in program Add scaffolding to program Add additional intervention program(s) Change program(s) INCREASING INTENSITY Modification of Kame’enui, Simmons, Coyne, & Harn (2003)

25. 25 Anticipating Instructional Difficulties for Struggling Readers Prevention vs. Intervention l Who may have difficulty with this objective? l How will I monitor learning? l What steps will I take to insure all students learn this objective?

26. 26 Phonemic Awareness: A Lesson Segment Example: Objectives, Resources, Methods, and Grouping Grade LevelSome RiskHigh Risk Objectives l Phoneme segmentation- multi-syllabic words l Phoneme segmentation Resources l Plastic chips l Elkonin box Methods l Teacher modeling l Partner practice l Independent practice Group Members l 7 or more students

27. 27 Phonemic Awareness: A Lesson Segment Example: Objectives, Resources, Methods, and Grouping Grade LevelSome RiskHigh Risk Objectives l Phoneme segmentation- multi-syllabic words l Phoneme segmentation- closed two syllable words l Phoneme segmentation- CVC, CCVC, CVCe words Resources l Plastic chips l Elkonin box l Plastic chips l Elkonin box l Plastic chips l Elkonin box with pictures Methods l Teacher modeling l Partner practice l Independent practice l Teacher modeling l Teacher guided practice l Finger tapping l Independent practice l Teacher modeling l Teacher guided practice l Finger tapping l Discussing mouth & tongue formation Group Members l 7 or more students l 5-7 students l 3-5 students

28. 28 Phonics: A Lesson Segment Example Objectives, Resources, Methods, and Grouping Grade LevelSome RiskHigh Risk Objectives l r-controlled vowel (ar) l review 5 syllable patterns l r-controlled vowel (ar) Resources l Word pattern board l Word cards l Magnetic letters l Compare/Contrast syllables with & without r-controlled vowel l Decodable book Methods l Pre-teach with manipulatives l Spell word pattern l Write words with word pattern l Game format review l Partner reading Group Members l 5-7 students

29. 29 Phonics: A Lesson Segment Example Objectives, Resources, Methods, and Grouping Grade LevelSome RiskHigh Risk Objectives l r-controlled vowel (ar) l review 5 syllable patterns l r-controlled vowel (ar) l review 4 syllable patterns Resources l Word pattern board l Word cards l Decodable book l Word pattern board l Word cards l Magnetic letters l Word sort cards l Decodable book l Word pattern board l Word cards l Magnetic letters l Mirrors l Word sort cards l “Sand box” l Decodable book Methods l Spell word pattern l Write words with word pattern l Independent reading l Pre-teach with manipulatives l Spell word pattern l Write words with word pattern l Game format review l Partner reading l Pre-teach with manipulatives l Multi-sensory articulation l Spell word pattern l Write words with word pattern l Game format review l Teacher-supported reading Group Members l 7 or more students l 5-7 students l 3-5 students

30. 30 Reflection l Five key points? l Three goals for instructional delivery? l Implement tomorrow?