1. Lee Pesky Learning Center Improving the lives of people with learning disabilities

2. What Works in Reading Instruction: Tips for Paraprofessionals Anna Maderis Cristianne Lane April 15, 2015 1:30 – 4:30 pm 2

3. 3 Introductions Logistics for the Afternoon Your Materials About our Center

4. Training Outline 4 Supporting the Instructional Process – Your Role – Student Achievement and Engagement Reading – Phonemic Awareness (PA) – Phonics – Fluency – Vocabulary – Comprehension

5. Your Role: Turn and Talk… 5 With someone sitting close to you, take turns listing all the responsibilities you have in the course of a school day. For example: Supervise students at recess Attend meetings Work with students in small groups in reading or math Progress monitor And more…

6. “Para” 6 at or to the side of beside side by side According to Dictionary.com

7. 7 Paraprofessionals are assigned the responsibility of teaching reading in 87% of Title 1 schools. According to the US Department of Education (1999)

8. 8 A Harvard study revealed that 44 out of 50 children struggling to learn to read in kindergarten, will still be having trouble in third grade. In fact, low achievement as early as fourth grade is a powerful predictor of high school and college graduation rates, as well as lifetime earnings. (2009)

9. Engagement and Student Achievement 9

10. Best Instructional Practices 10 School is not a spectator sport and successful instruction requires the active and invested participation of all parties. Danielson (1996) Some resources for good teaching practices: The First Days of School by Harry and Rosemary Wong Cooperative Learning by Dr. Spencer Kagan Worksheets Don’t Grow Dendrites by Marcia Tate Explicit Instruction by A. Archer and C. Hughes

11. Best Instructional Practices for Reading Intervention 11 Handout page 2 #1 Set a positive tone: High expectations + nurturing environment for all students #3 High engagement #5 Research based, explicit, systematic instruction #8 Fluency practice is aligned to decoding instruction #11 Comprehension and vocabulary are explicitly taught

12. #1 Positive Tone = High Expectations + Nurturing Environment 12 All students can learn Provide support as needed “You don’t know this yet!” Praise effort, not intelligence – Growth Mindset vs. Fixed Mindset from Mindset by Carol Dweck (2006) Stay positive!

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14. #3 Students are Highly Engaged! 14 Observable ways to engage students in learning: Speaking Writing Signaling Performing (movement) A combination of the above Be sure to allow thinking time for all! Multi-sensory

15. Anita Archer Video 15 As you watch this video, notice both the good instructional practices you see and the way she supports students to be successful with their blending (blending routines). Jot down your ideas so you can share afterwards.

16. #5 Intervention Lessons 16 “Paraprofessionals are most effectively utilized during instructional time if they are provided with research based reading approaches that that have explicit and systematic instructional guidelines.” Teaching Exceptional Children Sept/Oct 2007

17. Decoding Simulation ## th ) b ( d * e w w or m 17

18. Decoding Simulation ## ) ( * w 18

19. #5 Research Based, Explicit, Systematic Instruction 19 Explicit instruction is systematic, direct, engaging, and success oriented—and has been shown to promote achievement for all students

20. Example of Explicit, Systematic Decoding Instruction 20 Review previous skills New sound(s) and irregular words are introduced Sounds are practiced to mastery in isolation Sounds are practiced in words using appropriate blending routines. Sounds are practiced to mastery in connected text with high frequency words Encoding practice follows decoding practice (e.g. dictation experiences) Phonics for Reading Handout on pink paper

21. Research-based Reading (National Reading Panel Report 2000) 21 Phonemic Awareness (PA) Phonics Fluency Vocabulary Comprehension

22. Phonological Awareness 22 is the understanding that our language is made up of smaller sound parts. General Progression Chart page 5

23. 23 Phonological Awareness: words, syllables, rhymes alliteration, etc. Phonemic Awareness : manipulating individual sounds in words Hint: Sounds (phonemes) are represented in this manner /b/. The written symbol (grapheme) for this sound is the letter b. Ideas for teaching PA page 6

24. Phonemic Awareness 24 is the ability to hear, identify and manipulate the individual sounds (phonemes) in spoken words. Identity See handout on pages 7-8 Isolation Blending Segmenting Addition Substitution Deletion

25. Phoneme Activities Examples (remember #3 HIGH ENGAGEMENT) Sound and Count Sorting Activities Mystery Word Head, Waist, Toe

26. Elkonin Boxes Remember to “clip” your sounds Page 9

27. Book Walk Phonemic Awareness 27 For more information: Scan pages 1-10 in your Put Reading First book. Flag any pages you think might be helpful.

28. Phonemic Awareness https://www.youtube.com/watch?v=rRk__-- hEOU&index=4&list=PLLxDwKxHx1yIwS_qsyMiF to4wxOx8R519 28 The Alphabetic Principle video clip: Watch for good instructional practices!

29. Reading (National Reading Panel Report 2000) 29 Phonemic Awareness (PA) Phonics Fluency Vocabulary Comprehension

30. What is Phonics? Phonics is the ability to associate letters with sounds. bidr /b//ir//d/

31. Phonics Instruction Phonics Instruction from the National Reading Panel Reports and Put Reading First “Phonics instruction teaches children the relationships between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language.” These relationships are referred to using a variety of labels: graphophonemic relationships, letter-sound associations, letter-sound correspondences, sound- symbol correspondences, and sound spellings. (NICHD, 2001, p. 12)

32. Blending Routines 32 Mat Sound by sound (“bumpy blending”) Continuous blending (“smooth blending”) Blend to the vowel Vowel first blending sat, bat, rat, cat

33. Phonics Practice: 33 Making Words by Patricia Cunningham – Making words provides a structured way for students to experiment with words and investigate how the sounds of language are put together (Cunningham, 1994). Handout page 11 Words Their Way by Donald Bear, etc. – Sound sorts – Pattern sorts – Meaning sorts

34. Book Walk Phonics 34 For more information: Scan pages 11-19 in your Put Reading First book. Flag any pages you think might be helpful.

35. Phonics 35 https://www.youtube.com/watch?list=PLLxDwK xHx1yIwS_qsyMiFto4wxOx8R519&v=J608Dbhs6 J8&feature=player_embedded Helping Struggling Readers video clip: Watch for good instructional practices!

36. Reading (National Reading Panel Report 2000) 36 Phonemic Awareness (PA) Phonics Fluency Vocabulary Comprehension

37. #8 Fluency 37 Fluency is viewed as a result of strong decoding skills. Fluency practice should be part of the decoding lesson. (example: Phonics for Reading) Fluency is not viewed as speed reading by students or teachers. Timed assessments are not mistaken for instruction and are not the only assessments being used to assess fluency.

38. Fluency Demonstration Read part of a poem a various speeds and prosody

39. A “Student Friendly” Definition 39 Not too fast, not too slow Make few mistakes as you go Read as if talking to a friend It is what you know in the end!

40. Best Practices: Repeated Readings Text at student’s independent reading level: 95% Text must be modeled for the student at appropriate pace and with prosody Minimum of 3 readings

41. Practice, Practice, Practice! 41 (#3 HIGH ENGAGEMENT) Microphones Stuffed animals Dice Florida Center for Reading Research (www.fcrr.org)www.fcrr.org iPads and other technology

42. Radio Reading 1.Choose a short passage from pages 22-31 in Put Reading First. 2. Read the passage 3-5 times silently. 3. Write 2 questions about what you read. 4. Read to a partner as if you are a newscaster. 5. Ask your partner the questions.

44. Best Practices: Paired Reading Pair a slightly stronger reader with a weaker reader. The stronger reader reads and the weaker reader repeats (“copycat reading”).

45. Book Walk Fluency 45 For more information: Scan pages 21-31 in your Put Reading First book. Flag any pages you think might be helpful.

46. Reading (National Reading Panel Report 2000) 46 Phonemic Awareness (PA) Phonics Fluency Vocabulary Comprehension

47. Vocabulary 47 Children learn the meanings of most words indirectly, through everyday experiences with oral and written language. – They engage daily in oral language. – They listen to adults read to them. – They read extensively on their own.

48. The Vocabulary Gap By age 4, children in poverty have been exposed to approximately 13 million words (Hart and Risley, 1995) Working Class Families = approximately 26 million Professional Families= approximately 45 million The gap between children of poverty and children living in homes with college educated parents is 32 million words by age 4! What does that mean for us?

49. #11 Vocabulary 49 Direct instruction of vocabulary includes: – Specific word instruction Vocabulary Word Map (Marzano) Text Talk (video) – Word learning strategies Dictionaries and other references Using word parts (prefixes, suffixes, base words, etc.) Context clues

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51. Text Talk Steps 1. Read the passage 2. Call attention to the word in the passage 3. Have students repeat the word 4. Provide a student-friendly definition 5. Talk about the word in other contexts 6. Have the students interact with the word 7. Have the students say the word again

52. Book Walk Vocabulary 52 For more information: Scan pages 33-45 in your Put Reading First book. Flag any pages you think might be helpful.

53. Reading (National Reading Panel Report 2000) 53 Phonemic Awareness (PA) Phonics Fluency Vocabulary Comprehension

54. #11 Comprehension 54 Research-based comprehension and vocabulary skills are explicitly taught (e.g. summarizing, predicting, questioning, and clarifying understanding.) Consistent tools are used (e.g. graphic organizers, scripts or sentence stems, question cards, etc.)

55. Metacognition – Thinking about Thinking 55 Good readers use metacognition strategies to comprehend. Model often by “thinking out loud” as you read to students. Before reading: – Predict what the passage will be about – Skim and scan to find out During reading: – Self-question to monitor understanding – Re-read to clear up confusion – Adjust reading speed to complexity of text After reading: – Check for understanding – Make further predictions

56. B-M-E key picture/word

58. Frog and Toad Retell Take turns with your partner retelling the story from your notes. Comprehension Strategies Questions Summarizing Clarifying Predicting

59. Book Walk Comprehension 59 For more information: Scan pages 48-57 in your Put Reading First book. Flag any pages you think might be helpful.

60. Reading (National Reading Panel Report 2000) 60 Phonemic Awareness (PA) Phonics Fluency Vocabulary Comprehension

61. Training Outline 61 Supporting the Instructional Process – Your Role – Student Achievement and Engagement Reading – Phonemic Awareness (PA) – Phonics – Fluency – Vocabulary – Comprehension

62. Wrap Up: 3-2-1! 3 big ideas 2 strategies you might try 1 comment or question

63. Lee Pesky Learning Center 3324 Elder Street Boise, ID 83705 208-333-0008 www.LPLearningCenter.org www.LPLearningCenter.org Sign–up for our e-newsletters and follow us on 63 Thank You! Anna Maderis, MA amaderis@lplearningenter.org