Assessing and Improving Curriculum Materials andAssessing and Improving Instruction and the Classroom Environment

CURRICULUM MATERIALS

1. Curriculum materials (lesson-based programs and textbooks) should teach knowledge systems, such as math, beginning reading, biology, history.

You should NOT use materials that teach faddish, unvalidated, or fashionable “methods,” such as multiple intelligence, learning styles, and brain-based instruction.

Here are resources on telling the difference between serious instruction and fads.

http://www.danielwillingham.com/

Learning styles: No such thing

Telling the difference between baloney and serious claims doc

Telling the difference between baloney and serious claims ppt

Following are examples of nonresearch and poorly substantiated claims.

How MI informs teaching at New City School html

Whole language lives html

Reading Recovery html

Here’s an example of high-quality, level 3 research.

The effects of synthetic phonics teaching on reading and spelling attainment html

Strengths, Weaknesses, Improve How?

2. Materials (especially programs) (1) are consistent with scientific research on instruction (this is called “research based”); and (2) have been field tested and shown to be effective with scientific research (this is called “evaluation research.” Level 3 is preferred).

Are claims of effectiveness based on empirical research or on a sales pitch?

Is there any research on the materials?What level(s)?

Is the research (“research base”) generally adequately designed so that credible conclusions can be drawn?

a. Some resources on scientific research.

Kozloff. Research vocabulary.

Three Levels of Research

Telling the difference between baloney and serious claims doc

Telling the difference between baloney and serious claims ppt

Assessing the Quality of Research Plans and Publications ppt

Checklist of guidelines for evaluating research and research claims doc

Checklist of guidelines for evaluating research and research claims html

Comprehensive Guidelines for Evaluating Research and Publications

b. Some resources on “research based instruction.”

Are features of the materials (e.g., what is taught, scaffolding) consistent with scientific research?

a. Cotton, K. (1995). Effective school practices: A research synthesis 1995 Update.

http://people.uncw.edu/kozloffm/Effective Schooling Practices.doc

Paste in findings relevant to a program like 100 Easy Lessons.

b. Form smaller groups as needed to make sure all students learn thoroughly. They place students according to individual achievement levels for short-term learning activities; they avoid underplacement.c. Monitor their instructional approaches, so that students in lower groups still receive high-quality instruction.d. Review and adjust groups often, moving students when achievement levels change.c. Set and maintain a brisk pace for instruction that remains consistent with thorough learning. They introduce new objectives quickly, and provide clear start and stop cues to pace lessons according to specific time targets.d Ask focused questions, provide immediate feedback and correctives, and engage students in discussion and review of learning material.f. Present learning activities at a level that is neither too easy nor too difficult for the majority of students, making adaptations to serve the needs of faster and slower learners.a. Communicate enthusiasm for learning.b. Help students get ready to learn. They explain lesson objectives in simple, everyday language and refer to them throughout lessons to maintain focus.a. Review lesson activities, give clear written and verbal directions, emphasize key points and instructions, and check students' understanding.a. Introduce new learning material as quickly as possible at the beginning of the year or course, with a minimum of review or reteaching of previous content. They review key concepts and skills thoroughly but quickly.a. Set high standards for learning and let students know they are all expected to meet them. They assure that standards are both challenging and attainable.b. Expect all students to perform at a level needed to be successful at the next level of learning; they do not accept that some students will fail.a. Monitor student learning regularly, both formally and informally.

b.    Kozloff, M.A. (2002). Sufficient Scaffolding, Organizing and Activating Knowledge, and Sustaining High Engaged Time.

http://www.uncwil.edu/people/kozloffm/scaffolding.pdf

c.    Rosenshine, B. (1997). Advances in Research on Instruction.

http://epaa.asu.edu/barak/barak.html

Use this one…

http://people.uncw.edu/kozloffm/Rosenshine.doc

[The above is very relevant to teaching from textbooks—which we’ll do later, in Assignment 2. Note the implications. Provide guided notes (to organize new information into a larger patter); teach big ideas (also to organize information); teach lots of vocabulary and rules (to connect persons, events, etc.).]

the importance of organizers

. Help students develop their background knowledge

One important instructional procedure is providing for extensive reading, review, practice, and discussion.

. Similarly, the quality of storage would be stronger if one summarized or compared the material in the passage rather than simply reading it. [These are most relevant to 100 Easy and similar instruction.]

Through the use of these procedures, the investigators were able to identify which instructional behaviors were associated or correlated with student achievement gain

Rosenshine and Stevens (1986) summarized this research and concluded that across a number of studies, when effective teachers taught well-structured skills and expository material, the teachers used the following procedures:

* Begin a lesson with a short review of previous learning.

* Begin a lesson with a short statement of goals.

* Present new material in small steps, providing for student practice after each step.

* Give clear and detailed instructions and explanations.

* Provide a high level of active practice for all students.

* Ask a large number of questions, check for student understanding, and obtain responses from all students.

* Guide students during initial practice.

* Provide systematic feedback and corrections.

* Provide explicit instruction and practice for seatwork exercises and, where necessary, monitor students during seatwork.

1. Present new material in small steps However, the most eff ective teachers taught new material in small steps. That is, they only presented small parts of new material at a single time, and after presenting the material the teachers then guided students in practicing the material that was taught. [Model—lead—test

2. Guide student practice In the teacher effects research we learned that it was not sufficient to present a lesson and then ask students to practice on their own

First, as noted, the most effective teachers presented only some of the material at a time, that is, they taught in small steps. After prese nting a small amount of material, these teachers then guided student practice. This guidance often consisted of the teacher working a few problems at the board and discussing the steps out loud. This instruction served as a model for the students

The process of guiding practice also includes checking the answers of the entire class in order to see whether some students need additional instruction

3. Provide for extensive practice. The most effective teachers also provided for extensive and successful practiceIn summary, the most effective teachers differed from the others in that they (a) presented smaller amounts of material at any time and (b) guided student practice as students worked problems, (c) provided for student processing of the new material , (d) checked the understanding of all students, and (e) attempted to prevent students from developing misconceptions Examples of scaffolds include simplified problems, modeling of the procedures by the teacher, thinking aloud by the teacher as he or she solves the problem, prompts, suggestions, and guidance as students work problems

1. Provide Procedural Prompts or Facilitators.

In these studies, the first step in teaching a cognitive strategy was the development of a procedural prompt. These procedural prompts (or procedural facilitators, a term used by Scardamalia & Bereiter, (1985)) supply the students with s pecific procedures or suggestions that facilitate the completion of the task. Learners can temporarily rely on these hints and suggestions until they create their own internal structures (Scardamalia & Bereiter, 1985). For example, the words "who," "w hat" "why" "where" "when" and "how" are procedural prompts that help students learn the cognitive strategy of asking questions about the material they have read. These prompts are concrete references on

which students can rely for support as they learn to apply the cognitive strategy.

. When teaching cognitive strategies, it is easier for the learner if cognitive strategy is taught in small steps because teaching too much of the cognitive strategy at once would swamp the working memory

Models and/or modeling were used at three different places in these studies: (a) during initial instruction, before students practiced, b) during practice, and c) after practice. Each approach is discussed here.4. Think Aloud as Choices are Being Made.

Another scaffold, similar to modeling, is thinking aloud, that is, the vocalization of the internal thought processes one goes through when using the cognitive strategy. For example, when teaching students to generate questions, the teacher describes the thought processes that occur as a question word is selected and integrated with text information to form a question. A teacher might think aloud while summarizing a paragraph, illustrating the thought processes that occur as the topic of the passage is determined and then used to generate a summary sentence.8. Guide Student Practice

In many of these studies, the teacher guided the students during their initial practice. Typically, after the modeling, the teacher guided students during their initial practice. As they worked through text. the teacher gave hints, reminders of the prompts, reminders of what was overlooked, and suggestions of how something could be improved (Cohen, 1983; Palincsar, 1987; Wong et al., 1986).

9. Provide Feedback and Corrections

Providing feedback and corrections to the students most likely occurred in all studies

11. Provide Independent Practice with New Examples

Independent practice refers to student practice in applying the cognitive strategy with diminishing help from the teacher and other students. One goal of the independent practice is to develop automatic responding so the students no longer have to recall the strategy and thus, more of their limited working memory can be applied to the task. Another goal of independent practice is to achieve "unitization" of the strategy, that is, the blending of elements of the strategy into a

unified whole

11. Provide Independent Practice with New Examples

Independent practice refers to student practice in applying the cognitive strategy with diminishing help from the teacher and other students. One goal of the independent practice is to develop automatic responding so the students no longer have to recall the strategy and thus, more of their limited working memory can be applied to the task. Another goal of independent practice is to achieve "unitization" of the strategy, that is, the blending of elements of the strategy into a unified whole

13. Assess Student Mastery

After guided practice and independent practice, some of the studies assessed whether students had achieved a mastery level, and provided for additional instruction when necessary.

Paste in findings relevant to a program like 100 Easy Lessons.

* Begin a lesson with a short review of previous learning.

* Begin a lesson with a short statement of goals.

* Present new material in small steps, providing for student practice after each step.

* Give clear and detailed instructions and explanations.

* Provide a high level of active practice for all students.

* Ask a large number of questions, check for student understanding, and obtain responses from all students.

* Guide students during initial practice.

* Provide systematic feedback and corrections.

* Provide explicit instruction and practice for seatwork exercises and,

where necessary, monitor students during seatwork.

d.    Rosenshine, B. (1997). The Case for Explicit, Teacher-led, Cognitive Strategy Instruction.

http://epaa.asu.edu/barak/barak1.html

e.    Ellis, E.S., & Worthington, L.A. (1994). Research Synthesis on Effective Teaching Principles and the Design of Quality Tools for Educators.

organizational strategies: (a) chunking (i.e., grouping items so that each one brings to mind a series of items)

Mediation, according to Swanson and Cooney (1991) is facilitated by (a) making associations with previously learned information, (b) utilizing instructions to aid in retrieval and organization, and (c) cueing through verbal or imaginary information. Leah used each of throughout the week. when students are provided with high rates of success during

instructional activities, the potential for student learning is increased (for additional information, refer to Instructional

Research has suggested that effective teachers spend 15% less time on management and organization tasks, and 50% more time in interactive activities.

When engaging in a decoding activity, student-teacher interactions are characterized by frequent questioning and answering, provision of examples and non-examples, corrective feedback, and a thorough presentation/explanation of the decoding skill(s).

high rates of success (and to a less certain extent, moderate rates) are positively related to learning outcomes. Conversely, low success rates are negatively associated with student learning outcomes

This instructional principle, as addressed by Block (1980) assumes that all students can master a subject given sufficient time and appropriate instruction. Block argued that if our schools are to increase student learning, then more direct and concentrated efforts toward providing "errorless" learning should be undertaken.

Other approaches that incorporate features of mastery learning which have received empirical support for increasing student achievement via the careful monitoring o student success rates include Direct Instruction (Carnine, 1980; Englert, 1983; 1984; Gersten, 1981; 1985; Peterson, 1979) and Precision Teaching

A careful content match between student level of achievement and task assignment appears essential if high student success rates, and thereby improved learning

effective teachers: a) move students at a brisk pace; b) present content in small steps; and c) provide academic tasks that are mastered easily by most students.

Rosenshine (1983), and Stephens (1976) recommended that students be able to complete tasks at a 70% to 90% success rate when under the direct instruction of the teacher or when engaging in initial learning activities. During independent activities, instructional tasks should promote even higher success rates (i.e., 90%-100%).

effective teachers (a) more often adapted instruction for students, (b) use ability- and age appropriate vocabulary for students, (c) adjusted questioning levels to the ability level of their students, and (d) made their presentations at an appropriate level of difficulty for students. Effective teachers also appear to plan enough time so that students have sufficient time to master content before moving to new content

Scaffolded instruction is not errorless learning; that is, errors are expected end are corrected gradually through teacher re-direction and feedback.

(a) enlisting or recruiting of the learner's interests; (b) reducing the number of steps required to solve a problem to a level where the learner can meet the task requirements with assistance; (c) keeping the learner in pursuit of the task; (d) accentuation of the critical features of the task (e.g., comparing the learner 's product with the desired product); (e) keeping learner stress at a minimum; and (f) explicitly demonstrating task completion or explicitly modeling an idealized solution to a problem.

5. The strategy should contain steps that lead to a specific outcome. An effective strategy is comprised of a specific set of steps that lead to a

desired outcome (e.g., passing a test; understanding the main ideas from textual material).

4. The steps of a strategy should be sequenced in such a manner that it leads to successful task completion.

Such a strategy has been broken down and analyzed in order to ensure that all essential steps in a problemsolving process have been included (e.g., all steps necessary to successfully write an expository composition). In essence, an effective strategy is a specific, well-sequenced plan of either overt or covert processes that when executed, lead to successful task completion.

5. The steps of the strategy should cue the student to use cognitive strategies, metacognitive processes, and appropriate skills and rules.

Since the steps of a strategy can be used to facilitate self-instruction, the steps of the strategy should cue the student to engage in specific problem-solving behaviors. Ellis identified four types of behaviors that may be cued: (a) a cognitive strategy that may entail rehearsal, transformation, organization, or motivation features; (b) a metacognitive strategy (i.e., analyzing the problem and selecting, implementing and evaluating a specific cognitive strategy); (c) applying a specific skill, procedure, or rule (e.g., read a paragraph and put the main idea into own words); or (d) performing an overt action (e.g., devise a mnemonic technique for memorization of content material).

3. The steps of a strategy should cue the student to take some type of observable action.

Some strategies may cue the student to engage in a specific observable activity that is necessary for successful task completion (e.g., "Remember to skip every other line when writing your essay").

5. The steps of a strategy should be completed in a short period of time One implication from this research is when teachers present new or difficult material, they should do so in small steps, arranging for practice after each step. This way, students can process and manage new or difficult information more effectively. Teachers can also assist students processing information by providing outlines that highlight major points or concepts or that present main ideas of the material to be learned.

They begin each lesson with a concise statement of goals. They begin each lesson with a short review of previous and/or prerequisite

skills. They present new information in small steps with student practice following

each step. They give clear and detailed instructions and explanations. They provide active practice for all students. They ask many questions, checking for student understanding and obtain

responses from all students. They guide students throughout initial practice. The provide systematic feedback and corrections in a timely manner. They provide explicit instruction and practice for seatwork exercises and

when necessary, monitor students throughout seatwork activities. They continue to provide practice until students are fluent and confident.

f.    Anderson, J.R., Reder, L.M., & Simon, H.A. Applications and Misapplications of Cognitive Psychology to Mathematics Education. Department of Psychology. Carnegie Mellon University. Pittsburgh, PA 15213.

Online at http://act.psy.cmu.edu/personal/ja/misapplied.html

g.   Dixon, R. "Review of High Quality Experimental Mathematics Research." University of Oregon.  National Center to Improve the Tools of Educators.

       On-line at http://idea.uoregon.edu/~ncite/documents/math/math.html

h. Follow Through. The Largest Education Evaluation

Effective School Practices, on Project Follow Through.

Follow Through figure 1.

Follow Through figure 2.

Follow Through figure 3.

i. Reading

Reading First. [Main features of effective reading instruction] ppt !!!

Reading First.html

Big Ideas in Beginning Reading.  Identification of the big five reading skills; research reviews; methods of instruction. 

Copy and paste in important points on reading instruction: kinds of reading skills (“big ideas”) and how to teach them.

1. Phonemic awareness.

Teachers increase effectiveness when the manipulation of letters (sounding out) is added to phonemic awareness tasks.

Phonemic awareness is an auditory skill, but once children start to become familiar with the concept, teachers can introduce letter tiles or squares and manipulate them to form sounds and words.

Phonemic awareness needs to be taught explicitly. The instructional program must show children what they are expected to do. Teachers must model skills they want children to perform before the children are asked to demonstrate the skill.

If you focus on just a few types of phonemic awareness, you get better results.

There are a lot of skills in phonemic awareness, but research has found that blending and segmentation are the 2 critical skills that must be taught. Instruction must focus on blending and segmenting words at the phoneme, or sound level. This is an auditory task.

Research has found that you get better results when teaching phonemic awareness to small groups of children rather than an entire class.

Sound IsolationExample: The first sound in sun is /ssss/.

BlendingExample: /sss/ - /uuu/ - /nnn/ is sun.

SegmentingExample: The sounds in sun are /sss/ - /uuu/ - /nnn/.

1. When children are first learning to blend, use examples with continuous sounds, because the sounds can be stretched and held.

Example: "Listen, my lion puppet likes to talk in a broken way. When he says /mmm/ - /ooo/ - /mmm/ he means mom."

Non-example: "Listen, my lion puppet likes to talk in a broken way. When he says /b/ - /e/ - /d/ he means bed."

2. When children are first learning the task, use short words in teaching and practice examples. Use pictures when possible.

Example: Put down 3 pictures of CVC words and say: "My lion puppet wants one of these pictures. Listen to hear which picture he wants, /sss/ - /uuu/ - /nnn/. Which picture?"

Non-example: ".../p/ - /e/ - /n/ - /c/ - /i/ - /l/. Which picture?" (This is a more advanced model that should be used later.)

2. Alphabetic principle

a. Letter-sound correspondence

b. Sounding out

This sequence:

1. Sounding Out (saying each individual sound out loud) 2. Saying the Whole Word (saying each individual sound and pronouncing the whole word) 3. Sight Word Reading (sounding out the word in your head, if necessary, and saying the whole word) 4. Automatic Word Reading(reading the word without sounding it out)

In this sequence:

VC and CVC words that begin with continuous sounds

VCC and CVCC words that begin with a continuous sound

CVC words that begin with a stop sound

CVCC words that begin with a stop sound

CCVC

CCVCC, CCCVC, and CCCVCC

YOU ADD MORE

Paste in main findings.

3. Fluency

Fluency (automaticity) is reading words with no noticeable cognitive or mental effort. It is having mastered word recognition skills to the point of overlearning. Fundamental skills are so "automatic" that they do not require conscious attention.

Examples of automaticity:

shifting gears on a car

playing a musical instrument

playing a sport (serving a tennis ball)

Successful readers...

rely primarily on the letters in the word rather than context or pictures to identify familiar and unfamiliar words.

process virtually every letter.

use letter-sound correspondences to identify words.

have a reliable strategy for decoding words.

read words for a sufficient number of times for words to become automatic.

4. Vocabulary

The importance of vocabulary knowledge to school success, in general, and reading comprehension, in particular, is widely documented. (Becker, 1977; Anderson & Nagy, 1991; see References)

The National Research Council (1998; see References) concluded that vocabulary development is a fundamental goal for students in the early grades.

Children who enter with limited vocabulary knowledge grow much more discrepant over time from their peers who have rich vocabulary knowledge (Baker, Simmons, & Kame'enui, 1997; see References).

The number of words students learn varies greatly:

2 vs. 8 words per day750 vs. 3,000 per year

Printed school English, as represented by materials in grades 3 to 9, contains 88,533 distinct word families (Nagy & Anderson, 1984; see References).

88,533 word families result in total volumes of nearly 500,000 graphically distinct word types, including proper names. Roughly half of 500,000 words occur once or less in a billion words of text (Nagy & Anderson, 1984; see References).

An average student in grades 3 through 12 is likely to learn approximately 3,000 new vocabulary words each year, assuming he or she reads between 500,000 and a million running words of text a school year (Nagy & Anderson, 1984; see References).

Between grades 1 and 3, it is estimated that economically disadvantaged students' vocabularies increase by about 3,000 words per year and middle-class students' vocabularies increase by about 5,000 words per year.

Children's vocabulary size approximately doubles between grades 3 and 7.

Massive vocabulary growth appears to occur without much help from teachers.

5. Comprehension

Readers who comprehend well are also good decoders

o Teach decoding and word recognition strategies

Time spent reading is highly correlated with comprehension

o Provide for lots of in-class reading, outside of class reading, independent reading

o Encourage kids to read more and read widely - develop a passion for

reading

Types of Comprehension Instruction that Have Evidence of Improving Comprehension

Comprehension monitoring

Cooperative learning

Multiple strategies

Mental imagery / mnemonics

Graphic organizers

Summarization

Semantic organizers including:

o story maps

o question answering

o question generation

What are the main findings? Sopriswest materials. Curriculum Associates materials. Hempenstall. Research on 100 Easy Lessons . Paste in main findings . In Britain, the National Literacy Strategy (Department of Education and

Employment, 1998) was released to all primary schools, requiring them to

abandon the current Whole Language approach to reading. Components of the

former system, such as teaching students to rely on context clues to aid word

reading, are discredited in the Strategy, and explicit phonics instruction is

mandated from the earliest stages of reading instruction. “There must be

systematic, regular, and frequent teaching of phonological awareness, phonics and

spelling.” p.11 (Department for Education and Employment, 1998).

A report from the American Institutes for Research (1999), An Educators' Guide

to School-wide Reform, found that only three programs, Direct Instruction among

them, had adequate evidence of effectiveness in reading instruction.

Considering the two approaches to reading research described above; that is,

the theoretical and the empirical, it is evident that the Direct Instruction

model has strengths in each area to support its use. In line with current

research findings, the programs focus on critical areas such as phonemic

awareness (the ability to decompose the spoken word into its constituent

sounds) and letter-sound relationships. The areas critical for struggling

students are paid careful attention in the program design. These are adequate

lesson frequency (daily) and sufficient daily and spaced practice to reduce the

risk of forgetting, immediate correction of errors to guide the student towards

mastery, and continuous assessment of progress to validate the effectiveness

of the teaching. Refreshingly, the assessment emphasises the teaching process

rather than the child as the major issue. Failure to learn is viewed as failure to

teach effectively, and specific teaching procedures are developed to redress

the problems should lack of progress be observed. The emphasis on teaching

quality rather than learner quality makes redundant any explanations of

failure based on intelligence, race, readiness, first language, or home

background. It is an empowering approach because it acknowledges and

reinforces the status and power of teachers to make a real difference to

students.

Many of the schools employing Direct Instruction programs have opted for the

remedial decoding program known as Corrective Reading: Decoding

(Engelmann, Hanner, & Johnson, 1999) with mid-primary and older remedial

readers, as it is around that time that the developmental lag explanation begins to

ring hollow. In addition, it is recognised that the earlier reading problems are

addressed, the greater the likelihood of satisfactory and speedy resolution. In fact,

Alexander, Entwisle, and Olsen (1997) claim that reading achievement occurs

twice as fast in first as it does in third grade, whilst Hall and Moats (1999) report

the National Institute of Child Health and Human Development finding that it

takes four times as much assistance to improve a child’s reading skills if help is

delayed until Year Four than if it is begun in the Prep year.

Although the content of the Teach Your Child to Read in 100 Easy Lessons

(Engelmann et al., 1983) was developed earlier than most of the research into

phonemic awareness, it is now becoming more evident that the combination of

letter-sound instruction with phonemic awareness training (as evidenced in the

100 Lessons program) is a potent one in stimulating early reading development

(Byrne & Fielding-Barnsley, 1991, 1993, 1995; Ehri, 1987; Hatcher, Hulme, &

Ellis, 1994; Perfetti, Beck, Bell, & Hughes, 1987; Schneider, Roth, & Ennemoser,

2000; Torgesen, Wagner, & Rashotte, 1994).

Thus, there is evidence to support the use of a program that explicitly teaches

letter-sound correspondence, and which simultaneously links this knowledge to

two critical phonemic awareness skills, blending and segmenting. This should not

surprise since segmenting and blending are the phonemic awareness processes

most closely involved in reading, and letter-sound knowledge is both a prompt,

and a necessary condition for this phonemic awareness knowledge to be useful in

reading. The 100 Lessons program meets these dual requirements of theoretically

and empirically validated practice. Additionally, it had been successfully used in

the RMIT Psychology Clinic for a number of years. In that setting however, it was

parents who were trained to present the program individually to their own child.

Haddox. Research on 100 Easy Lessons . First, students should be taught that words comprise a sequence of isolated

sounds, or phonemes. This step is commonly referred to as the acquisition of phonemic awareness.

Second, students must learn the sounds that correspond to individual letters and combinations of letters (phonics).

The third and final step in beginning reading acquisition is the blending of these individual sounds to form meaningful whole words that are spoken quickly so they form real words (e.g., mmmaaannn = man).

Numerous researchers have shown a consistent link between phonemic awareness skills and reading acquisition (Cunningham, 1990; Foorman et al., 1998; McGuinness, McGuinness, & Donohue, 1995; Smith et al., 2001;

Torgesen, Morgan, & Davis, 1992; Troia, 1999; Vandervelden & Siegel, 1997).

Phonemic awareness skills include perceiving words as a sequence of various sounds, isolating and segmenting individual phonemes, blending phonemes into whole words, and rhyming. Snow et al. (1998) concluded that good phonemic awareness skills are the most successful predictor of future superior reading performance. These skills are not natural for most students; therefore, they must be taught in an explicit manner. The importance of these skills is recognized through the early emphasis on phonemic awareness training found in Reading Mastery.

https://www.sraonline.com/

The program follows the Direct Instruction principles of design, and the content emphasises the explicit teaching of *phonemic awareness (rhyming, blending, segmenting) along with 44 letter sound correspondencesThe phonemic awareness skills of blending and segmenting are taught orally initially

Blending is taught as a simultaneous rather than discrete-sound format - "mmmaaat" rather than "mmm-aaa-t" because the stimulus sequence of sounds is really a stretched form of the word "mat", rather than a broken form in which the elements are completely separated

To assist the mastery of simple two phoneme blends an additional step is included in the model-test sequence. The sequence becomes model-lead-test, thus providing an additional prompt. "First I'll say am slowly. Listen: aaammm. Now it's your turn to say the word slowly with me. Take a deep breath and we'll say aaammm. Get ready. aaammm Your turn to say the word slowly by yourself. Say aaammm. Get ready. "Aaammm." From: Teach Your Child to Read in 100 Easy Lessons (Engelmann, Haddox & Bruner, 1983, p.31).

Blending activities begin in the first lesson, and segmenting written words into constituent phonemes in Lesson 9. This latter process is assisted by the use of marks under the word that prompt the sounds one by one at the required pace

Other activities include: rhyming to promote a sensitivity to word families based on common endings (or rimes); sounds-writing because it prompts attention to the letter shape, and helps forge the association between shape and sound; story reading (from Lesson 13) involving successive segmenting and blending; and, picture comprehension (from Lesson 13).

i Paste n findings relevant to 100 Easy Lessons .

REGARDING 100 EASY LESSONShttps://www.sraonline.com/research/cat_prod.php?prod_id=38&sub_area_id=2&div_id=1

[Research on Reading Mastery]

What does the research say?

Strengths, Weaknesses, Improve How?

Now examine the materials you are evaluating. See if its design features are consistent with the research you reviewed.

3. Well-designed materials provide a comprehensive and varied sample of knowledge (e.g., equations to solve, poems to analyze, words to decode).

The sample should be adequate to permit generalization to new examples.

You have three sources that will help you decide if the sample is comprehensive and varied. (1) state standard course of study, or curriculum; (2) scientific research; (expert opinion. You are supposed to “align” instruction with (that is, cover) your state’s standard course of study. But who says that IT is adequate? You have to rely on research and expert opinion.

a. See state standard course of study.

Regarding 100 Easy Lessons.

What does the NC course of study say you should teach in k-2?

Paste in portions of standard course of study: k-2.How can you make standards more clear and concrete?

http://www.ncpublicschools.org/curriculum/languagearts/scos/2004/

KINDERGARTEN

CompetencyGoal 1 The learner will develop and apply enabling strategies and skills to read and write.

1.01 Develop book and print awareness: **identify the parts of books and function of each part.**demonstrate an understanding of directionality and voice-print match by following print word for word when listening to familiar text read aloud.**demonstrate an understanding of letters, words, sentence and story.identify the title, name of the author and the name of the illustrator.

1.02 Develop phonemic awareness and knowledge of alphabetic principle: **demonstrate understanding that spoken language is a sequence of identifiable speech sounds.**demonstrate understanding that the sequence of letters in the written word represents the sequence of sounds in the spoken word.**demonstrate understanding of the sounds of letters and understanding that words begin and end alike (onsets and rimes).

1.03 Demonstrate decoding and word recognition strategies and skills: **recognize and name upper and lower case letters of the alphabet.**recognize some words by sight including a few common words, own name, and environmental print such as signs, labels, and trademarks.**recognize most beginning consonant letter-sound associations in one syllable words.

1.04 Read or begin to read: **read or attempt to read own dictated story.**attempt to read/reads simple patterned text, decodable text, and/or predictable texts using letter-sound knowledge and pictures to construct meaning.

GRADE 1.

CompetencyGoal 1 The learner will develop and apply enabling strategies and skills to read and write.

1.01 Develop phonemic awareness and demonstrate knowledge of alphabetic principle: **count syllables in a word.**blend the phonemes of one-syllable words.**segment the phonemes of one-syllable words.**change the beginning, middle, and ending sounds to produce new words.**create and state a series of rhyming words that may include consonant blends (e.g., flag, brag).

1.02 Demonstrate decoding and word recognition strategies and skills:

**generate the sounds from all the letters and appropriate letter patterns which should include consonant blends and long and short vowel patterns.**use phonics knowledge of sound-letter relationships to decode regular one-syllable words when reading words and text.**recognize many high frequency and/or common irregularly spelled words in text (e.g., have said, where, two).**read compound words and contractions.**read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., looks, looked, looking).**read appropriate word families.

1.03 Use pronunciation, sentence meaning, story meaning, and syntax to confirm accurate decoding or to self-correct errors.

1.04 Self-monitor decoding by using one or two decoding strategies (e.g., beginning letters, rimes, length of word, ending letters).

1.05 Increase vocabulary, concepts, and reading stamina by reading self-selected texts independently for 15 minutes daily. Self-selected texts should be consistent with the student's independent reading level.

CompetencyGoal 2 The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.

2.01 Read aloud independently with fluency and comprehension any text that is appropriately designed for emergent readers.

2.02 Demonstrate familiarity with a variety of texts (storybooks, short chapter books, newspapers, telephone books, and everyday print such as signs and labels, poems, word plays using alliteration and rhyme, skits and short plays).

2.03 Read and comprehend both fiction and nonfiction text appropriate for grade one using:

prior knowledge.summary.questions.graphic organizers.

Curriculum Standards This doc will help you to make state standards clear and concrete.

b. See expert opinions and research on different subjects or knowledge systems.

Finn, Julian, and Petrilli. The State of State Standards. Fordham

Foundation, 2006.

Walter Russell Mead. The State of World History Standards. Fordham Institute, 2006.

Sandra Stotsky. The stealth curriculum: Manipulating America’s history teachers. Fordham Foundation, 2004.

Diane Ravitch. A consumer’s guide to high school history textbooks. The Fordham Institute, 2004.

David Klein et al. The State of State Math Standards Fordham Foundation, 2005.

http://www.mathematicallycorrect.com/

http://idea.uoregon.edu/~ncite/documents/math/math.html

Sandra Stotsky. The State of State English Standards. Fordham Foundation, 2005.

Paul R. Goodman et al. The State of State Science Standards. Fordham Institute, 2005.

Reading. http://people.uncw.edu/kozloffm/reading.html

Reading First ppt and html See this!!!

Big Ideas in Beginning Reading See this!!!!

REGARDING 100 EASY LESSONS.

Given the NC standard course of study and scientific research,

a. What strands, or main kinds of knowledge SHOULD be covered?

In each strand, what kinds of skills, tasks, or knowledge should be covered---from simpler to more complex, or from pre-skills to larger units, or from taught-earlier to taught-later?

Put answers in numbered list below.

1. Phonemic awareness. Blending, segmenting, onset-rime

Phonemic Awareness Development Continuum

2. Alphabetic principle/Phonicsa. Letter-sound correspondence

Sequencing Alphabetic Principle skills

Examples of Tasks Illustrating Alphabetic Understanding

Letter-sound associations: What is the sound of this letter?

Soundblending: Blend the sounds of these letters to make a word /mmmmmaaaaaannnn/.

Segmenting: What sounds do you hear in this word?

Manipulating letter-sound correspondences in words: What word would

you have if you change the /n/ in /nap/ to /l/?

Reading pseudowords: What is this word, mip?

Word identification: What is this word, map?

Instructional Design Considerations

Conspicuous Strategies

Teacher actions should make the task explicit. Use consistent and brief wording.

Mediated Scaffolding

Separate auditorily and visually similar letters.

Introduce some continuous sounds early.

Introduce letters that can be used to build many words.

Introduce lower case letters first unless upper case letters are similar in configuration.

Strategic Integration - Simple Before Complex

1. Once students can identify the sound of the letter on two successive trials, include the new letter-sound correspondence with 6-8 other letter sounds.

2. When students can identify 4-6 letter-sound correspondences in 2 seconds each, include these letters in single-syllable, CVC, decodable words.

Review Cumulatively and Judiciously

Use a distributed review cycle to build retention:

N K N K K N N K K K K N

N = new sound; K = known soundExample (r = new sound; m, s, t, i, f, a = known sounds): r m r s t r r i f a m r

b. Decoding Sound out (segment) rrruuunnn Say fast (blend) run

Instructional Design Considerations

Conspicuous Strategies

Use the following systematic progression to teach word reading to make the important steps involved in reading a word apparent:

1. Students orally produce each sound in a word and sustain that sound as they progress to the next.

2. Students must be taught to put those sounds together to make a whole

word.

3. Students sound out the letter-sound correspondences "in their head" or silently and then produce the whole word.

Each step must be modeled and practiced!!

Mediated Scaffolding

For students to learn and apply knowledge of letter-sound correspondences and use that knowledge to reliably decode words, words must be carefully selected for both (a) the letters in the words, and (b) the complexity of the words.

Letters in words for initial sounding-out instruction should:

consist of continuous sounds as these sounds can be prolonged in the voice stream.

be ones students know.

Words in sounding-out practice and instruction should:

progress from short vowel-consonant and consonant-vowel-consonant (2- or 3-letter) words in which letters represent their most common sounds to longer words (4- or 5-phoneme words) in which letters represent their most common sound.

not contain consonant blends (e.g., /st/, /tr/, /pl/) until students are proficient with consonant-vowel-consonant configurations.

begin with continuous sounds in early exercises to facilitate blending. Stop sounds may be used in final positions of words.

represent vocabulary and concepts with which students are familiar.

3. Fluency. Sounds, letter-sounds, words, word lists, sentences, paragraphs, stories.

Step 2: How to Develop Letter Sound Fluency: Scaffolding and Review

1. Identify letter sounds students can identify accurately and include them in fluency building. Instruct students on letter sounds not

identified accurately.

2. Progress from accuracy to fluency by systematically decreasing the amount of time per response (3 - 2 - 1).

3. Separate highly similar examples (d/b) on 1st sets.

4. Include multiple examples of each letter sound in the practice set.

5. Provide 2-3 short duration practice opportunities per day.

4. Vocabulary.

Sequencing Vocabulary Skills

Curriculum Maps

Curriculum maps list specific skills that relate to each big idea. Each skill can be taught during at an optimal time during the school year.

Click here for an explanation of how to read curriculum maps.TIP: Go to the Curriculum Maps page in the Resources section to view and download Curriculum Maps for each Big Idea and grade.

There are a limited number of ways to teach vocabulary directly!

The way you teach depends on learner knowledge and what you want students to be able to do.

Three Prominent Oral Vocabulary Teaching Strategies:

Modeling (Examples):When it is impossible to use language to explain the meaning of a word

(e.g., between, in). Synonyms:

When a student knows a word(s) that can explain the meaning of a new, unknown word (e.g., damp means a little wet).

Definitions:When students have adequate language to understand a longer explanation

and when the concept is too complicated to be explained through a synonym (e.g., service station is a place where gasoline is sold and cars are

repaired).

5. Comprehension. Literal (verbatim), inferential (find and

organize), evaluative (explain, predict, interpret feelings and motives)

b. Do the materials cover all of the strands? EXAMINE LESSONS

And do the materials cover all of the important skills, tasks, or knowledge IN each strand?

Name each strand below (as you did above) and answer the

above questions.

Basically, make a scope and sequence chart.

1. Phonemic awareness. Blending: compound words, 2-syllable words, vc and cv words. Segmenting (am, me, in).

2. Alphabetic principle. a. Letter-sound correspondence m, s, a, e, t, r, d, i, …

b. Decoding. Sound out; Say it fast

3. Fluency: In order, 100 Easy teaches: say sounds fast (m, s, a), blend sounds into words fast, read letter-sounds fast, read words fast, read sentences fast, read paragraphs fast.

4. Vocabulary.

5. Conprehension.

IS THERE INSTRUCTION ON VOCABULARY?If not what shall we do?

I guess we’d better design instruction and insert it in the program.

http://people.uncw.edu/kozloffm/Vocabularyrev.ppt

Write formats for teaching vocabulary: directly, with synonyms, via morphemic analysis.

Strengths, Weaknesses, Improve How?

So, is the sample comprehensive and varied? (1) Does it include all of the important strands?(2) Does it include enough knowledge or skills IN each strand?

For example,

IS THERE INSTRUCTION ON VOCABULARY?If not what shall we do?

I guess we’d better design instruction and insert it in the program.

http://people.uncw.edu/kozloffm/Vocabularyrev.ppt

Write formats for teaching vocabulary: directly, with synonyms, via morphemic analysis.

Vocabulary Format 1.

The teacher could use guided notes here. For example.

Guided Notes March 31, 2001 Science. Grade 4. Ms. White-Wong A. Vocabulary

1. Canine Genus or class:

Features: 1. 2. 3. 4. 5. 6.

Kinds of canines: 1. 2. 3. 4.

2. Feline Genus or class:

Features:

3. Snake Genus or class:

Features:

4. Habitat Genus or class:

Features:

B. Habitats 1. How animals adapt to habitats: general principles

2. Examples of adaptation Canines

Felines

Snakes

Gain Attention:Teacher: Okay class. Put all math work away and take out your guided notes for science. Frame the Task:Teacher: Now we will learn NEW vocabulary words. Find Vocabulary in your guided notes. [check]

Model:Teacher: The 1st word is canine. Find it in the Vocabulary section of your guided notes. Everyone got it?....What is our first word?

Class: Canine!!!!

Teacher: Spell canine.

Class: c a n i n e

Teacher: Yes, canine is spelled c a n i n e.

Teacher: Here is a definition of canine. Canines are in the class of mammals. [write mammal on board.] Write mammal in the section for genus in your guided notes. Go…. Got it?

Test:

What class are canines in? Check your notes if you need to….

Class: Mammals.

Verification:

Teacher: Yes, canines are in the class of mammals.

Model:Here’s the whole definition. I will tell you six features of canines. Write each feature---1, 2, 3, and so forth---in the 1, 2, 3 spaces on your guided notes. [Show pictures that reveal the features.] Canines are in the class of mammals. They: (1) have four-legs. Write four legs next to number 1, (2) have fur [prompt students to write it in their guided notes]; (3) are different sizes and colors; (4) communicate by barking or howling; (5) hunt animals, such as rabbits and deer; and (6) can live in the wild (in packs) or can live with people. That is why some canines are called man’s best friend. ]

Test:Teacher: What is the definition of canine? Check your notes….

Class: Mammals. Furry, four-legs, man’s best friend, barks, etc.

[Repeat, to teach students to retrieve and state information. You want them to get better at reciting a list.]

Teacher: There are different kinds of canines. Write these kinds in your guided notes. Find the section called “Kinds of canines.” Okay. Here are kinds of canines. Dogs, wolves, foxes, and coyotes. They all have [repeat the definition] [Show pictures of different kinds of canines: dogs, wolves, coyotes, foxes. Point out that each has the same features.]

Teacher : Does anyone have a pet that is an example of a canine? Has anyone seen a wolf or fox or coyote? Students give examples.

Vocabulary Format 2.

Listen up boys and girls. We are going to learn a new word. tigerWhat is our new word? tiger

Yes tiger

[Write Tiger on the board.] How do we spell tiger? t i g e r

Yes, t i g e r spells tiger

A tiger is a big orange cat with black stripes.

What is a tiger? A big orange cat with black stripes.

Yes a tiger is a big orange cat with black strips.

These are tigers. [Show 3 examples of tigers.]

These are not tigers. [Show 5 examples of animals that are not tigers. Make sure that some nonexamples are housecats. Point out how these nonexamples do not fit the definition.]

Tell me which one is a tiger. [Show 4 examples with 2 tigers.]

Yes that is a tiger. Why is it a tiger? Because it is a big orange cat with black strips.

Here’s new word. We are going to learn a new word for big.

Another word for big is enormous.

What is another word for big? Enormous

Yes enormous. [Write enormous on the board.]

How do we spell enormous? e n o r m o u s Yes e n o r m o u s spells enormous.

These things are enormous. [Show three examples of enormous items.]

This is not enormous. [Show three examples of small (not enormous) items. Make sure that some of the smaller items are the same type are the large; for example, juxtapose a big and little pine tree.]

Tell me which one is enormous? [Show four examples with one being enormous.]

Yes that one is enormous. Why is it enormous? Because it is big.

Vocabulary Format 3.

Sit big boys and girls!!... Yes, NOW you’re sitting big. Ready to learn!!

New word. Our new word is little. What’s our new word?

Little

Yes, our new word is little.

[juxtapose pictures]

This shark is little. This shark is NOT little.

This button is little. This button is NOT little

This house is NOT little. This house is little.

Here are ducks. Tell me which ones are little.

Tell me which one is NOT little.

Tell me which cat it little.

Which cat is NOT little?

Listen, another word for little is small. What’s another word for little?

small.

Yes, another word for little is…small.

What’s another word for small?

little.

Yes, another word for small IS little.

Listen, her cookie is little. I can say it using small. Her cookie is small.

Listen, her cat is little. Say that using small.

Her cat is small.

Yes, another way to say Her cat is little is Her cat is small.

Vocabulary Format 5

Teaching Vocabulary with definitions

Teacher: GOOD MORNING MINIONS, EYEBALLS ON ME!!(The kids promptly snap to a seated position of attention)

Teacher: Review! Yesterday you learned the definition of cartridge and the parts of a cartridge.

Look at your notes for cartridge… Get ready…. Define cartridge.

Kids: A cartridge is a cylindrical casing, usually metal, containing the primer and explosive charge for propelling a bullet from the barrel of a firearm.

Teacher: Excellent. You nailed that definition.I will point to the parts of a cartridge. You tell me what each part does.

Kids: Case. The case contains the explosive powder, primer, and bullet.

Primer. The primer is struck by the firing pin, and then ignites the explosive powder. Bullet. The bullet is propelled from the barrel of the firearm. It helps goblins return to ambient temperature.

Teacher: Say that again. This time SOUND OFF!!!.

Kids: Case. The case contains the explosive powder, primer, and bullet!!! Primer. The primer is struck by the firing pin, and then ignites the explosive powder!!! Bullet. The bullet is propelled from the barrel of the firearm. It helps goblins

return to ambient temperature!!!

Teacher. That’s the way I like to hear you!! This morning we are going to learn a vocabulary word that will be very important to you in the future when the Government tries to take your property. So it is important that you learn this word….Got it?

Kids: Yes sir!

Teacher: The word we are going to learn today is caliber. [write caliber on board]What is the word we are going to learn?

Kids: Caliber!

Teacher: Yes, that is correct. The word is caliber. Spell caliber.

Kids: c a l i b e r.

Teacher. Yes, c a l i b e r spells caliber.

Here is the definition of caliber. Caliber is the size of a bullet for a specific firearm. What is the definition of a bullet?

Johnny: Sir, it is what Professor Kozloff stockpiles.

Teacher: Right you are Johnny; see me in 15 yrs for your shot of bourbon. But now give me the definition of bullet—not a FACT about bullets.

Johnny: Sir. Caliber is the size of a bullet for a specific firearm.

Teacher: Correct! Caliber is the size of a bullet for a specific firearm. Not all bullets are the same caliber, or size. They come in a lot of different sizes, but they are all bullets and all have a caliber.

Now kids we will look at different pictures of bullets and with different calibers.

Teacher: This first picture is of a .22 caliber bullet. See how small it is?

Kids: Yes sir!

Teacher: This bullet is used for small vermin such as rats and prairie dogs. What bullet is used for rats and prairie dogs?

Kids: The .22 caliber!

Teacher: Spot on kids!

Teacher: The next bullet we will see a picture of is the .270. See how it is larger than the .22? It is used for larger animals and vermin such as deer, socialists and liberals.

Teacher: Kids, give me an example of what a .270 would be used for?

Kids: Pick me, pick me!

Teacher: Ok Sally, what is a .270 used for?

Sally: Sir a .270 is used on Liberals!

Teacher: Great work, Sally. Your parents have raised you correctly!

Teacher: Ok, here is our last picture of a bullet and its caliber. This is a personal favorite of mine. It is the 20mm. See how large the caliber or size is on this one?

Kids: Yes sir!

Teacher: My favorite variant of the 20mm is the High Explosive Incendiary (HEI) round. It has a 5m burst radius and is used on terrorist and thin skin vehicles. It is just an all around excellent bullet when you don’t care about keeping your kill or when you want to render vehicles inoperable.

Teacher: Here are some more pictures. Is this one a bullet?

Kids: NO!! That is a J-DAM or GPS guided bomb. Its size is determined by weight not caliber.

Teacher: You guys are on target on time today! Is this a bullet with caliber designation?

Short range Long range

Kids: No that is a missile! They are designated by the range they can shoot a target. The first group is short range, meaning less than 20 miles. The second group consists of medium and long range, meaning they shoot over 20 miles away from their target.

Teacher: Ladies and Gentlemen, you are all so smart! You did an outstanding job today. You have learned what caliber means and how to select the proper caliber based on your predetermined target. You have also learned what is not a bullet and that would tell you it is not measured by caliber.

Teacher: Well the bell is about to ring. Future leaders, carry out the plan of the day!

Kids: OORAH Sir!! Semper Fidelis!

Vocabulary Format 6

Teacher(T): All right kids, get ready for a new word! The new word is frail. What’s the new word?

Student(S): Frail.

T: That’s correct, frail. If something is frail it means it is weak. Frail means weak. What does frail mean?

S: Weak.

T: Yes, frail means weak. If something is frail, it can be easily broken or destroyed.

A bubble can be easily broken, a bubble is frail. Frail means weak. What does frail mean?

S: Weak.

T: Yes, frail means weak Frail is the opposite of strong or sturdy. If something is frail it is not strong. Frail means weak. What does frail mean?

S: Weak

T: A flower can be easily crushed. Is a flower frail?

S: Yes

T: Yes a flower is frail. How about a raw egg, is an egg frail?

S: Yes an egg is frail.

T: Correct an egg is frail. How about a baseball, is a baseball frail?S: No! a baseball is not frail.

T: Correct! Why not?

S: A baseball doesn’t break.

T: That’s right it doesn’t. So would you call a baseball frail or sturdy?

S: Sturdy.

T: That’s right! A baseball is sturdy. How about a glass window? Is a window frail or sturdy?

S: Frail.

T: Correct. A window is frail. A sturdy baseball would break a frail glass window.

4. Well-designed curriculum materials have scope and sequence charts (or at least subject matter outlines) showing how knowledge is organized—what is covered, and when.

Examples.

Language arts.http://www.ncecorp.com/scopeandsequenceread.htm

Math.http://homeschoolmath.blogspot.com/2006/02/scope-and-sequence-chart-grades-1-7.html

Various subjects.http://www.doe.virginia.gov/VDOE/Instruction/solscope/

Strengths, Weaknesses, Improve How?

Scope and Sequence for 100 Easy Lessons

5. In well-designed materials, the lessons, units (sequences of lessons), or textbook chapters are built consistently from knowledge items selected from important strands (groups of knowledge). For example, each lesson or unit includes new vocabulary, big ideas, important facts.

In 100 Easy Lessons, that means, each lesson includes phonemic awareness, alphabetic principle, fluency, vocabulary (?), and comprehension.

REGARDING 100 EASY LESSONS.

Examine lessons. Are tasks drawn from the different strands in #3 above?

Strengths, Weaknesses, Improve How?

6. Well-designed materials, lessons, units (sequences of lessons), or textbook chapters state and focus instruction on specific objectives— what students will do.

Instructional Objectives

Objectives should state what students will do? They should not speak of know, appreciate, demonstrate, or understand.

Objectives should state the degree of accuracy and completeness, and the speed expected.

For example, how many words read correctly per minute.

See http://reading.uoregon.edu/ for fluency benchmarks.

Does 100 Easy Lessons state and/or focus instruction on clear objectives?

Strengths, Weaknesses, Improve How?

PLEASE FILL OUT. 7. Well-designed materials teach knowledge items in a logical sequence.

Knowledge Analysis

a. Is there a logical sequence?

Do a knowledge analysis of the material.(a) What is the terminal performance? List these.

Terminal performance.1. Second grade level vocabulary2. Eight paragraphs.

3. Sentences with 5-15 words.4. One- or two-syllable words.5. Regular words (say the same way you sound out) and irregular words (say differently from how you sound out)6. Words with double vowels (oo ee); with dipthongs (ou---say both sounds the usual way); digraphs (consonants NOT said the usual way---sh, th); and consonant blends (consonants said the usual way---ng, nd, st).7. Seven comprehension questions: literal (answer is verbatim in text); evaluative (answer requires interpretation of words; e.g., “The ant smiled” = happy)

What are the terminal objectives?

Terminal Objectives for the Terminal Performance1. accuracy. No more than 1/20 words incorrectly decoded.2. speed. K = 30-60 wcrp; 1 = 60-90 wcrp; 2 = 90-120 wcrp3. Enjoyment4. Comprehension: literal and evaluative. 6/7 correct

(b) What do students have to know in order to achieve the terminal objectives?

Continue to analyze each component skill down to the smallest level. List these?

Knowledge analysis of the Terminal Performance and Terminal Objectives yields the following pre-skills needed.

1. Say sounds: slow and fast---Phonemic awareness

2. Blend sounds into words rrrruuunnn run Phonemic awareness

3. Segment words into sounds run rrr…uuu…nnn Phonemic awareness

4. Letter-sound correspondence m says mmmm /m/ Alphabetic principle (phonics)

5. Decoding---Alphabetic principle (phonics) a. Sound out: segment. read run as rrruuunnn b. Say fast: blend rrrruuuunnn—(say it fast or what word?) run

6. Read connected text part of fluency a. sentences: slow fast b. paragraphs: slow fast c. whole story: slow fast

7. Vocabulary

8. Comprehension Routine for answering literal questions = Find verbatim answer in text) Routine for answering evaluative questions = Find relevant passages in text; interpret text (meanings)

To answer comprehension questions, you need (1) to know how to find answers to literal questions and evaluative questions; (2) vocabulary; and (3) to read fast.

To read a story fast, you need to read paragraphs fast; to read paragraphs fast, you need to read sentences fast; to read sentences fast, you need to read words fast; to read words fast, you need to read letters fast; to read letters fast, you need to say sounds fast.

Now answer the following questions.

a. Do the materials teach elements or parts (necessary pre-skills and background knowledge) before teaching new material that requires skill with the parts.

b. Teach pre-skills and background knowledge early enough and continually, so that students are firm.

c. Teach what is more general and more frequent before what is irregular or uncommon.

d. Separate instruction on similar and confusing knowledge items.

e. Teach what is more useful before what is less useful.

Strengths, Weaknesses, Improve How?

PLEASE FILL OUT.

b. Is there a progression of formats, from more to less scaffolded?

Do a skills trace. Pick a skill or strand (e.g., letter-sound correspondence).

(a) Are several different formats (teaching procedures) used? Do these formats begin with more scaffolding and teacher direction, and gradually teach students to do the task independently?

Do examples used in earlier formats (lessons) teach students knowledge needed for examples in later formats (lessons)?

Strengths, Weaknesses, Improve How?

PLEASE FILL OUT.

8. In well-designed materials, the lessons (math, writing, spelling, reading, or foreign language programs) or chapters (history or science

textbooks) are a series of smaller, knowledge-rich units (chunks), such as tasks, exercises, or paragraphs. [No filler and pc baloney.]

Each chunk serves a clear instructional function. Ask, “What is THIS section supposed to do? It should:

a. Teach something new (facts, concepts, rules, cognitive routines). [acquisition]

b. Summarize.

c. Build fluency.

d. Review and probes/tests (retention).

e. Expand---add more to existing facts, examples, concepts.

f. Generalize knowledge to new examples.

g. Strategically integrate---combine information into a larger whole, such as an explanatory essay, or a research project.

Regarding 100 Easy Lessons.

Examine a sample of lessons. For each task in a lesson,

(a) What strand of knowledge is taught?

(b) What phase of instruction is worked on?

Strengths, Weaknesses, Improve How?

Does each chunk serve a clear instructional function?

PLEASE FILL OUT.

9. Well-designed materials (either lesson-based programs or

textbooks) teach new knowledge in a systematic and explicit (focused) way:

a. Review and firm prior knowledge, or pre-skills.

b. Regarding new knowledge, gain attention, frame new task, model, lead, test/check, verification; correct errors; more examples; delayed acquisition test.

1. [Procedures appropriate for each form of knowledge (fact, list, sensory concept, higher-order concept, rule, routine) are used.]

Go here please. [click]

Forms of Knowledge chapter

Procedures for teaching the four forms of knowledge

c. Review and firm what was just taught.

Regarding 100 Easy Lessons.

Is knowledge taught in a systematic and explicit way, as shown? Go here please. [click]

10. Well-designed curriculum materials adequately cover (teach, assess) all phases of mastery: acquisition (see #9), generalization, fluency, retention.

For each phase, there are stated objectives, instructional procedures, assessment of progress, and suggested remediation (if there is too little progress) based on assessment data.

Phases of Mastery

Phases of Mastery Table

Regarding 100 Easy Lessons

After acquisition, are generalization, fluency, and retention worked on for items in each strand? Specifically,

(a) Generalization. New examples? Comment.

(b) Fluency. Is there work on fluency from small components (e.g., saying sounds) all the way to large components (e.g., reading passages)?

Comment. Yes, 100 Easy Teaches, in order: say sounds fast, blend sounds into words fast, read letter-sounds fast, read words fast, and read sentences fast

Is fluency instruction systematic and explicit?Comment.

(c) Retention. Does the retention set (during review) include newest items and some items?Comment.

Strengths, Weaknesses, Improve How?

11. Well-designed curriculum materials provide scaffolding; i.e., various kinds of assistance to help teachers communicate information, and to help students acquire, organize, retrieve, and apply information/knowledge.

Examples are stated objectives, highlighting, reminders and hints, wait time, big ideas, advance organizers (lesson and unit outlines, guided notes, concept/proposition maps), summaries, glossaries.

Big ideas

Advance organizers

Regarding 100 Easy Lessons

Are there the above sorts of scaffolding?

Strengths, Weaknesses, Improve How?

PLEASE FILL OUT.

12. Well-designed curriculum materials have periodic mastery tests or check-outs (e.g., every 10 lessons in a reading program; after every new skill in a math program) to assess acquisition, fluency, generalization, and retention. Materials also provide guidelines for deciding when students’ performance on assessment means that they (1) are firm and can move ahead; (2) need firming on certain knowledge; (3) need reteaching; or (4) need intensive instruction. Materials also provide plans and procedures for such remediation.

Four-Level Procedure for Remediation

Strengths, Weaknesses, Improve How? PLEASE FILL OUT.

Regarding 100 Easy Lessons.

(a) Are there instructions for how to correct errors?

List.

(b) Are there periodic checkouts or mastery tests that give information on what to reteach, or if students need a more intensive kind of instruction?

If there aren’t, what shall we do? I guess we’ll have to make them.

How?

a. At each tenth lesson, add (1) a retention set and a generalization set (new examples) for all of the skills taught in the preceding 20 lessons; (2) a set of guidelines for evaluating performance, along with suggestions for remedying weakness.

For example: (1) need to ensure that teacher is (a) following the program, and (b) is teaching proficiently; (2) reteach certain elements or pre-skills; (3) need more intensive (more scaffolded) instruction.

Let’s do it….

INSTRUCTION

1. Students are prepared for new material being taught. They are firm on the pre-skill elements and/or background knowledge. Strengths, Weaknesses, Improve How?

2. Instruction is designed on the basis of objectives, and focuses precisely on objectives.

Strengths, Weaknesses, Improve How?

3. Instruction begins with review, especially elements and background knowledge relevant to the current instruction (pre-skills). The teacher corrects errors and firms knowledge or reteaches before introducing new material that requires this background knowledge.

Strengths, Weaknesses, Improve How?

4. The teacher gains student readiness: attention, sitting properly,

materials handy.

Strengths, Weaknesses, Improve How?

5. The teacher frames the instruction by stating the kind of new knowledge to be taught, the objectives, and big ideas that will help students organize, remember or access, and comprehend the new knowledge, and connect new with prior knowledge.

Strengths, Weaknesses, Improve How?

6. The teacher models or presents new information clearly and focuses on the objectives. The teacher: (a) Shares his or her thought processes. (b) Uses clear wording. (c) Repeats the information as needed. (d) Presents one step or item at a time in a list or routine, depending on how many steps or items students can handle.

Strengths, Weaknesses, Improve How?

7. The teacher leads students through the application of the new information.

Strengths, Weaknesses, Improve How?

8. The teacher gives an immediate acquisition test/check to determine whether students learned the new information. The teacher tests/checks every time new information is presented to be sure that students learned it. This is especially important when teaching diverse learners, essential material, and difficult material.

Strengths, Weaknesses, Improve How?

9. The teacher corrects all errors and/or firms weak knowledge.

**Matter of fact way and directed to the group.

**Model. Teacher immediately gives the answer or demonstrates the

step.

** Lead. Students say the answer or do the step with the teacher.

**Test/check. Teacher asks the question or gives the problem step again.

**Verification. Specific praise.

** Retest/starting over.

**Delayed test. Teacher comes back and checks again.

Strengths, Weaknesses, Improve How?

10. If new material is a concept, rule-relationship, or cognitive routine, the teacher:

** Uses a wide and varied range of examples.

** Juxtaposes examples to reveal sameness.

** Juxtaposes examples and nonexamples to reveal difference.

Strengths, Weaknesses, Improve How?

11. The teacher gives a delayed acquisition test (calling on both the group as a whole and then individual students) to determine whether students learned the concept, rule relationship, or cognitive routine from the examples and nonexamples, or whether students remember the set of facts presented.

Strengths, Weaknesses, Improve How?

12. The teacher reviews the instruction (e.g., main things taught) and states how what was taught is relevant to next lessons.

The review:

** States what was learned, how it built on what came before, and how it will be built on by next lessons.

** Has students once more reveal essential knowledge.

Strengths, Weaknesses, Improve How?

13. The teacher uses information from the delayed acquisition test to determine whether students have sufficiently mastered the new material and can advance to the next step of instruction, or whether reteaching or more intensive instruction for some students is needed.

Strengths, Weaknesses, Improve How?

14. The teacher teaches at a brisk pace by speaking more quickly; staying on task; using words whose meanings are clear; using the same instructional vocabulary from one task to another; cutting out unnecessary words.Strengths, Weaknesses, Improve How?

15. The teacher gives frequent opportunities for group (choral) and individual responses to test/check learning. The teacher asks the question first, and then calls on the group

or an individual. The teacher think time before calling on the group or an

individual. After presenting new information, the teacher calls on the group

as a whole. After calling on the group, the teacher calls on individual

students, and makes sure to call on students who have made errors or who in general have a harder time learning.

Strengths, Weaknesses, Improve How?

16. The teacher uses pre-corrections, or reminders, to prevent errors. For example, “When we see an x between two numbers or parentheses, we multiply. What do we do when we see an x between two numbers or parentheses? Multiply. Yes, multiply.”

Strengths, Weaknesses, Improve How?

17. The teacher uses a questioning technique such as Socratic dialogue as an instructional/communication procedure. Asking questions that probe students’ knowledge. Asking questions that require students to use rules of reasoning. Helping students revise their knowledge.

Strengths, Weaknesses, Improve How?

18. When students are firm on new knowledge (acquisition phase), the teacher works on generalization of knowledge to new examples, fluency, and retention of knowledge.

Strengths, Weaknesses, Improve How?

19. Increase time available for teaching and time engaged in teaching. Decrease noninstruction activities. Use activities for which students are prepared. Make certain subjects sacred. Use lesson-based materials. Use routines for distributing materials.

Teach and practice getting ready for learning

Strengths, Weaknesses, Improve How?

20. If Possible, teach in small, homogeneous Groups. Give pre-tests or placement tests to place students in groups

with other students at the same level or spot in a program. During beginning instruction, keep the group small—say six to

eight students. Groups can consist of students from different classes and grade

levels (at most two grade levels, as a rule).

Note students’ progress. Move students who are making quicker progress to groups with similar students.

Strengths, Weaknesses, Improve How?

21. The teacher uses different kinds of instructional groupings properly, including whole class instruction; small, homogeneous groups; small, heterogeneous groups; and paired peer groups.

Strengths, Weaknesses, Improve How?

22. The teacher establishes a learning community with: A shared group mission. Shared group rules. Shared high expectations. Reinforcement for individual and group achievement. Students sitting near and facing the teacher. Providing frequent opportunities to respond (choral group, and

individual). Ensuring mastery of every task. Celebrating progress.

Strengths, Weaknesses, Improve How?