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Reading Academy 2-5Day 2
February 19, 2014
Presented by:
Lori Bailey
To make this day the best possible, we need your assistance and participation
• Be Responsible – Attend to the “Come back together” signal – Active participation…Please ask questions
• Be Respectful – Please allow others to listen
• Please turn off cell phones and pagers• Please limit sidebar conversations
– Share “air time”– Please refrain from email and Internet browsing
• Be Safe– Take care of your own needs
Group Expectations
Acknowledgements
Cathy Claes Melissa Nantais Pam Radford Melanie Kahler
Stephanie Dyer Tennille Whitmore Soraya Coccimiglio Mary Jo Wegenke
The material for this training day was developed with the efforts of…
Content was based on the work of…– Dr. Anita Archer– Teaching Reading Sourcebook; Core Literacy Library
Some slides are adapted directly from Dr. Anita Archer’s Explicit Instruction
The content of this session is expanded in the book:Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications.
Videos that illustrate explicit instruction can be found on this website. www.explicitinstruction.org
The slides in this presentation were designed by Anita Archer and modified as needed by the trainer.
Archer, A., & Hughes, C. (2011). Explicit instruction: Effective and efficient teaching. New York: Guilford Press
Beck, I., McKeown, M., & Kucan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction. New York, NY: Guilford Press
Diamond, L., & Gutlohn, L. (2006). Vocabulary Handbook. CORE Literacy Library. Berkeley, CA: Brookes Publishing
Honig, B., Diamond, L., & Gutlohn, L. (2008). Teaching reading sourcebook -2nd Edition. Novato, CA: Arena Press
Marzano, R., & Pickering, D. (2005). Building Academic Vocabulary. Alexandria, VA: Association for Supervision and Curriculum Development
Moats, L. (2005). Language Essentials for Teachers of Reading and
Spelling, Module 4 & 7. Longmont, CO: Sopris West
Key Resources
Scope and Sequence of the Reading Academy Series
Day 1 Explicit Instruction
• Introduction to all elements• Content Elements
– Focus on Critical Content – Phonemic Awareness and Alphabetic Principle/Basic Phonics
• Delivery Element– Require frequent responses
Day 2 Content and Assignment Review Explicit Instruction Foundation Principles and Strategies Explicit Instruction
• Focus on CCSS Foundation Skills-Phonics and Word Recognition, Vocabulary
Day 3 Content and Assignment Review Delivery of Instruction and Judicious Review Elements Explicit Instruction
• Focus on CCSS-Fluency and Comprehension
Learning Targets
Participants will be able to:
• Explain the three Foundation Principles of Explicit Instruction and why they are important
• Discuss some of the elements of Explicit Instruction including Content, Design of Instruction, Delivery of Instruction and Practice
• Use alphabetic principle strategies in their classroom
• Use vocabulary strategies in their classroom
Agenda
• Welcome, purpose, & intended outcomes
• Content and Assignment Review
• Explicit Instruction
Foundation Skills
Review of Content, Design, and Delivery of Instruction
CCSS Foundational Skills
Focus on Phonics & Word Recognition and Vocabulary
• Assignment
Assignment Review
Review of Engagement Activity
1. Without talking to anyone write your thoughts about the activity on the chart paper under Positive and/or Negative
2. At the bottom write in how it felt to be observed, to observe a peer, and if it was helpful
3. Read what the other people at your table have written.
4. Talk with your tablemates about how the activity went, positives and negatives
5. Choose a spokesperson to share what was discussed
Explicit Instruction:
Foundation Principles
#1 Optimize Academic Learning Time
Increasing student achievement can occur by increasing—
the amount of time
that students
are successfully engaged
in academic tasks
A few words about time
Available time in school About 6 hours
Allocated time About 4 hours: if increased, slight impact on achievement
Engaged time Amount of time actively engaged in learning tasks is about
2 hours: If increased, moderate impact on achievement
Academic Learning time that is explicit, scaffolded, goal oriented, and students are being successful Increase in academic learning time has a strong impact
on achievement.
#2 Promote High Levels of SuccessSuccess improves with increased amount of
instructional time; this is time being taught directly by the teacher.
Class time should include:
• Whole group instruction with embedded and planned engagement strategies
• Small group instruction in general education class based on instructional needs and current functioning
• Tier 2 and Tier 3 intervention groups of 6 to 8, or 1 to 1.
Reminder: all small groups should also have embedded and planned engagement strategies.
Scaffolding of Lessons
What to think about when scaffolding instruction, according to Anita Archer—
1. Teach material that is not too difficult. If so, pre-teach concepts and vocabulary before starting.
2. Carefully sequence instruction
3. Break down complex tasks into small steps
4. Increase the amount of instruction that is presented within small groups
5. Teach pre-skills before target skills if necessary
6. Provide models of target skills
7. Provide clear demonstrations of skills (I Do It)
8. Provided guided practice (We Do It)
9. Provide additional scaffolding to support performance (e.g., hints, prompts)
10. Provide worked problems
11. Systematically reduce the level of scaffolding when possible
12. Provide immediate and corrective feedback
13. Ensure level of accuracy before independent practice (You Do It)
Scaffolding of Lessons
#3 Optimize the amount of content covered well
Remember the best way to ensure academic achievement is to teach important skills to mastery.
Research shows that when content is covered WELL, there is much greater potential for student learning.
Explicit instruction is designed to increase the amount of content covered well.
Some ways to optimize content covered include--
• Focus on critical content for instruction
• Teach skills that generalize to other areas
• Use instructional practices that are effective but efficient
• Increase the amount of instruction time through grouping of students
• Organize content to promote learning
Time for practice…
Do you remember why would we use Explicit Instruction?
• ALL students benefit from Explicit Instruction
• It is essential for struggling learners
• These extremely cost effective strategies, if implemented well, will improve student outcomes, regardless of content area or core program used.
Allocating time for instruction is not enough…if it is not engaged time, it will not make enough difference for all students.
Elements of Explicit Instruction--
Content
1. Instruction focuses on critical content
Skills, strategies, vocabulary terms, concepts, rules, and facts that will empower students in the future are taught
2. Skills, strategies, and concepts are sequenced logically
• Easier skills before harder skills. • High frequency skills before low frequency skills.• Prerequisites first.• Similar skills separated
Elements of Explicit InstructionContent
3. Complex skills and strategies are broken down into smaller (easy to obtain) instructional units
Be aware of cognitive overloading, processing demands, and capacity of working memory
Elements of Explicit InstructionContent Review
• Review the three elements under Content and fill in the blanks.
• Check with your partner to be sure you agree.
The engagement strategy is Partner Work.
Elements of Explicit InstructionContent
1. Instruction focuses on ____________ content
2. Skills, strategies, and concepts are ___________ logically
3. Complex skills and strategies are ______________ into smaller (easy to obtain) instructional units
Elements of Explicit InstructionDesign of Instruction
Lessons
1. Are organized and focused
2. Begin with a statement of goals
3. Provide review of prior skills and knowledge
Elements of Explicit InstructionDesign of Instruction
4. Provide step-by-step demonstrations
5. Use clear and concise language
6. Provide a range of examples and non-examples
7. Provide guided and supported practice
Elements of Explicit InstructionDesign of Instruction-Review
• Review the seven elements under content and fill in the blanks by yourself.
• Read along with me and be sure the blanks are filled in correctly.
• The engagement strategy is Choral Response.
Elements of Explicit Instruction
Design of Instruction
Lessons
1. Are ___________ and focused
2. Begin with a statement of _____________
3. Provide _______________ of prior skills and knowledge
Elements of Explicit Instruction
Design of Instruction
4. Provide step-by-step _____________
5. Use __________ and ___________ language
6. Provide a range of ____________ and ________
7. Provide _______________ and supported practice
Elements of Explicit Instruction
Delivery of Instruction
Teachers:
1. Require frequent responses
2. Monitor student performance closely
3. Provide immediate affirmation and corrective feedback
Elements of Explicit Instruction
Delivery of Instruction
Teachers:
4. Deliver instruction at a brisk pace
5. Help students organize knowledge
Elements of Explicit InstructionDelivery of Instruction-Review
• Review the five elements under content and fill in the blanks.
• Give me a thumb’s up when you are finished.
• I will read the sentences and pause at the blanks. After 3 – 5 seconds of Think Time we will respond together at my signal.
The engagement strategy is Think Time.
Elements of Explicit Instruction
Delivery of Instruction
Teachers:
1. Require frequent _______________
2. _____________ student performance closely
3. Provide immediate affirmation and corrective ___________
Elements of Explicit Instruction
Delivery of Instruction
Teachers:
4. Deliver instruction at a _________ pace
5. Help students ___________ knowledge
Elements of Explicit InstructionPractice-Review
Teachers should provide judicious practice including: *Initial practice
*Distributed practice
*Cumulative review
What kind of practice did we just do? Discuss with your partner and share with table.
What are the “Five Big Ideas” of Reading?
1. Phonemic Awareness
2. Alphabetic Principle
3. Fluency
4. Vocabulary
5. Comprehension
Explicit Instruction:
Focus on Critical Content -
Phonics & Word Recognition
(Big Idea #2-Alphabetic Principle)
Alphabetic Principle & Phonics-Didn’t we do this last time?It is worth doing again because systematic and explicit phonics Instruction…
• significantly improves students’ ability to comprehend what they read
• is beneficial for all students, regardless of their socioeconomic status
• is effective in helping to prevent reading difficulties among students who are at risk
• is beneficial in helping students who are having difficulty learning to read
• Teaching Reading Sourcebook; Updated Second Edition.
It is part of CCSS Foundation Skills.
The meta-analysis of research done by John Hattie showed that “as findings piled up, it became more and more apparent that one of the major causes of reading failure lay in the fact many children were stuck on mental processing at the level of word access.”
Visible Learning and the Science of How We Learn; John Hattie and Gregory Yates
Your phonics instruction in elementary school is priceless, especially for those students that are not learning decoding skills easily!
If you need more convincing…
Pre-Alphabetic Phase: “read” visual clues
Partial Alphabetic Phase: some sound/spellings
Full Alphabetic Phase: most common sound/spellings
Consolidated Alphabetic Phase: chunks of letters within words
Automatic Phase: proficient word reading
Ehri’s Phases of Word Recognition Development
Ehri and McCormick 1998; Ehri 2002; Ehri and Snowling 2004
Phonics and Word Recognition Foundational Skills-CCSS
Appropriate instruction for grades 2 through 5:
Know and apply grade-level phonics and word analysis skills in decoding words.
Second Graders should be learning to--
• Distinguish long and short vowels when reading regularly spelled one-syllable words
• Know spelling-sound correspondences for additional common vowel teams
• Decode regularly spelled two-syllable words with long vowels
• Decode words with common prefixes and suffixes
• Identify words with inconsistent but common spelling-sound correspondences
• Recognize and read grade-appropriate irregularly spelled words
Third Graders should be learning to--• Identify and know the meaning of the most
common prefixes and derivational suffixes (With derivational suffixes, the new word has a new meaning, and is usually a different part of speech. But the new meaning is related to the old meaning - it is "derived" from the old meaning.)
• Decode words with common Latin suffixes
• Decode multisyllable words
• Read grade-appropriate irregularly spelled words
Fourth and Fifth Graders should be learning to--
• Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context
At All Grade Levels
Identify and teach the Phonics and Word Recognition Foundational Skills from the CCSS that are already available in your reading core. Be sure they are included in daily reading instruction.
Check R-CBM Tier Transition (AIMSweb) or ORF (DIBELS) scores.
Is the percentage of students at benchmark at or above 80%?
If yes, continue to include some word analysis instruction into core instruction and design additional instruction for smaller groups of students. Monitor progress.
If no, continue to emphasize word analysis activities in core instruction.
Move to Instructional Grouping Form and fill in student names.
Mid-Year Review of Screening Data
There will be students that need differentiated instruction in small groups. How do I know which ones they are and what they need?
Tools can include the Instructional Suggestions Form (Quadrant Sort) and the Classroom Analysis Flowchart
Step 1—
Fill out Instructional Grouping Suggestions form for your grade level, using your January screening data
Tools for Planning Differentiated Instruction
Ended here
You can find the Instructional Grouping Suggestions forms (Quadrant Sorts) and Grade Level Classroom Analysis Forms on the IISD Wikis.
After you go to the Ingham ISD website follow these links…
Wiki Spaces→Literacy→Reading Academy, Grades 2-5→Day 2
Step 2—Look at the Classroom Analysis Flowchart for your grade level
1. Check recommendations for Group 1
2. Write a few goals for this group on your Classroom Analysis Action Plan
3. Do the same for Groups 2, 3 and 4
4. Share your plans with your partner and copy/steal any of their goals that would work for you too!
Classroom Analysis
Anita Archer Video-Pronunciation (and reading) of Multisyllabic Words
Sixth Grade
(Can be found on explicitinstruction.org)
Here are some examples of Phonics and Word Recognition activities taken from the Teaching Reading Sourcebook; Updated Second Edition.
The activities have been tied directly to the CCSS and are grounded in scientifically based reading instruction.
All of the activities in this powerpoint can be found on the IISD Literacy wiki under
Reading Academy 2-5 Day 2
Introducing Open and Closed Syllables
Benchmarks
• Ability to identify and read open and closed single syllables
Materials
• none
Syllable Division Strategy: VC/CV and VCV
Benchmarks• Ability to divide two-syllable words with the
VCCV and VCV patterns
• Ability to read two-syllable words with the VCCV and VCV patterns
Materials• Transparency
• Connected text
Syllable Segmentation Strategy
Benchmarks
• Ability to segment multisyllabic words into syllables
• Ability to decode multisyllabic words
• Ability to retain multisyllabic words in memory
Materials
• None
Flexible Strategy for Reading Big Words
Benchmarks
• Ability to segment a multisyllabic word into parts
• Ability to read multisyllabic words independently
Materials
• Transparency
• Connected text
Root Word Transformation Strategy
Benchmarks
• Ability to recognize a root word
• Ability to decode words by morphemes, or word parts
• Ability to recognize words in a word family
Materials
• None
1. Get a piece of chart paper and bring it back to your table
2. As a group, discuss other phonics strategies that you have used in your classrooms
3. Choose strategies that you have found to be effective and write them on the chart paper
4. When finished put the chart paper on the wall
5. All do a Museum Walk. If there are strategies you would like to know more about mark them with a sticky
Table Time
Explicit Instruction:Focus on Critical Content -
Vocabulary
Research indicates that explicit vocabulary instruction is critical
For accomplished decoders, vocabulary knowledge probably plays more of a role in reading comprehension than word recognition skills (Biemiller 2005b).
From about third grade on, 95% of students can read more words than they can define or explain (Biemiller and Slonim 2001).
According to Chall and Jacobs (2003) there may be a sudden drop-off in reading scores at about 4th grade as students try to read more demanding academic texts containing concepts beyond their oral vocabularies and knowledge base.
They recommend focusing on vocabulary development to “expand world knowledge along with reading fluency and automaticity”.
Once again, instruction of your students is priceless!
How can we close the gap?
Characteristics of Effective Vocabulary Instruction
1. Instruction is clear and unambiguous.
2. Instruction involves presentation of word meanings and contextual examples.
3. Multiple exposures to the word are provided.
4. Sufficient instructional time is devoted to vocabulary instruction.
5. Students are actively engaged in vocabulary instruction.
Preparation for explicit vocabulary instruction before introducing new text
Step 1-Select words for explicit instruction
Step 2-Develop or adopt student-friendly explanations
Step 3-Develop examples and non-examples for introducing the word or for checking understanding
Explicit Vocabulary InstructionStep 1: Selection of Vocabulary
• Select a limited number of words for robust, explicit vocabulary instruction
• Three to ten words per story, portion of story, or section of a chapter
• Briefly tell students the meaning of other words that they might not know but are needed for comprehension
Explicit Vocabulary Instruction-Selection of Vocabulary
• Select words that are unknown
• Select words that are critical to passage understanding
• Select words that students will encounter in the future (Stahl, 1986)
Focus on Tier Two words (Beck & McKeown, 2003)
Academic Vocabulary
• Select words that are more difficult to obtain Words having an abstract versus concrete reference Words with unfamiliar or unknown concepts Words not adequately explained within the text
Selection of Vocabulary (Beck et al. 2002)
• Tier One - basic words whose meanings students are likely to know
-- family, penny, wish, glass
• Tier Two – words that students are unlikely to know, are generally useful, meaning can be explained in everyday language, have good instructional potential and the meaning is necessary for comprehension of text.
-- knowledge, thousands, arranged
• Tier Three – words that students are unlikely to know, are specialized and unlikely to appear frequently in written or oral language, or are specific to a particular content area.
-- anthracite, shoal
Vocabulary Logs All students should have vocabulary logs. You can also have a class wide vocabulary log posted in a public place. Words should be added regularly and students receive positive reinforcement when using them in conversation.
What should be included?WordStudent-friendly explanationAny of these options
• Sentence to illustrate the word’s meaning• Examples and non-examples• An illustration
Read the story Common Sense: An Anansi Tale to yourself1. Choose three to 10 Tier 2 words that you
would chose for vocabulary instruction
2. Write them on your Vocabulary Chart
3. Share your chosen words with your partner and discuss your choices
4. Share the words with your table and decide on three to 10 words as a group
5. Check to see if they are on the Glossary: Teachable Words for “Common Sense: An Anansi Tale”
6. Do you agree with the glossary choices? Why or why not?
Step 2: Preparation
Student-Friendly Explanations • Dictionary Definition
relieved - (1) To free wholly or partly from pain, stress,pressure. (2) To lessen or alleviate, as pain or pressure
• Student-Friendly Explanations (Beck, McKeown, & Kucan, 2003)
Uses known words Easy to understand
You feel relieved when something that was hard is over or never happened at all.
Preparation - Student-Friendly Explanations• Dictionary Definition
Attention - a. the act or state of attending through applying the mind to an object of sense or thought b. a condition of readiness for such attention involving a selective narrowing of consciousness and receptivity
• Dictionary for English Language Learners
(Collins COBUILD School Dictionary of American English)
If you give someone or something your attention, you look at them, listen to them, or think about them carefully.
Dictionaries for English Language Learners - Online
www.collinslanguage.comdefinitions and oral pronunciations
www.ldoceonline.com
definitions (oral pronunciations on CD)
www.learnersdictionary.com
definitions and oral pronunciations
Don’t know the pronunciation of a word?
Go to www.howjsay.com
Refer back to the list of words that you chose from Common Sense: An Anansi Tale
1. Write a student friendly definition for three of your words on your Vocabulary Chart
2. Write a sentence that uses the word correctly
3. Share the explanations with your partner and give each other feedback on how easy it would be for your students to understand the definitions
What can I do in the classroom?
Identify and teach the vocabulary lessons that are already available in your reading core and be sure they are included in daily reading instruction.
What Can I do in the Classroom?
• The following slides are activities taken from the Teaching Reading Sourcebook; Updated Second Edition.
• The activities have been tied directly to the CCSS and are grounded in scientifically based reading instruction.
Text Talk: Read Aloud Method
Benchmark
• Ability to develop in-depth knowledge of word meanings
Sample Text
• Read-Aloud—”Common Sense: An Anansi Tale”
*Adapt this strategy to text that is most appropriate for your own students.
Method for Independently Read Text
Benchmarks• Ability to develop in-depth knowledge of word meanings
Sample Text (Resources)• “Alaska Adventure”
Complexity Level: Grades 4-5
Materials• Copies of “Alaska Adventure”
*Adapt this strategy to text that is most appropriate for your own students.
Vocabulary Hotshot NotebooksBenchmarks
• Ability to keep track of target vocabulary words
• Ability to extend word use beyond the classroom
Sample Text (Resources)
• “Alaska Adventure”
Activity Master (Resources)
• Vocabulary Hotshot Notebook Page
Materials
• PDF and copies of Hotshot Notebook Page
• Three-ring binders
• Three-hole punched paper
• Vocabulary Hotshot Scoreboard
• dictionaries
Semantic Map
Benchmarks
• Ability to classify words related to a specific concept
• Ability to understand and use vocabulary related to specific content
Sample Text (Resources)
• “Alaska Adventure”
Materials
• Vocabulary Hotshot Notebooks
Word Families
Benchmark
• Ability to use concept of word families to derive the meanings of unfamiliar words
Prerequisites
• Ability to identify root words
Materials
• Dictionaries
• Vocabulary Hotshot Notebooks
Animal IdiomsBenchmarks
• Ability to interpret literal and figurative meanings of idioms
• Ability to research origins of idioms
Materials
• Small plastic toy horses
• Drawing paper
• Crayons or markers
• Dictionaries
Source
• Scholastic Dictionary of Idioms (2006) by Marvin Terban, New York: Scholastic
Step 3: Designing Examples and Non-examples
What is mischief?
Designing Examples and Non-examples
To teach what something is, sometimes you have to show what it is not.
(Engelmann, Carnine,1991)
Designing Examples and Non-examples: Demonstration
What is not mischief?
Anita Archer video on Vocabulary Instruction
Sixth Grade(Can be found at explicitinstruction.org)
Examples and Non-examples in Vocabulary Strategies
The strategies presented in the Teaching Reading Sourcebook have examples but have not included non-examples. However, taking our cue from Anita Archer, we know that including non-examples is best practice.
• Each partner choose a different activity
• Decide where a non-example should go and what it should be.
• Share that with your partner
Conclusion
“Words are all we have.”
Samuel Beckett
Review of the Three Foundation Principles of Explicit Instruction
1. Optimize Academic Learning Time
Is my instruction explicit, scaffolded, goal oriented, and am I sure that my students are being successful?
2. Promote High Levels of Success
Can I increase embedded and planned engagement strategies and/or plan more small group time based on instructional needs and current functioning?
3. Optimize the amount of content covered well
Can I reduce the ‘fluff’ in my lessons and/or class work so that I can ensure that the most important content is taught to mastery for 80% of my students?
Eye Contact Partners• Think about the three Foundation Principles and
decide which one would be most beneficial to use with your students
• Write down the Principle that you are planning to address in your classroom before you return for Day 3
• Write at least one specific way that you will use it
• When prompted get up and make eye contact with someone that is not sitting at your table
• Share your plans with each other
• Take your notes with you and put them in a place that will remind you to do that activity
Before we get together again---
Prior to Reading Academy Day 3, work on the following:
Use the Foundation Principle plan in the your classroom
Use at least one new literacy activity in the areas of Phonics and Word Recognition or Vocabulary
Share the activity with your partner, talk about how it went and exchange activities
If your partner recommends it, use their activity in your own classroom
Record the results of both the Foundation Principle Plan and the literacy activities on the form provided
Plan to share the activities, with recommendations, on Day 3
Assignment
Did we meet the Learning Targets?
How did we do today ?
Or not?
Learning Targets
Participants will be able to:• Explain the three Foundation Principles of Explicit
Instruction and why they are important
• Discuss some of the elements of Explicit Instruction including Content, Design of Instruction, Delivery of Instruction and Practice
• Know the Foundational Skills for your grade level in Phonics and Word Recognition included in the Common Core
• Use strategies in their classroom to address the Foundational skills in the areas of: phonics and word recognition, and vocabulary
Scope and Sequence of the Reading Academy Series
Day 1 Explicit Instruction
• Introduction to all elements• Content Elements
– Focus on Critical Content – Phonemic Awareness and Alphabetic Principle/Basic Phonics
• Delivery Element– Require frequent responses
Day 2 Content and Assignment Review Explicit Instruction Foundation Principles and Strategies Explicit Instruction
• Focus on CCSS Foundation Skills-Phonics and Word Recognition, Vocabulary
Day 3 Content and Assignment Review Delivery of Instruction and Judicious Review Elements (this part of
the day is subject to change)
Explicit Instruction• Focus on CCSS-Fluency and Comprehension
Thank you for all you do!Contact Melanie Kahler with questions or comments.
517-244-1244
