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RSS RtI Foundations Training
Reading, Writing, & RtI
Laurie Lee & Amy Roberts,
Program Specialist and School Psychologist
August 2010
Presentation adapted from NCDPI RtI Foundations Training
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Differences in Learning to Read
• Able to read:
• Learn with ease:
• Learn with support:
• Learn with intensive support:
• Have pervasive reading disabilities:
Adapted by B. Bursuck based on Lyon, 1998
Causes of Reading Difficulties
• 90% of poor readers have problems withWord reading accuracy
• Reading difficulty is related to Inherited brain differences
• Phonological processing problems are the cause of most reading difficulties:
Phonological AwarenessRapid Naming/Word Retrieval
Working Memory(Reading Foundations training)
Students with Phonological Awareness Problems. . . . .
• Have difficulty segmenting words into sounds
• Have difficulty mapping sounds to letters or letter patterns
• May try to memorize words or over-rely upon context
• May be misdiagnosed as having comprehension problems
(Reading Foundations training)
Students with Naming Problems. . .
• Difficulty quickly naming even familiar concepts such as colors, numbers, letters
Red Blue Black Yellow Green
(may use with students who do not yet know numbers and letters to test color-naming)
• Difficulty learning names
• Recall information in context, but not in isolation
Students with Naming Problems. . .
• Describe items rather than giving specific names
• Confuse names of items within categories:– (blue-green)– (here-there)
• Appear to learn names, but then “forget”
(Reading Foundations Training)
Students with Working Memory Problems. . . .
• Have difficulty holding sounds in memory as they sound out a word
• May have difficulty holding words in memory to get the meaning of a sentence
Remember: working memory is NOT exactly the same thing as short-term memory.
Double and Triple Deficits
• Student may have a combination of 2 or all 3 of these problems:– Phonological Awareness– Rapid naming/word retrieval– Working memory
• Double and triple deficits students are the MOST difficult to remediate
(Reading Foundations training)
ORTHOGRAPHIC PROCESSOR
MEANING PROCESSOR
CONTEXTPROCESSOR
PHONOLOGICAL PROCESSOR
• Receives visual information from print
• Recognizes familiar patterns of letters
• Processes every letter
• Activates phonological image of word
“hearing the word in your head”
• Activates all possible meanings of a word
• Selects appropriate meaning based on context
(Adams, 1990)
Skilled Reading Process
ORTHOGRAPHIC PROCESSOR
MEANING PROCESSOR
CONTEXTPROCESSOR
PHONOLOGICAL PROCESSOR
cat “cat” or |c|-|a|-|t|
Previous sentence:“I felt something small brush against my foot.”
catcat
Skilled Reading Process
(Adams, 1990)
Foundation skills enable later skills
accurate word reading fluency
fluency
vocabulary
strategies
motivation
Reading
Comprehension
Torgesen, fcrr.org
The Reader
• Reading Comprehension involves a combination of word recognition, language comprehension and executive processing abilities
• Research shows skilled readers are efficient at sight-word recognition and decoding of new words.
• This efficiency leads to fluent reading which leads to comprehension of text-length material (Stahl & Hiebert, in press, 2006)
The Big Emphasis Changes, K-3
Comprehension
Vocabulary
Fluency
Phonics
PhonemicAwareness
321K
Listening
Reading
ListeningReading
Multisyllables
Letter Sounds & Combinations
Adapted from Simmons, Kame’enui, Harn, & Coyne (2003). Institute for beginning reading 2. Day 3: Core instruction: What are the critical components that need to be In place to reach our goals? Eugene: University of Oregon.
Reading is a multifaceted skill, gradually acquired over years of instruction and practice.
The Many Strands that are Woven into Skilled Reading(Scarborough, 2001)
BACKGROUND KNOWLEDGE
VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING
LITERACY KNOWLEDGE
PHON. AWARENESS
DECODING (and SPELLING) SIGHT RECOGNITION
SKILLED READING: fluent execution and coordination of word recognition and text comprehension.
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Skilled Reading- fluent coordination of
word reading and comprehension
processes
Torgesen, fcrr.org
Liz Crawford 2007)
National Reading Panel (NRP) www.nationalreadingpanel.org
5 Key Components of Reading Instruction
• Phonemic Awareness• Phonics• Fluency• Vocabulary• Comprehension
• Other areas investigated: Technology, Teacher Education and Teacher Preparation
(Crawford, 2008)
Targeted Instruction – Focus on Learning
• Explicit – nothing is left to chance; all skills are taught directly
• Systematic – sequential steps are followed to take the student from limited or no mastery to complete mastery of a skill
• Direct – The teacher defines and teaches a concept, guides students through its application, and arranges for extended guided practice until mastery is achieved
• Strategic – teaching students efficient ways to acquire, store and express information and skills
(FCRR Glossary of terms, 2005)
Principles Of Reading Instruction For All Children
• Teach phonemic awareness and phonics explicitly, systematically, and early (kindergarten & grade 1).
• Provide frequent opportunities for guided, oral reading.
• Teach vocabulary and a variety of strategies for comprehension. (Felton & Lillie, 2001)
Teaching At-Risk Children To Read
• Teach phonemic awareness skills early.
• Teach sound-spelling associations explicitly and in a careful sequence.
• Teach sounding out and blending directly.
• Use decodable text for practice.
• Read good literature to students for language comprehension.
(Felton & Lillie, 2001)
Characteristics of Effective Reading Interventions for At-risk Students
• Begin as soon as it is clear the student is lagging behind
• Increase the intensity of instruction and practice
• Use direct, explicit, systematic instruction and practice with review
• Provide skillful instruction with error correction and immediate positive feedback and reward
• Guide instruction with student data and be responsive to data on student progress
• Ensure a positive atmosphere that is motivating, engaging and supportive
(Torgesen, 2007)
Principles Of Remediation for students with
persistent problems learning to read
• Base instruction on assessment.
• Use systematic, cumulative, explicit, direct, and multisensory instruction.
• Use guided discovery and guided practice.
• Teach for mastery and automaticity. (Felton & Lillie, 2001)
Population
Percentage*
Journey to Reading
Appropriate Instruction*
5 Is easy (read before starting school)
Assess reading achievement
Systematic phonics to enhance spelling
Provide vocabulary & comprehension
35 Is relatively easy Assess reading achievement
Build phonemic awareness
Provide instruction in phonics for decoding and spelling
Vocabulary and comprehension
40 Is a formidable challenge
Do everything above plus…
Base instruction on assessment
Teach phonemic awareness
Teach phonics explicitly
Link decoding and spelling
Use decodable text
20 Is one of the most difficult tasks to be mastered during schooling
Require intensive, systematic, direct, multisensory instruction based on assessment
Teach to automaticity
*Estimates and recommendations are based on the work of Lyon and other NICHD researchers
Tier 1
Consultation Between
Teachers
-Parents
Tier II
Consultation
With Other
Resources
AM
OU
NT
OF
RE
SO
UR
CE
S
RE
QU
IRE
D T
O M
EE
T T
HE
S
TU
DE
NT
’S N
EE
DS
INTENSITY OF NEEDS
Needs-circles -pub
Tier IVIEP
ConsiderationTier III
Student Study Team
Intensive Interventions 1-7%
Strategic Interventions 5-15%
Core Curriculum 80-90%
Example of Staggered Reading Blocks with “Walk and Read”
Team Reading Writing Math Science/SS
Special
Area
Lunch
K 8:45-10:30 10:30-11:30 1:35-2:35 12:15-12:50 12:50-1:35 11:30-12:15
1 8:45-10:30 12-1 1-2 2-2:30 11:15-12 10:30-11:15
2 10:30-12:15 9:45-10:30 8:45-9:45 1:15-1:40 1:40-2:25 12:30-1:15
3 10:30-12:15 9:30-10:30 1-2 2-2:30 8:45-9:30 12:15-1
4 12:45-2:30 8:45-9:35 10:20-11:20
11:20-11:55 9:35-10:20 11:55-12:40
5 12:45-2:30 9:45-10:25 8:45-9:45 11:50-12:35 10:25-11:10 11:10-11:50
(Crawford, fcrr.)
A mistake we often make in education is to plan the curriculum materials very carefully, arrange all the instructional materials wall to wall, open the doors of the school, and then find to our dismay that they’ve sent us the wrong kids.
(Crawford, fcrr)
Research Based Reading Programs
• Direct, Explicit and Systematic
• Address the Big 5 Components of Reading
• Differentiated materials that address the needs of the students
• Flexible Grouping based on assessments
Interventions
READING IMPROVEMENT PROGRAM
READING GOAL: All students will improve their reading vocabulary
Using Assessment to Guide Accelerated Instruction
• Use the “big 5” to guide assessment: Phonemic Awareness, Phonics, Vocabulary, Fluency and Comprehension
• Informal assessment examples– AIMSweb/DIBELS– Children’s Progress– Developmental Reading Assessment (DRA)– Basic Reading Skills Assessment (BRSA)– Phonological Awareness Skills Test (PAST)– Reading Inventories – (Ekwall-Shanker, Basic Reading Inventory by Jerry Johns, QRI, DRA)
• Use EOG/EOC scores if applicable
Creative Scheduling
Form Flexible Groups Based on Assessment
www.fcrr.org
The Reading Block
Whole Group Instruction
Teacher-Led Instruction Independent Student Centers
Homogeneous
Flexible
Differentiated
Differentiated (Cooperative, Independent, Pairs)
www.fcrr.org
Increasing the quality and power of teacher-led, small-group, differentiated instruction
Instruction should be differentiated to Instruction should be differentiated to meet the needs of individual students in meet the needs of individual students in at least at least fourfour ways waysFrequency and duration of meeting in Frequency and duration of meeting in small groupssmall groups – every day, three times – every day, three times per week, etc.per week, etc.Size of instructional groupSize of instructional group – 3 – 3 students, 6 students, 8 students, etc.students, 6 students, 8 students, etc.
Focus of instructionFocus of instruction – work in phonemic – work in phonemic awareness in phonics, work in fluency awareness in phonics, work in fluency and comprehension, etc.and comprehension, etc.Lesson formatLesson format – guided reading vs. – guided reading vs. skills focused lessonsskills focused lessons
www.fcrr.org
Ways that instruction must be made more powerful for students “at-risk” for reading difficulties.
More instructional time
More powerful instruction involves:
Smaller instructional groups
Clearer and more detailed explanationsMore systematic instructional sequences
More extensive opportunities for guided practice
More opportunities for error correction and feedback
More precisely targeted at right level
resources
skill
Foorman & Torgesen (2001)
The key to transforming students from struggling to competent learners is to put in place programs that bring a “laser-like” focus on teaching and learning.
(Deshler, 2006)
It is difficult for the teacher to meet the needs of all the students.
“Many students may require at least three or four times as much instruction as the average student if they are to maintain normal progress in learning to read” (Torgesen, 2007, p. 1).
It is difficult for the teacher to meet the needs of all the students.
“Some of our students may require four, to six, to eight times more instruction than others in order to learn all they need to learn each year.”
(Torgesen,fcrr)
That sounds great, BUT…
How do we do it?
• “I only have an assistant part of the day!”
• “My students are in and out of class all the time for “specials”!”
• “I have so much to cover!”
• “The core series expects them to know much more than they actually know!”
• “And what about my advanced students?”
• Uninterrupted 90 minute block
• No other personnel to assist during Learning Center time
• Core Reading Program
Classroom Organization for this Kindergarten Class
www.fcrr.org
Small group instruction for 50 minutes:
• Group 1: Implement an intervention program --25 min. daily
• Group 2: Implement phonemic awareness and phonics activities that will provide students extra practice with the content that was previously taught--10-15 min. daily
• Group 3: Use the decodable & leveled books from my core reading program to practice the decoding process and fluency--10-15 min. daily
Classroom Organization for this Kindergarten Class: Teacher-Led
Center
www.fcrr.org
• 40 minutes will be devoted to whole class ii using core curriculum
• 50 minutes will be devoted to small group instruction:
Classroom Organization for this Kindergarten Class: Teacher
Led-Center
M T W TH F
G1HR 25minutes
25 25 25 25
G2MR 15 10 15 10 15
G3LR 10 15 10 15 10www.fcrr.org
Structuring Independence to Facilitate Accelerated Learning
• The Daily Five• Fostering Literacy Independence in the Elementary Grades
“The Daily Five is more than a management system or a curriculum framework; it is a structure that will help students develop the habits that lead to a lifetime of independent literacy.”
Stenhouse
Publishing
One ExampleReading Intervention Room
• Pull out setting
• Twenty 2nd grade students for 90 minutes
• Four highly trained instructors
• An instructor is at each center – Vocabulary, Fluency, Comprehension, Word
Work– Twenty minutes at each center, then rotate
Stamey Carter, Watauga Co. Schools
Stamey Carter, Watauga Co. Schools
Classroom A Classroom B
Classroom DClassroom C
Struggling Readers Grouped for Reading/Language Arts
In Watauga County
Class-room Teacher
Title I Teacher 1
Title I Teacher 2
Listening Comprehension,Vocabulary
Word Study: Phonics, Phonemic Awareness, Spelling, Dictation
Guided Reading/ Fluency/Leveled Books
Assistant
Basal Reading & Sight words
TITLE I STUDENTSStudents grouped by needs, 24 minute rotation at each station
96 minutes of intensive, on-level, small group instruction
Flexible groups reorganized 3-4 times/year
CLASSROOM D
Stamey Carter, Watauga Co. Schools
Ashe County School-WideSchedule
Grade Enrichment Time Lunch Literacy Block K 10:10-10:55 11:00-11:40
1
9:20-10:05 12:20-12:50 10:10-11:40
2
12:15-1:00 11:40-12:15 10:00-11:30
3
11:00-11:45 12:00-12:25 8:15-9:45
4
1:00-1:45 10:40-11:20 8:15-9:45
5
8:30-9:15 12:35-1:00 10:00-11:30
6
1:50-2:35 11:20-11:55
Chorus
8:00-8:30
Enrichment Team Lunch
11:45-12:10
Another ExampleSmall Group General Instruction
Ashe County• Grades 1-3
– Target Group 90 minute block with 4 rotations
Writing
Fluency
Vocabulary andComprehension
Phonological Awareness/ Phonics
Reg. Ed Teacher
Reg. Ed Teacher Literacy Specialist
EC Teacher
Characteristics, Benefits, and Challenges of Upcoming Models
Small group instruction during 90-minute block
Provided by additional teacher(s) Groups of 3-5 students 30-60 minutes per group Targeted to specific student need
Classroom teacher can work with other students.
More opportunities for targeted intensive instruction
More opportunities for student response
More opportunities for corrective feedback and reinforcement
Benefits
Scheduling may not always be consistent .
Classroom activities can be distracting .
Additional teacher may not be available on daily basis .
Instructional time may not be sufficient.
Other activities in 90-minute block maynot be at appropriate level .
Challenges
Crawford, fcrr (2007)
Essential Components of Reading Instruction
Phonemic AwarenessIntervention ActivitiesResources
PhonicsIntervention ActivitiesResources
FluencyIntervention ActivitiesResources
VocabularyIntervention ActivitiesResources
ComprehensionIntervention ActivitiesResources
Phonological Awareness A general term which includes phonemic awareness. Phonological awareness activities include working with rhymes, words, syllables, and onsets and rimes. Phonemic awareness is a part of phonological awareness.
Syllables: word part that contains a vowel
Onsets and rimes: smaller than syllables, but larger than phonemes. The onset is the first part of the syllable containing the consonant or consonant cluster and the rime is the part of the syllable containing the vowel and the letters that follow it.
Onset Rime b ag
(bag) tr ap (trap)
PhonologicalAwareness
WordAwareness
SyllableAwareness
PhonemicAwareness
Full Phoneme
Segmentation
Partial Phoneme
Segmentation
Matching Alliteration & Rhyme
SensitivityTo Rhyme
PhonemeManipulation
Phonemic Awareness
…the ability to hear, identify, and manipulate the individual sounds (phonemes) in spoken words.
phonemes: are the smallest parts of sound in a spoken word that make a difference in the word’s meaning.
The word, shop contains 3 phonemes: /sh/ /o/ /p/
Example: bag to rag is a result of changing the first phoneme in the word bag from /b/ to /r/ therefore changing the meaning of the word.
Phonemic Awareness Instruction
Phoneme Blending- listening to separate phonemes and combining them to form a word– What word is /p/ /e/ /n/ ?
Phoneme Segmentation-breaking a word into separate sounds– How many sounds are in the word: flag?
Phoneme Deletion-recognizing the word that remains when a phoneme is removed from the word– What is farm without the /f/ ?
Phoneme Substitution-substituting one phoneme for another to make a new word– The word is sip. Change the /p/ to /t/. What is the new word?
Phonemic Manipulation Video
• http://link.brightcove.com/services/player/bcpid72342307001?bclid=26524393001&bctid=7239592001
Phonemic Awareness Practice
• How many phonemes?– badge ____– thrill ____– church ____– smile _____
• Change the first sound to last and the last sound to first to make a new word, e.g. cab = /c/ /a/ /b/. Change to /b/ /a/ /c/ = back dock _________ tell __________
mash _________ chip__________
3
4
3
4
cod
sham
let
pitch
Phonemic Awareness…
• Can be taught and learned
• Helps children learn to read and spell
• Can be taught using letters to increase effectiveness
• Is most effective when it focuses on only one or two types of phoneme manipulation
• More doesn’t always equal better – <20 hours per year for a
typical student– This translates into around 5-
10 minutes a day • Different children will require
different amounts of PA instruction
Phonemic Awareness
To Review:
• Necessary for students to make meaningful sense of letter-sound correspondences
• To make sense of the print, students need to be aware of the phonemes in words
• Research shows strong correlation between phonemic awareness and success in reading
• Students who lack phonemic awareness have a greater amount of difficulty making sense of concepts involved in word identification
Interventions• Phonological Awareness Activities
RhymeAlliterationSentence SegmentationSyllable Segmentation and BlendingOnset/Rime
• Phonemic Awareness Activities
fcrr.org
fcrr.org
Instant access to:• Leveled Readers• Benchmark Books and Running Records• Lessons and Worksheets• Phonics Program• Phonemic Awareness Materials• Poetry Books• Alphabet Materials•
Additional Books Pos
ted Monthly
Free Professional Development
Visit all of our Websites
Phonemic Awareness Resources
Adams, M. J, Foorman, B.R., Lundberg, I., Beeler, T.,Phonemic Awareness in Young Children, Brookes Publishing, 1998
Blachman, Benita, Ball, E., Black, R., Tangel, Darlene, Road to theCode: A Phonological Awareness Program for Young Children, BrookesPublishing, 2000
Greene, Jane. Sounds and Letters, Phonemic Awareness Drills for Teachers and Speech Language Pathologist, Sopris West, 1997
Peer Assisted Learning Strategies (PALS)
Vadasy, Wayne, O’Connor, Jenkins, Pool, Firebaugh, Peyton, Sound Partners,Sopris West, 2005
•http://www.songsforteaching.com•http://www.stonewashed.net/sfx.html•www.enchantedlearning.com/Rhymes.html•www.studydog.com•www.letterland.com
Phonics Instruction
“Phonics instruction teaches children the relationship between the letters of written language and the individual sounds of spoken language”
“The goal of phonics is to help children learn and use the alphabetic principle…the understanding that there are systematic and predictable relationships between written letters and spoken sounds.”
Phonics Instruction
The knowledge of relationships between letters and sounds helps children:
• Accurately recognize familiar words • Learn to recognize words at an automatic level
• Decode words that are unfamiliar to them• To read isolated words as well as words in context
Phonemic Awareness & Phonics (Post NRP)
• Research indicates that:– When instruction in phonemic awareness
is quickly paired with phonics instruction involving letters, it strengthens both the student’s phonological awareness skills as well as their knowledge of the alphabetic principle
Crawford, fcrr (2008)
Types of Phonics Instruction
Systematic and explicit
•Direct teaching
•Letter-sound relationships taught in a specifically selected sequence
•Includes significant practice
•Use decodable text
Non-systematic•No specific sequence used
•Informal
•Embedded in text
•Not directly taught
Help apply
sounds and letters
to read words,
sentences, and text
Help children to
apply what they learn
about sounds & letters to
their writing
Teach children
how to blend and
segment sounds
Teach
children
how to connect
letters and sounds
Teach
the relationship
between letters
and sounds
Good Phonics Instruction Should…
Recognize this Child?
Phonics Video
• http://www.readingrockets.org/article/3409
Phonics Most common sound/letter correspondences taught first moving to least common– Names of letters
– Map single consonant to most common letter
– Map initial blends and then final
– Map single sounds with more complex letter representations
– Digraphs
– Orthographic patterns – bonus letter, “ck” rule
– Letter patterns – vowels, vowel teams, diphthongs, r-controlled
Phonics• Structural Analysis skills necessary for reading beyond 3rd grade
• Structural analysis is an advanced decoding skill that allows students to analyze words based on their partsThese include:affixes
compound words syllables – 6 syllable types; CLOVER contractions roots
Phonics
• Morphemes – smallest unit of meaning jumped teacher butter
• Roots– Port (to carry) export, airport, deport, import, etc.
• Prefixes and Suffixes– Prefixes: un = not; re = again; trans = across
– Suffixes: s, ing, ly, er, ness
Phonics Practice
• The suffix –ed has three different pronunciations: /t/ /d/ or /ed/. Tell the correct pronunciation of the ending –ed in each of these words– seemed ___ landed ____ camped
___– rated ___ picked ____ liked ____
/d/
/ed/
/ed/
/t/
/t/
/t/
Phonics Practice
• The suffix –ed has three different pronunciations: /t/ /d/ or /ed/. Tell the correct pronunciation of the ending –ed in each of these words– seemed ___ landed ____ camped
___– rated ___ picked ____ liked ____
Syllable Division
• For each word listed, identify the syllable division pattern: vccv, vcv, vcccv, or vv
mascot _______ truant _______
rotate ________ instinct ______
monster ______ convoy ______
It is never too late to intervene…
Interventions
• Phonics Activities
Letter/Sound Correspondence
Onset/Rime
Word Study
Syllable Patterns
Morpheme Structures
Fcrr.org
Phonics Resources
Archer, Gleason, Vachon, Isaaconson, Rewards Plus, Sopris West, 2005
Bloom, Traub. Recipe for Reading, Educators Publishing Service, Inc, 2002
Enfield, Greene, Project Read Phonic Guides, Language Circle, 2006
Fox, Phonics for the Teacher of Reading, Pearson,2005
Moats, Louisa, Spellography, Sopris West, 2003
Rudginsky, How to Teach Spelling, Educators Publishing Service, Inc, 2002
Vadasy, Wayne, O’Connor, Jenkins, Pool, Firebaugh, Peyton, Sound Partners, Sopris West, 2005
Reading Fluency
Reader’s Theatre
Reading Fluency - True/False1. Students become fluent readers in 3rd grade.
2. Rereading the same text will make you faster at reading everything.
3. Fluency means reading with expression.
4. Fluency means reading fast.
5. Students need new things to read everyday to become fluent.
6. Reading aloud to students is only good to 6th grade.
7. Classroom teachers are the only ones who should read aloud to students.
8. Reading easy text is a waste of time - students should be working on new words each time they read.
9. Independent reading is a good instructional technique.
Fluency Instruction
Fluency is the ability to read text accurately, quickly and with expression.
Fluent readers:• Read aloud with little effort, and naturally as if they were speaking
• Do not have to focus on decoding words• Recognize words and comprehend at the same time
• Make connections with the text
Fluency Develops Gradually
• Children’s oral reading is slower in early stages of reading development because they are learning how to combine sounds and letters to make words
• Children must learn to break up text they are reading into meaningful chunks in order to read with expression.
• Fluency changes depending on the type of text being read and how familiar the words and topic is to the student.
Instructional Approaches
Activities for Repeated Reading:
1. Student-adult reading2. Choral reading3. Tape-assisted reading4. Partner reading5. Reader’s Theater
• Rhythm• Intonation• Expression• Phrasing
Prosody
ABCD? EFG. HI? JKL. MN! OPQ. RST?ABCD? EFG. HI? JKL. MN! OPQ. RST?UV! WX. YZ!UV! WX. YZ!
AB. CDE? FG! HIJK. LMNO. P! AB. CDE? FG! HIJK. LMNO. P! QRS, TUV. W, X, Y, Z! QRS, TUV. W, X, Y, Z!
Interventions
• “Fluency development requires intentional well-designed practice."
• “The most effective practices involve repeated reading of letters, words, phrases and text.” (Birsh, 2005 p.248)
• Fluency Activities– Repeated Oral Readings– Automaticity: letters, sounds and words
Fcrr.org
Fluency Video - Shared Reading
• http://www.readingrockets.org/podcasts/fluency
Fluency Resources• The Fluent Reader, by Timothy Rasinski (Scholastic)• Soliloquy Learning • Benchmark Education. Comprehensive set of scripts for students K-5.• A Reader’s Theatre Treasure of Stories, by Win Braun (Calgary: Braun & Braun, 2000). • Presenting Reader’s Theatre, by Caroline Feller Bauer (H. W. Wilson, 1991)• Reader’s Theatre for Beginning Readers, by Suzanne Barchers (Teachers Ideas Press, 1993)• The Best of Reader’s Theater, Vols. I and II, by Lisa Blau (One from the Heart, 2000)• From Script to Stage (22 readers theater scripts from first grade through junior high school by Aaron Shepherd.• Quick Reads, Modern Curriculum Press(Pearson Learning Group) • Read 180, Scholastic Educational Materials • Reader’s Theatre, Benchmark Education• Time for Kids, Teacher Created Materials
• Real Deals, Jamestown Press• LeapPad and LeapMat, Leapfrog• Read Naturally, The Fluency Company• Fluency First, Wright Group
Vocabulary (NRP)
• Themes or general categories of effective vocabulary instruction – direct and indirect instruction – multiple exposures to the words– learning opportunities in different contexts – tasks restructured for better comprehension when necessary– active engagement of the students – computer programs can be used as an alternative to teacher
instruction in vocabulary lessons – vocabulary is also learned through incidental learning
• The NRP concluded that using only one method of instruction in vocabulary is not as effective as a combination approach.
Vocabulary InstructionVocabulary refers to the words we must
know to effectively communicate
Types of vocabulary:• Listening- words needed to understand
what we hear• Speaking- words used when speaking• Reading- words needed to understand
what we read• Writing- words used in writing
Vocabulary
Did you know…Children learn, on average, 3,000 new words a year with approximately 45,000 words known by the end of 12th grade? (Nagy & Anderson, 1984)
Three strategies for improving vocabulary:1. Improve student’s overall reading skills
2. Read aloud to them 3. Direct instruction of vocabulary using a variety of strategies i.e. mapping, semantic feature analysis, variety of activities with small group of words
Vocabulary Instruction
Research says…Most vocabulary is learned indirectly, but some must be directly taught.
Indirect Learning Direct Learning•Conversations•Being read to•Reading independently
•Explicitly taught words and word-learning strategies
Direct Vocabulary Instruction
Specific Word Instruction
Example:Before beginning a book/story, the teacher may:
• Choose a word or words and discuss the concept
• Read the sentence from the story that contains the word and have students try to determine the meaning from context
• Ask students to use the words in their own original sentences
• Use graphic organizers to look at the various aspects of a word
Direct Vocabulary Instruction Word learning Strategies
Teachers may teach students:
• How to use dictionaries, glossaries, or thesauruses
• Meanings of common prefixes, suffixes, base words, and root words
• How to locate context clues (definitions, descriptions, examples, synonyms etc.)
Framework for “Text Talk” to teach vocabulary
1. Contextualize the word within the text just read
2. Provide definitional information through a friendly explanation
3. Provide an example beyond the text context so students can immediately begin to decontextualize the word
4. Present a way for students to interact with the word to initiate building connections to their own experiences (Beck & McKeown, 2006)
Now You Try – Check the appropriate category
Word Know well- can explain it
Know something about it
Have seen or heard the word
Do not know the word
superfluous
pusillanimous
obstreperous
How Do I Choose Words?
Instruction should Focus on three types of words:
• Important: necessary for understanding concept or the text
• Useful: words that students will encounter over and over
• Difficult: words with multiple meanings, idioms, etc.
Beck, McKeown & Kucan, 2002
Selecting Words For VocabularyFrom Books Read to or by Students
Tier 1 Words Tier 2 Words Tier 3 Words
easy words, highfrequency,
meaning knownby everyone
words for maturelanguage users;
useful in a variety ofsituations
not used often ;special to certaincontent subjects
catch,when, believe
benevolent, sinister,
essential, endure
isotope, lathe,tsunami
Decontextualize Vocabulary: Questions, Reasons, And Examples
• If you are traveling down the road and pass a state patrol officer you need to do drive cautiously. Why? What are some other things that need to be done cautiously?
• What is something you can do to impress your mother? Why? What is something that you might do to impress your best friend?
• Which of these things might be extraordinary? Why or why not?– All children coming to school reading?– Students turning in their homework every day?
Interventions
• Vocabulary Activities
Words in Context
Word Meaning
Word Knowledge
Word Structure
Fcrr.org
Vocabulary Resources• Marcia Henry,Unlocking Literacy: Effective Decoding and
Spelling Instruction, Brooks Publishing, 2003
• Beck, M. McKeown, & L. Kucan. Bringing Words to Life The Guilford Press, NY, 2002
• Ebbers, Vocabulary Through Morphemes, Sopris West, 2004
• Blachowicz, Fisher, Teaching Vocabulary in All Classrooms, Pearson, 2006
• Estes, Larrick, Wordbuild, Dynamic Literacy, 2007
• Moore, Moore, Latin and Greek Origins, McGraw Hill,1996
Comprehension (NRP)
• 7 Strategies were found to be effective:
– Comprehension monitoring – Cooperative learning– Graphic organizers– Question answering– Question generating– Story structure– Summarizing
• Multiple Strategy Instruction (combination of 2 or more strategies)
Effective Comprehension Instruction
Effective comprehension instruction should include:
• Direct teaching of strategies
• Modeling appropriate use of strategies
• Providing guided practice using strategies
• Allowing for independent practice of strategies
Generating Questions
By generating their own questions, children have to process what they are reading
Children can be taught to generate questions about:
• Main idea• Character motives• Story details• Connections to the story
Summarizing
In summarizing students are expected to pull out the important information and retell it in their own words.
Instruction should focus on:• Identifying main ideas• Connecting ideas• Differentiating between important and unnecessary information
Interventions
Comprehension Activities
-Sentence Structure and Meaning
-Story Structure
- Monitoring for Meaning
- Main Idea/Summarizing
The Red Dress
She went looking for a red dress. She saw a red dress that cost eighty dollars. She did not bring that much money with her. I did not have the money to loan her.
So, she went to the next shop. She saw a nice dress. It looked almost the same as the first dress. It did not cost as much. It was only fifty dollars. She saved thirty dollars.
So, she got out her cash and the dress was hers. They put it in a bag, we left the shop.
Great Leaps by Kenneth U. Campbell, 1996, p.64
Reading Comprehension-Reciprocal Teaching
• http://www.readingrockets.org/podcasts/comprehension
Comprehension Resources
• Developing Metacognitive Skills: Vocabulary and Reading Comprehension. Neuhaus Education Center, 2004. www.neuhaus.org
• Improving Reading Comprehension: Research-Based Principles and Practices (2002) by J. Carlisle & M. Rice. York Press, Baltimore, MD.
• “Reading Next: A Vision for Action and Research in Middle and High School Literacy” (2004) by C. Snow & G. Biancaruso. Can be downloaded from: www.all4ed.org or ordered from 1201 Connecticut Ave, NW, Suite 910, Washington, DC, 20036
• Vocabulary Instruction, Research to Practice (2004) by J.F. Baumann & E.J. Kame’enui. The Guilford Press, NY.
• “Vocabulary and the Child with Learning Disabilities” Perspectives, Winter, 2004. Published by the International Dyslexia Association. Copies may be ordered online at www.interdys.org
Writing
• http://www.readingrockets.org/podcasts/writing
Writing
Struggling Readers = Struggling Writers
• Poor readers tend to be poor spellers
• Deficit in phonological awareness skills
• Poor PA skills makes memory of letter patterns difficult
• Cannot deal with several layers of language because no layer is automatic
• Improvement in reading often faster than improvement in spelling
(Moats, 1996)
Why is Spelling More Difficult than Reading?
• Reading requires recognition of words.
• Spelling requires complete and accurate recall of letter patterns.
(Moats, 1996)
Writing Linked to Reading
• Writing to Read is a new Carnegie Corporation report published by the Alliance for Excellent Education which finds that while reading and writing are closely connected, writing is an often-overlooked tool for improving reading skills and content learning.
• Writing to Read identifies three core instructional practices that have been shown to be effective in improving student reading: – having students write about the content-area texts they have read– teaching students the writing skills and processes that go into creating
text
– increasing the amount of writing students do.
(Graham, S., and Hebert, M.A.(2010). Writing to read: Evidence for how writing can improve reading. A Carnegie Corporation Time to Act Report. Washington, DC: Alliance for Excellent Education.)
How Do We Measure Writing?
AIMSweb Curriculum Based Measures:
• Writing
• Spelling
Written Expression:
• Group or individual administration
• Student given a story starter
• 1 minute to think and 3 minutes to write story
Story Starter Examples
Story StartersCross-Age Suitable for All Benchmark Grades1. I couldn’t fall asleep in my tent. I heard this
noise outside and …2. My father sold his store last year and my whole
family …3. All during the day I was nervous. I ran home at
3:00. When I got home …
How is it Scored?
Correct Writing Sequences
• A correct writing sequence refers to two adjacent writing units (word/word or word/punctuation) that are acceptable within the context of what is written.
• The term “acceptable” means that the writing sequence is syntactically and semantically correct.
Correct Writing Sequences
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Comparing Writing using CBM
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Compared to. . . . .
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Spelling
• AIMSweb Spelling Curriculum Based Measurement
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Writing/Spelling Interventions
• Handouts included in manual
• May be used with direct instruction at Tiers I, II, and III of RTI with progress monitoring using:– Correct Writing Sequences (CWS)– Words Spelled Correctly (WSC)– Total Written Words (TWW)
Or
Spelling Curriculum Based Measurement
NC Public Schools Mission
Our ultimate goal is for all students in North Carolina to graduate prepared for work, education, and success in the 21st century.
(NC DPI)
Teaching students to read is important to you.Being able to read is extremely valuable to the student. The ability to read is vital to the adult that student will
become.
An inability to read is the number one indicator of poverty in this country!
ResourcesResources available available FREEFREE to everyone to everyone• Three documents related to this presentation are available at
http://www.fcrr.org/Interventions/index.htm 1. Complete report 2. Executive summary for complete report 3. “Principal’s guide to intensive interventions for struggling readers in Reading First schools”
• To download a guidance document on differentiated reading instruction: small group alternative lesson structures, go to http://www.fcrr.org
• To download a guidance document on Academic Literacy Instruction for Adolescents, go to http://www.fcrr.org/science/pdf/Academic_Literacy-COI.pdf
• To download answers to frequently asked questions regarding reading instruction, go to http://www.fcrr.org/Curriculum/curriculumInstructionFaq1.htm
ResourcesResources
Good & Kaminski: DIBELS http://dibels.uoregon.edu/ http://www.dibelsassessment.com/
Gary Germann and Mark Shinn AIMSWEBWWW.AIMSWEB.COM ; WWW.EDFORMATION.COM
James Wrightwww.interventioncentral.org
Vaughn-Gross Reading Centerhttp://www.texasreading.org/utcrla/
Websites For Program Information
• www.srakids.com
• www.wilsonlanguage.com
• www.language-usa.net or www.sopriswest.com
• www.hillcenter.org
• www.letterland.com
• http://ncsip.org
Sample Websites• www.interventioncentral.org• www.free-reading.net• www.centeroninstruction.org• www.bestevidenceencyclopedia.org• www.rti4success.org• www.alliance4ed.org• www.ies.ed.gov• www.starfall.com• http://www.edu4kids.com• www.kizclub.com• www.readinga-z.com• [email protected]
ReferencesArmbruster, B., Lehr, F. & Osborn, J. (2003) Put Reading First: The Research
Building Blocks for Teaching Children to Read. Center for the Improvement of Early Reading Achievement funded by National Institute for Literacy. www.nifl.gov/partnershipforreading.
Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instructions, New York, NY: The Guilford Press.
Birsh, J.R. ,ed. (2005). Multisensory teaching of basic language skills, 2nd ed. Baltimore, MD: Paul H. Brooks Publishing Co.
Birsh, J.R. & Carreker, S. (2005) Multisensory Teaching of Basic Language Skills Activity Book. Baltimore, MD: Paul H. Brooks Publishing Co.
Bursuck, W. & Damer, M. (2007). Reading Instruction for Students Who are At Risk or Have Disabilities. Boston: Pearson.
Buehl, Doug (2004). Classroom Strategies for Interactive Learning. International Reading Association. www.reading.org
Burns, Darci. Leading Literacy Change(2008) NC IDA Conference. Hanson Initiative for Language & Literacy (HILL)
ReferencesCampbell, K.U. (1996). Great leaps reading program: Grades 5 – 9 Middle/Jr. High
School, 3rd ed. Micanopy, FL: Diarmuid, Inc. 352-466-3878
Crawford, E. & Torgesen, J. (2007). Teaching all students to read: Practices from Reading First schools with strong intervention outcomes. Summary Document (complete report available at http://www.fcrr.org). Tallahassee, FL: Florida Center for Reading Research.
Greene, J.F. (1997) Sounds and Letters for Readers and Spellers. Longmont, Colorado: Sopris West Educational Services
Florida Center for Reading Research (FCRR). (2005). Teacher resource guide. Tallahassee, FL: Florida Department of Education. www.fcrr.org
Florida Center for Reading Research (FCRR). (2005). Resource guide glossary of terms. www.fcrr.org Tallahassee, FL: Florida Department of Education. www.fcrr.org
Florida Center for Reading Research (FCRR). (2005). Teacher resource guide Part 2. Tallahassee, FL: Florida Department of Education. www.fcrr.org
ReferencesHall, S. (2006). I’ve DIBEL’d now what? Designing interventions with DIBELS data. Longmont,
CO: Sopris West.
Hanson Initiative for Language & Literacy (HILL) MGH Institute of Health Professions
Murphy, J., (2004) Leadership for Literacy: Research-based Practice, Pre- K3,Corwin Press, CA. (25-27)
RAND Reading Study Group (2002). Reading for understanding: Toward a research and development program in reading comprehension. http//www.-rand.org/multi/achievementforall/reading/readreport.html
Stahl, K & Mckenna, M. (2006) Reading Research at Work. New York, NY: The Guilford Press.
Torgesen, J. (2007). A principal’s guide to intensive reading interventions for struggling readers in Reading First schools. Tallahassee, FL: Florida Center for Reading Research. www.fcrr.org
Torgesen, J. (2006). Research Corner: Successful interventions always increase the intensity of instruction. Tallahassee, FL: Florida Center for Reading Research. Newsletter. (Oct. 2006 p 2-4). www.fcrr.org
