StoryTown Administrator's Notebook

RESOURCE NOTEBOOK FOR ADMINISTRATORS AND COACHES 2

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RESOURCE NOTEBOOK FOR ADMINISTRATORS AND COACHES

Dr. Nancy Updegraff National Reading Consultant

Consultant Advisors:

Sharon Camp-Reed Richard Cable

Rochelle Williams Jeff Hohman



TABLE OF CONTENTS How to Use Administrator’s Notebook..........................................................5 Best Practices....................................................................................................7 Creating a Climate for Change ....................................................................11 Critical Observation ......................................................................................13

The School ................................................................................................... 15 Observation Checklists

Classroom Atmosphere/Environment.......................................................... 21 Classroom Management............................................................................... 24 Phonological Awareness, Phonemic Awareness ......................................... 30 Phonics ......................................................................................................... 42 Fluency......................................................................................................... 56 Vocabulary ................................................................................................... 68 Text Comprehension.................................................................................... 82 Read Aloud/Listening ................................................................................ 101 Shared Reading .......................................................................................... 105 Guided Reading/Small Group....................................................................108 Independent Reading ................................................................................. 114 Shared Writing ........................................................................................... 118 Interactive Writing ..................................................................................... 122 Independent Writing .................................................................................. 125 Sample Rubrics .......................................................................................... 128 Assessment................................................................................................. 136 Sample Assessment.................................................................................... 139 ELL Instruction.......................................................................................... 142 Challenge ................................................................................................... 148 Communication with Parents, Caregivers and the Community ................ 150



TABLE OF CONTENTS (CONTINUED) StoryTown Information

StoryTown.................................................................................................. 155 StoryTown Lesson Plan ............................................................................. 165 Flexible Grouping in StoryTown ............................................................... 180 Intervention ................................................................................................ 190 Scope and Sequence................................................................................... 222

Resources Presentation Planning................................................................................. 233 Tried & True Tips for Trainers .................................................................. 236 Needs Assessment...................................................................................... 242 Positive Evaluation for Staff Development Session.................................. 246 Teacher Self-Evaluation............................................................................. 247 Teacher Professional Growth and Development ....................................... 248 Bibliography .............................................................................................. 251



HOW TO USE THE RESOURCE NOTEBOOK FOR ADMINISTRATORS AND COACHES



Suggestions for using the checklists for classroom observation Checklists for Individual Areas of Reading and Individual Teacher’s Classrooms The following Checklists may be used to format a classroom observation or used as a teaching tool in staff development. Obviously all the items on the checklists would not be observed in one classroom lesson. All of the checklist material may not be appropriate for every grade level. For example: the observer may not see daily direct, explicit phonics lessons at the middle grade or lessons in critical thinking in kindergarten. The checklists may be used with teachers as a tool to assemble an observation Checklist in which the administrator/observer and the teacher work together to determine what will be observed in the lesson. The checklists may also be used as a tool for discussing what a “good” reading lesson looks like or changes in the teaching of reading which may need to be made. Finally, the checklists may be used by teachers for self analysis of the teaching of reading. Sections of the notebook can also be used before teachers use the Professional Development videos or I Pod lessons.



BEST PRACTICES IN READING AND LANGUAGE ARTS



IRA/NCTE Standards for the English Language Arts

1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw upon their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation) media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

7. Students conduct research on issues and interest by generating ideas an questions and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts , people) to communicate their discoveries in ways that suit their discoveries in ways that suit their purpose and audience.

8. Students use variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles



10. Students whose first language is not English make use of their first language to develop competency in the English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.

11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information)

Qualities of Skillful Readers Skillful Readers

! Visualize ( make mental pictures or sensory images) ! Connect (link to their own experience, to events in the world,

to other readings) ! Question (actively wonder, surface uncertainties, interrogate

the text and author) ! Infer (predict, hypothesize, interpret, draw conclusions) ! Evaluate (determine importance, make judgments, weigh values) ! Analyze (notice text structures, author’s craft, purpose,

theme, point of view) ! Recall (retell, summarize, remember information) ! Monitor (actively keep track of their thinking, adjust strategies

to text at hand)



The Best Practices Classroom

! Student Centered – students’ interests are considered. Student questions are valued and encouraged.

! Experiential – students engage in interactive activities including hands-on ! Holistic – phonemic awareness, phonics, vocabulary, fluency,

comprehension, grammar, spelling, writing, listening, speaking and viewing are integrated. Other subjects are integrated into the reading curriculum.

! Authentic – real, rich complex ideas and materials are valued and provided

! Expressive – students express themselves through drawing, writing, speaking, poetry and visual arts

! Reflective – students are given opportunities to reflect and think about their learning

! Social – students need experiences that “scaffold” learning ! Collaborative – cooperative learning taps the social power of learning ! Democratic – the classroom fosters responsibility and citizenship ! Cognitive – higher order thinking skills, inquiry projects and self

monitoring of thinking ! Constructivist – children re-create and reinvent cognitive systems ! Challenging – children need challenges, choices, and responsibilities



CREATING A CLIMATE FOR CHANGE



The following sections of this resource guide can be used as tools for instructionally based faculty meetings. Sections of the book, The Spyglass, by Richard Evans may be used as a springboard for discussion. The following questions may help in developing a vision for the school. Developing a Vision What is your vision for your school? What are the characteristics of a good administrator? What are the characteristics of a good teacher? What are the characteristics of a good educational community? What are the qualities of a good student? What is the best feature of your school? What most needs to be changed at your school? Self reflection What do you see as your greatest strength as a person, an administrator? What would you most like to change or improve? What are the major strengths of your staff? What are the major strengths of your students? What are the major strengths of your community? What forms of support assist you in your position? List the major areas of your school and/or staff you feel need to be changed or improved in order of importance.



SAMPLE CLASSROOM OBSERVATIONS



The Five Minute Literacy Walk Although traditional classroom observations are necessary, a five minute literacy walk through classrooms can accomplish many learning goals. Many times a team walks through more than once in the same day to see the change in the class lesson over time. The five minute walk can allow a coach and/or principal to observe the same section of the lesson in several classrooms. The five minute literacy walk allows the coach or principal to do more observing and assessing of instructional needs for both teachers and students. Although not every teacher needs to be on the same page, or same spot of the lesson at exactly the same minute similarities in modeling and direct explicit instruction can easily be seen. Teachers often share with each other and this includes good as well as questionable practices. The five minute walk will also allow the coach/principal to see exemplary practices which could be observed by new or struggling teachers. Coaches or principles can also recommend IPod lessons to those who are experiencing difficulty or need help in modeling skills or strategies. Conducting the five minute literacy walk

! The team or individual decides to walk through a grade level or group of classes on a particular day.

! The team discusses what they are hoping to see or will be looking for in the classroom. If this is the first time the group is observing a “cold” walk may be done followed by discussion to determine the variances in what members are observing in each class.

! The team determines after each classroom visit if a clear focus for the learning was evident.

! The team decides if the learning practices are consistent between classrooms and follow the research base of the program.



CRITICAL OBSERVATION – THE SCHOOL SAMPLE CLASSROOM OBSERVATION FORMS









The Whole School Learning Walk Before school starts, walk through your building. Walk in and out of classrooms and lavatories. If you were a visitor to your school what would your first impression be? Observe

! Configuration of desks in classrooms ! Placement of teacher desk ! Clutter ! Cleanliness ! Display of student work ! Examine your first impression. What did you see that helped you develop your

impression? ! What is the climate of the school? ! What is the climate of the teacher’s room? ! What is the climate of the office?

Invite a group of teachers to take the same walk through the building. Over coffee and rolls compare impressions. Empowered Observations The following may be used as springboards to discussion at faculty meetings. What area of the school could immediately be improved? List five “things” in the school that could be improved for little or no money. (Example: a group of teachers pointed out that changing the scheduling of lunch recess would decrease discipline problems) List five “things” that could improve the learning climate. Have teachers suggest an action plan. How could the plan be implemented?



Examine the following list. The principal may wish to select several items and have the staff complete them and compare answers. ! List the major strengths of each member of the staff and the staff as a

whole. ! List the major strengths of the students in the school. ! Is one class stronger or weaker than another? ! Does one class have more discipline problems than another? ! List the major strengths of the parents of the students. ! List the major strengths of the community. ! List the major strengths of district support. ! List your major strengths as a principal. ! Under each area: staff, students, parents, community, principal, office,

school plant, staff, curriculum, materials, list the one “thing” you would most like to change.

! List other needed changes in order of need. ! How can these changes be accomplished? ! Is staff resistant to change? ! At least twice a week walk in and out of classrooms during the reading

and writing time. What do you see? Commonalities? Differences? Routines?

! What type of learning do you see?

! How is routine classroom management handled?

! Are positive changes being made?

! Do you see interaction between students and teachers?

! Do you see evidence of differentiated instruction in the classroom? ! Is flexible grouping employed in the classroom? To what extent?



OBSERVATION CHECKLISTS CLASSROOM

ENVIRONMENT/ATMOSPHERE



Observe – Classroom Environment/Atmosphere

! Date

" Literacy rich environment with books, magazines and environmental print evident

" Authentic classroom tasks such as student created stories, reports and poems displayed

" Word walls evident, preferably in the front of the room

" Word walls “used” not just “viewed”

" Bulletin boards child centered, changed frequently

" Alternate assignments such as games in a bag easily accessible

" Student generated expectations, rules and routines clearly posted

" Classroom special organization that allows for whole class, small group, and one on one tutoring

"

Literacy centers or work stations for independent or small-group work – evidence of organization such as work board or chart

"

Literacy-rich environment: walls with children’s work, signs or charts with classroom rules and procedures, charts with mini-lesson topics, charts with poems, rhymes, group-dictated stories, or reports posted

" Clearly defined areas for small and large group activities

" Accessible classroom library with a variety of books and reading materials organized by reading levels and/or topics

" Children meaningfully engaged in reading and writing – limited use of worksheets as busy work

" Children exhibit on-task behavior

" Positive immediate feedback given to students



Observe – Classroom Environment/Atmosphere

! Date

" A variety of methods of application of skills and strategies evident

" Transition times kept to a minimum

" Teacher actively engaged with students in all areas of the room

" Small group reading opportunities are evident

" Student seating arranged for discussion and cooperation

" Clutter is kept to a minimum

" The room temperature is appropriate (exception unairconditioned classrooms in spring)

Notes:



OBSERVATION CHECKLISTS CLASSROOM MANAGEMENT



The Teacher – Classroom Management

! Date

" Lesson plans indicate direct explicit instruction, large and small group instruction, flexible grouping

" Evidence of formal and informal assessment for grading students during each phase of the lesson

"

Assignment or task (on chart, overhead, or chalkboard) for children to complete as soon as they enter the classroom evident

" Consistent opening routine

" Attendance, lunch money collection time kept to minimum

" Transition time between activities kept to a minimum

" Incorporates learning activities into transition times

" Teacher flexibly groups within the classroom

" Class rules posted – and reviewed periodically Class rules stated in positive terms: “a do list”

" Children aware of expectations for behavior and work

" Group behavior modeled for the class

" Evidence of strong classroom routines

" Teaching materials and resources easily accessible

" The room is arranged to provide for individual, small group, and whole-class instruction

" Teaching materials for lessons on hand and ready for use

" Plans, or has routines, for children who finish assignments early

" Keeps children active and engaged




! Date

" Uses informal and formal assessment for differentiated instruction and flexible grouping

" Learning centers are established that provide opportunities for direct application of previously taught skills and strategies

" Learning centers or stations contain meaningful activities not coloring or busy work

" Method of recording center or station work evident for groups or individuals

" Grading policy understood

" Student self-evaluation evident

" Children are heterogeneously grouped for center work

" Children are grouped for skill, strategy or reading level for small group or guided reading

" Evidence of consistent plan for disciplining children who disrupt group or whole class instruction

" Homework is relevant to classroom assignments and clearly understood by students

" Positively reinforces student behavior and work

" Creates an environment which respects and provides for each child

" Provides some choice of activities for children

" Employs alternate grading for differentiated instruction

" Shares responsibility for classroom routines with job boards or assignment charts




! Date

" Has interest inventory for each child filed in individual child’s portfolio

" Has a list of each child’s strengths as well as weaknesses in portfolio and uses for small group planning

"

Provides early intervention and/or varied pace and instruction for children who are advanced as well as those experiencing difficulty

Notes:



The Students – Classroom Management

! Date

" Enter the classroom in an orderly fashion and take assigned seats

" Begin classroom routines

" Have routines for sharpening pencils, getting and returning materials

" Have routines for lining up and moving to specials, lunch, recess or lavatories

" Move to small group or center activities in organized fashion

" Demonstrate understanding of assignments

" Have procedure for completing work

" Understand time limits for group work and assigned work

" Have jobs or classroom responsibilities

" Have method for recording assignments

" Have method for storing assignments

" Have library book for free reading

" Use work boards or assignment sheets

" Know how to use word walls

" Demonstrate respect for materials and the classroom

" Demonstrate respect for one another

" Frequently evaluate their participation in group work and the effectiveness of the group work

" Have methods for self-evaluation



" Are actively engaged in assignments

" Participate in classroom discussions

" Participate in group work and know their role in the group

" Understand classroom rules and consequences for not following them

Notes:



BACKGROUND INFORMATION AND OBSERVATION CHECKLIST

PHONOLOGICAL AWARENESS/ PHONEMIC AWARENESS



Phonological Awareness “Children who begin school with little phonological awareness have trouble acquiring alphabetic coding skill and thus have difficulty recognizing words. (Stanovich, 2000) Becoming phonologically aware prepares children for later reading instruction, including instruction in phonics, word analysis, and spelling (Adams, Foorman, Lundberg, & Beeler, 1998: Chard, Simmons, & Kameenui, 1998). The most common barrier to learning early word reading skills is the lack of ability to process language phonologically (Liberman, Shankweiler, & Liberman, 1989). Developments in research and understanding have revealed that weakness in phonological processing most often hinders early reading development for both students with and without disabilities (Fletcher et al.,1994). The critical levels of phonological awareness can be developed in children through carefully planned, direct, explicit instruction. The development of phonological awareness has significant influence on student’s reading and spelling achievement (Ball & Blachman, 1991; Bradley & Bryant, Leicester, & Slocum, 1993). Phonological awareness is the understanding of the many ways that oral language can be divided into smaller components and manipulated. Spoken language can be broken down into sentences, sentences into words, words into syllables, onsets and rimes, and individual phonemes. If a student is phonologically aware it means they have a general understanding at all oral language levels. Phonological Awareness

! Identifying and making oral rhymes ! Sentence segmentation (breaking sentences into words) ! Syllable segmentation and blending ! Identifying and working with syllables in spoken words. ! Onset-rhyme blending & segmentation ! Identifying and working with onsets and rimes in spoken syllables. ! Blending & segmenting individual phonemes ! Identifying and working with individual phonemes in spoken words.



Phonemic Awareness The most sophisticated level of phonological awareness is phonemic awareness. Phonemic awareness is the understanding that words are made up of individual sounds or phonemes and the ability to manipulate these phonemes by segmenting, blending, adding, deleting them to form new words. Phonological awareness involves the auditory and oral manipulation of sounds. The National Research Council distinguishes phonological awareness from phonemic awareness:

The term phonological awareness refers to a general appreciation of the sounds of speech as distinct from their meaning. When that insight includes an understanding that words can be divided into a sequence of phonemes, this finer-grainer sensitivity is termed phonemic awareness. (Snow, Burns, & Griffin, 1998)

Phonemic Awareness “Children who enter school with phonemic awareness have a very high likelihood of learning to read successfully. Children who lack phonemic awareness have a great deal of difficulty learning to read.” (Cunningham, 1999) Phonemic awareness is the most complex part of phonological awareness. It is the ability to identify the phonemes (smallest identifiable units of sound) of spoken language, and how they can be separated (divided or segmented), blended (put back together) and manipulated (added, deleted, substituted). A phoneme is the smallest sound in oral language that makes a difference in a word. Explicit instruction in phonemic awareness benefits most readers. (Ball & Blachman, 1991)(National Reading Research Panel, 2000) The National Reading Panel report (2000) indicates that phonemic awareness helps students with disabilities, students with reading difficulties, preschoolers, kindergartners, first graders, ELL students and diverse socioeconomic groups. “Fortunately, phonemic awareness can be developed through instruction, with clear benefits to subsequent acquisition of reading skills.” (Pressley, 1998)



Phonemic Awareness

! Phonemic awareness is not the same as phonological awareness ! Phonemic awareness is not auditory discrimination ! Phonemic awareness is the ability to notice, think about, and work with

the individual sounds in spoken words. ! Children need to know how sounds in words work. ! Children need to understand that speech is made up of speech sounds, or

phonemes. ! The ability to hear, identify, and manipulate individual sounds-

phonemes- in spoken words. ! Improves children’s word reading and reading comprehension. ! Is crucial in the development of the ability to decode, to read for meaning

and to spell (Yopp, 1992, Adams, 1990). ! Phonemic awareness is central in learning to read and spell because

English and other alphabetic languages map speech to print at the level of phonemes.

! Research shows that phonemic awareness is the most potent predictor of a child’s success in learning to read (Stanovich, 1994).

! Helps children learn to spell.

The lack of phonemic awareness is the most powerful determinant of the likelihood of failure to learn to read (Adams, 1990).

Phonemic Awareness Skills

Discriminating- students must discriminate to determine beginning, middle, and ending sounds. Counting – students must be able to count the number of words in a sentence and the number of sounds in a word. Rhyming – Students must be able to rhyme words and create word families – onsets and rimes



(Phonemic Awareness Skills) Alliteration –Students create tongue twisters such as: Peter Piper, Picked a Peck of Peppers Blending – Students say individual sounds in a word and then blend them to form a word. Segmenting – Students must say a sentence and identify individual words. Manipulating – Deleting, adding, substituting sounds and syllables (Bos, Vaughn, 2002)

Phonemic awareness elements which are commonly tested

# Isolation # Identity # Categorization/rhyming # Blending # Segmenting # Deletion # Addition # Substitution

To be effective phonemic awareness needs to be interactive and practiced in a variety of settings.

! Kindergarten students benefit the most from phonemic awareness more than students who receive their first lessons in first or second grade students. (Ehri and colleagues, 2001) First and second grade teachers should continue to teach phonemic awareness.

! Instruction should be systematic and explicit (National Panel) ! Instruction should allow time for the teacher to model and for the

students to respond individually and in groups. (Bos, Vaughn, 2002) ! The teacher should have a method of determining which students are

making progress and which need additional support for each element of phonemic awareness.

! Phonemic awareness lessons should be about 15 or 20 minutes a day.



! Phonemic awareness is most beneficial when combined with connecting sounds to letters (phonics). (Bradley and Bryant, 1985)

! Phonemic awareness is most effective when extended to include writing the letters that represent the sound that are taught. (Share, 1995)

Phonemic awareness is best reinforced in small groups of four to six students. Students who are taught in small groups transfer their phonemic awareness skills to reading and spelling better than those who are taught only in whole class. (Ehri et al, 2001)

The two most important aspects of phonemic awareness are segmenting and blending. ( NRP, 2000) ! In kindergarten phonemic awareness follows phonological awareness and

precedes phonics lessons ! In first and second grade phonemic awareness precedes phonics lessons ! In older children phonemic awareness is helpful in spelling. ! “Language should become a child’s toy!” Hallie Yopp

Steps of Phonemic Awareness

1. Break a word into its separate sounds: dog is d/o/g/. 2. Blend a series of spoken sounds together to make a word: k/a/t/ is cat. 3. Isolate the beginning, middle, or final sound of a word:

“jump” begins with /j/. 4. Indicate whether a series of words begins with, has in the middle, or ends

with the same sound Example: “happy, hop, hippo” all begin with the same beginning letter /h/.

5. Indicate which words in a series of words begin with, have in the middle, or end with the same sound: In the series: “dog, done, frog, mug”, the words “dog, frog, mug” end with the same sound /g/.

6. Indicate whether pairs of words rhyme, or list words that rhyme with a target word. The ability to identify rhymes suggests that a child has some minimal level of understanding of similarities in speech sounds. Example- which pairs of words rhyme? Cat-mat Cat-come Bat- hat Bat- bone Example- how many words can you make that rhyme with “bat”?



Cat,fat,hat,mat,rat,sat,that Materials and Opportunities to Promote Phonemic Awareness

! Big Books/picture books ! Listening stations without print material ! Language experience activities ! Items or pictures for sorting

o Example: students may sort picture cards for initial, medial or ending sounds, or by categorization such as “at”, “an” or “in” sounds

! Hand-held mirrors to note the way the mouth looks when making a particular sound ! Individual Elkonin boxes , Write on Wipe off boards ! Picture cards ! Letter/sound cards ! Letters and sounds on CD ! Individual books for children’s pictures ! Songs to promote phonetic sounds ! Extending oral language and phonemic awareness activities into print

Reading centers with many levels of reading materials

! Opportunities to dictate or create stories ! Opportunities to work in pairs or small groups ! Opportunities to draw pictures or create designs to go with learning

experiences ! Opportunities to use large motor muscles to further kinesthetic learning ! Opportunities to trace words in sand, carpet squares, or sugar ! Quiet time to reflect and think about the learning ! An environment that encourages risk-taking and growing independence ! Opportunities to mix modalities such as clapping, stomping, using colored

cubes, or other visual and kinesthetic



The Teacher – Phonological Awareness/ Phonemic Awareness

! Date

"

In kindergarten lessons in phonological awareness precede those of phonemic awareness.

"

The teacher uses Big Book of rhymes to facilitate hearing sounds in words.

"

The teacher uses ELL teacher’s guide and lessons when appropriate.

"

The teacher has administered a formal or informal phonemic awareness assessment and uses the results as a guide in whole class and small group instruction

"

The teacher uses Progress Monitoring and other informal assessments to determine mastery of Phonemic Awareness skills.

" The teacher links oral language development to phonological awareness .

" Makes students aware of words in sentences

" Makes students aware of first and last words in a sentence.

" Makes students aware of beginning and ending sounds of words.

" Calls attention to rhyming words.

" Extends the lesson by segmenting and blending appropriate words.

" The teacher provides direct explicit instruction in each of the aspects of phonemic awareness:

" Identifying and making oral rhymes

" Identifying and working with syllables in spoken words




! Date

" Identifying and working with onsets and rimes in spoken syllables or one-syllable words

" Identifying and working with individual phonemes in spoken words

" The teacher models and directs practice in rhyming

" Models phoneme isolation

" Models phoneme identity

" Models phoneme categorization

" Models phoneme blending

" Models phoneme segmentation

" Models phoneme deletion

" Models phoneme addition

" Models phoneme substitution

" Models and directs practice in segmenting oral sentences into words and oral words into phonemes

" Models and thinks aloud sounds in of letters or sounds in words

" Lessons focus on one or two types of phoneme manipulation, rather than several types

" Uses oral language development activities to discuss words with the same sounds or the same rhyme pattern

" Demonstrates how to form and say different sounds

" Models how to manipulate phonemes

" Uses manipulatives such as Elkonin boxes to teach aspects of phonemic awareness




! Date

" Uses a variety of interactive methods to teach each aspect of phonemic awareness

" Provides visual or tactile supports for auditory information

" Models and directs practice in blending sounds into words

" Builds on children’s alphabetic knowledge to help them associate sounds with letters and letter patterns

" Has phonemic awareness lessons before each phonics lesson

" Uses phonemic awareness as a tool to teach spelling

" Uses poetry, big books of rhyme or songs to assist in phonemic awareness

" Has students recite poetry and nursery rhymes and compose their own rhymes.

"

Over the course of the school year as suggested by the National Panel the teacher spends no more or no less than 20 hours of instruction on phonemic awareness (grades K-3)

" The teacher uses formal and informal assessment to determine small group and center activities.

"

The teacher differentiates instruction for special groups such as ELL or those with auditory processing difficulties.



The Students – Phonemic Awareness

! Date

" Actively participate in all aspects of phonemic awareness lessons

" Demonstrate ability to isolate initial, medial and final sounds in words and nonsense words

"

Demonstrate ability to listen to a sequence of separate spoken phonemes, combine the phonemes to form a word and then pronounce the word

" Demonstrate ability to identify same sounds in different and similar words

" Demonstrate ability to categorize phonemes, recognizing the word in a set of three or four words that has the “odd” sound

" Demonstrate ability to rhyme and makes own rhymes

" Recite poetry and rhymes

" Demonstrate the ability to separate sounds, by saying each sound as they tap or count it and then say the word

" Combine*(remove s onsets and rimes to make syllables and combine syllables to make words

"

Demonstrate the ability to recognize the word that remains when a phoneme is removed from another word and then pronounce the new word

"

Demonstrate the ability to make a new word by adding a phoneme to beginning, middle or end of existing word and then pronouncing the new word

" Demonstrate the ability to substitute one phoneme for another to make a new word and then pronouncing the new word.

" Break sentences into words

" Break words into phonemes, beginning, middle, end



The Students – Phonemic Awareness

! Date

" Break words into syllables

" Break syllables into onsets and rimes

" Blend sounds or syllables into recognizable words

" Use manipulatives, such as Elkonin boxes, picture cards and/or phoneme phones to indicate individual phonemes in words

" Use phonemic awareness as a tool for spelling

" Use phonemic awareness strategies as a tool for decoding or spelling unknown words

" Extend phonemic awareness skills into reading and writing

Notes:




PHONICS



Phonics Instruction To learn to read, spell and write students need to learn the relationship between the letters (graphemes) and sounds (phonemes) and then remember the exact letter patterns and sequences that represent various speech sounds. (Moats, 2000) Beginning readers need to be able to identify words automatically and have an effective strategy for decoding unknown words. (Bos & Vaughn, 2002) (NRP, Snow, Burns & Griffin 1998) To reach the point of reading independence, students need to learn the relationship between 44 speech sound and more than 100 spellings which represent them. (Blevins, 1998, Bos & Vaughn, 2002) Students must also be able to read known and unknown words in isolation, in context and learn to read irregular words, those that do not fit regular patterns of phonic rules. According to the Center for Early Reading Achievement (CIERA, 2001 NRP, 2000, Texas Education Agency , TEA, 2000, an effective phonics program follows a defined sequence. This sequence includes direct teaching of a set of letter sound relationships. Instructional sets include sound-spelling relationships of both vowels and consonants. Effective programs include books and stories that include lots of words for students to decode using letter-sound relationships and provide students with opportunities to spell words and write their own stories using letter-sound relationships. (Blevins, 1998) Phonics instruction provides key knowledge and skills for beginning reading, but it is not an entire reading program and should be integrated with other elements such as language activities, (Pressley, 2005) Phonics teaches children the relationships between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language. It teaches children to use these relationships to read and write words. Phonics consists of:

! Graphophonemic relationships ! Letter-sound associations ! Letter-sound correspondences ! Sound-symbol correspondences ! Sound-spellings



“Early and systematic instruction in phonics seems to lead to better achievement in reading that later and less systematic instruction” (Adams, 2001). All students must know the letters of the alphabet, understand the elements of phonemic awareness, and use the conventions and rules governing their use. (Adams, 2001) The goals of phonics instruction and word study are to teach students that systematic relationships between letters and sounds exist and that written words are made up of letter patterns representing the sounds of spoken words. Reading requires the recognition of words accurately as a way of obtaining meaning from them. (Adams, 1990)

! Instructs students in how to relate letters and sounds, how to break spoken words into sounds and how to blend sounds to form words.

! Helps students understand why they are learning the relationships between letters and sounds

! Helps students apply their knowledge of phonics as they read words, sentences, and text.

! Helps students apply what they learn about sounds and letters to their own writing.

! Can be adapted to the needs of individual students based on assessment ! Includes alphabetic knowledge, phonemic awareness, vocabulary

development, and the reading of text, as well as systematic phonics instruction.



Explicit, Systematic Instruction Explicit, systematic instruction is teaching that is clear, straightforward, and logically sequenced. The objective and explanation are directly stated by the teacher. The NRP found that systematic phonics instruction was more effective than non systematic phonics approaches. (NPR, 2000) The four steps in explicit instruction are: ! Direct instruction – the teacher tells the students about a strategy in a clear

explicit way often using pictures and representations of the letters- letter cards.

! Modeling – the teacher shows students how to use the strategy by “thinking ! Guided Practice – the teacher guides, assists, and provides feedback to

students during their reading as they practice using the strategy. Guided Practice is done in whole class, small group, centers and individual practice. Students may use decodable text and leveled practice. ! Application – students practice using the strategy, with support from the

teacher, until they can use it independently. Students may use leveled readers which contain the same phonic element, leveled practice, or literacy response activities. Students need ample opportunities for children to apply what they are learning about letters and sounds to the reading of words, sentences, and stories.



Phonics–Terminology ! Alphabetic principle: the systematic relationship between

sounds and letters. ! Synthetic phonics: Children learn how to convert letters or letter

combinations into sounds, and then how to blend the sounds together to form recognizable words.

! Analytic phonics: Learning to analyze letter-sound relationships in previously learned words. Sounds are not pronounced in isolation.

! Analogy-based phonics: Children learn to use the parts of word families they know to identify words they don’t know that have similar parts. “I know the word cat and this word looks like it except it starts with an /r/ so it must be rat.”

! Vowel digraphs and vowel diphtongs – A diphthong is a single speech sound that begins with one vowel sound and moves to another. Vowel diagraphs are long vowel sounds represented by two adjacent letters – “seat, rain, teeth, play”- /ea/, /ai/, /ee/, and /ay/ are the diagraphs.

! Phonics through spelling: Learning to segment words into phonemes and to make words by writing letters for phonemes primarily to learn to spell words.

! Embedded phonics: Learning letter-sound correspondences during the reading of connected text. Since children encounter different letter-sound correspondences and different letter-sound relationships as they read this approach is not systematic or explicit.

! Inflectional endings: meaningful word parts (morphemes) that indicated tense, number person or gender when added to base words ( -ed, -es) Three inflectional endings are found in 65% of words that have inflectional endings ( -s/-es, -ed, and –ing – White, Sowell, & Yanagihara, 1989)

! Prefixes: word parts at the beginning of base words (pre,in un) ! Suffixes: word parts at the end of base words (-ful,-ly) ! Onset-rime phonics: Children learn to identify the sound of the letter or

letters before the first vowel (the onset) in a one-syllable word and the sound of the remaining part of the word (the rime).

! Orthography is a language’s writing – spelling system. ! Phoneme the smallest speech sound into which a spoken word can be

divided. The word “cat” has 3 phonemes. The word “lump” has 4. The word “chair” has 3 phonemes- /ch/ /ai/ /r/.



! Grapheme is the smallest written representation of speech sounds. Graphemes are writing, phonemes are spoken.

! Systematic-explicit phonics: Systematic and explicit phonics instruction provides practice with letter-sound relationships in a predetermined sequence. Children learn to use these relationships to decode words that contain the element being taught.

Vowel Rules

! When two vowels appear in a word together the first one is usually long. Nail, bead, ceiling, pie, boat, suit Exceptions: said, head, chief, build

! When a word ends in a vowel plus a consonant plus /e/ the /e/ is usually silent and the other vowel is long. Cake, late, ride, hide, chime, bone, June Exceptions: have, give, come, bare, move

! When a vowel is in the middle of a one-syllable word, the vowel is short. (CVC) cat, mat, hat, rat, pat

! When a word has only one vowel letter, the vowel sound is likely to be short. pin, put, pat, pan

! The combination of /ee/ is pronounced with a long e sound. sweet, meet, beet

! When /y/ is the last letter in a word, it usually has a vowel sound. happy, only, money, my, by

! An /r/ preceding the vowel makes the vowel neither long nor short. car, bar, far, charm, certain, curtain. Vowels take on the “r” sound and the vowel is barely heard.

Suggestions for teaching Irregular Words, High Frequency Words (Best Practices in Literacy Instruction, 2003)



! Select and teach words that appear frequently in informational texts, environmental print, and stories.

! The number of words will depend upon the supporting text and the students being taught. Students need practice with old and new words in a selection.

! Teach new irregular words before they appear in a selection. Discuss the word and any parts that may be regular. Example: to read the word “you”, remember the last letter /u/ .

! Review previously taught words on a daily basis. Have word walls which contain irregular words.

! Provide students with opportunities to us words in reading and writing activities. ( Blevins, 1998, Chard & Osborn, 1999)



Elements of Phonics Instruction Letter Sound Association – students need to be taught the letter and the corresponding sound. Identify the letter for students by using Sound/Spelling or letter card. Relate the letter to the sound. Practice in whole class, small group and centers relating the letter to its sound. Extend the practice by having students discriminate between new letter sounds and previously taught letters and sounds. Word Blending –students need to be taught to blend sounds to form words. Display letter cards as letters are voiced and blended to form sounds in words. Students repeat the blending process. Use cumulative blending. Example using letter cards and a word builder: “This is the letter /p/; /P/ makes the sound “p”. This is the letter /a/; /a/ makes the sound “a”. Put the /p/ and the /a/ next to each other. Slide a finger under the /p/a/ and say /pa/. This is the letter /t/; /t/ says “t”. Put the /t/ next to the /pa/ and blend-/pat/ Run the finger under the word and say it- /pat/,/pat/ Word Building – word building gives students practice in building and reading decodable words. Students should be guided step-by-step in changing one word into another by first changing one letter at the beginning or end and finally letters in the middle of a word to form new words. Word building gives students the opportunity to build new words using the previously taught letters and sounds. Example: change the letter /t/in cat to /p/ and form a new word- cap. Change the /a/ to /u/ and form the word cup. Change the /c/ to /p/ and for the word pup. The ability to manipulate letters and sounds rapidly to form new words increases fluency and the overall ability to decode new words effectively. Examples: Cat-cup Cat-cap Cap-pup



Reading Decodable Text – reading decodable texts or texts in which most of the words represent the letter sound relationships previously taught gives students and opportunity to practice the decodable element in a contextual or sentence setting. This allows students to apply the skill in a meaning context. The more automatic the decoding becomes the more meaning focus that can be applied. Decoding and phonics have a common link, reading for meaning. Explicit Phonics Lesson An explicit phonics lesson may include the following activities. ! Assess student’s prior knowledge of letter/sound ! Display a letter card or letter/sound card and have children give the letter

name. ! Explain that the letter stands for…sound ! Write several words with the sound in initial position and/or show several

words with the sound in initial position. ! Have children practice the sound by naming a picture, finding pictures, or

locating words with the sound. ! Have students use alphabet books. ! Have children make words with the sound. ! Web words that have the sound. ! Have children make their own words with the sound using a word builder. ! Introduce words with the sound in the final position. ! Have children identify words that have the sound at the end of the word. ! Have children practice making words with the sound at the beginning or end

using word builders. ! Have children find words with the letter/sound in a story. ! Have children compose sentences with the letter/sound. ! Distinguish the sound from other previously taught sounds. ! Have students practice new and previously taught sound-letter relationships



Skill Mastery Model ! Present skills in micro-steps. ! Have students repeat each step and “show, tell, and do” each step in skill

acquisition. ! Have students practice each skill in a variety of interactive ways word

builders, decodable text, reading rods, leveled reading(not just worksheets). ! Extend reading into writing through sentences and stories. ! Use peer teaching and group work. ! Provide for closure — check to see if students understood concept through

application. ! Review concepts on successive days. ! Spiral review of concepts. ! Create positive ready to learn reading environment. ! Establish relevance of what is to be taught to students ! Identify and communicate measurable, observable learner outcomes ! Model parts and whole of skills and strategies. ! Demonstrate skills and ask for student demonstration. ! Give specific, clear, short directions. ! Have children repeat and demonstrate understanding of directions. ! Praise effort as well as success. ! Allow for self-evaluation: “Were you right? How do you know? What could

you do?”



The Teacher – Phonics

! Date

" Formally or informally assesses students’ prior knowledge of phonics elements.

" Maintains records on each student to show mastery of each phonic elements.

" Monitors mastery of phonics elements through formal and informal methods

" Uses centers and a variety of materials to teach, review, and extend knowledge of phonic elements.

"

Uses direct, explicit instruction to teach graphophonemic relationships, letter-sound associations, letter sound correspondences, sound-symbol correspondences, and sound spellings

" Teaches the relationship between spoken and written letters

" Helps children understand the alphabetic principle

" Relies on a variety of methods other than rote learning for mastery of sound/symbol relationships

" Uses direct, explicit instruction to teach the major sound/spelling relationships of both consonants and vowels.

"

Employs a systematic method for learning letter/sound relationships: hear, see, say, blend, read, practice, apply, write each new phonetic element

" Assists students in understanding predictable phonetic elements and patterns such as onsets and rimes

" Uses oral language activities and listening- read alouds as a tool for review of phonetic elements




! Date

"

Confirms and solidifies children’s knowledge of letter names through a variety of means including big books, anthology stories, decodable texts, leveled texts and practice in both worksheets, manipulatives such as reading rods and word builders and writing assignments

" Models the relationship between spoken sounds and letter forms.

"

Helps children develop knowledge of the alphabetic principle – the understanding that there are systematic and predictable relationships between written letters and spoken sounds

" Teaches a systematic and cumulative sequence of phonic elements

" Reviews previously taught phonic elements and applies them in new reading situations

"

Provides explicit instruction and practice opportunities that move from sound structures to letter-sound relationships to reading printed words

" Provides practice in blending the components of sounded-out words and chunking the parts of longer words

" Uses blend and build sequence known as cumulative blending to decode unknown words

"

Uses formal and informal assessment to determine which sounds and letters have been mastered and which require further instruction

" Uses the results of formal and informal assessment to determine how children will be placed in flexible groups

"

Provides early intervention and/or varying pace and instruction for children who demonstrate weaknesses in each aspect of phonics




! Date

" Uses manipulatives such as word builders and Elkonin boxes as tools for teaching phonics interactively

" Uses worksheets as an extension of direct, explicit instruction and not just a coloring activity

" Reinforces phonics through center activities such as games, puzzles, writing and reading

" Enhances and enriches phonics by teaching strategies which help children have alternative methods of decoding words

" Systematically teaches the most productive phonics’ rules



The Students – Phonics

! Date Subject

" Solidifies knowledge of the alphabet through multiple tasks

"

Uses a variety of methods to demonstrate mastery of sound/symbol relationships such as word builders, games and decodable texts

" Applies knowledge of sounds and letters to read words

"

Applies knowledge of sounds and letters to read decodable text containing a high proportion of new words that use the letter-sound relationships that they have been taught

" Uses their knowledge of sound-letter relationships to write phonetically

" Understands patterns such as onsets and rimes

" Uses phonetic principles in decoding new words

" Uses consonant and vowel substitution to form new words

" Retains and applies previously taught phonetic principles

" Uses cumulative blending when decoding unknown words

"

Uses strategies such as: “look at the picture, think about what will come next, look for bits and chunks, think of another word like the word” to enhance phonics

" Understands and applies the major rules of phonics




FLUENCY



Fluency Fluency is considered “the neglected goal of reading instruction” states Richard Allington, past president of the International Reading Association. What is fluency? According to the Dictionary of Reading Related Terms: “fluency is the ability to read smoothly, easily, and readily with freedom from word recognition problems.”

Fluency combines accuracy, automaticity and prosody. These three elements make oral reading sound like spoken language. Prosody is the element of fluency that allows reading to have expression and sound like real language. The goal of fluency is to help the reader construct meaning from text.

If a reader has difficulty in decoding words, doesn’t recognize the words rapidly enough and doesn’t understand their meaning, the passage will not be read with comprehension. The rate at which the passage is read directly affects meaning. Reading too slowly or too rapidly interferes with meaning. The reader conveys meaning through the way the passage is read. Fluency is directly related to comprehension.

Research states that the three elements of fluency should not be taught in isolation. This means that decoding and word recognition, rate and reading for meaning need to be taught as a unit. For example merely teaching children to read more rapidly will not produce better comprehension. Many students read a passage correctly and still have no idea of what they have read. Fluency correctly taught focuses the reading of the text on meaning rather that decoding or rate. Fluency develops over time as children learn to read. Children move from word by word reading and using their finger to track print to reading whole sentences and longer texts. As students reread texts and experience more reading seeing the same words over and over in different selections they become more fluent. Fluency is not “forever.” Students need to “remaster” fluency as texts become more technical or difficult.

Since rereading builds fluency the question is: “why would anyone want to read the same selection more than once?” Why does a football or basketball team practice every night? Don’t they know how to play? Practice helps the players automatically react, recognize the plays and understand the subtleties of the game. Echo reading, phrase-cued reading, partner reading, choral reading, tape



assisted reading, chants, rounds, raps, rhymes, dialogues, and readers theater are excellent ways of helping children reread material. Readers Theater is one of the best ways to encourage children to practice reading with meaning and fluency. Readers Theater encourages rereading as students practice their parts and use meaning to convey the feelings and words of the character. Readers Theater promotes comprehension as students discuss props, backgrounds and sound effects to enhance the production. In one research study second graders doing repeated readings with Readers Theater made twice the gain the reading than a comparison group. The focus on Readers Theater is on expressive, meaning filled reading and not on speed. Fluency is necessary for good comprehension and enjoyable reading. According to Dr. Roxanne Hudson fluency is composed of three elements: accurate reading of text at a conversational rate with prosody or expression. A fluent reader can maintain this performance for long periods of time, retains the skill after long periods of no practice, and can generalize across texts (Hudson, Lane, & Pullen, 2006).Reading fluency is multifaceted and complex. Components of Decoding Fluency, Letter sound fluency, Phonemic Blending Fluency, Phonogram Fluency, Components of Reading Fluency Sight word vocabulary, Speed of Processing Sight Words, Comprehension, Decoding Fluency, Orthographic Knowledge, Vocabulary Fluency, Fluent Use of Graphophonemic and Meaning Cues. Proficient reading encompasses all of the elements of Reading Fluency and incorporates motivation and purpose and strategic reading. Proficient, fluent readers have higher levels of comprehension than non fluent readers. Focusing on increasing reading rate and focusing on meaning are not mutually exclusive. In fact, teaching students that reading is only about reading words quickly misses the point of why we work to increase students’ fluency-so that they have sufficient attention to reach a deep understanding of the text they read. ( Hudson, 2006)

An oral fluency or running record is a good way to assess reading fluency. In theses tests a student reads a “leveled” passage for a certain period of time and the number of correct words is compared to grade level expectations. The teacher or reading specialist can do an error analysis to determine reading problems.



When a student is dysfluent teachers need to gather more information about what is causing the problem. Common causes of lack of fluency: reading letter by letter, lack of automaticity, no comprehension of what is being read, reading too fast to get meaning, missing phonics skills, lack of sight word knowledge, lack of oral vocabulary, not monitoring, doesn’t notice punctuation, doesn’t pay attention to meaning, lacks syntactic knowledge, lack of practice. Fluency-Summary

! Bridges word recognition and comprehension. ! Allows readers to focus attention on what text means rather than

decoding. ! Develops gradually over considerable time. ! Requires students to divide the text into meaningful phrases. ! Is not a stage of development ! Changes depending upon what readers are reading. ! Skilled readers may not read technical material fluently due to the nature

of the text. ! 44% of the nation’s fourth graders were low in fluency. ! Fluency is related to reading comprehension. ! Reading words in isolation or lists does not produce fluency as an

isolated activity. ! Rereading builds fluency. ! The ability to read a text accurately and quickly. ! The ability to recognize words automatically. ! The ability to group words quickly gain meaning from reading. ! The ability to read effortlessly with expression. ! One of the major differences between good and poor readers is the

amount of time they spend reading. ! The teacher should model fluent and phrased reading by reading to

children daily. ! Listening to stories in kindergarten and first grade builds listening

fluency to reading fluency.



Fluency

! Develops over considerable time ! May be labored because students are learning to “break the code.” ! Oral reading may be expressionless because students do not understand

how to divide text into meaningful “chunks.” ! Meaning “chunks” include phrases and clauses. ! Readers must know to pause appropriately within and at the ends of

sentences and when to change emphasis and tone. ! Not a stage of development. ! Changes depending on what readers are reading and their familiarity with

the words and the amount of their practice reading the text. ! Word recognition is not sufficient. ! Reading words in isolation quickly may or may not transfer into fluency. ! Continued reading practice helps word recognition become more

automatic, rapid, and effortless. ! Repeated and monitored oral reading improves reading fluency and

overall reading achievement. ! Students who read and reread passages orally as they receive guidance

and/or feedback become better readers. ! Repeated oral reading substantially improves word recognition, speed,

and accuracy as well as fluency. ! Repeated oral reading improves the ability of all students. ! Repeated rereading especially helps struggling readers at higher grade

levels. ! Round-robin oral reading does not build fluency! ! Students need to read and reread a text a certain number of times or until

a certain level of fluency is reached. Four rereadings are sufficient for most students.

! Oral reading practice is increased through the use of audiotapes, tutors, peer guidance or other means.

! Many studies have found strong relationship between reading ability and how much a student reads. However, reading without guidance and feedback provides little improvement in fluency.



Strategies for Fluency

! Frequent monitoring of student’s oral reading through “fresh reads” and oral fluency passages.

! Model fluent reading, then have students reread the text on their own. ! After a teacher models fluent and phrased reading students MUST have

students reread it. ! The actual time that students are actively engaged in reading produces

reading gains. The best strategy for fluency is to give students many opportunities to read the same passage orally several times.

! Reader’s Theater gives students opportunities to practice fluency with accuracy, rate and prosody.

! The teacher must know what levels of materials to have the students read. ! The teacher must use a variety of strategies to have students read aloud

repeatedly. Text Levels

Independent Level Text Relatively easy text for the reader, with no more than approximately 1 in 20 words difficult for the reader (95% success).

Instructional Level Text

Challenging but manageable text for the reader, with no more than approximately 1in 10 words difficult for the

Frustration Level Text

Difficult text for the reader, with more than 1 in 10 words difficult for the reader (less than 90% success)



Fluency Building Activities ! Fluency builders – cards at each grade level that offer practice in word

fluency, rate and prosody. ! Guided reading of leveled texts ! Guided repeated reading ! Echo reading ! Partner Reading ! Reader’s Theater ! Tape or CD assisted reading ! Daily reading by the teacher to model fluent and phrased reading ! Daily reading by students of familiar or previously read texts

ORAL READING STRATEGIES Reading with Meaning Many children have a “reading voice”—a choppy, expressionless tone that takes over when they read. At first this reading hesitancy is a result of the child’s not having developed an “inner voice.” Later this pattern of reading may be a result of the child does not understand that “reading is meaning.” In the child’s view, reading is words, answering questions and doing workbook pages, are tasks. In order to become successful readers, children need to be fluent and phrased in their oral and silent reading. Strategies for Oral Reading Teacher Modeling

One of the most powerful influences on the child is the teacher. Since many children have not been read to at home, the teacher’s reading of the text provides a way of hearing and connecting to the joy of reading. The teacher is also modeling fluent and phrased reading. When the teacher reads to children who are very disfluent, it helps the children to understand the meaning of the sentence or text. The teacher can also have the children read text with the direction, “follow my voice.” The teacher reads the text softly, loudly, slowly, quickly, etc. to give the children practice in fluent reading.



Texts on Tape or CD

Children who have heard many stories, have developed “story sense;” understand what is supposed to happen in a story; are familiar with story language; and hear the rhythm and flow of language. Providing children with “listening time” at centers, is a good way to build their repertoire of fluent reading and increase their reading background. The child can transfer the joy of listening to texts by reading along with them. Texts which signal when the page should be turned, are appropriate for children who are having difficulty reading. Listening to stories or poems without written text is also appropriate because it helps children stimulate their imagination. Children can make their own story tapes. Children enjoy listening to other children. Often, older children can make tapes for younger children. Sometimes high school groups make tapes as part of a volunteer project. Children should also be encouraged to listen to themselves read text, so they can hear their own reading and understand what they need to do to make corrections.

Self Monitoring During reading, many teachers are concerned about “precise” reading. When children are orally reading, in a group, and one child makes an error, the other children correct the error before the teacher. This causes the disfluent reader to become even more disfluent with every reading mistake. Children will never learn to listen to themselves read and make corrections if others are always doing it for them.

Disfluent children often read “nonsense” nonstop if no one corrects them because they have learned to read until someone stops them. It never occurs to these children to listen to themselves because they are only reading words. When reading in small groups, insist that only the teacher or “captain” corrects reading errors. Limit the number of corrections of “the” for “a” and little words which do not affect meaning. Wait until the end of the sentence before making corrections. Say: “You found the tricky part,” or “You didn’t read something quite right. Can you look over the sentence and find your mistake?” This technique teaches children that the first responsibility for correction lies with them. If a child cannot find the error, the teacher or captain can reread the sentence making the same error as the child, and then ask him to find and correct the error.



The Teacher – Fluency

! Date

" Each student has a “benchmark” oral reading assessment.

" Student’s oral fluency is monitored frequently

" Student’s experiencing reading difficulty are monitored more frequently

" The teacher has a plan for monitoring students experiencing reading difficulties.

"

The teacher analyzes the student’s oral reading to determine strengths and weakness and form a plan of instruction for the students

" Models fluent reading by reading a variety of texts to children

" Has children engage in shared, paired, or small group reading on a daily basis

" Uses echo and choral reading on a regular basis to increase fluency

" Uses Reader’s Theater as a tool for reading fluency

" Has children practice fluent and phrased reading through repeated readings of on grade level text as well as leveled texts

" Has children practice reading leveled reading material on a daily basis

" Works with individual children and prompts for reading strategies

" Directly and explicitly teaches reading strategies as way of promoting fluency

" Avoids round-robin reading in both whole and small groups as a method of reading



The Teacher – Fluency

! Date

" Employs strategies to enhance fluency during small group reading

" Listens to children read aloud and provides guidance and feedback

" Models methods of increasing fluency by using card, tape assisted reading, reader’s theater and other techniques

" Listens and times children’s reading on a regular basis

" Teaches children how to gain meaning from text through proper phrasing of text which demonstrates understanding

" Provides multiple opportunities for guided and repeated oral reading practice

" Uses daily oral language sentences as a method of reviewing vocabulary

Notes:



The Students – Fluency

! Date

" Recognize words automatically

" Show knowledge of meanings of vocabulary words through reading with correct expression and phrasings

" Recognize and define vocabulary words in morning message or daily oral language sentences

" Chunk words to help them gain meaning during reading and rereading

" Apply strategies to assist in fluency building and eliminate “sounding out” and word by word reading

" Repeat or memorizes poems or rhymes or passages of text

" Work with the teacher, a partner, or independently to practice reading

" Use tape or CD assisted reading as a tool for practicing fluency

" Read and rereads passages aloud as they receive guidance and feedback.

" Take part in Reader’s Theater

" Maintain a reading journal or log

" Have a library book for independent reading

" Have a goal of number of pages or daily time spent in independent or free reading

" Have a contract for out of school reading.

" Read and rereads the same text until able to read it efficiently, with ease, and with expression

" Practice by reading with a tape, oral reading with a partner, and/or rereading the same passage



The Students – Fluency

! Date

" Practice with reader’s theater, or creates readers theater scripts from anthology stories

" Read independently with a book of choice for at least 10 minutes a day

Notes:




VOCABULARY



Importance of Vocabulary Instruction “The importance of vocabulary is daily demonstrated in schools and out. In the classroom, the achieving students possess the most adequate vocabularies. Because of the verbal nature of most classroom activities, knowledge of words and ability to use language are essential to success in these activities. After schooling has ended, adequacy of vocabulary is almost equally essential for achievement in vocations and in society.” (Petty, Curtis, Herold, and Stoll) Virtually all authorities on literacy education agree that vocabulary knowledge is vital to success in reading, in literacy, and in the world outside of school. It is estimated that in the books and other reading materials used by children in school 180,000 different words are encountered. Children’s reading vocabulary needs to grow by 3,000-4,000 words a year. (Anderson, Nagy, 1987) Both instruction on individual words and instruction that promotes children’s ability and propensity to learn words on their own are very worthwhile. (Bauman & Carlo, 2005) Rich instruction in vocabulary directly improves comprehension. (Beck, McKeown, 2004) “Word consciousness- especially understanding the power of word choice –is essential for sustained vocabulary grown. Words are the currency of written language. Learning new words is an investment, and students will make the required investment to the extend that they believe that the investment is worthwhile.” (Nagy, 2000) Vocabulary instruction is one of the most significant predictors of reading comprehension. (Davis, 2002) Vocabulary knowledge in kindergarten and first grade is a significant predictor of reading comprehension in the middle and secondary grades. (Cunningham, Stanovich, 1997, Scarborough, 1998) Learning English vocabulary is one of the most crucial tasks for English Language Learners. (Folse, 2004, Nation, 2001) Teaching vocabulary can improve reading comprehension for both native English speakers and English learners. (Beck, Perfetti, & McKowen, 1982, Carlo, 2004) Vocabulary knowledge is the measure of general verbal ability that underlies all learning. The ability to make inferences is critical component both in reading comprehension and in learning the meaning of new words. (Terman, 2002)



Characteristics of Vocabulary Instruction Good vocabulary instruction takes place in a language rich environment that fosters word consciousness. A language rich environment is one in which children’s opportunities to read, hear, use and talk about new vocabulary are many and varied. It includes the intentional teaching of selected words, providing multiple types of information about each new word as well as opportunities for repeated exposure to use and practice new words. It also gives students the ability to learn new words independently. Good vocabulary instruction includes read alouds by the teacher that contain rich vocabulary that the teacher spends time discussing with students before, during and after the selection. Teachers model the use of new and sophisticated words and along with their students, create a classroom environment filled with curiosity and excitement about new words and opportunities to have fun with words. (Reading Research Center, 2006 ) Robust Vocabulary Vocabulary instruction that is strong and powerful in effect. Vocabulary instruction that involves directly explaining the meanings of words along with student friendly or student centered definitions and thought provoking playful and interactive follow-up. Robust vocabulary instruction moves beyond instruction and directly improves reading comprehension. Key in robust vocabulary instruction is that it develops and lead the reader to move from literal definition to complex relationships. Wide reading alone will not build a robust vocabulary. Studies estimate that of 100 unfamiliar words met in reading, between 5 and 15 of them will be learned. (Nagy and Anderson, 2004) Conversely students must read widely enough to encounter unfamiliar words of sufficient difficulty to include words that are not already familiar. Context is important, but students must have the skills to infer word meaning information from the context they read. The problem is that many students in need of the most vocabulary development are those that do not engage in wide reading or oral language activities which promote vocabulary growth. Many students spend too much time in “leveled” reading which limits their exposure to a diversity of words. Too many students are given vocabulary instruction that stops at the literal level. Words are “learned” but not extended or expanded into other contexts.



What does it mean to “know” a word? There are 4 stages of word knowledge. Stage 1- never heard of it; stage 2-heard it, but doesn’t know what it means; stage 3 – recognizes it in context; stage 4- knows it well. Vocabulary instruction is more than looking up words in the dictionary. Vocabulary needs to be taught in many contexts, over a period of days and reviewed on a regular basis. Tier One words are common words or names of basic objects. These are words which children learn as they question and explore their world during preschool in the home. These usually do not require instruction. Tier One words may require instruction for disadvantaged or second language learners. Storytown provides instruction in Tier One words through picture cards and sound/spelling cards during phonemic awareness and phonics. Teachers also introduce Tier One words during picture walks of big books and daily read alouds. Tier Two are high frequency words for mature language users. These are words that are common to reading at a particular grade level. Tier Two is considered “academic” vocabulary. These words appear in many texts both fiction and non fiction texts. Tier Three words are those which are content words, low frequency words, or words needed to understand a concept. Latitude, longitude, peninsula are examples of Tier Three words. Students are given instruction in these words as the need arises in the content subject. Vocabulary/Comprehension Storytown vocabulary lessons contain extension into comprehension through questioning strategies. Examples day 3 vocabulary instruction: “What might a blockade be made of? What might a blockade be used for? When would you want to use a blockade? Additonal example from day 3 lesson: Tell about a belonging you misplaced and then found. If you found a misplaced library book what would you do with it? How would you describe your principles? Would it bother you if someone’s principles were different from yours?” These examples connect vocabulary to inferential comprehension and the student’s background.



Instructional Sequence for Direct vocabulary instruction in Storytown Primary

! Put the word in selection context. ! Explain the word by using a student-friendly explanation. ! Give examples of the word’s meaning in several contexts. ! Interact with the word’s meaning in a variety of materials and activities. ! Develop a vocabulary notebook of student friendly explanations. ! Whole class and small group instruction using leveled material. ! Recall the word’s meaning through explanations. !

Intermediate ! Build word meanings ! Explain the word by using student- friendly explanation and using

questions to discuss meanings. ! Develop a vocabulary notebook of student friendly explanations ! Give examples of the word’s meaning in several contexts. ! Interact with the word’s meaning. ! Extend the meaning from literal to inferential with Day 3 questioning

strategies. ! Develop deeper meanings by having students read and discuss a

passage that includes the vocabulary.

Review of Robust Vocabulary ! Help students discuss each word and use it in different contexts, such as

in generating examples, answering questions, or giving reasons. ! Provide multiple opportunities to use the word in different contexts on

different days. ! Provide a wide variety of activities which might including open-ended

sentences, reading leveled texts, literary response centers, responding to questions related to word meaning, and comparing word meanings.



Vocabulary- Summary ! The words we must know to communicate effectively. ! Oral vocabulary – speaking vocabulary ! Reading vocabulary – words we recognize in print. ! The bridge between phonics and comprehension. ! Most vocabulary is learned indirectly ! Some vocabulary must be taught directly. ! Teach words before reading ! Extend instruction of vocabulary after instruction ! Repeated instruction of vocabulary aids in word learning ! 7 to 8 exposures to learn a word ! Leveled Reading and Strategic Interactive Intervention Reader practice

vocabulary ! Library Books extend vocabulary ! Vocabulary refers to the words we must know to communicate

effectively. ! Vocabulary is the bridge between phonics and comprehension. ! Listening vocabulary—the words we need to know to understand what

we hear. ! Speaking vocabulary—the words we use when we speak. ! Reading vocabulary—the words we need to understand when we read. ! Writing vocabulary—the words we use in writing. ! Children learn the meanings of most words indirectly, through everyday

experiences with oral and written language. ! Tier I words- common words learned from life associations ! Tier II words – academic words which are part of Robust Vocabulary

and are the focus of vocabulary instruction. ! Tier III- content words, low frequency words, words needed to

understand a concept. These words are taught as the need arises in a text or selection.



Indirect Vocabulary Acquisition ! Children engage in daily oral language. ! Children listen to adults read to them. ! Children read extensively on their own.

Direct Vocabulary Instruction

! Students learn vocabulary directly when they are explicitly taught both individual words and word-learning strategies. Direct vocabulary instruction aids reading comprehension.

! Students learn with specific word instruction. ! Students are taught word-learning strategies.

Specific Word Instruction

! Teaching words before reading helps both vocabulary learning and reading comprehension.

! Extended instruction promotes active engagement with vocabulary. ! Repeated exposure to vocabulary in many contexts aids word learning. ! Students engage in a discussion of the concept of the words. ! Students read a sentence from the book that contains the word and use

the context and their prior knowledge to determine the meaning. ! To solidify the meaning of the word the teacher may ask the students to

use the word in their own sentences. Word Learning Strategies

! Dictionaries and other reference aids help to learn word meanings and to deepen knowledge of word meanings.

! Learning how to use word parts helps to learn the meanings of words in text.

! Learning how to use context clues helps to determine the “right” meaning for a word in the sense of the sentence.

Vocabulary



Ways of defining words Usage—define a word by using it in a sentence. Example: She tied the chair to the porch with a rope. (rope) I could smell the bacon frying in my upstairs bedroom. (smell) Synonym—define a word by writing another word that has a similar meaning. Example: car-automobile rock-stone Antonym—define a word by writing a word that means the opposite. Example: lovely-ugly loud-soft liquid-solid Classification—define a word by indicating its semantic features. Example: A woman is an adult female human being. A lunch is a light meal served at midday. Exemplification—define a word by providing an example, a picture or a specific object. Example: One type of animal is a dog. Lassie is a dog. Comparison—define each word by providing an example and a statement of how the example differs from the referent. Example: An ocean is like a lake only larger and salty. A yam is like a potato, but sweeter. Physical relationship—define a word by showing the relationship of part to the whole and to the other parts which adjoin it. Example: An arm is a body part that is connected to the hand and shoulder of the human body.



Vocabulary is the bridge between phonics and comprehension

“Research on vocabulary shows that for learners to come to know words in a meaningful way, they need to engage with word meanings and build habits of attending to words and exploring their uses in thoughtful and lively ways.”

Margaret C. McKeown, Research Scientist Learning Research and Development Center

Students acquire vocabulary knowledge through extensive reading in a variety of texts. The amount of reading students do in and out of school is a strong indicator of students’ vocabulary acquisition. Research supports exposing students to rich language environments through listening to literature and reading a variety of genres independently. Their vocabulary knowledge grows when they hear stories containing unfamiliar words. As students progress through the grades, their reading of books and other materials contributes more significantly to vocabulary knowledge than viewing television, participating in conversations, or other typical oral language activities. In other words, increasing students’ volume of reading is one of the best ways to promote vocabulary growth.



Students need multiple encounters with key vocabulary words in order to improve comprehension. Current and confirmed research has shown that students need to encounter a word several times before it is known well enough to facilitate comprehension. Direct instruction in vocabulary has an important role because learning words from context is far from automatic. After being introduced to new words, students need opportunities to see those words again and in their reading and to develop their own uses for the words in a variety of different contexts, in relationship to other words, and both inside and outside the classroom. For instruction to enhance comprehension, new words need to become a permanent part of students’ repertories, which means instruction must go well beyond providing information on word meanings. Students can benefit from direct instruction in vocabulary strategies. Although estimates of vocabulary size and growth vary, children likely learn between 1,000 and 5,000 words per year. The average child learns about 3,000 words. Since wide reading provides a significant source for increasing word knowledge, it is imperative that students learn key strategies to help them learn new words as they are encountered. Vocabulary strategies students should know by third grade include:

! Using a dictionary and other reference sources to understand the meanings of unknown words.

! Using context to determine the meanings of unfamiliar words ! Learning about the relationships between words (synonyms, antonyms,

and multiple-meaning words). ! Exploring shades of meaning of words that are synonyms and near

synonyms. ! Using morphemic analysis—breaking words into meaning-bearing

components, such as prefixes and roots. At grades 3 and above, morphemic analysis becomes an even more valuable dimension of vocabulary instruction. For example, learning just one root, “astro”, can help students unlock the meanings of such words as astronaut, astronomy, astrology, and astrological.



The Teacher – Vocabulary

! Date Subject

" When needed teaches Tier I words through picture walks, read alouds,

" Teaches Robust vocabulary through 5 days of instruction

" Has students maintain vocabulary notebooks

" Connects vocabulary to comprehension

" Maintains a word wall for Tier II and content vocabulary

" Uses direct explicit instruction to teach unknown words and expand knowledge of known words

"

Teaches children how to use strategies such as context, the picture, synonyms and antonyms as well as definitional sentences to build word meaning

" Uses texts which repeat taught vocabulary words so students have at lease 7 to 8 exposures to each vocabulary word

" Reviews learned vocabulary on a regular basis

" Has children have vocabulary notebooks with definitions and context clues

" Teaches vocabulary directly and in context before, during and after the selection

" Teaches entomology , word origins as well as contextual and definitional vocabulary

"

Uses word walls as a way of expanding and reviewing vocabulary concepts such as synonyms, antonyms, prefixes, suffixes, homonyms and context

" Selects materials for reading aloud that will expand children’s vocabularies



The Teacher – Vocabulary

! Date Subject

"

Builds children’s reading vocabulary through specific, explicit word instruction; teaching specific words and promoting active engagement with words

" Provides for repeated exposures to new words

" Teaches word learning strategies: using dictionaries, using word parts, using context clues

" Explicitly teaches how and when to use context to figure out word meanings

" Teaches, prior to reading, words that are key to selection comprehension

" Uses activities such as word walls and word sorts to promote word consciousness

" Teaches word meanings directly through explanations of meanings and examples

" Teaches how word meanings apply to various contexts

" Uses center or station activities such as games, writing, and reading as a direct application of vocabulary words taught

"

Allows multiple opportunities for practicing vocabulary such as oral sentence building, games, worksheets, journals and multiple applications in a variety of fiction and non fiction texts

" Uses leveled reading material in small groups that support vocabulary of the main selection.

" Promotes independent reading for at least 10 minutes a day as a means of expanding vocabulary



" Teaches the use of dictionaries, glossaries and thesauruses as a method of expanding vocabulary

" Uses small group instruction as a means for students to orally practice new vocabulary words

" Teachers concept vocabulary as a way of expand total word meaning

" Employs graphic organizes as a way of helping students link multiple meanings to vocabulary words

" Reviews vocabulary on regular basis in centers, through writing and reading

Notes:



The Students – Vocabulary

! Date Subject

! Actively listen to read-alouds

! Employ context as a strategy for learning the meaning of unknown words

! Apply knowledge of new words in reading and writing

! Keep a vocabulary notebook with meanings of words directly taught and learned from all subject areas

! Keep a journal in which new vocabulary words are used in contextual sentences

! Use new vocabulary in small group settings

! Read a variety of texts independently to expand vocabulary knowledge

! Draw connections between what they know and unknown words that they encounter

! Use dictionaries, thesauruses, and glossaries as a means of unlocking the meaning of unknown words

! Read familiar and new words in connected text

Use new vocabulary in conversations and discussions

! Use graphic organizers to expand concept vocabulary knowledge

! Use new vocabulary when writing

!

Understand synonyms, antonyms, prefixes, suffixes, homonyms and homophones and employs this knowledge in reading and writing



BACKGROUND INFORMATION AND OBSERVATION CHECKLISTS

TEXT COMPREHENSION



Comprehension Comprehension is the construction of meaning through an interactive exchange of ideas between the text and the reader. Comprehension strategies are interactive processes that allow readers to monitor and self-assess how well they understand what they are reading. These processes include determining the purpose or purposes for reading, such as to obtain information or to be entertained. After the purpose is determined, readers activate prior knowledge about the context of the text and its structure. Research has shown that the more readers know about the content of a particular text, the more likely they will understand, integrate, and remember the new information. Familiarity with the genre or text structure also fosters comprehension. Comprehension is the reason for reading. Reading is meaning. (Clay, Pearson) When students learn comprehension strategies their comprehension improves. (Pressley &Afflerfach,1995) Comprehension is the active process of construction meaning from text; it involves accessing previous knowledge, understanding vocabulary and concepts, making inferences, and linking key ideas. (National Reading Panel,2000) Reading comprehension includes the following;

! Applying one’s knowledge and experiences to the text,(prior knowledge) ! Setting goals for the reading, and ensuring that they are aligned with the

text ! Using strategies and skills to construct meaning during and after reading ! Adapting strategies that match the reader’s text and goals ! Recognizing the author’s purpose ! Distinguishing between facts and opinions ! Drawing logical conclusions.



The National Reading Panel also identifies research based comprehension methods that help children learn the strategies they need to become better readers. These methods are part of the basis for comprehension instruction in Storytown. Monitoring Comprehension- Readers Identify difficulties and self-assess as they read. They use fix-up strategies, such as:

! Adjusting reading rate ! Rereading ! Reading ahead ! Self-correcting

Use Graphic Organizers- Readers organize information to understand and remember concepts. They use graphic organizers, such as:

! Webs ! Graphs ! Clusters ! Semantic Maps ! Charts ! Frames

Graphic organizers can…

! help students focus on text structure as they read; ! provide students with tools they can use to examine and visually

represent relationships in text; and ! help students write well-organized summaries of a text.

Answer Questions- Readers answer questions about their reading. In order to formulate their answers, they may:

! Make inferences ! Draw Conclusions ! Compare and contrast ! Apply other skills



Answering questions guides and monitors students’ learning: ! purpose for reading ! focus students’ attention on what they are to learn ! help students to think actively as they read ! encourage students to monitor their comprehension ! help students to review content and relate what they have learned to what

they already know Answering questions requires an understanding of:

! explicit text (stated explicitly in a single sentence) ! implicit text (implied by information presented in two or more sentences) ! scriptable (not found in the text at all, but part of the reader’s prior

knowledge or experience) Generate Questions – Readers question themselves about the text they read

! Who ! What ! Where ! When ! Why ! What will happen ! How

Generating questions is metacognitve in nature. Generating questions improves students’ active processing of text and their comprehension. Students can be taught to integrate information from different segments of text.



Recognize story structure- Readers recognize narrative elements ! Characters ! Setting ! Plot ! Climax ! Rising action ! Falling action ! Mood ! Theme

Students who can recognize story structure have greater appreciation, understanding, and memory for stories. Students learn to identify setting, initiating events, internal reactions, goals, attempts, and outcomes.

! Story maps are useful in recognizing story structure. ! Story maps show the sequence of events in a story. ! Story maps improve students’ comprehension and memory of stories.

Summarize Readers synthesize and summarize information within and across texts and reading experiences. Readers attempt to identify and write the main or most important ideas that unite the other ideas into a coherent whole. Summarizing requires students to determine what is important when they are reading and to condense this information into their own words. Summarizing helps students:

! sequence information ! identify or generate main ideas ! connect the main or central ideas ! eliminate redundant and unnecessary information ! remember what they read



Questioning the Author – Isabelle Beck Questioning the Author is part of a group of critical thinking strategies that teach students to comprehend through reciprocal teaching. Texts are discussed based on four comprehension strategies: predicting, questioning, clarifying and summarizing. Students are taught the “process” of thinking in order to develop the ability to produce the product of a correct, thoughtful answer. Reciprocal teaching and questioning the author help students develop their problem solving abilities through predicting, questioning, clarifying and summarizing. Questioning the Author begins with direct, explicit instruction in how to develop questions over texts. Children are taught to ask and answer questions using authentic texts and Think Alouds. In predicting, students are asked to: think, bet, wonder, imagine, suppose and predict what might happen. In questioning students are taught to ask and answer who, what, where, when and why questions. They are taught to make connections and to use the connections to support their thinking about text. In clarifying, students are taught to reread the parts of the selection, look for clues and use reading strategies to assist in deriving the meaning of texts. In summarizing, students think about the sequence of the text, the characters, problems and other parts of the text that help them synthesize meaning.

Questioning the Author is designed to help students think and process text. It teaches students that authors are not infallible. Sometimes when students are having difficulty they need to realize that it may not be the fault of the reader, but the writer. This practice allows the student to consider what he/she needs to know to be able to interpret the text. It is especially useful in reading nonfiction texts because it helps students to select the most relevant details needed to understand the nonfiction topic.

The ultimate purpose of this strategy is the help students actively construct meaning from text. Questioning the Author uses queries, not questions and this is the core of the program. Some of the queries include: “What is the author tying to say here?’ “What is the author’s message?” “What is the author taking about?” “Does the author explain this clearly?” “What else should the author have told us?’ “If you could ask the author one question what would it be?”



“What do you think his/her response would be?” Questioning the Author can be used as a whole class strategy, guided reading or serve as a model for literature circles. Questioning the Author helps students to take responsibility for learning and to probe beyond just answering questions for a grade. Questioning the Author is an effective strategy for comprehension because it teachers students how to think, problem solve and develop critical thinking. Questioning the Author involves the having students develop “queries.”

Questions Queries

Assess student comprehension of text information after reading

Assist students in grappling with ideas to construct meaning

Evaluate individual student responses to teacher’s question and prompt teacher-to-student interactions

Facilitate group discussion about an author’s ideas and prompt student-to student interactions

Are used before or after reading Are used during initial reading On word answers possible Longer, more elaborate answers Use author’s language Use student language Resource for retrieving information Reference for connecting ideas Source for finding correct answers Ally in constructing meaning Teacher-to-student interaction Student to student interactions Dull pace: little student Engagement

Exciting pace: student engagement

Product oriented Process oriented Questions are teacher or Text oriented

Many questions student oriented



Types of Queries Initiating

! What is the author trying to say here? ! What is the author’s message? ! What is the author talking about?

Follow Up ! What does the author mean here? ! Did the author explain this clearly? ! Does this make sense with what the author told us before? ! Does the author tell us why? ! Why do you think the author tells us this now?

Narrative Queries ! How do things look for this character now? ! How has the author let you know that something has changed? ! How has the author settled this for us? ! Given what the author has already told us about this character, what do

you think he’s up to?

Goals of Questioning the Author ! Identify the major understanding students should construct and to

anticipate potential problems in the text ! Segment the text to focus on information needed to build understandings ! Develop Queries that promote the building of those understandings



Think Aloud, Think Along, Think Alone “ The teacher thinks aloud… so the students can think along” Roger Farr Many children read without comprehending. They read to find details but cannot answer critical thinking questions. Many children cannot remember what they have read. This deficit becomes most evident when children attempt to read non-fiction text and cannot rely on the familiarity of a story-characters and plot. In the past teachers have modeled thinking in “think alouds” before and during reading selections. This strategy is not as effective as it could be because the children are “listening” and not participating. The three-stage comprehension model developed by Roger Farr is an example of a gradual release of responsibility model. This strategy goes beyond a typical think aloud model by adding guided practice- Think Along, and extends to allow children to actively practice the Think Aloud modeled by the teacher with Think Alone. Think Aloud The teacher models thinking along with students by thinking aloud as a text is read. The teacher reads, stops and explains what is being thought about every few sentences. Suggestions for teacher think alouds:

! Identify the characters ! Relate personal experiences; visualize ! Predict what will happen next ! Use context clues to figure things out ! Recognize when there is confusion and ask questions ! Identify plot elements ! Introduce sequence ! Summarize



Reciprocal Teaching Reciprocal teaching is a strategy to promote learning and motivation by having the teacher share the responsibility for learning. The students after watching careful teaching modeling the student leads the class discussion or leads the asking and answering questions about a selection. Students are taught four strategies to use during leading the discussion of the selection: predicting, question generating, clarifying and summarizing. Students take charge of the class or a group and make the predictions, ask the questions, clarify difficult passages and make summaries. The students lead the class or group in interaction that focuses on comprehension enables students to take control of their learning. QAR A strategy developed by Raphael that is designed to model and then engage students in the process of differentiating the types of questions they could ask of texts. Three types of questions are used: right there, think and search, and on my own. Right there questions are those in which the questions and the answers are “right” in the text. Factual answers like dates, places or names are common types of “right there” questions. Think and Search questions and the answers require some searching in the text and some inferential text connections are required to make the link. Think and Search questions requires finding information several places in the text and putting the information together. On My Own questions and answers are those which require some searching and much inferring. The answer requires students to use prior knowledge to formulate the final answer. The three questions are designed to help students construct their own meanings from text and make sense of information.



Gradual Release of Responsibility Model This technique is a method to teach children through modeling how to understand and answer critical thinking questions. Step 1 ! The teacher asks a critical- thinking question. ! The teacher shows students where to find the parts of the story or article,

which gives key facts or ideas, which form the answer. ! The teacher models aloud the thinking process which led to the selection of

the ideas or key facts. ! The teacher relates how the thinking process and key facts match. ! The teacher gives the answer (may write on the board or overhead) ! The teacher models the composing of the answer from the key facts and

ideas. ! The teacher calls on several students to repeat the steps in the thinking

process which led to the selection of the key ideas or facts. ! The teacher calls on several students to read the key facts and explain how

they fit the thinking process behind their selection. ! The teacher calls on several students to explain the facts and the answer. ! Optional – the teacher asks the students to write or copy the answer and/or

underline or highlight the parts of the selection which forms the answer. ! Optional – the teacher has each student repeat the key facts and answer the

question to a partner – every child responds. Step 2 ! The teacher asks a critical –thinking question. ! The teacher asks the students to find the parts of the story or article which

give key facts or ideas which for the answer. ! The teacher asks the students to discuss (model) the parts of the story or

article which give key facts or ideas which form the answer (may be done in groups.

! The teacher models the composing the answer using the students’ key facts and ideas.

! The teacher calls on several students to repeat the answer and the composing of the answer from the key facts and ideas.

! The teacher asks the students to repeat the answer to their partners. ! The teacher asks the students to write the answer and/or underline or

highlight the parts of the selection which form the answer.



! Optional- the teacher has each student repeat the process to a partner. Step 3

! The teacher asks a critical-thinking question. ! The teacher shows the students where to find the parts of the story

or article which gives key facts or ideas for the answer. ! The teacher models aloud the thinking process, which led to the

selection of the ideas or key facts. ! The teacher asks the students to give the answer to the question. ! The teacher models with the students the written composition of

the answer from the key facts and ideas. ! The teacher calls on several students to repeat the finding of the

key facts, model the thinking and stating the answer. ! The teacher asks the students to repeat the answer to their partner

and/or highlight or underline the parts of the selection which form the answer.

! The teacher may have the students write the answer to the question and list the places or sentences of the selection which helped them form the answer.

Step 4 ! The teacher asks a critical- thinking question ! The teacher asks the students where to find the parts of the story or

article, which give key facts or ideas which form the answer (may be done in a group).

! The teacher asks the students to model aloud the thinking process, which led to the selection of the ideas or facts.

! The teacher asks the students to give the answer (may write it on the board, overhead or paper)

! The teacher asks students to model the composing of the answer from the key facts or ideas.

! The teacher asks the students to model the composing of the answer from the key facts and ideas.

! The teacher calls on several students to repeat the finding of the key facts, model the thinking, and stating the answer.

! The teacher asks the students to repeat the answer to their partner and/or highlight the parts of the selection which form the answer.

! The teacher may have the students write the answer to the question and list the places for sentences of the selection which helped them for the answer.



Step 5 The students develop the questions, decide on the key facts. The students’ answers may vary. Comprehension in Guided Reading Monitoring strategies:

! Identify where the reading difficulty occurs. ! Restate the difficult sentence or passage in their own words. ! Look back through the text. ! Look forward in the text for information that might help them resolve the

difficulty. Effective comprehension strategies:

! Direct explanation—the teacher explains to students why the strategy helps comprehension and when to apply the strategy.

! Modeling—the teacher models, or demonstrates, how to apply the strategy, usually by “thinking aloud” while reading the text the students are using.

Effective comprehension strategies: ! Guided Practice—the teacher guides and assists students as they learn

how and when to apply the strategy. ! Application—the teacher helps students practice the strategy until they

can apply it independently. Effective instruction helps readers use comprehension strategies flexibly and in combination.

! Asking questions about the text they are reading; ! Summarizing parts of the text; ! Clarifying words and sentences they don’t understand; ! Predicting what might occur next in the text.

Comprehension- Summary ! Comprehension is the reason for reading.



! Comprehension is reading for meaning. ! Good readers are both purposeful and active. ! Good readers read to discover information. ! Good readers are active. ! Good readers think as they read. ! Good readers use their experiences, vocabulary, language, and strategies

to make sense of text. ! Good readers know how to solve problems with text. ! Good readers think beyond the text and include many sources in

developing meaning ! Metacognition: can be defined as “thinking about thinking.” ! Comprehension monitoring is a critical part of metacognition. ! Students can be taught to use comprehension strategies ! Effective comprehension strategy instruction is explicit, or direct ! Teacher tell readers why and when they should use strategies

Effective comprehension strategies: Direct explanation—the teacher explains to students why the strategy helps comprehension and when to apply the strategy. Modeling—the teacher models, or demonstrates how to apply the strategy, usually by “thinking aloud” while reading the text the students are using. Guided practice—the teacher guides and assists students as they learn how and when to apply the strategy. Application—the teacher helps students practice the strategy until they can apply it independently.



Effective comprehension can be accomplished through cooperative learning

! Students work together as partners or small groups ! Students work on content-area subjects. ! Teachers help students learn to work in groups ! Teachers demonstrate comprehension strategies and monitor the progress

of students Effective instruction helps readers use comprehension strategies flexibly and in combination:

! Asking questions about the text they are reading ! Summarizing parts of the text ! Clarifying words and sentences they don’t understand ! Predicting what might occur next in the text

Other comprehension strategies that are supported by research:

! Making use of prior knowledge ! Using mental imagery—visualizing while reading

Most students need explicit instruction in comprehension skills and strategies. Research shows that comprehension skills and strategies are necessary for student success and that they do not develop automatically in most students. Without explicit instruction and guidance, many readers fail to acquire automatic use of these skills and strategies and show little flexibility in applying them to understand a variety of texts. Research shows that poor readers who are directly taught a particular strategy do as well as good readers who have used the strategy spontaneously. Typically, direct instruction consists of an explanation of what the skill or strategy is and how it aids comprehension modeling how to use the skill or strategy working directly with students as they



apply the skill or strategy, offering assistance as needed having students apply the skill or strategy independently and repeatedly. Students need extensive direct instruction, guidance, and cumulative practice until they can independently determine the method of constructing meaning that works for them. Students need to learn strategies for comprehending a wide variety of texts, including both fiction and nonfiction. In Kindergarten, students should be taught to understand the narrative structure. They should learn to identify the beginning, middle and ending of a story and other literary elements, such as characters and setting. Then they can use their knowledge of these elements to retell stories they have listened to. In first through third grade, readers deepen their knowledge of these narrative elements and interact with others as book discussants and literary meaning makers. They learn to use the specific language of literature study, such as point of view and character trait. By grades 4–6, students must have the skills, strategies, and knowledge of text structures to comprehend complex nonfiction texts, including those in the classroom content areas. Students need to be explicitly and systematically taught the organizational structure of expository text, e.g., compare/contrast, cause/effect, and main ideas and details. These organizational structures should be taught systematically and reviewed cumulatively.



The Teacher – Text Comprehension

! Date

" Emphasizes reading as a process of constructing meaning

"

Uses direct explicit instruction to teach elements of comprehension such as main idea, detail, summarizing, cause and effect, sequence, etc.

"

Employs a variety of strategies to teach the skills of comprehension such as rereading, context, Questioning the Author, Think Aloud, Think Along, Think Alone, QAR, Reciprocal Teaching, Gradual Release of Responsibility Model

" Use a variety of graphic organizers to assist in constructing meaning

" Uses a variety of strategies to assess and incorporate prior knowledge before the reading of text materials

" Uses anticipation guides before reading text material

" Highlights meaning in all interactions with a variety of texts

"

Models and rehearsing research-supported strategies, using material read to children as well as material they read themselves

" Provides direct, explicit instruction for a variety of strategies, using a variety of texts and genres

" Models critical thinking questions and answers in a variety of texts

" Uses inferential a well as literal comprehension questions for a variety of texts

" Teaches and models the use of strategies before, during, and after reading a text

" Teaches characteristics of both fiction and non-fiction narrative and expository text



The Teacher – Text Comprehension

! Date

" Teaches how to recognize and use structure and organization of text as a tool for understanding

"

Models how to use previewing to anticipate content and to make connections between what will be read and what is already known

" Uses strategy prompts in guided reading, or small group work to promote comprehension

" Guides the reading of a text to model, review, and encourage the use of strategies

" Models options and strategies to use when meaning breaks down

" Guides the reading of a text to ensure and monitor children’s comprehension

" Encourages discussion about what is being read and how ideas can be linked

" Helps children compare characters, events, and themes of different selections

" Provides opportunities for communicating with others about what is read

" Provides students with opportunities to demonstrate text comprehension through writing short answer questions

" Provides students with opportunities to demonstrate text comprehension through essay questions

"

Provides literature circle opportunities to increase student self questioning and application of comprehension skills and strategies in a variety of texts



The Students – Text Comprehension

! Date Subject

" Read assigned and selected texts and answer literal and inferential questions

" Demonstrate their use of strategies by thinking aloud

" Employ reading strategies for unknown words and as a method of deriving meaning from a variety of texts

" Use graphic organizes to assist in deriving meaning from text

" Employ prior knowledge before reading text selections

" Apply reading strategies in a variety of text situations

" Use comprehension skills and strategies in small group or literature circles

" Write answers to short answer questions on a variety of text to demonstrate mastery of comprehension skills

" Demonstrate ability in oral or in written form to answer both literal and inferential comprehension questions

" Engage in discussions about texts they read

" Share personal response to materials they read

" Are purposeful, active readers

" Monitor for understanding what they read

" Use comprehension strategies flexibly and in combination

" Ask questions as they read



OBSERVATION CHECKLISTS READ-ALOUDS/LISTENING



The Teacher – Read-Alouds/Listening

! Date

" Selects a book that is above students’ independent reading level

" The teacher introduces Tier I vocabulary through a picture walk

" The teacher introduces Tier II vocabulary through picture walk

" The teacher introduces Tier II vocabulary in context as the selection is being read.

" Preteaches comprehension skills before asking students questions before reading a selection

" Teaches listening strategies before, during and after reading a selection to students

" Selects a text that may or may not have pictures

" Recites poetry and has children repeat in echo or choral reading

" Selects fiction with characters, setting, and events that children can identify with and visualize

" Selects nonfiction that stimulates curiosity

" Uses big books as a method of teaching and reviewing concepts of print

" Reads text to model fluent and phrased reading

" Invites students to listen and telling them the reason the book was selected

" Introduces the book and discusses the title, author, and illustrator

" Leads students on a picture walk with big books or illustrated text



The Teacher – Read-Alouds/Listening

! Date

" Reads the book with expression and fluency

"

Stops at selected places to emphasize a point, ask a question, do a think-aloud, model a strategy, clarify information, or monitor children’s comprehension

" Stops to reread an interesting passage, description, or use of language

" Develops vocabulary by calling attention to interesting words

" Models how fluent readers read and reflect on what is read

" Encourages discussion about what is being read and how ideas can be linked

"

Encourages students to reflect to extend understanding, to link prior knowledge to new concepts and information in the text, or to make connections to other literature

" Uses retelling rubrics to foster retelling

" Has students engage in a retelling

" Has students engage in developing a summarizing

Notes:



The Students – Reads-Alouds/Listening

! Date Subject

" Listen actively and attentively employing listening strategies

" Develop an awareness of language, an appreciation of literature, and a positive attitude toward reading

" Use critical and creative thinking

" Supply details during a picture walk

" Reflect on what is heard before formulating answers

" Make connections between their knowledge and experiences and the ideas, events, and information in the text

" Answer both literal and inferential questions after hearing a selection

" Repeat poetry after listening to it being read by a teacher or another student

" Mirror the teacher’s reading of a text after hearing it read aloud

" Engages in discussion after hearing a selection read

Notes:



OBSERVATION CHECKLISTS SHARED READING



The Teacher – Shared Reading

! Date

" Introduces a big book or illustrated text

" Models book handling and the reading process, tracking print and/or thinking aloud

" Makes the text accessible to all children

" Points out title, author, illustrator

" Conducts a “picture walk,” asking questions and encouraging comments and discussion about the book

" Reads the book, tracking print to model directionality

" Asks questions before, during and after the text to encourage discussion of and response to the book

" Rereads the book, encouraging children to join in on repeated phrases

" Makes teaching points explicit

" Calls attention to words, phrases, sentences, and/or punctuation

" Reads the book repeatedly asking children to join in the reading process

" Engages children in discussions about, a response to, and specific elements or contents of the book

" Notices and comments about what the children are able to do and are doing well

" Helps children make connections between the text and personal knowledge and experiences

" Observes children and informally assesses their contributions



The Students – Shared Reading

! Date Subject

" Actively engage in listening

" Contribute to and participating in discussions

" Demonstrate knowledge of book elements and print concepts: title, author, illustrator; directionality

" Locate words, phrases, or sentences

" Match spoken words with written text

" Recognize previously taught vocabulary

" Recognize repetitive phrases and sentences

" Comment about book content

" Join in with the teacher on reading repetitive phrases or patterns

Notes:



OBSERVATION CHECKLISTS SMALL GROUP/GUIDED READING



The Teacher – Small Group/Guided Reading

! Date

" Works with a small group of children, at the same instructional level with the same text

"

Has uses running record, reading inventory, and/or formal or informal assessment to determine the members of the group on an on-going basis

" Uses multiple teaching methods and strategies to explain a concept based on assessed needs of the group

" Introduces the title, author, and illustrator

" Helps children preview the text introduction and difficult or unusual text

" Helps children set a purpose for reading

" Builds background or helps children access prior knowledge

" Introduces important vocabulary and concepts

" Introduces or reviews specific comprehension strategies

"

Prompts during the reading of texts to ask questions and monitor children’s use of reading strategies and selection comprehension

" Helps children develop metacognitive awareness and self-reflection

" Makes sure all groups understand tasks to be completed while teacher works with a small group

" Has routines for children moving to and from centers, stations, literature circles

" Has activities for children who finish work in centers or small groups

" Has a plan for working with children in the group




! Date

" Has method for recording individual children’s participation in the small group

" Makes sure that small group reading is not round-robin reading in a small group

" Teaches children not working with the teacher in small group to “whisper” read

" Models the use of comprehension strategies to make content understandable

" Encourages children to explain their thinking in their own words

" Encourages children to provide evidence from the text to support their responses

" Accepts multiple responses that children can support

" Provides immediate, specific and constructive feedback during small group work

" Encourages children to respond to the ideas of others

" Holds children accountable for their reading or activities in small groups

" Teaches children how to read for characteristics of genre in literature circles

" Teaches children how to read texts for character, plot, mood, theme, setting, etc. in literature circles

" Allows for children to present group work and/or literature circle work

" Has an assigned “job” for each member of the small group or literature circle

" Has modeled small group behavior before group work begins




! Date

" Has chart or work board to show children group assignments and rotation

" Has some center or group work reflective of children’s individual interest

" Makes sure that children have a library book as well as extra assignments

" Changes center or group work frequently

" Changes members at least every six weeks and guided reading groups based on assessment

Notes:



The Students – Small Group/Guided Reading

! Date

" Respond to the introduction of the text by identifying the story structure or genre or the nonfiction structure or organization

" Know routine for entering and exiting group work

" Know assigned job in small group or literature circle and the tasks and responsibilities for that group

" Understand where additional activities are found for those who complete work early

" Know what is necessary for presentation of group work

" Has method of recording group work

" Make connections between the text and previous knowledge or personal experiences

" Know how to whisper read when teacher is reading with an individual student in a guided reading group

" Has book for independent reading

" Utilize prompts for strategies in guided reading and small group reading

" Exchange ideas relevant to the lesson or selection with peers and teacher

" Identify anything unclear to them

" Use effective decoding strategies

" Apply skills and strategies taught in whole class to small group activities

" Learn from and supporting peers

" Experience success in reading for meaning

" Learn how to problem-solve when meaning breaks down



The Students – Small Group/Guided Reading

! Date

" Answer questions such as “What was I thinking as I read?”

" Tell how they will use what they have learned when reading other materials

" Develop self-monitoring skills

Notes:



OBSERVATION CHECKLISTS INDEPENDENT READING



The Teacher – Independent Reading

! Date

" Reviews classroom rules and expectations for independent reading

" Introduces or gives book talks on multiple types and levels of texts to generate interest in reading

" Points out or reviews how materials for independent reading are organized

" Teaches or reviews how to select a book to read

" Teaches or reviews the procedure for selecting a new book if the fist selection proves too difficult

"

Monitors and observes children—this may include holding individual conferences to monitor or verify children’s selections, observing children applying reading strategies, and monitoring growth or deficiencies

" Has a method for children to record text reading

" Has a variety of projects to determine children’s comprehension of text

" Has a specific time during the school day for independent reading

" Provides for some children to listen to texts on tape who find reading too difficult

" Provides for children to report on reading and or share reading in literature circles or groups

" Has a way of recording outside reading

" Has sent letters to parents encouraging outside reading

" Encourages children to expand reading by writing own stories and reports inspired by reading



The Teacher – Independent Reading

! Date

" Encourage children to write authors or illustrators or visit websites to learn more about them

" Encourage children to have a library card

" Send notes to parents suggesting books to be read and encouraging reading

Notes:



The Students – Independent Reading

! Date

" Self-select appropriate reading materials

" Begin reading during independent reading time without comment

" Read during the entire time without talking or interrupting classmates

" Record reading both inside and outside of class

" Have multiple methods of reporting on reading

" Report on reading inside and outside of class

" Select a variety of genre of reading

" Participate in projects based on reading

" Write stories, reports or poems based on reading

" Discover information about authors and illustrators through letter writing, research in books or via the internet

Notes:



OBSERVATION CHECKLISTS SHARED WRITING



The Teacher – Shared Writing

! Date

" Demonstrates the act of writing and the writing process

" Springboards writing with shared reading

" Uses academic language and explicit actions to think aloud about actions and choices when writing

" Demonstrates and models composing for a specific purpose and audience

"

Demonstrates the concept of sentence, the use of capitalization and punctuation, and top-to-bottom and left-to-right directionality

" Models and guides the planning of the text

" Helps children generate ideas for writing

" Records children’s words and thoughts

" Models and reinforces what he or she is doing while recording what the children want to say

" Connects spelling to phonics and modeling spelling strategies

" Guides children through reading and rereading the composition

" Teaches children to peer and self-edit

" Encourages children to use phonemic awareness skills to say words slowly and hear sounds in words

" Allows children to draw pictures before reading to assist in sequencing writing

" Has writing center to encourage continued writing

" Encourages children to keep a journal and expand topics into larger pieces of writing such as paragraphs and essays

" Allows children to share writing



The Teacher – Shared Writing

! Date

" Models all four forms of writing

Notes:



The Students – Shared Writing

! Date

" Listen actively and attentively

" Contribute thoughts about topic choice, content, and word choice

" Use action and strategies modeled by the teacher

" Choral-read and reread the shared composition with the teacher

" Maintain a journal

" Use shared reading a springboard to further writing

" Use phonemic awareness skills to assist in writing unknown words

" Write in the writing center

" Participate in self editing and peer editing

Notes:



OBSERVATION CHECKLISTS INTERACTIVE WRITING



The Teacher – Interactive Writing

! Date

" Makes the objective of the writing task clear and identifying the writing form

" Helps children plan the text and generates ideas for writing

" Uses shared reading as a springboard for writing some of compositions

"

Shares the pen with children as they write individual letters, words or phrases in the text composed by the class or individually

" Encourages children to use strategies of phonemic awareness to say words slowly before spelling them in writing

" Paces the activity to keep children focused and engaged

" Uses topic-specific and academic language

" Shares responsibility with children for constructing the text

" Reinforces children’s concepts of print, mechanics, and directionality

" Reinforces children’s awareness of phonics and spelling

" Asks children to participate in the writing at strategic points

" Selects children’s input for specific letter forms, spelling or letter-sound correspondence, mechanics, or print conventions

" Has individuals write known letters, words, or phrase

" Observes children’s contributions



The Students – Interactive Writing

! Date

" Share responsibility with the teacher for constructing and writing the text

" Participate actively in the writing task

" Collaborate with the teacher in writing the composition

" Contribute suggestions and knowledge about written language and concepts of print

" Demonstrate sound-to-print matching

"

Demonstrate knowledge of letter formation, letter-sound correspondences, spelling patterns, capitalization, punctuation, concept of word and word boundaries, and word analysis

" Contribute known letters, words, and phrases

" “Share the pen” with the teacher to write parts of the composition

" Read and reread the composition with the teacher

Notes:



OBSERVATION CHECKLISTS INDEPENDENT WRITING



The Teacher – Independent Writing

! Date

" Uses lessons to teach writer’s craft and the writing process

" Uses reading, current events or content subjects as springboards to writing

" Has portfolio for recording children’s progress in writing

" Encourages children to compose stories, poems, play as well as reports

" Reviews the writing process

" Reviews or modeling what to write and how to plan

" Observes children and assisting them in their writing efforts

" Holds conferences with individuals to discuss their writing and to help them problem-solve

" Introduces the concept of rubrics or specific criteria for writing

" Provides opportunities for peer conferencing

" Teaches children how to edit or peer edit work

" Introduces proof reading or editing marks

" Provides opportunities for children to share their work

" Has a writing center or station to encourage writing



The Students – Independent Writing

! Date

" Actively engage in writing

" Have a portfolio for

" Apply the writing process

" Plan what to say and then putting their ideas on paper

" Work individually while writing

" Share work with peers or the teacher for feedback

" Revise compositions, based on conferences

" Share completed compositions

" Correctly spell previously studied words and spelling patterns in final writing products

Notes:



SAMPLE RUBRICS

















OBSERVATION CHECKLISTS ASSESSMENT







SAMPLE ASSESSMENTS







OBSERVATION CHECKLISTS ELL INSTRUCTION



Language Learning Strategies Use What You Know You can use what you know to help you understand what you read.

! Use Prior Knowledge ! Reason ! Think about expressions

Find Help If you need help understanding what you read, look around you.

! Use a computer o Look up on the internet o Use picture word bank

! Use Books o Look in a dictionary o Look in an encyclopedia o Look in a glossary

! Ask for help o Ask a student o Ask a teacher o Ask a family member

Make Connections Try to make connections between what you read and your own experience

! Reuse language – restate the word in the sentence ! Use context- look at the pictures, words, and sentences ! Compare and Contrast- think of something that is like, not like the word

Picture It Making pictures in your mind can help you understand

! Try to see a picture of the word in your head ! Describe it- describe the word to a friend ! Memorize- key words and definitions, tell a friend



Look for Patterns Looking for words and word parts that are the same can help you understand what you read

! Think about word families ! Use repetition ! Use rhyme

Set a Purpose Think about what you want to learn or tell

! Set a purpose for listening ! Set a purpose for speaking ! Set a purpose for reading ! Set a purpose for writing

Suggested Integrated ELL Pacing Chart Storytown ELL Extra Support Instruction (main TE lesson) Day 1 lesson Preteach for next week’s Storytown Day 2 lesson Reteach for this week’s Storytown Day 3 lesson Reteach for this week’s Storytown Day 4 lesson Reteach for this week’s Storytown Day 5 lesson Wrap-Up for this week’s Storytown









CHALLENGE



The student who is reading above grade level presents unique teaching opportunities for the teacher. Students do not just need “harder” materials. They need to be challenged to expand critical thinking and problem solving. Two components of Storytown provide opportunities to expand and extend learning. First, beginning at grade 3 a separate booklet with Questioning the Author Strategies, Questions and Activities provides additional higher order thinking opportunities for above level students. Second, A Challenge Resource Kit provides the teacher with 3 high quality trade books with lesson plans and student activities for each theme at each grade level. These trade books are reflective of multiple genres and fiction as well as non fiction. The student activities are varied and involve research and reflection. The activity cards can be done individually or in small groups. These activities extend into content area subjects such as social studies and science. Trade books in the Challenge Kit are theme related and may be used in conjunction with the Student Edition of Storytown. Management Options The Challenge Resource Kit can be used in a variety of ways to fit your teaching style and the needs of your students. The Challenge Trade Books and accompanying Challenge Student Activities can be used for independent reading, small groups, or whole group. Student activities can be used individually or in small groups.



OBSERVATION CHECKLISTS COMMUNICATION WITH PARENTS,

CAREGIVERS AND THE COMMUNITY



The District or Administrator – Communication with Parents, Caregivers and the Community

! Date

" Has a plan for regular communication with parents and community

" Asks for parent input into educational offerings, courses, curriculum, policy decisions, report cards

" Has parent or community advisory council

" Has parent help with organizing meetings, school attendance, community safety

" Has parent or caregiver “closet” where parents may check out materials to use with children at home

" Has a technology night where parents may come to understand the technology students are using

" Has meetings to teach parenting skills and how to work with children

" Has a “hot line” to eliminate rumors

" Has “breakfast” or other scheduled times where parents may come and discuss concerns

" Explains content standards and grade level expectations at each grade level to parents

" Explains grading system and report cards

" Has a forum for parent communication positive or negative

" Allows parents to selectively observe classrooms

" Has a relationship with community groups including churches and service organizations

" Has one or more corporate partners

" Has parent or grandparent volunteers in classrooms and in the schools

" Reports positive changes in classrooms, school, district on a



The District or Administrator – Communication with Parents, Caregivers and the Community

! Date

regular basis

" Has a district calendar of events, tests, useful information

" Has a parent handbook

" Has open house with parents and students

" Has events which showcase student work

Notes:



The Teachers – Communication with Parents, Caregivers and the Community

! Date

" Have method of regularly communicating with parents: calendar of assignments, book suggestions, letters

" Have communicated expectations to students and parents

" Have a set of classroom rules stated in positive terms in the classroom and sent home to parents

"

Have uniform grading criteria at each grade level A reading grade is measured by….( which tests, assignments, rubric) Has communicated expectations to students and parents

" Have pacing guide and adhere to it

" Collaborate on grading with other grade level teachers policies

" Maintain good records on each child

" Have analyzed each child’s previous testing and can lists strengths and weakness of each child

" Reviews and revises analysis of each child on at least a 6 week basis

" Give effort as well as academic grades

" Provide for individual differences

" Provide for growth

" Recognize student strengths as well as weakness

" State comments about children in positive terms

" Conduct parent conferences by stating student strengths first and suggesting ways of improvement

" View grading as positive rather than punitive

" Use diagnostic tests to place, reteach and motivate students



The Teachers – Communication with Parents, Caregivers and the Community

! Date

" Have evidence of formal and informal assessment

" Have a folder of assignments, tests, other materials for each child ( some student selected)

" Have students have a portfolio of materials

" Have a method of self evaluation

" Use student self evaluation

" Ask for parent evaluation of student progress

" Have homework assignments that take into account individual differences and are productive rather than punitive

" Make positive calls or send positive letters to parents

" Find a way to reward ALL students

" Showcase student work

" Allow some choice in projects and assignments

" Participate in community activities

" Meet with community groups

" Have open dialogues with students that are experiencing difficulties

" Have made contact with the parent or caregiver of each child in the class

" Have an understanding of the community and its needs

" Making posters to promote health, well being, academic standards

" Encourage reading or using the library





PROGRAM OVERVIEW Storytown is a research based reading program that offers districts and their teachers the necessary resources for reading instruction. The program gives teachers opportunities to differentiate instruction for the range of reading levels within a classroom. It is based on a balanced literacy model that incorporates shared reading, guided reading and independent reading, as well as focused skill and strategy instruction. Systematic instruction in phonics and phonological awareness, fluency practice, text comprehension strategies and vocabulary development are at the core of the program. A unique Reader’s Theatre week provides teachers at all grade levels with materials and supports for on-going fluency practice. Early Literacy The foundation of Storytown is based in the instruction of Kindergarten and into grades one (1) and two (2). Direct, explicit, systematic instruction in Phonological Awareness, Phonics and High Frequency Words is evident in the daily instruction. Robust Vocabulary instruction in Kindergarten and grade 1 develops through oral language opportunities. Big Books of literature, library collections, Read Aloud Anthologies support this instruction. Dorothy Strickland’s and Isabel Beck’s authorship influences the purposeful design in these early grades. Word Blending and Word Building, as well as engaging decodable readers are an integral part of the early literacy foundation of StoryTown . Balanced Literacy StoryTown represents a balanced approach to literacy. Oral language, working with words, a gradual release model of working with various levels of text and integrated language arts create the blocks of instruction for this balance. Throughout the grades, teachers are given point of use opportunities and connected lessons for differentiating instruction.



(Balanced Literacy) Shared Reading, Guided Reading and Independent Reading are supported with the wide variety of text options in StoryTown. Authentic literature authored by well-known and respected children’s authors is evident in the student anthologies, trade books and big books. Leveled readers that connect by genre, vocabulary, skill and strategy are provided for guided reading. Audio text support is available for all these options, as well as a data-base of leveled readers provided by Harcourt. Grammar and Spelling instructional opportunities are an integrated resource in StoryTown. Five day plans are offered throughout the program. A Reading- Writing Connections provides a theme long writing source with mentor text, student models and writing traits are embedded in the student anthology and supported with instruction in the teacher’s edition. A Five-Week writing program provides additional instruction in the writing process, with the six traits of writing, model papers, peer conferencing and publishing. These are excellent preparation for the NYS ELA. Rubrics for narratives, informational text and presentations are available. StoryTown is designed with a unique Reader’s Theatre Week during the fifth week of each theme. The skills, strategies and vocabulary culminate in the genre of reader’s theatre. Frequent fluency tips, practice and direct instruction are evident here. All connected text will be a reader’s theatre script differentiated for the various levels of readers. During this week, a “how-to” selection is paired with the reader’s theatre. Content reading, expository text, poems and other selections are chosen for students to explore and analyze for their unique text features.



Harcourt StoryTown© and Balanced Literacy PRIMARY Kindergarten

Balanced Literacy StoryTown Interactive Read Aloud Daily Read Alouds with authentic literature: Big

Books, Poems, Trade Books are part of the StoryTown Kindergarten instruction.

Shared Reading Shared reading occurs with the Big Books, Trade Books and other text. It is the foundation for the formal instruction. Audio text of the trade books and big books extend this oral reading/read aloud opportunity.

Guided Reading Each week of instruction in StoryTown features four leveled readers: a below-on-above and ELL reader. These books are intended to be used in a guided reading, differentiated setting and connect to the week’s instruction by theme, genre and vocabulary (high frequency words). Harcourt StoryTown uses Pre-Decodable and Decodable Books with a specific phonics focus, as well. Concepts of Print and application of phonics skills are part of the instruction.

Independent Reading Trade Book libraries, leveled readers and Decodable Readers are used for independent reading. Harcourt encourages teachers and districts to utilize their current resources of trade books to include in classroom libraries for self-selected reading, independent reading, etc.

Interactive Writing Students’ first exposure to writing models occurs in the Warm-Up Routines of StoryTown. During the formal writing process a Shared/Interactive Writing Model is presented.

Shared Writing As above. StoryTown has a formal writing process that includes shared and interactive writing. The skills are developmentally appropriate and are directly linked to literature connections.

Independent Writing Journal Prompts are included to encourage independent writing. Independent Writing is a critical part of the writing process in Storytown and is regularly addressed in the teaching plans.

Writing Workshop During the 5 Day Writing Process, teachers work with students through steps that include: modeled writing-interactive writing-independent writing. Students learn about word choice, labels, sentences.



Grade One and Two

Balanced Literacy StoryTown

Interactive Read Aloud Daily Read Alouds with authentic literature: Big Books, Poems, Trade Books are part of the StoryTown Grade One instruction.

Shared Reading Harcourt StoryTown has an anthology of authentic on-level literature available for shared reading experiences. This literature offers a rich blend of genre, including: fiction and non-fiction, poetry, magazine selections, etc. This literature is used as the primary vehicle for delivering consistent skill and strategy instruction at all grades.

Guided Reading Harcourt StoryTown has developed leveled readers in a “little book” format for use in guided reading. Guided Reading lesson plans are integrated into the weekly plans within the teacher edition. Differentiated small group instruction is integral to the balanced literacy model of Storytown. The leveled readers offer carefully, crafted texts that connect to the anthology selection by skill, strategy and vocabulary.

Independent Reading Harcourt StoryTown emphasizes independent reading within its literacy block design. A variety of trade books and leveled materials are provided with Storytown. Harcourt has additional leveled materials in content areas (Science and Social Studies) that extend guided reading and independent reading opportunities. Harcourt also works closely with districts to connect and incorporate materials they already own or use to the CORE instruction of StoryTown.

Interactive Writing Students’ first exposure to writing models occurs in the Warm-Up Routines of StoryTown. During the formal writing process a Shared/Interactive Writing Model is presented.

Shared Writing As above. StoryTown has a formal writing process that includes shared and interactive writing. The skills are developmentally appropriate and are directly linked to literature connections.

Independent Writing During the process, students work through modeled writing with mentor text in the student anthology and teacher guide, draft writing, revise/edit and publishing stages. Independent writing is the final stage and is an integral part of the writing plan in the teacher’s edition and Writer’s Companion.



Grade One and Two

Balanced Literacy StoryTown Writing Workshop Harcourt StoryTown utilizes a 5 day writing plan

that includes the 6 Traits of Writing, as well as writing forms. Primary traits are introduced gradually in grade 1 and continue development through the grades. The writing forms are directly connected to the literature in the program. During the 5 Day Writing Process, teachers work with students through steps that include: modeled writing-interactive writing-independent writing. Students learn about word choice, labels, sentences, paragraphs. The Reading-Writing Connection provides a theme long writing opportunity that connects mentor text from the first anthology selection of each theme. Student work models provide additional anchor papers for students to use. This process is an on-going preparation for the ELA.

Harcourt StoryTown© and Balanced Literacy Intermediate Reading Instruction: All of the materials in StoryTown are leveled using Fountas and Pinnell and DRA.

StoryTown

Balanced Literacy StoryTown utilizes a four block literacy model in all grades. Oral Language, Reading Skills, Reading and Integrated language Arts (writing, spelling, grammar) make up these blocks.

Reading Aloud Weekly Read Alouds, with guided listening comprehension questions and daily lessons provide opportunities to address listening comprehension and build comprehension skills for the week’s skills and strategies. In addition, a bibliography of theme related literature is provided for additional read aloud opportunities.

Shared Reading The student, on-level anthology provides a diverse variety of genre: fiction and non-fiction, poetry, drama. The selections represent trade book literature. Phonics Instruction and Robust Vocabulary Instruction are integral to StoryTown.




StoryTown

Guided Reading with conferencing Guided Reading in StoryTown utilizes 120 leveled readers per grade level that have the same theme, genre, skill and strategy focus as the literature in the anthology. Three of the leveled readers contain the same vocabulary taught in the core anthology. The ELL reader develops concept vocabulary; essential to building background for comprehension. These books are used in differentiated groups. An Intervention Reader provides an additional level for the most challenged students, with the same instructional focus. This is a feature unique to Harcourt StoryTown. On-going informal assessment/observation is expected as integral to instruction. Oral Fluency (K-6) as well as other formal assessments are available. In the fifth week of instruction, StoryTown utilizes reader’s theatre as the genre. It is in this week, that skills, strategies and vocabulary are cumulatively taught and reviewed. The Guided Reading materials are always consistent with the genre for each week.

Harcourt StoryTown has an anthology of authentic on-level literature available for shared reading experiences. This literature offers a rich blend of genre, including: fiction and non-fiction, poetry, magazine selections, etc. This literature is used as the primary vehicle for delivering consistent skill and strategy instruction at all grades in a shared reading and small group format. Modeling of reading strategies, skills, and fluency is an essential element of this shared reading instruction. The selections represent trade book literature.

Independent/Partner Reading Independent reading is an expectation of the program and is built into the literacy block design. Harcourt Trade books, Guided Reading libraries and formerly utilized leveled readers give teachers and students self-selected, independent reading materials. Harcourt consultants has also assisted districts with organizing materials they currently have as resources and connect them to the core instruction themes.




StoryTown

On-Going Assessments and Observations On-going informal and formal assessments are connected to StoryTown. These include formative and summative assessments. Informal Monitoring Progress opportunities provide teachers with lessons to re-teach a skill or strategy before moving on, in a flexible grouping option. The student anthology includes a weekly lesson that connects a test prep page directly to the focus skill. This is unique to Harcourt. Other opportunities for test reading are included in the Intervention program materials, as well as other places throughout the grades (NYS ELA prep). “Fresh Reads” are available at all grades for each week of instruction for each of the 3 levels (below-on-above).

Writing Workshop StoryTown has a Reading Writing Connection at the beginning of each theme. Mentor text and student models relate directly to the literature of the previous lesson. The Reading Writing Connection can be used as a theme long writing opportunity and works with the 5 Day Writing Plan in the Teacher’s Edition to teach craft, form and traits of writing. Mentor text and anchor papers, as well as teacher guidance focus students on both the Art and Science of writing. Writing craft and form, including writing traits, scoring rubrics etc. are an essential element of the program. Day 3 and 4 of the Writing process has a revision/editing focus. During Week 5 students choose a writing piece to publish.

Harcourt StoryTown is a reading/language arts program that offers teachers and students a balanced approach to literacy instruction. Although StoryTown provides districts with a wide variety of rich, connected material, it also allows for flexibility in use of resources to meet district needs. Harcourt’s consultants have worked extensively with districts to ensure a good “fit” with best practices and philosophies that already exist in schools. All of the materials in StoryTown are leveled using Fountas and Pinnell leveling systems, as well as DRA and Lexile levels.



Storytown Instructional Plan

1. Assess ! Benchmark assessments –beginning, middle, end of year

-Reading Comprehension -Vocabulary and Word Analysis -Writing Strategies and Conventions -Writing to a Prompt

Oral Reading Fluency ! Placement and diagnostic assessment ! Daily informal assessment- monitoring progress ! Weekly lesson tests

-Multiple-choice and open-ended questions -Focus skill -Robust Vocabulary -Phonics/Spelling -High-frequency words -Grammar -Research Skill or Vocabulary Strategy -Oral Reading Fluency (Fresh Reads)

Theme tests -Focus Skills -Robust Vocabulary -High- Frequency Words -Grammar -Phonics/Spelling -Writing -Oral Reading Fluency

2. Teach Lesson Planners ! Theme- skills/strategies, reading selections covering a 5 week

period ! Weekly lesson plans

-Whole group -Small group



3. Differentiate Instruction ! Suggested Small Group Planner -Teacher directed instruction -Guided Reading -Independent activities -Literacy Centers -Leveled Practice -Leveled Reading -Leveled Literacy Response Activities -Strategic Intervention -ELL -Challenge

4. Assess, Remediate, Extend -Reteach -Review -Reinforce -Explore -Expand -Extend



LESSON PLAN



LITERACY WALK

HARCOURT STORYTOWN DATE_______________________________________________________ GRADE LEVEL________________________________________________ CLASSROOM_________________________________________________ LITERACY WALK TEAM MEMBER__________________________________ Teacher should have the Harcourt Teacher’s edition opened to the lesson in progress. THEME#____________________________________________ Classroom Environment

! Date

" Classroom is arranged to enable active engagement by all students.

"

Classroom is arranged to accommodate whole group instruction, teacher-led small group instruction, and independent student centers.

" Daily Class Schedule is posted which includes a minimum of 90 minutes for reading instruction.

"

Program components are evident and in use indicating a print rich environment (e.g. big books, decodable books, vocabulary words, letter-sound cards, etc.). Classroom library for reading at individual levels is present.

"

Displays, including student work and curriculum materials (e.g., word walls, posters vocabulary lists), reflect the current reading topic or theme.

" Provisions for small groups or literacy centers or stations are obvious.



Harcourt StoryTown Materials

! Date

" Teacher and student materials are accessible and organized.

" Evidence exists of program materials being used as designed both by Teacher and Student.

"

Teacher uses the Teacher’s Edition guided reading lesson plans, Intervention, Challenge, or ELL Teacher’s Guide and/or routine cards during instruction.

"

The teacher uses Graphic Organizer Charts, Big Book or Rhymes, Word Builders, Retelling Cards, Fluency Builder Cards, Leveled Readers at appropriate places in the lesson.

" Teacher’s lesson plans reflect differentiated instruction- whole group, small group, skill groups and centers or stations.

" Teacher’s lesson plans reflect differentiated instruction- whole group, small group, skill groups and centers or stations.

" Teacher uses data to inform instruction – evidence of use of formal and informal assessment

" Uses Progress Monitoring to determine the content of whole class and small group instruction.

" Has a portfolio for each child reflective of the child’s formal and informal assessment.

" Has an analysis of whole class skill and strategy strength’s and weaknesses which is updated at least each six weeks.

"

Teacher follows the selected program’s instructional routines as designed. Variations in instructional procedures do not conflict with the research base of the program.



Teacher Behavior

! Date

" The teacher uses the lesson plans as a tool for instruction.

" The teacher self assesses lessons and whole group and small group instruction.

" Classroom behavior management system is effective in providing an environment conducive to learning.

" Evidence exists that reading routines and procedures were previously taught.

" Routines, expectations and rules are clearly posted and have been done in collaboration with students.

" The classroom is student centered- student material displayed, students have some free choice activities.

"

Teacher provides appropriate and clear instruction for children at risk, including English learners, and special education students.

" Teacher uses direct, explicit instruction.

" The teacher clearly models skill and strategy instruction.

" The teacher uses the Gradual Release of Responsibility Model.

" The teacher uses interactive learning such as word builders, reading rods and Write On Wipe off boards.

"

The teacher has a variety of methods for reading the Anthology selection which do not include merely listening to the story on CD or resorting to Round Robin Reading.

" Teacher scaffolds and differentiates instruction.

" Teacher fosters active student engagement and motivation to learn.

" Teacher calls on a variety of students to respond to questions in each section of the lesson.



Teacher Behavior

! Date

"

Teacher has a method for allowing all children to respond and be successful.

"

Pacing is appropriate for the time of year and lesson being taught.

" Transitions are smooth and quick Whole Class Instruction

! Date

" Instruction is focused on the content of the lesson in the Teacher's Edition.

"

Teacher uses a variety of resources during reading instruction (e.g., big books, puppets, decodable books, vocabulary word lists, letter-sound cards, etc.).

"

Teacher uses Progress Monitoring and informal assessment during whole class to assist in skill lessons, small group instruction and centers.



Small Group, Differentiated Instruction

! Date

"

Formal and informal assessment is evident in selection of students in each group and the teacher directed lessons and the activities in each center or group.

" Small group instruction is provided at different levels depending on student need.

"

Differentiated, small group instruction or time for direct work with individuals is a regular daily activity, as evidenced by the posted classroom schedule.

"

A well defined behavior management system is in place to guide student movement between groups and centers. Students know what is expected of them in teacher led groups and in centers or small groups.

" Routines are in place for those who finish early or have questions during small group work.

"

The teacher has a method of recording small group work and evaluating the success of the activity in relation to the skill or strategy being reinforced or reviewed.

"

The teacher changes the composition of the teacher led and center/small groups frequently based on formal and informal assessment.



Student Reading Centers

! Date

" Students have a contract or other method of knowing what is expected of them and recording their work.

" The students have a folder for keeping center or small group work.

"

Students have a list of accepted behavior in centers and small group work and know the consequences for inappropriate actions.

" Students have assigned jobs in the group which vary from center to center and group to group.

" Students engage in self evaluation.

" Students have had an interest inventory that guides the teacher in some center activities and independent reading selection.

" Students have a reading log for independent reading at school or at home.

" The room is configured to allow for small groups and center activity with a minimum of furniture and materials moving.

" Students have a routine for moving into and between groups or centers.

" Students are aware of time limits for group or center work.

" At independent student learning centers, students are working on activities that directly build reading skills.

" Centers are clearly defined and labeled.

" Students remain engaged during centers and independent work.

" A well defined behavior management system is in place to guide student movement between groups and centers.



Kindergarten

Grade One, Grade Two

20-60 Minutes – Whole Group ! Daily Routines ! Begin the day ! Oral language ! Phonemic Awareness ! Word work ! Phonics ! High Frequency words ! Skills and Strategies ! Comprehension ! Reading ! Listening/Speaking ! Vocabulary ! Reading Main selection 20-60 minutes – Small Group ! Teacher directed ! Leveled reading ! Literacy Centers ! ELL ! Intervention 15-20 minutes – Whole Group ! Writing ! Language

20-60 Minutes – Whole Group ! Daily Language ! Oral Language ! High-Frequency Words ! Shared Reading ! Phonemic Awareness ! Word Work ! Phonics ! Spelling ! High Frequency Words ! Skills and Strategies ! Reading ! Fluency ! Comprehension ! Build Robust Vocabulary ! Reading Anthology Selection ! Whole or small group ! Build background ! Monitor Comprehension ! Think Critically ! Retell/Summarize 20-40 minutes Small Groups ! Teacher directed ! Leveled reading ! Literacy Centers ! ELL ! Intervention 15-30 minutes Whole Group ! Grammar ! Writing ! Listening/speaking



Grade Three 20-60 Minutes – Whole Group ! Oral Language ! Question of the Day ! Read Aloud ! Listening ! Vocabulary/comprehension ! Word Work ! Phonics ! Spelling ! High Frequency Words ! Skills and Strategies ! Reading ! Fluency ! Comprehension ! Build Robust Vocabulary ! Selection- whole/small group ! Reading story ! Build background ! Monitor Comprehension ! Think Critically

! Retell/Summarize 45- 60 minutes Small Groups ! Teacher directed ! Robust Vocabulary ! Skill and strategy ! Review/extension ! Leveled reading/guided

reading ! Literacy Centers ! ELL ! Intervention 15-20 minutes Whole Group ! Grammar ! Writing ! Listening Speaking 15-20 minutes Whole Group ! Grammar ! Writing ! Listening Speaking



Grade Four,Five,Six

20-60 Minutes – Whole Group ! Oral Language ! Question of the Day ! Read Aloud ! Listening ! Vocabulary/comprehension ! Comprehension ! Skills and strategies ! Robust Vocabulary ! Reading ! Fluency ! Cross- Curricular connections ! Decoding/Word Attack ! Selection- whole/small group ! Reading story ! Build background

! Monitor Comprehension ! Think Critically ! Retell/Summarize 45- 60 minutes Small Groups ! Teacher directed ! Robust Vocabulary ! Skill and strategy ! Review/extension ! Leveled reading/guided reading ! Literacy Centers ! ELL ! Intervention 15-20 minutes Whole Group ! Grammar ! Writing ! Listening Speaking



SUGGESTED LESSON PLANNER FOR STRATEGIC INTERVENTION





DIFFERENTIATED INSTRUCTION Storytown’s design incorporates differentiated instruction through materials, support lessons and point of use teaching plans. The teacher’s edition offers teachers suggestions for modifying instruction for students who are below level, above level or ELL readers. Additional support activities are provided for flexible grouping in the essential areas of reading each week at every grade level. Materials are differentiated, as well. Four leveled readers are supported with explicit teaching plans. These four readers connect to the core instruction and on-level anthology literature by genre, skill and strategy and vocabulary. Multiple copies of these readers allow for small group instruction and each level is available for each of the 30 literature selections in the student edition. The Intervention Reader begins in grade 1 and connects by these same features for every story selection throughout the grades. The on-level student practice materials offer opportunities for students to apply the skills they acquire. These materials are differentiated to provide leveled practice support. The leveled readers in Storytown are all organized in the Harcourt Data Base of Leveled Readers. This data base gives teachers a variety of leveling options: DRA, Fountas & Pinnell/Guided Reading, lexiles and reading recovery. The data based also organizes the books by genre and level; allowing teachers to locate a variety of text regardless of grade level. Harcourt’s Science and Social Studies leveled readers are contained in this system as well. The student edition/anthology is available in an e-book format. This feature supports differentiation for a variety of reading levels. Built-in software, vocabulary and interactive glossary and recording options provide unique, sustained support for the most active or the most challenged reader.



VOCABULARY INSTRUCTION IN STORYTOWN Isabel Beck and Margaret McKeown are two of the senior authors of Storytown and exclusive to our authorship team. Their research and work in the area of vocabulary development is renowned. As research scientists in the area of vocabulary development and consequent instructional practices, their work is considered the standard in the education. Robust Vocabulary is evident in the daily instruction in Storytown beginning in kindergarten. Our program provides teachers with strategies in vocabulary that are directly authored by Dr. Beck and Dr. McKeown. These critical strategies are essential for student comprehension at all levels of reading ability and development. The instructional build is evidenced in the teacher’s edition at each grade level and reflects research in the area of vocabulary acquisition. Day 1: Build Robust Vocabulary:

! Teachers introduce the week’s vocabulary with transparencies and supported by routine cards using Student Friendly Explanations

! Teachers check for understanding by encouraging student responses to questions structured to elicit general understanding through the students’ personal examples

! Students are introduced to their words in their student anthology within the context of text. Words are initially highlighted in yellow. Students have an opportunity to be a “Word Detective” or “Word Wizard” which encourages writing of these tier 2 vocabulary words

Day 2: Connections:

! Student friendly definitions appear on day 2 ! Vocabulary Review on this page provides cooperative learning or

individual work with the words. Activities and strategies directly from Bringing Words to Life (Beck, McKeown and Kucan) provide application and check understanding at a higher level of thinking.

! Students interact with the words by demonstrating understanding through personal references and examples

! Students read the anthology selection with the highlighted vocabulary words in the text.

! All the words are embedded in the leveled readers for guided reading in a differentiated text format



Day 3: Reinforce Word Meanings

! Students revisit the selection vocabulary ! Teachers check for understanding and reinforce higher level thinking

through a series of questions that contain more than one of the words

Day 4: Extend Word Meanings ! Critical Thinking strategies are extended. Students provide direct

examples by responding to teacher prompts and questions formatted to create connections

! Vocabulary(tested) from the previous week is embedded in the questions for recursive review and maintenance of skills

Day 5: Cumulative Review

! Two or more of the current and previously taught tier 2 selection words are embedded in teacher questions

! Teachers check for higher level understanding by creating a relationship between and among these words

Tier 3 words are words considered idiosyncratic to a given subject or area of knowledge. Many words contained in reading selections on standardized assessments, however, are tier 3 words. Indirect instruction of the robust vocabulary, tier 3 words will be contained in daily (k-3) or weekly (4-6) Read Alouds. Storytown’s unique glossary in the student anthology contains all the selection vocabulary words. Student friendly definitions are used and represent a format that provides clear, accessible meaning for each word. Academic language is also provided and language concepts are evident, as well. In the primary grade photo cards and other “hands-on” vocabulary cards provide add ional material support.



Flexible Grouping in StoryTown What is Flexible Grouping Flexible Grouping is an instructional approach that allows the teacher to meet with students based on interest, skill or strategy needs without tracking. It allows the student to receive instruction in a variety small group. Flexible grouping allows for grouping as needed for remediation, extension and practice.





















INTERVENTION



THREE TIERED INTERVENTION Storytown offers three levels of intervention for differentiating instruction for a variety of readers. Tier 1 begins with point-of-use suggestions in the teacher’s guide. These suggestions can be used during a whole group lesson or in smaller, flexible groups and always connect to the on-level core instruction. Additional support activities for below, above and ELL learners are provided in the teacher’s edition. Tier 2 provides scaffolded instruction through the Strategic Intervention Kit. Extra support can be provided with reading practice for students who are reading below grade level and need to succeed in the general education environment. These materials (teaching plans, readers) can be accessed by AIS, Special Education Resource/Inclusion and General Education teachers. The materials for students begin about six months to one year below grade level and increase in readability as the year progresses. Lessons and reading materials connect directly to the core instruction by strategy, genre, vocabulary and skills. Tier 3 is an Intensive Intervention Program and is intended to be used by the most challenged readers. This kit is constructed with a primary or intermediate focus. Teaching plans for each critical strand are organized into separate guides. This diagnostic/prescriptive program can be used as a “stand alone” model and contains assessments for both entry and exit progress monitoring. The five essential areas of reading are addressed in the primary level of the program. Four of the five critical areas of reading form the core of this program at the intermediate levels: phonics, text comprehension, vocabulary and fluency. What causes reading failure? There is no one single cause of failure to learn to read. Some students may have been successful in the primary grades and begin to have difficulty in the middle grades. Research points to a variety of factors contributing to reading difficulty. Background experiences – the student has limited background with books or print material. The student has not been read to at home. The student has limited exposure to the world beyond their home. This lack of background gives the student less prior knowledge of word and situations to bring to reading. Oral language- the student’s language is limited either by lack of exposure to the world beyond the home, lack of reading, or lack of adult interactions which would build vocabulary. This inhibits the student’s reading ability by making speaking in sentences, responding to questions and interacting with text limited.



Many second language learners lack oral language development in their native language. Vocabulary, oral, reading, writing- the lack of background and oral language development make the student’s vocabulary limited. The lack of vocabulary makes the student unaware of many of the meanings of the words encountered in reading and needed for expressive language and writing. Decoding, including phonemic awareness and phonics knowledge- The National Reading Panel has cited the lack of phonemic awareness and phonics as one of the prime causes of reading failure in young students. Fluency- many students are reading is inhibited by lack of fluency. The pace of reading makes comprehension difficult. Comprehension – comprehension is reflective of many skill areas. Retelling, summarizing and literal recall are the stepping stones to critical thinking and higher order thinking. Many students are capable of literal comprehension, but have difficult with critical comprehension which requires analysis, synthesis, and clarification as well as combining ideas and forming new hypothesis. Attention and Motivation- directly effect reading ability. Many students have failed to “connect” with a good story or subject which would entice them to read independently. Many students who have experienced failure lack the motivation to take risks and try new reading strategies. What is new in intervention? Intervention is prevention. The best way to prevent reading failure is to correct mistakes, give new strategies, present more modeling and successful practice. The best way to prevent reading failure is to provide students with a unified cohesive, connected approach to teaching skills and strategies followed by lots of types of reading.



Tiers of Intervention Tier I

! Intervention within the lesson framework ! Comprehensive core program of Storytown ! Monitoring progress at point of use ! Assessment to inform instruction ! Reteach lessons ! Notes at point of use in Teacher’s Edition for Above, Below and ELL

students ! Leveled material

o Readers o Practice o Literacy Centers o Reader Response

Tier I Scaffolding o Instructional sequence is organized so that students have the knowledge

and skills they need to respond before they are assessed o Robust Vocabulary is a prime example of scaffolding

o Oral explanations and examples from oral reading o Student friendly definitions o Vocabulary in context o Practice in context before student encounters the word in text o Student writes and interacts with vocabulary o 5 days of instruction and practice o Review in additional lessons o Cumulative review o Exposure to words in multiple texts o Exposure to words in leveled material o Exposure to words in whole and small group



Strategies to assist in comprehension

o Graphic organizers o Questioning the Author o QAR o Gradual Release of Responsibility Model o Reciprocal teaching o Think aloud, think along, think alone o Multiple exposures in leveled text, leveled practice

Tier II Tier II is designed for “some students” Instruction in Tier II is in addition to regular class and not in place of. Tier II is an additional 30 minutes of instruction, reading and practice. Strategic intervention supplements instruction to students who are not achieving standards through the core curriculum alone. The number of students is usually 5-10% of the student body. Tier II instruction occurs in small groups of 3-6 students. The duration of the student’s participation in the program depends upon the student’s needs. Students are tested frequently to determine if they still require Tier II instruction. Students may be placed in Tier II at anytime. The goal of Tier II instruction is to allow the students to be successful in the Tier I core program. Tier III Tier III is intensive intervention. It is for those students who are significantly below level in reading and experiencing skill and strategy deficits. Tier III is usually done in very small groups or one on one. It provides more detailed instruction. Tier III is for students who have failed in both Tier I and Tier II. Tier III students may have had little consistent skill development. They may have transferred many times in their school career. They may be students who will be referred to or are in special education.











Tier II Interactive Strategic Intervention The goal of the Strategic Intervention Resource kit is to proved the scaffolding, extra support, and extra reading practice that struggling readers need to succeed. Intervention works best in conjunction with a strong core program. For an intervention program to be effective, instruction should focus on specific needs of students, as determined by systematic monitoring of progress. Components of the Strategic Intervention Resource Kit Teacher Guide – with lessons directly aligned with and correlated to the lessons in Storytown Teacher Edition. Interactive Reader - that provides accessible reading material with built-in support for the child. Skill Cards – to teach each lesson’s Focus Skill. Practice Book – with the following practice pages that accompany each lesson:

! Fluency Practice Page with word lists and phrase – cued sententces that reinforce vocabulary and decoding skills and parallel the reading level of the Interactive Reader selection.

! Grammar Practice Page that reinforces the lesson’s grammar skill and can be used as a teacher-directed or independent activity.

! Writing Trait Practice Page that reinforces the writing trait taught in the lesson. ! Phonics and Spelling Practice Page that provides an additional opportunity to

practice and apply the lesson’s phonics skill. Teacher Resource Book – with Copying Masters that include word cards and activities providing additional reinforcement of phonics and spelling, comprehension, and writing skills. Assessment Book - to monitor progress and ensure success.



Using the Strategic Intervention Teacher Guide Each Five Day Plan includes the following:

! Vocabulary lessons and Student –Friendly Explanations to preteach and reteach key vocabulary that appears in the Interactive Reader selection.

! Robust Vocabulary lessons to enrich students’ listening and speaking vocabularies and help them master the language of school.

! Phonics and Spelling lessons to systematically preteach and reteach basic phonics skills and connect spelling and phonics.

! Fluency activities that reinforce key vocabulary and phonics and spelling skills while providing reading practice and promoting oral reading fluency.

! Comprehension Focus Skill lessons to endure that struggling readers get the in-depth instruction they need to reach grade-level standards.

! Directed Reading lessons for the Interactive Reader selection reinforce basic comprehension skills, using questions and teacher modeling.

! Grammar lessons to help students learn and apply the fundamentals of grammar, mechanics, and sentence structure.

! Interactive Writing Support that reinforces key writing traits and forms.

! Review Lessons that provide cumulative reviews of skills.















Teir I, II, III StoryTown







Jus

























SCOPE AND SEQUENCE



Kindergarten New Reading Phonics Sequence

Week Phonics Skill

1 Consonants /m/m, /s/s 2 Consonant /r/r 3 Consonant /t/t 4 Consonants /n/n, /p/p 5 Consonant /k/c 6 Short Vowel /a/a

7 Word Building (phonograms -am, -at) 8 Consonant /d/d 9 Word Building (phonograms -ap, -an)

10 Short Vowel /i/i 11 Consonants /g/g, /f/f 12 Word Building (phonograms -it, -ip) 13 Consonants /b/b, /k/k 14 Word Building (phonograms -in, -ig) 15 Short Vowel /o/o 16 Consonants /l/l, /h/h 17 Word Building (phonograms -ot, -op) 18 Consonants /w/w, /ks/x

19 Word Building (phonograms -ox, -ix) 20 Short Vowel /e/e 21 Word Building (phonograms -ed, -en)

22 Consonants /v/v, /j/j 23 Word Building (phonograms -et, -eg) 24 Consonants /y/y, /z/z 25 Short Vowel /u/u 26 Word Building (phonograms -un, -ut) 27 Consonant Qq (/kw/qu?) 28 Word Building (phonograms –ug, -up) 29 Review: a, e, i, o, u 30 Review: a, e, i, o, u





















RESOURCES

PRESENTATION PLANNING

Administrator’s and Trainer’s Resource Notebook 234


Who Who are you inviting to the training session? Did you invite all the participants? Did you invite the principal?

What What are your objectives for the meeting?

# Walk through the manual # Learn how to perform an investigation # Learn about the assessments # Learn how to effectively use the videos # What content will you cover? # What is your end goal? ! Teachers will have a working knowledge of…

Where Where will the meeting be held?

! Is there room for everyone ! Is there an overhead? ! Are there tables? ! Are there adult sized chairs? ! Have you asked volunteers for treats? ! Is there chart paper?

When When is the meeting? Did you check the master schedule for conflicts? Did you check to see if the room is available for the meeting? Did you notify the principal or other staff? Did you send out a notice in plenty of time? Did you ask for an R.S.V.P.? Did you send out a reminder? How How will you accomplish your goals?



What do you expect teachers to do in the meeting? How does this relate to the objectives? How will you know if you were successful? How will you know if other meetings are needed? Materials What materials do you need to have for the teachers?

! Paper? ! Manipulatives

What materials do teachers need to bring? ! Teacher’s edition ! Markers, paper, kit materials

RESOURCES TRIED AND TRUE TIPS FOR

TRAINING VIDEOS



Role of the Trainer ! Prepare and lead each session ! Facilitate group activities ! Spark discussion ! Ask and answer questions ! Support teachers as they apply strategies in teaching ! Create a professional learning community in the school or district

Planning

! Select meeting dates well in advance cross check them against the district and school calendar to avoid conflicts.

! Make sure all participants are notified at least a month in advance or given an advance schedule of all meetings

! As the date of meetings draws close, be sure to send out reminders ! Select a room that will adequately and comfortably accommodate the

group. ! You may want to appoint a rotating “treats” committee, since few budgets

can provide for snacks. ! Make sure the room has adequate ventilation, electrical outlets and

lighting to show videos. ! Make sure everyone can see and hear the video. ! Schedule meetings with plenty of time so teachers are not rushing in or

out of the session. ! Be sure to have a dated record sheet where teachers sign in and out. ! Make sure all appropriate administration is aware of all sessions.

Getting Ready

! Check the material’s list in the trainer’s guide of each kit. ! You may wish to “sticker” or identify each of the materials as part of the

kit so they don’t become lost. ! Review the kit material and watch the video before the meeting.



The Presenter’s Checklist " Working VCR and television monitor " Overhead projector and screen " Transparency markers- blank transparencies " Chart easel and chart paper " Markers, and posted notes " Pens, pencils, and highlighters " Masking tape for chart paper " Table for your materials

Before the Session Does everything work? Do you have necessary extension cords, power strips? Have you sent out reminder notices? Have you asked for confirmation that everyone is coming? Does the room have a clock so you can keep track of the time of the meeting?

Getting Off to a Good Start Many districts now start the meeting with “norms” Norms are a set of expected behaviors You may wish to have the group develop their norms. Suggested Norms

! Cell phones off ! Have a plan for dealing with those who are negative or attempt to take

over the session. ! Side conversations at a minimum ! Active listening ! Active participation in discussions ! Open mind to new ideas ! Positive attitude to sessions



Tips for Success Begin the session by having each teacher write 3 positive things about….. And one concern. This means that the positive will outweigh the negative. Have teachers turn in the slips and you control, what is said. Tips for Meeting

! Avoid getting away from the text of the session. ! If a comment or concern is not productive to the session agree to talk

about it after the session or use the “parking lot” technique. ! Get participants attention before beginning any new activity. ! You may wish to have a bell or other signal to indicate that an activity is

at an end. ! You may wish also to have someone act as time keeper for a group

especially if they are assigned multiple tasks. ! Keep the session moving ! Follow the suggested times in the training manual. ! If an area is problematic schedule another meeting. ! Make eye contact during the meeting ! Circulate from table to table monitoring groups discussion and listening

for areas which may need to be expanded or explained. Healthy Discussions

! Have a piece of paper posted that is a “parking lot”. ! The parking lot is the spot for all comments that are irrelevant- but may

need to be considered at a later date. ! By using the parking lot you can validate a concern without letting it

dominate the session. Beginning the Session

! Start the session with the objectives that appear at the beginning of each session

! Use the “getting started” section. This allows participants to share their ideas or observations about implemented strategies from other sessions.

! Make sure you have all transparencies for the session in order. Journals Many Reading First or course credit situations require the keeping of journals.



Outline for teachers the expectations for journals- observations, summaries of professional articles, questions, predictions for sessions, ideas which need to be remembered. Charting

! Ask for volunteers to write on the charts so you can concentrate on keeping the session moving.

! Have one person assigned as the “recorder” in each group when a group is expected to report during the session.

Assessment

! Use the assessment instruments provided to help teachers reflect on information in their classroom.

! If you have an evaluation form make sure it allows for primarily positive feedback.

Sample Evaluation I expected to learn… I learned… I will use… I need more help with… Coaching

! Expert coaching- sharing your expertise with participants and passing along knowledge.

! Team coaching ! Peer coaching – group of teachers who work together to prepare lessons,

develop materials, analyze student work, and generally support each other’s teaching practice.

! Cognitive coaching places emphasis on reflect on construction ! Study groups – read and discuss and professional literature.



Evaluation

! Keep a journal and evaluate each session ! Ask yourself if you kept the focus of the session and how you can

improve the next session. ! Remember to have the “hide of a elephant” and the heart of a “unicorn.”

RESOURCES NEEDS ASSESSMENT



The following is a Teacher survey for either Assessment of the program or for developing professional development workshops. Name _______________________________________________________ Grade _______________________________________________________ School ______________________________________________________ Years of teaching experience ____________________________________ Degrees _____________________________________________________ Hours Beyond ________________________________________________ What do you see as your greatest strength as a teacher? How do you use this strength in your classroom? What do you consider as three other strengths in your personality, educational background or teaching experience? What is the area in reading you feel you need to support or new techniques? Which other areas in reading and language arts do you feel you would like additional help or support? What is the single greatest change that you feel needs to be made in your school in the area of reading? How could this change be accomplished? Would you be willing to have other teachers visit your class and observe a lesson? Would you be willing to act as a mentor or coach?



Would you be willing to have a lesson videotaped? How do you make parents aware of their child’s progress? How do you support the school/home connection? What should a refresher course in reading cover? Please look at this list and circle all that apply. Phonemic awareness Explicit, systematic phonics- decoding Vocabulary strategies Reading Fluency Comprehension- critical thinking, problem solving Guided reading, literature circles Flexible grouping Classroom management Assessment- diagnostic, prescriptive, formal, informal Assessment instruction Changing teaching styles Learning styles Multiple intelligences Time management and better lesson planning Motivating readers Other What would you most like to gain from a refresher course in reading? How much of your reading period is spent daily in small groups? How do you place students in small groups?



How often does the composition of the groups change? Do you use centers? How much time per day____per week? How often are you testing your students in reading? What types of tests are you using? What do children who fail the test do to remediate their reading difficulties? What support personnel do you regularly consult with for help with children who are experiencing difficulties? What support personnel help or assist students in the classroom and out of the classroom? How many of your students receive support from Title I or other support staff. How helpful was the Storytown reading program to your everyday teaching? Did you feel, in using the Storytown reading program that your students’ reading abilities improved



Name ______________________________________________________ School________________________________________ Grade ________ My expectation for this workshop: I learned I will use in my classroom I need more information I wish I suggest



Teacher Self Evaluation

What was the focus of my lesson? Did I accomplish the focus of the lesson? Did my lesson reflect what I know about each child? Were materials accessible and appropriate? Were all of the children engaged and interactive with each section of the lesson? Which children are ready for acceleration? Which children will require further instruction or remediation? Which skills and strategies? How well did I use the reading/writing time? Was the lesson a balance of the 5 areas of reading? What parts of the lesson were most successful? Which parts of the lesson did not work well? How did I assess the learning for each group, each child? What should be included in the next lesson based on the learning observed?



RESOURCES TEACHER PROFESSIONAL

GROWTH AND DEVELOPMENT



Observation Check Lists Teacher Professional Growth and Development The teacher maintains accurate records on each child. The teacher uses diagnostic information to assist in formulating a lesson sequence for each group of children and each individual child. The teacher gives formal and informal assessments to assist in planning for each section of the lesson. The teacher uses formal, informal assessments and observation to assist in grouping children. The teacher uses formal and informal assessments and observations to assist in moving children from one flexible group to another. The teacher tracks progress toward meeting grade level benchmarks and standards within the lesson. The teacher tracks progress toward meeting grade level benchmarks and standards for each child. The teacher maintains a portfolio for each child which has performance based assessments and samples of the child’s work to track progress in meeting grade level standards and expectations. The teacher maintains a current subfolder The teacher completes all necessary reports on a timely basis. The teacher participates in professional development The teacher subscribes to professional journals The teacher is a part of a professional development group The teacher is a part of reading council, math council or other educational group



The teacher takes graduate courses The teacher participates in on line seminars The teacher is a member of a professional book club The teacher is a resource for faculty members The teacher shares educational ideas and strategies The teacher attends professional events The teacher participates in district sponsored educational activities and/or staff development The teacher applies new knowledge from courses, professional reading or meetings in the classroom The teacher communicates with parents on a regular basis.



BIBLIOGRAPHY



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