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POPEIProvincial Outreach Program for Early Intervention
Strategies & Interventions to Support Primary Literacy Development
November 7, 2017Lisa Watson, Teacher Consultant
Workshop Objectives
•instructional strategies, assessment tools, and interventionsto support the successful development of foundationalliteracy skills
•frameworks and samples of intervention lessons
•considerations for matching intervention support and toolsto the learner
This workshop was planned in consultation with your POPEI District Partner.
Starting at the Start!
Comprehensive Literacy Instruction
Word Work Concepts of Print
Phonological Awareness Letter Knowledge & Sounds
High Frequency Words Vocabulary
Spelling & Word Study
Oral Language
Reading
Active Read Aloud
Shared Reading
Guided Reading
Independent Reading
Writing
Modelled Writing
Shared/Interactive Writing
Guided Writing
Independent Writing
Adapted from - Guided Reading Basics - Jamison Rog & The Fountas & Pinnell Literacy Continuum - Fountas & Pinnell
Comprehensive Literacy Framework
I do, you watch
I do, you help
You do it together
You do, I help
You do, I watch
Gradual Release of Responsibility: Scaffolded Support
Effective Routines for Supporting Literacy Development
Students should have daily experiences:
! talking with peers about reading and writing, and orallyanswering open-ended questions
! listening to educators model speaking in complete sentences and reading aloud fluently
!echo reading and choral reading to help build their own fluency
!participating in language activities, games, songs, poems, etc. that focus on word play and develop their word solving skills
continued…
Effective Routines for Supporting Literacy Development
Students should have daily experiences:
! re-reading books and repeatedly listening to audio books
! reading and writing about topics they choose
! reading an “easy read” text they can understand and read with accuracy
!activating prior knowledge and experience to make connections to reading and writing activities
!exposure to the various aspects of writing: audience, purpose, process, elements, genres and formats
…continued
" Individually generate four words that capture the most important aspects of what you have just read.
" Share your four words with your group and compile a list of the words that you all have in common.
"Determine the one word or big idea that best represents what you just read.
! From this list, determine two words that you all agree capture the most important aspects of what you just read.
4-2-1 Summarize
key instructional approaches
The Literacy and Numeracy Secretariat of Ontario
purposeful activities
assessing & evaluating student progress
Adapted from:
Planning for Success
backwards design
whole class, small group, individual instruction
shared, guided & independent instructional strategies
scaffolding
meaningful activities for collaborative learning
modellingthinking aloud
coaching & guidingrepeated demonstrations
differentiated learning cross-curricular integration
encouraging risk-taking & exploration
inquiry & project-based learning
Assessment to Inform Interventions
Assessment Tools & Processes
Evidence of students' growth can be collected in three ways:
• observing what students DO
• listening to what they SAY
• reviewing the products they DEVELOP
Comprehensive Literacy Resource - Trehearne
Formative Assessment - Assessment for Learning
Assessment for learning is ongoing assessment that allows teachers to monitor students on a day-to-day basis and modify their teaching based on what the students need
to be successful.
Learn Alberta
This assessment provides students with thetimely, specific feedback that they need to
make adjustments to their learning.
What’s Your Purpose?
to provide both teacher and student with continuous feedback to IMPROVE LEARNING during a learning segment
Formative Assessment (for, as learning)
Summative Assessment (of learning)
to evaluate a student’s final effort to PROVE that learning has taken place at the end of a unit/lesson
Think about learning to drive vs. taking your driving test.
Triangulation of Evidence = Reliable Data
Adapted from - Rethinking Letter Grades - Cameron & Gregory; & Action Plan: Collecting Evidence of Observations and Conversations & Why Are School Buses Always Yellow? - Barrell
reading interview; informal conference; list of books read; writing
conferences; focused discussions of drafts in portfolio
CONVERSATIONS WITH STUDENTS
portfolios, journals, reader responses, videos, tests, projects, reports, checklists, experiments,
art projects, music performances, etc.
PRODUCTS
individual/group presentation; oral book review; running records,
writing process; listening to students…in group work: listening, speaking,
problem solving
OBSERVATIONS
Documenting Conversations & Observations
Learn Alberta
Keep a binder with a separate page for each student:
• Record observations using a clipboard and sticky notes.
• Write the date and the student’s name on each sticky note.
• After the note-taking, place the individual sticky notes on the
page reserved for that student in the binder
Tips for Establishing and Maintaining Anecdotal Notes
Jacob
Documenting Conversations & Observations
Learn Alberta
Tips for Establishing and Maintaining Anecdotal Notes
Keep a binder with dividers for each student and blank pages to
jot down notes:
• Divide the pages into three columns:
Observation Action PlanDate
Observational Checklists
POPEI Observational Checklists - PDF
POPEI Observational Checklists - Microsoft Word
Additional Assessment Tools
Nelson Language Arts - Grades 1-2 Teacher’s Resource Book - Trehearne
Intervention Strategies and Supports for All
Tier 1high quality classroom instruction
for all students
time
inten
sity
Tier 1
Tier 2
high quality
classroom instruction
for all students
targeted interventionsTier
1high quality classroom instruction
for all students
time
inten
sity
Tier 1
Tier 1Tier 1
Tier 1
Tier 2
high quality high quality classroom
high classroom quality classroom quality classroom classroom instruction classroom instruction instruction for all instruction for all
for all studentsfor all studentsstudents
targeted interventions
Tier 3
intensive interventionsTier
2
targeted interventionsTier
1
high quality
classroom instruction
for all students
System of Interventions
Response to Intervention
Goals of InterventionsTier 2 & 3 are designed to give students a targeted
support system when they experience difficulty with a specific skill or strategy
! The goal is to address which skills or strategies a student is experiencing difficulty with and providing targeted interventions and supports.
Adapted from - RTI Action Network - How to Develop an Effective Tier 2 System
! Interventions are considered to have been effective if the student is then able to have success in Tier 1 core instruction without additional support.
Keys to a Successful Intervention Design
Adapted from - When Readers Struggle: Teaching that Works - Fountas & Pinnell
Intervention Lessons Must:1. Be supplementary
2. Occur frequently
3. Have low teacher/student ratio
4. Be short term
5. Be structured and systematic
6. Be fast paced
7. Focus on comprehensive content
8. Include ways to assess and monitor progress
9. Connect to the classroom
Keys to Successful Intervention
"9 posters have been placed around the room - 1 for each key
!with your table group, you will read and summarize the important points on 2 posters
"you will then share out your summary of each poster you read to the larger group
Jigsaw Activity
Intervention Lesson Format
Re-reading books:
Phonics/Word Work:
New Book (instructional level):
Letter/Word Work:
Format from - Levelled Literacy Interventions - Fountas and Pinnell
Intervention Lesson Format
Intervention Lesson ComponentsIntervention Lesson Components
5 minutes
5 minutes
15 minutes
5 minutes
Intervention Lesson *The focus of Intervention Lesson A is introducing a new
instructional level book to the group.
Goals:Book Level - H - Non-Fiction
• understand and use vowels that are together in words and have one sound• understand that sometimes the same vowel is in a word two times• notice double vowels in words• use consonant clusters and word parts to solve words• use phrasing, intonation, appropriate word stress, and pausing for punctuation• use multiple sources of information while reading• say and understand some technical vocabulary• understand that the new text is nonfiction and that it will provide information about
a category of plants• understand the central idea that plants can "eat" bugs• understand that the plants are compared and contrasted in the books
From - Leveled Literacy Interventions - Blue System - Fountas and Pinnell
In your groups, find the Lesson 59 materials in your Activity Pack, and follow the Intervention Lesson A framework
to examine or role play a small-group intervention Lesson.
Your Turn!
You'll have 10 minutes for this activity.
Intervention PacksPOPEI Activity Packs
Re-reading books from Lesson A: (assessment - 1 running record)
Phonics/Word Work:
Writing About Reading:
Reading New Book : (Independent level)
Intervention Lesson Format
Format from - Levelled Literacy Interventions - Fountas and Pinnell
Intervention Lesson Components
5 minutes
5 minutes
15 minutes
5 minutes
Intervention Lesson Format
Intervention Lesson Components
Goals: Book Level - H - Non-Fiction
• understand and use vowels that are together in words and have one sound• understand that sometimes the same vowel is in a word two times• notice double vowels in words• understand that oo has two different sounds• use consonant clusters and word parts to solve words• use phrasing, intonation, appropriate word stress, and pausing at punctuation• use multiple sources of information while reading (meaning, language structure,
and visual information)• compose two or three sentences• use word parts to write new words• understand that the nonfiction text will provide information about bugs• learn some of the names of bugs and some facts about bugs
From - Leveled Literacy Interventions - Blue System - Fountas and Pinnell
Intervention Lesson *The focus of Intervention Lesson B is on writing about reading
- to extend the meaning of books.
In your groups, find the Lesson 60 materials in your Activity Pack, and follow the Intervention Lesson B framework
to examine or role play a small-group intervention Lesson.
Your Turn!
You'll have 10 minutes for this activity.
Intervention PacksPOPEI Activity Packs
Matching Intervention Supports to the Learner
"The goal of word work is to help children become active word solvers who can recognize words, take them apart or put them together, know what they
mean and connect them to other words."
From - Comprehensive Literacy Resource - Trehearne
Effective Strategies for Developing Word Solvers
" scaffolded reading and writing activities
" alphabet games, stories, poems and songs" predictable charts " sound activities - sorting, blending, substituting, matching
" letter and word sorts " making words activities
" word and sentence segmenting activities
" syllable sorting and segmenting activities
" word wall activities
" word guessing games
Adapted from - Comprehensive Literacy Resource for Kindergarten; Grades 1-2 Teachers - Trehearne
Students should have daily experiences with:
FCRR - Phonics - Letter-Sound Correspondence - 2-3
•take one onset cube and one rime cube
•taking turns, roll each cube
•arrange the cubes so that the onset cube is placed to the right of the
rime cube
Roll-A-Word
POPEI Activity Packs
•blend the onset and rime and say the word
i.e. - ch/ip = "chip"
•write each word as it is created with the cubes - real or nonsense words
•underline the real words and put an "X" through the nonsense words
Highlights of Intervention Strategies to Support
Adapted from - POPEI K-3 Literacy Intervention Strategies
provide:opportunities to play many language games
:manipulatives & various materials for word study
:illustrations of words - to learn through visual representations
prompt
:active use of word wall/vocabulary charts
:using “seek the part you know”
:students look for familiar, smaller words :within a larger, unfamiliar word
:identifying & using prefixes, roots & suffixes
:using “say it and move it”-students slide letter manipulatives around as they blend letters & phonemes
model
:working & playing with words - to discover how words work
:use of rhymes & rhyming words
:how authors & writers work to spell words
:how to break compoundwords into smaller words & syllables
"Oral language skills can be developed through whole-class, small-group, or paired activities, as well
as individual instruction and independent work.
Teachers need to consider all classroom activities as opportunities to model, explain, and reinforce
language."
From - Comprehensive Literacy Resource - Trehearne
" having time to talk " open-ended questions - with opportunities for all children to
participate " scaffolded speaking, listening, reading and writing activities" discussions about independent reading & writing " listening to educators model speaking in complete sentences " language games, word-play activities, drama centre, role plays,
sharing… " using pictures to generate, reinforce & link new language and
vocabulary
Effective Strategies for Developing Oral Language
Students should have daily experiences with:
Adapted from - Comprehensive Literacy Resource Book - Kindergarten - Trehearne & Nancy Updegraff - Learning Sciences International
Snap Shots
•we are going to examine various photos & questions
•chat through the questions on the photo cards with your elbow partner(s)
•focus on elaborating on your answers (i.e. not just yes or no)
From - Learning Resources
Highlights of Intervention Strategies to Support
Adapted from - POPEI K-3 Literacy Intervention Strategies
model:how to retell instructions
:reading, miming, repeating&/or illustrating stories
-using drawings, pictures, gestures etc.
:use of open ended questions
:who, what, where, when, why &how
:use of higher levelquestions & answers during discussions
:how to adjust the speed & level of language
provide
:many opportunities for conversation - with different partners & for different purposes
:many opportunities for students to talk to peers about texts they’ve read& written
:information in a varietyof different formats
-visual, oral & graphical
prompt
:explaining word meaningsto each other
-oral explanations -discuss topics of learning
:retelling of instructionsto a peer
:practicing how to develop ideas by thinking aloud
:using illustrations in writing
"If children are not spending a significant portion of
their day engaged in texts that allow them to practicethe strategies we are modelling, then we cannot possibly expect them to take on these strategies and use them
independently."
From - Catching Readers Before They Fall - Johnson & Keier
Thinking
Comprehension
Constructing meaning
Metacognition
Decoding
Phonemic Awareness
Spelling, Vocabulary
Fluency
Reading Demands a Two-Pronged Attack
From - Reading Power - Gear
READING
Mastering the code Making meaning
We need to teach students thatreading is thinking.
Buddy Book Walk
image from amazon.ca
Fiction Read-Aloud
YELLOW - Who is the main character of this story?
LIGHT PINK - Use three or more words to describe the main character.
BLUE - Name one or more other characters in this story.
ORANGE - What was the problem in the story?
GREEN - How was the problem resolved?
DARK PINK - How do you think the main character felt before the problem was solved?
• Start throwing/passing the beach ball while the music plays.
• When the music stops, the person holding the beach ball will look where his/her right thumb is and talk about:
Story Elements
Highlights of Intervention Strategies to Support
prompt
:generating questionsabout a text(before, during & after reading)
:talking to peers about texts read
:using prediction skills
:noticing:-when they get lost in the text -when to stop and re-read for clarification -when to stop and ask questions -how and when they should adjust pacing
model:how to relate to texts & make connections
:how to visualize textby forming mental images
:prediction skills
:choosing just right reads
provide
:opportunities for retelling &/or summarizing
-in manageable chunks
:quiet & relaxedenvironment
:graphic organizers
:visual aids/key images for vocabulary
:examples of differenttext structures & genres
Adapted from - POPEI K-3 Literacy Intervention Strategies
"Primary classrooms should be places where there are writing demonstrations and discussions every day about what comes next and why. They should be places where
there's a strong connection between reading and writing, as students look to mentor texts as models."
From - 6+1 Traits of Writing - Culham
Effective Strategies for Writing Instruction
! oral language skills
! activating prior knowledge and experience
! understanding audience and purpose for writing
! understanding the writing process
! understanding the elements of writing
! applying higher-order thinking skills
! applying word work activities into writing tasks
! exposure to a variety of text forms, genres, formats and electronic media
Students need exposure and practice with:
Adapted from - A Guide to Effective Instruction in Writing - K-3 - Ontario Education
Buddy Book Walk
Mentor Text Read-Aloud
image from Fred Koehler
! reflect on the “stories” that were intriguing to you from One Day, The End
!brainstorm ideas with your elbow partner/group and write/illustrate your own One Day, The End story.
One Day, The End.
POPEI Activity Packs
"write the middle of the stories from the book "create new beginnings and endings
You can:
Highlights of Intervention Strategies to Support
Adapted from - POPEI K-3 Literacy Intervention Strategies
provide:variety of expectationsfor volume of writing created
:opportunities for students to record ideas/writing using technology
:opportunities for student choice
-format, genre, topic -based on interest, need & support available
:pictures, books, objects - story starters/provocations
model:how a community of writers can struggle & succeed together
:the writing process- -step-by-step-in manageable chunks-over several days
:how to plan & write using a variety of graphicorganizers & planning templates
prompt
:writing for an audience & purpose
:prioritizing writingtraits or elements of the editing process tofocus on
:reiterating the purpose for a writing task in their own words
:using starter sentences, common vocabulary &/or key words
"You are already using great strategies in your classroom with exceptional and struggling learners.
A systematic approach, though, can bring new clarity to the outcomes you are achieving - and the ones with
which you are having difficulty." -Lee Ann Jung
Sources Cited
Books
Why Are School Buses Always Yellow? - Barell
Rethinking Letter Grades - Cameron & Gregory
6+1 Traits of Writing - Culham
Fountas & Pinnell Literacy Continuum - Fountas & Pinnell
Levelled Literacy Interventions - Fountas & Pinnell
When Readers Struggle: Teaching That Works - Fountas & Pinnell
Reading Power - Gear
Guided Reading Basics - Jamison Rog
Catching Readers Before They Fall - Johnson & Keier
Comprehensive Literacy Resource - Trehearne
Nelson Language Arts Grades 1-2 Teacher’s Resource Book - Trehearne
more info links are available on our website
unless otherwise noted, images from:
Posters created with:
Educlips Presenter Media
Poster My Wall
BC Ministry of Education - English Language Arts Curriculum
more videos are available on our websitemore videos are available on our
GraphicStock
RTI Action Network - How to Develop an Effective Tier 2 System
The Literacy and Numeracy Secretariat of Ontario
Learn Alberta
FCRR - Phonics - Letter-Sound Correspondence - 2-3
A Guide to Effective Instruction in Writing - K-3 - Ontario Education
Kentucky Educational Television - Formative Assessment in a Primary Class
Things Teachers Say - Bored Teachers
The 10 Best Things About Being a Teacher - Bored Teachers
Additional Intervention Information & Resources
Literacy Intervention Strategies
www.popei.caavailable at
www.popei.ca
Supplementary Lessons"Interventions must supplement, not supplant, effective
classroom instruction."
! good classroom instruction and differentiation allows the teacher to reach most students
" when a child is struggling, he/she needs "something extra" - to make faster progress and to fill in the gaps
! location and time are a factor in planning for supplementarylessons
" lessons needs to be effective & planned carefully - wherever and whenever it occurs
Adapted from - When Readers Struggle: Teaching that Works - Fountas & Pinnell
FrequencyStudents who experience difficulty "need a predictable,
consistent schedule of instruction."
! intervention lessons that occur daily allow the students to gain momentum
" students can build on what they learned the day before
! 30 minute lessons are recommended and should include - reading, writing & word work
! frequency & consistency allows for learning to be reinforcedand progress accelerated
Students who experience difficulty "need a predictable,
Adapted from - When Readers Struggle: Teaching that Works - Fountas & Pinnell
Student to Teacher Ratio
"One teacher to three students is ideal in the primary grades."
" having a minimum of 3 students provides for meaningful interactions
! student levels and areas of need can be closely matched
" working with smaller groups for shorter blocks of time allows for faster-paced and more intense lessons
Adapted from - When Readers Struggle: Teaching that Works - Fountas & Pinnell
3 is the magic number
Effective Short-Term Interventions
Systems of interventions should be designed to be flexible and highly effective.
! highly effective systems help to ensure that the same students don't need interventions year after year
! if an intervention is early and effective : 18-20 weeks should be enough for most children
! children who are very far behind may need 1-2 years of effective supplementary instruction
Adapted from - When Readers Struggle: Teaching that Works - Fountas & Pinnell
Structured & Systematic
"True efficiency depends on a carefully designed & highly structured instructional framework."
! students need to know what to expect and what is expected of them
! students who struggle succeed in an environment that is predictable, as it allows them to build confidence
Adapted from - When Readers Struggle: Teaching that Works - Fountas & Pinnell
Provide Fast-Paced Lessons
A fast-paced lesson helps students remain focused and engaged.
! students who struggle can get easily distracted
" a fast-paced lesson can help to engage the students and keep their focus on reading and writing
! feeling successful in a fast-paced environment can be a welcome change for students who experience difficulties
Adapted from - When Readers Struggle: Teaching that Works - Fountas & Pinnell
Focus on Comprehensive ContentLessons need to provide a balance of literacy opportunities.
Reading, Writing, Word Work and Oral Language
! help children learn about letters, sounds and words through systematic use of phonics
" provide opportunities to read high-quality new texts that will extend comprehension, vocabulary and reading strategies
! provide opportunities to develop fluency and phrasing
! extend reading comprehension through discussion, teacher's instruction and writing opportunities
! provide opportunities to write about reading
Adapted from - When Readers Struggle: Teaching that Works - Fountas & Pinnell
Assess for Challenges & Monitor Progress"Without ongoing assessment to inform your daily teaching, you
cannot design highly effective instruction."
! assessments help to determine appropriate levels and intervention instruction
! assessments also help the teachers to understand the strengths and needs of each student
Adapted from - When Readers Struggle: Teaching that Works - Fountas & Pinnell
Connect the Intervention to the Classroom
"Make strong, explicit and cohesive links between your intervention lessons and your classroom literacy program."
" the classroom teacher and the teacher providing the interventions should collaborate to design activities that can be done both in the intervention setting and in the classroom
! if the extra instruction extends into the classroom through reading, writing, drawing or word work..., there is a bigger impact
Adapted from - When Readers Struggle: Teaching that Works - Fountas & Pinnell
Additional Literacy Information & Resources
Key Principles in Effective Reading Instruction
! Students learn to read by reading continuous text
! Students need to read a variety of high-quality texts to build a reading process
! Students need to read a large quantity of texts to build a reading process
! Students need to read different texts for different purposes
! Students need to hear many texts read aloud
Adapted from: Teaching for Comprehending and Fluency - Fountas & Pinnell
Key Principles in Effective Reading Instruction
! Students need different levels of support at different times
! A“level” means different things in different instructional contexts
! The more students read for authentic purposes, the more likely they are to make a place for reading in their lives
! Students need to see themselves as readers who have tastes and preferences
Adapted from: Teaching for Comprehending and Fluency - Fountas & Pinnell
Why is Reading Instruction Important?
! language and vocabulary development
! understanding of concepts of print and books
! understanding & appreciation of a variety of genres
! awareness and enjoyment of language - rhyme, rhythm & sounds
! ability to develop as readers and writers in a supported environment
! opportunities to develop reading strategies to become more independent as readers
! enjoyable experiences in reading for meaning
Reading can positively affect the following aspects of children’s learning:
Adapted from: Multiple Paths to Literacy - Trehearne & Guided Reading - Good First Teaching for All Children - Fountas & Pinnell
• identify words with greater skill & ease • apply more complex comprehension strategies
• have a bigger bank of sight words
• stronger decoding skills
• cueing systems to support comprehension
Fluent
• know how to break words into letters &/or sounds
• know that print represents sounds & words
• understand most concepts of print
• know how sounds translate into letters & letter clusters
• develop decoding & problem solving skills
Emergent
• acquire a collection of high frequency words
• rely on pictures, initial consonants and other cues
• pretend, imitate & practice reading behaviours
• begin to understand concepts of print
• become familiar with words, letters & rhymes
Early
The Developmental Stages of Reading
Adapted from: A Guide to Effective Instruction in Writing - K-3 - Ontario Education
POPEI
Full document available at - www.popei.ca
• uses forms for the appropriate audience
• follows the steps of the writing process
• groups sentences into paragraphs
•writes for a variety of purposes
•uses a variety of spelling strategies
Fluent
•writing is used to communicate a message
•begins to understand the purpose for writing
•uses some basic writing forms
•expresses ideas in simple sentences
•often uses inventive spelling
Emergent
• oral language can equal print
• imitates adult writing
• understanding concepts of print
Early
The Developmental Stages of Writing
A Guide to Effective Instruction in Writing - K-3 - Ontario EducationAdapted from:
POPEI
Full document available at www.popei.ca
Why is Word Work Important?
" knowledge of concepts of print and concepts of books andletter recognition
" knowledge of letter-sound correspondences including knowing the patterns that occur in words
" knowledge of ever-increasing core of high-frequency words
" knowledge of a variety of strategies for solving words
" fluent reading (speed, phrasing & comprehension) and writing
Word work helps children develop:
Comprehensive Literacy Resource for Grades 1-2 Teachers - Trehearne
Why is Oral Language Important?
From - Nancy Updegraff - Snapshots of Oral Language Development - Learning Sciences International
!what students already know
!how students' thinking is progressing through active listening
!how students build bridges between the known and the new
Through students’ talk, teachers can discover:
Why is Writing Instruction Important?
Adapted from - A Guide to Effective Instruction in Writing - K-3 - Ontario Education
!write clearly and creatively to convey a message
!communicate ideas, thoughts, feelings & experiences
!understand that writing is a reflective & interactive process
!understand different purposes, audiences and forms for writing
!have the tools & processes they need to express themselves effectively
!make connections to prior knowledge, other texts and the world around them
Children who become proficient, life-long writers:
Writing Instruction Important?Hi!
Hello!
Literacy Centres of Today...
!are for all students - to have meaningful practice in a collaborative group, or independently
! incorporate hands-on, targeted activities - to apply & reinforcepreviously taught literacy skills
!engage students though differentiated materials & activities to support students with different needs & levels
Adapted from - Florida Center for Reading Research & Literacy Work Stations - Making Centers Work— Diller
!keep students academically engaged in meaningful activities that reinforce and extend learning
!are utilized by teachers to provide systematic, explicit, small group practice &/or instruction
S
Literacy Centres
Adapted from - Florida Center for Reading Research
Centres can help create time for:
teacher
!small-group instruction/intervention !individual instruction/intervention !student observation & assessment !collaboration
student
! choice ! practice ! engagement ! collaboration
Word Work Centre
Reinforce skills in:• phonemic awareness • phonological awareness• concepts of print • print awareness • letter formation • word patterns • word families
a lot of differentiation needed at this centre to reflect the variety of student strengths and needs
a variety of choices should be available at this centre
careful not to have too many materials or clean up can be a challenge!
Dramatic Play / Oral Language Centre
Reinforce skills in: • structure of story • planning & creating stories • literary elements and devices • oral language strategies • reading strategies • exploration of oral storytelling processes
useful for improving reading comprehension and fluency
encourages creative expression and social interactions
supports listening, speaking, and thinking skills
Reading CentreReinforce skills in:
• concepts of print • print awareness • phonemic and phonological awareness • word recognition• reading strategies • elements of story • literary elements and devices • vocabulary to talk about texts
centre where students can read books and talk about books and write about books
levelling of books is an important element for differentiation
modelling of choosing "just right reads" helps to make this centre successful
Writing CentreReinforce skills in:
• elements of story • literary elements and devices • text features • writing processes • sentence structure • conventions • creation of stories and other texts • planning and creation of a variety of communication forms
practicing letter formation & letter-sound correspondence for emergent writers
writing for a variety of purposes
talking about writing with peers
Expressive Language DifficultiesSigns of expressive language difficulties or delays:
" Problems putting sentences together coherently - not using proper grammar, or not recalling the appropriate word to use
From - Building Speech and Language Capacity Resource - CCSD
" Difficulty communicating thoughts, needs, and/or wants at the same level as his/her peers
!May understand complex spoken sentences and be able to carry out intricate instructions, but cannot form complex sentences themselves
" Improper use of pronouns, or leaving out functional words like "the" or "is" - forgetting words and using general words like "stuff" or "thing" instead
Supporting Expressive Language DifficultiesThe teacher can model correct language skills:
" Expansion - teacher extends a student's remark to a more complete and correct form. e.g. student says "I keeped the book." and the teacher replies "Oh, you kept the book?"
" Elaboration - teacher takes a student's response and corrects the form, while adding more information. e.g. "I'm glad you kept that book. I knew you would think it was interesting."
"Modelling the proper way to ask and answer questions. encourage students to discuss, review and clarify ideas
From - Building Speech and Language Capacity Resource - CCSD
Receptive Language DifficultiesSigns of receptive language difficulties or delays:
" Inability to follow verbal directions" Inappropriate, off-target answers to questions" Using memorized phrases or sentences" Not seeming to listen when spoken to
" Lack of interest when storybooks are read to them" Inability to understand complicated sentences" Parroting words or phrases (ehcolalia)" Language skills below the expected level for their age" Unable to remember details of a story or a lesson
From - Building Speech and Language Capacity Resource - CCSD
Supporting Receptive Language DifficultiesThese students may...
need more time to answer a question or follow a directionrequire repetitions or explanations of instructionsneed instructions broken down into smaller chunks
The teacher can help by... walking the student through instructions a second time, while giving a verbal directive again.giving clues when the student is having difficultyanswering a question clues should start with least obvious and move towardmost obvious if additional clues are needed
From - Building Speech and Language Capacity Resource - CCSD
Adapted from - A Quick Guide to Reaching Struggling Writers - Cruz & POPEI Intervention Strategies
Strategies to Support Motor Control
!provide pencil & pen options, pencil grips & writing surface options
!daily printing practice" separate from writing workshop time
!monitoring posture during various writing tasks
!providing manipulatives & various materials " popsicle sticks for space makers " shaving cream, play-doh, sand, etc - for forming letters " blocks, unifix cubes, etc - to act as individual markers for words " pencils, fat markers, scissors, chopsticks, clothespins, tongs - for fine motor games & activities
!providing opportunities to practice & acquire technology skills " with a stylus or chopsticks for mobile devices & appropriate apps " practice and use keyboarding skills " use of audio recording devices prior to physical writing " use of voice to text software or mobile apps
Strategies to Help with Spelling (Encoding)
Adapted from - A Quick Guide to Reaching Struggling Writers - Cruz & POPEI Intervention Strategies
" teach how words work" word structures " meanings of words " word families " variety of techniques to acquire a base of high-frequency words (including tactile letters
and use of technology) " making words " using ‘box’ words that mirror the shape of letters (i.e. - ) school
" teach how authors & writers work to spell words " using margins of paper " underline & move on " question marks " spell-checker
"consider your spelling curriculum" is it memorization based?
!ongoing participation in phonological activities to reinforce letter-sound correspondence
continued…
Strategies to Help with Spelling (Encoding)
Adapted from - A Quick Guide to Reaching Struggling Writers - Cruz & POPEI Intervention Strategies
"ensure correctly spelling words are easily visible by:" having a word wall " providing students with personal dictionaries " brainstorming lists of vocabulary prior to writing instruction " providing technology available to assist in word prediction
" focus on quality - not quantity for high-frequency words &/or vocabulary words
"using of partial words or word shares to encourage mental imagery " i.e. __oa__ or b-----t)
…continued
"allowing students to record their ideas for writing by using an audio device
"practice challenging words in a variety of different ways
Tips for Students to Help Increase Stamina" schedule writing in the morning
-if possible
Adapted from - A Quick Guide to Reaching Struggling Writers - Cruz
! offer whole-body warm ups before writing -increases dopamine
! provide a time limit - teach pacing -use clocks/visual timers
! practice quickwrites -stream of consciousness
! set stamina goals -time or word count
Tips for Students to Help With Pencil Grip & Posture
Adapted from - A Quick Guide to Reaching Struggling Writers - Cruz & POPEI Intervention Strategies
!daily printing practice -separate from writing workshop time
"adjustable tables & chairs
!pencil grips
"fat markers & other media
"vary writing surfaces
"clipboards
Additional Assessment Information & Resources
Effective Portfolios
• are a planned, organized collection of student-selected work
• document learning in a variety of ways: " process, product, growth and achievement
continued…
• include a variety of products (including those the students have chosen): " audio and/or video recordings " photos " graphic organizers " first drafts " journals " drawings/illustrations " demonstrations (plans &/or recordings of)
Learn AlbertaAdapted from - Why Are School Buses Always Yellow? - Barell &
Effective Portfolios
• include self-assessments that where the student reflects on him/herself as learner &/or an individual
• include the criteria for the assessments &/or information about the big ideas and essential questions for the period of learning
…continued
• help students examine their progress & help students develop a positive self-concept as learners
• support the assessment, evaluation and communication of student learning
Learn AlbertaAdapted from - Why Are School Buses Always Yellow? - Barell &
