Vision: Every child in every district receives the instruction that they need and deserve…every day. Spring Conference 2014 Bend, Oregon How do you plan.

Slides:



Advertisements
Similar presentations
Chapter 4 Letter Knowledge Kathy Duplessis. What? Letter Names –Mostly memorization because of the lack of correlation between letter names and shapes.
Advertisements

WORKING TOGETHER TO HELP CHILDREN SUCCEED. *providing high-quality instruction/intervention matched to individual student needs *systematically assessing.
Response to Intervention (RtI)
Vision: Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: Every child.
Teaching Reading Sourcebook 2nd Edition
1 Houghton Mifflin Deep Training Cohort B June 23, 2005 Carol Dissen, ORRF Regional Coordinator Toni Fisher, ORRF Coach, Beaverton.
Vision: Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: Every child.
Vision: Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: Every child.
Making Instructional Adaptations for Struggling Readers MiBLSi State Conference 2008 Presented by: Betty Arnold.
Fountas & Pinnell Leveled Literacy Intervention.
Fluency. What is Fluency? The ability to read a text _______, _________, and with proper __________ –_________: ease of reading –_________: ability to.
Tools for Classroom Teachers Scaffolding Vocabulary activities Graphic organizers Phonics games Comprehension activities Literature circles.
Building Our 90 Minute Reading Block Westside Elementary Maria Randle, Reading Coach
Overview Training Cohort B June 23, 2005 Open Court Rhonda Wolter Bethel School District Reading Coordinator.
Report of the National Reading Panel TEACHING CHILDREN TO READ: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its.
Reading First Assessment Faculty Presentation. Fundamental Discoveries About How Children Learn to Read 1.Children who enter first grade weak in phonemic.
1 DIBELS: The Rest of the Story READING FIRST Statewide Rollout GARF Statewide Team Amanda Beaty Pamela Gay Carol Hartley Wanda Oliver.
Vision: Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: Every child.
Selecting Research Based Instructional Programs Marcia L. Grek, Ph.D. Florida Center for Reading Research Georgia March, 2004.
The 90 Minute Reading Block. What does research evidence tell us? Effective reading instruction requires: At least 90 uninterrupted minutes per day At.
1 Preventing Reading Difficulties with DIBELS Assessment.
Prevention to Avoid Intervention Tier 1: the most important tier!
Systems Requirements for RTI The nuts and bolts that hold it all together!
REWARDS In the Trenches Sycamore Elementary School K-5 School Enrollment: 335 and growing Free and Reduced Lunch Percentage: 27% 98% Caucasian.
Fluency in the Foundation Skills ACADEMY OF READING®
Aligning Interventions with Core How to meet student needs without creating curricular chaos.
Response to Intervention: Improving Achievement for ALL Students Understanding the Response to Intervention Process: A Parent’s Guide Presented by: Dori.
CHAPTER SEVEN ASSESSING AND TEACHING READING: PHONOLOGICAL AWARENESS, PHONICS, AND WORD RECOGNITION.
Designing and using assessment systems to prevent reading difficulties in young children Dr. Joseph Torgesen Florida State University and Florida Center.
1 The Oregon Reading First Model: A Blueprint for Success Scott K. Baker Eugene Research Institute/ University of Oregon Orientation Session Portland,
HOW DO WE USE DIBELS WITH AN OUTCOMES-DRIVEN MODEL? Identify the Need for Support Validate the Need for Support Plan Support Evaluate Effectiveness of.
Ready, Set, Go Presented By: Instructional Design and Innovation Team Moore County Schools November 6, 2012.
Vision: Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: Every child.
Theories of Reading.
WORKING TOGETHER TO HELP CHILDREN SUCCEED. *providing high-quality instruction/intervention matched to individual student needs *using a researched-based.
Digging Deeper with Screening Data: Creating Intervention Groups Gresham-Barlow School District September 8, 2011.
Vision: Every child in every district receives the instruction that they need and deserve…every day. Initial Math RTI Training Nov 19 th, 2015 Math RTI:
All About Phonics Instruction By: Mary Kaish. Phonological Awareness and its Role in Phonics The reading process can be described as a developmental continuum.
Response to Instruction and Intervention. The Big Picture Anita L. Archer, Ph.D. Educational Consultant
DIBELS: Doing it Right –. Big Ideas of Today’s Presentation Reading success is built upon a foundation of skills DIBELS (Dynamic Indicators of Basic Early.
Interventions Identifying and Implementing. What is the purpose of providing interventions? To verify that the students difficulties are not due to a.
A Parent’s Guide to Balanced Literacy. Balanced Literacy is a framework designed to help all students learn to read and write effectively.
 Students in grades Kindergarten through twelfth  Classroom teacher, reading specialist, interventionist  Can be administered individually, some assessments.
1 Tour Guides D. Barton, S. Kravet, W. Oliver and C. Smart Chapter 9 Journey Through A First Grade Differentiation Plan “Mr. Hartline’s Difficult Assignment”
Prevention to Avoid Intervention Tier 1: the most important tier!
The 90 Minute Reading Block. What does research evidence tell us? Effective reading instruction requires: At least 90 uninterrupted minutes per day At.
DEVELOPING READING FLUENCY A Project LIFT Training Module CORE - Center at Oregon for Research in Education Module 4 – Part 2.
IMPLEMENTING RTI Critical Features: Practices & System Components.
The goals of Strategic Intervention  Provides Scaffolding  Extra Support  Extra reading practice.
WORKING TOGETHER TO HELP CHILDREN SUCCEED
Fitting It All In Incorporating phonics and other word study work into reading instruction Michelle Fitzsimmons.
3.0 Matching Instruction to Student Need Trainer Notes:
Early Reading Skills: Alphabet and Phonics
Middle School Training: Ensuring a Strong Foundation of Supports
Parent University # 2 Grades K-5 Reading and Language Arts
DIBELS.
Supporting All Readers in Small Group Instruction Providing Equity in Literacy Instruction Beth Estill.
Progress monitoring Is the Help Helping?.
Solving the Mystery for Struggling Readers
Chapel Hill ISD Reading First Initiative
Determining Continuum of Phonics Blending Strategies
Reading Instruction: Key considerations
DIBELS Next Overview.
Journeys Reading Program Harcourt/Houghton Mifflin
WHAT IS READING? What makes a ABLE reader? What do ABLE readers do?
Seaford School District
Journeys Reading Program Harcourt/Houghton Mifflin
RtI Strategies and Interventions
Reading Strategies By Kristen Keller.
DIBELS: An Overview Kelli Anderson Early Intervention Specialist - ECC
Presentation transcript:

Vision: Every child in every district receives the instruction that they need and deserve…every day. Spring Conference 2014 Bend, Oregon How do you plan for an effective small instructional group during core reading?

Without effective initial classroom instruction and strongly differentiated instruction by classroom teachers, the need for intervention specialists may simply overwhelm school resources because too many students will not make expected yearly progress. Center on Instruction, 2007 Why use skill/s focused small group instruction?

How do you make decisions about small group instruction during core reading to reach the needs of ALL students Targets

1.Development of phonemic awareness and alphabetic principle 2.Ability to decode words 3.Automaticity with enough words 4.Acquisition of vocabulary along with application of reading comprehension strategies 5.Extensive reading of both narrative and expository texts 6.Maintaining the motivation to learn 7.Adequate teacher preparation and materials Regardless of risk factors (socio-economic status or physical impairments) Factors that Influence Reading Development NICHD

Teacher supports students in identifying words & constructing meaning from text Teacher monitors students use of skill & strategy Engages students in thinking about the meaning of the text Provides opportunities for word work to build fluency Systematic & explicit Fast paced Guided ReadingSkill Focused General Types Small Reading Group Instruction

Practice the skill/strategy that was taught during the whole group during small group Ex. Summarizing is taught in whole group....review summarizing with accessible text during small group Catch students up! Provide focused instruction & practice on skills that are missing –May not be within the scope of that grade level’s instruction Ex. Third grade students needs basic phonics (continuous blending with CVC words) 2. Increase Grade Level Skill/Strategy use 1. Reduce Deficit Skill/s Two Types of Skill Focused Small Group Instruction

What is the skill & strategy need? How much time should you spend teaching the skill need versus grade level skill/strategy? What materials should you use? What is the best approach to teach these needs? Decision Making Process for Small Group

Identify the skill & strategy needs? –What is the Big 5 area of need? –What is the targeted skill? –What is the strategy need? Decision Making Process for Small Group

Identify the skill & strategy needs? –What is the Big 5 area of need? Universal screener –What is the targeted skill? Diagnostic assessment –What is the strategy need? Continuum of blending strategies Decision Making Process for Small Group

Vocabulary (voc) Phonemic Awareness Phonemic Awareness Phonics and accuracy Phonics and accuracy Oral Reading Fluency Oral Reading Fluency Determine the Big 5 Area of Need Comprehension CCSS: Foundational Skills CCSS: Reading Literature & Informational CCSS: Language

What is the Big 5 Area of Need? Likely to Need Core Support: (Benchmark)Additional support on the fluency of reading connected text skills: (Strategic) Additional support on reading connected text with accuracy: (Strategic) Additional support on accurate & fluent reading of connected text: (Intensive) Accuracy & Fluency (comprehension) Accuracy & Fluency (fluency) Accuracy & Fluency (accuracy/phonics) Accuracy & Fluency (phonics, fluency, pa)

StudentAccuracyFluencyComposite Miranda Joey Nate Miles Addison Tyler Andrew Determining Skill Need 70% 30Intensive 99% 81 Benchmark 97% 69Strategic 71%38 Intensive 88% 45 Intensive 80% 50Intensive 89%Strategic 2 nd grade students (Winter Data) 80

StudentAccuracyFluencyComposite Miranda Joey Nate Miles Addison Tyler Andrew 70% 30Intensive 99% 81 Benchmark 97%69Strategic 71%38 Intensive 88% 45 Intensive 80% 50Intensive 89%80Strategic Joey Determining Skill Needs: (Benchmark) Accurate & Fluent

StudentAccuracyFluencyComposite Miranda Joey Nate Miles Addison Tyler Andrew Determining Skill Needs : (Strategic) Accurate & Not Fluent 70% 30 Intensive 99% 81 Benchmark 97% 69 Strategic 71% 38 Intensive 88% 45 Intensive 80% 50 Intensive 89%80Strategic Nate

StudentAccuracyFluencyComposite Miranda Joey Nate Miles Addison Tyler Andrew Determining Skill Needs (Strategic) Not Accurate & Fluent 55% 30Intensive 99% 81 Benchmark 97% 69 Strategic 71% 38 Intensive 88% 45 Intensive 80% 50Intensive 89% 80Strategic Andrew

StudentAccuracyFluencyComposite Miranda Joey Nate Miles Addison Tyler Andrew Determining Skill Needs: (Intensive) Not Accurate & Not Fluent 70% 30 Intensive 99% 81 Benchmark 97%69Strategic 71% 38 Intensive 88% 45 Intensive 80% 50Intensive 89%80Strategic Miranda, Miles, Addison, Tyler

Identify the skill & strategy need? –What is the Big 5 area of need? Universal screener –What is the targeted skill? Diagnostic assessment –What is the strategy need? Continuum of blending strategies Decision Making Process for Small Group

GroupNeedAssessment Comprehension skill/strategy (CCSS: Reading Literature & Informational) Strategic Not accurate but fluent Phonics (Foundational skills) Strategic Accurate but not fluent Fluency (Foundational skills) Intensive Not accurate and not fluent Phonics and fluency (Foundational skills) Identify the target skill need/s? Benchmark Accurate and fluent Core assessments Diagnostic phonics assessment

Identifying Target Phonics Skills 95% Group Letter/Sound Correspondence

Phonics Skills: Diagnostic Assessment

Phonics Diagnostic Assessment Kindergarten Tasks 1-4 & 5A Second: Task G Third: Task H First Tasks B-F

First Tasks B-F Second: G Miranda & Miles’ Skill Needs

Skill NeedStrategy Need Big 5 area? Intensity level? Target skill? Miranda & Miles’ Needs Second grade students

Skill NeedStrategy Need Phonics Intensive level Targeted Skill: Long Vowel Sounds & Silent e Miranda & Miles’ Needs Second grade students

What is the skill need? –What is the Big 5 area of need? –What is the targeted skill? –What is the strategy need? Continuum of blending strategies Decision Making Process for Small Group

There is a continuum of blending strategies that can be applied to teaching the phonics skills. Determine what the best blending strategy is in applying the phonics skills that they need to learn –Based on where they are breaking down in their blending mistakes. Determining Strategy Needs

Continuum of Phonics Blending Strategies Templates Sounds/blending 2 9 Sounds-spelling/blending High frequency words3 Determining Continuum of Phonics Blending Strategies Kindergarten/Early First Grade First/Second Grade Kindergarten/First/Second Grade Sounds: (e.g., saying letter sounds) Continuous Sound Blending: (mmmaaat) Reading Sound Spellings: (ai, a_e, oy, ar) Sound by Sound Blending: (p,pl, plai, plain, plain) Word reading spelling focused: (ai, plain) Introduce words Say it, spell it, say it Reading Words: say the word (building automaticity)

General Guidelines: Decodable Text

Skill NeedBlending Strategy Need/Decodable Text Routine Phonics Intensive level Targeted Skill: Long Vowel Sounds & Silent e What are Miranda & Miles’ Blending Strategy Needs? Remember: They passed reading CVC Words & Short Vowel/Consonant blends/Diagraphs ? Second grade students

Skill NeedBlending Strategy Need/Decodable Text Routine Comprehension Need Phonics Intensive level Targeted Skill: Long Vowel Sounds & Silent e Sounds- spelling/blending Sound spellings (#7) Sound by sound blending (#8) Decodable text Decodable text routines (#12/13) Main Idea/Details Miranda & Miles’ Skill Needs

What is the skill need? How much time should you spend teaching the skill need versus grade level skill/strategy? What materials should you use? Decision Making Process for Small Group

How many times it takes to learn something new Above Average Learner Average Truly disabled student Jo Robinson (2008) 4-14 times times times Importance of Active Engagement

Plan for the amount of time in specific materials (Guidelines) Skill Focused Guided Reading Skill Need/s

Skill NeedSkill Focused Time (Foundational) Guided Reading Time (Comp/vocab strategy) Phonics Intensive Level Long Vowel Sounds & Silent e ?? Miranda & Miles’ Time

Skill NeedSkill Focused Time (Foundational) Guided Reading Time (Comp/vocab strategy) Phonics Intensive Long Vowel Sounds & Silent e 3-4 days1-2 days Miranda & Miles’ Time

What is the skill need? How much time should you spend teaching the skill need versus grade level skill/strategy? What materials should you use? Decision Making Process for Small Group

Foundational Skills Development

Differences Learning to Read Estimates from NICHD research Population %Journey to ReadingInstructional Requirements 5Easy: children read before starting school Need no formal decoding instruction 35Relatively EasyLearn to read regardless of instructional approach 40Formidable ChallengeNeed systematic and explicit instruction 20One of the most difficult tasks to be mastered in school Need intensive, systematic, direct, explicit instruction

Core MaterialsPrimary time of instruction Purpose Anchor Text/Anthology Whole groupTeach vocabulary, comprehension skills/strategies Decodables/Sh ared Read (K-2) Whole groupBuild phonics & fluency Leveled Readers Small groupPractice skill/strategy and build fluency/vocab Core Program Primary Materials * Text Types Resource

Benchmark Students Can you cover all components of whole group sufficiently during the whole group? yes No Use core program suggestions for small group (leveled readers ) Use decodables & core program suggestions for small group (leveled readers)

Strategic Students Can the students benefit from the core small group materials or do they need increased focused on foundational skills? yes No Use core program suggestions for small group (Approaching & Struggling Levels) Increase focus on PA, phonics, and/or fluency “Intervention kit” Enhancements Explicit Phonics Lesson

Intensive Can the students benefit from any of the core materials or do they need something outside of the core to address their skill needs? yes No Explicit Phonics Lesson Instructional Level Decodable Text Enhancements Supplemental or replacement core Explicit Phonics Lesson Enhancements

vocabulary/comprehension (leveled readers) Some PA, phonics review, fluency practice Core small group program materials with additional skill focus practice, enhancements, explicit phonics lesson Explicit phonics lesson, enhancements, supplemental, replacement core Practice grade level skills Reteach & practice grade level or slightly lower skills Catch students up

Skill NeedSkill Focused Materials (Foundational) Guided Reading Materials (Comp/vocab strategy) Phonics Intensive Long Vowel Sounds & Silent e ?? Miranda & Miles’ Material

Skill NeedSkill Focused Materials (Foundational) Guided Reading Materials (Comp/vocab strategy) Phonics Intensive Long Vowel Sounds & Silent e Decodable text containing long vowel/silent e from first grade core Struggling/Approachin g Leveled reader Miranda & Miles’ Material

1.Please review Max’s data –Universal Screening Data –Phonics Screener 2.Determine the following Activity: Max

What is the skill need? How much time should you spend teaching the skill need versus grade level skill/strategy? What materials should you use? What is the best approach to teach these needs? Decision Making Process for Small Group

Florida Center for Reading Research (FCRR) –Student Centered Activities for the Big 5 Oregon Reading First –Templates –Lines of Practice Reading Rockets –Articles and videos Anita Archer (Decoding/Phonics) – HqTYYRqv-E%3D&tabid=1408http://miblsi.cenmi.org/LinkClick.aspx?fileticket=M HqTYYRqv-E%3D&tabid=1408 References

Identifying Target Phonics Skills (95% Group) CCSS: Foundational Skills Phonics