1. Sharon Walpole, University of Delaware Michael C. McKenna, University of Virginia Differentiated Reading Instruction: Fluency and Comprehension

2. TheoryDemonstrationPracticeFeedback Team reads the overview Coach shows a sample plan Teachers use the coach’s plan Coach uses a checklist

3. TheoryDemonstrationPracticeFeedback Coach shows the planning template Teachers work together to plan Teachers use their own plans Coach uses a checklist

4. Overall Goals: 1.Consider how to address the needs of children who would benefit from a focus on fluency and comprehension 2.Explore how to plan such instruction 3.Commit to improvements

5. PA and Word Recognition Word Recognition and Fluency Fluency and Comprehension Vocabulary & Comprehension A Stairway to Proficiency

6. Which children belong in this group? Let’s start by considering their needs.

7. What are our targets for the third step? Children on this step have achieved general decoding proficiency. Some may require attention to decoding multi-syllabic words. Most of small-group time will be devoted to fluency practice. Comprehension will be fostered by questions that prompt inferences and summaries.

8. Now let’s use the Cognitive Model to identify them.

9. Phonological Awareness Decoding and Sight Word Knowledge Print Concepts Fluency in Context Automatic Word Recognition Reading Comprehension Language Comprehension Strategic Knowledge General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Vocabulary Knowledge Background Knowledge Knowledge of Text and Sentence Structures

10. Let’s translate the model into a series of guiding questions. Think about the data you will need to answer these questions.

11. Is the child at benchmark in oral reading fluency?

12. Yes Vocabulary and Comprehension (Children Read) Vocabulary and Comprehension (Children Read)

13. Is the child at benchmark in oral reading fluency? No Yes Vocabulary and Comprehension (Children Read) Vocabulary and Comprehension (Children Read) Are all or nearly all decoding skills mastered?

14. Is the child at benchmark in oral reading fluency? No Yes Vocabulary and Comprehension (Children Read) Vocabulary and Comprehension (Children Read) Are all or nearly all decoding skills mastered? Yes Fluency and Comprehension

15. Is the child at benchmark in oral reading fluency? No Yes Vocabulary and Comprehension (Children Read) Vocabulary and Comprehension (Children Read) Are all or nearly all decoding skills mastered? Yes Fluency and Comprehension Which assessments can help us answer these questions in Georgia’s Reading First schools?

16. 1.Select appropriate books. 2.Choose instructional approaches. 3.Formulate comprehension questions.

17.  Is the book written at grade level but toward the upper end of that level?  Is the book likely to interest the children?  Does the book contain authentic, natural prose rather than decodable or patterned language?  Does the text incorporate a limited number of challenging multisyllabic words?  Can the children complete the book within a three- week cycle?

18. Lexile RangeApproximate Readability 200-320Grade 1 330-360Grades 1-2 370-420Grade 2 430-490Grades 2-3 500-610Grade 3 620-690Grades 3-4

19.  Should the lesson begin with an activity devoted to multisyllabic words?  Should the first reading of the text segment be done through echo or choral reading?  Should the second reading of the text segment be done through partner or whisper reading?

20. Let’s look at each technique more closely. Echo Choral Partner Whisper Teacher Support Student Responsibility

21. Echo Reading

22.  Practice with short segments if students are unfamiliar with the process.  Read one or more entire sentences before pausing. (Try not to pause within sentences.)  Read enough material that students cannot rely on memory alone.  Make sure that children finger point as they read.  Monitor to ensure attention to print and tracking.

23. Choral Reading

24.  Keep an eye on the clock and stop after five minutes.  Do not pause to ask questions or elicit input from children.  Make sure that children finger point as they read.  Monitor to ensure attention to print and tracking.

25. Partner Reading

26.  Which students should be paired?  How should partners be changed over time?  How shall the partners sit?  How shall the partners read?

27.  Assign partners based on compatibility.  Do not change partners during the three- week cycle.  Seat children so that they are next to their partners at the beginning of the lesson.  Use any of the three basic seating arrangements for partner work.

28. Face to Face Love Seat Side by Side

29.  Make sure that children understand the procedure, which includes these rules:  Take turns.  Listen and follow along in the book while your partner reads.  Be polite if you help your partner.  Follow the (teacher-made) rule about how much to read.  Don’t talk about other things.  Tell the teacher if there are problems.  Monitor each pair, offering help as needed.

30. Whisper Reading

31.  Make a rule about how to ask for help.  Be sensitive to the possibility that whisper reading may be too hard, and be ready to use partner reading instead.  Remind students to attend only to their own voices.  Remind students to use whisper voices.  Monitor one child at a time.  Provide pronunciations as needed.

32. What about comprehension? We will focus on inferring and summarizing.

34. SkillSample Question PredictionWhat do you think would have happened if the hunter hadn’t arrived? Cause and EffectWhy did the wolf pretend to be Little Red Riding Hood’s grandmother? DetailWhy do you think the wolf didn’t eat Little Red Riding Hood when he met her in the woods? Main IdeaHow could we tell this story in just a few sentences?

35. Fluency Instruction Provides Many Opportunities The beauty of these lessons is that every pupil response is a built-in feature of the fluency activities. Each type of reading–echo, choral, partner, and whisper–requires students to be actively engaged at all times.

37. Step What Do You Do? 1 Use student performance data to formulate (or reformulate) all groups. 2 Select books for the entire cycle based on comparable difficulty and interest. 3 Choose one book from the set you have selected for a three-week cycle. 4 Determine segments for each day’s lesson based on the time they are likely to require. 5 For each text segment, write several inferential comprehension questions. 6 Based on the proficiency of group members, decide whether to take one or two minutes to practice multisyllabic decoding. 7 Based on the proficiency of group members, decide whether the initial reading of the segment should involve echo or choral reading. 8 Decide whether the second reading of the segment should involve partner of whisper reading.

38. Every Day for 3 Weeks Preteach Difficult Words2 Minutes Choral or Echo Read New Text Portion 5 Minutes Partner or Whisper Read Same Text Portion 5 Minutes Summary or Inference Questions 3 Minutes Fluency and Comprehension Group

39. Let’s look at some sample lessons.

40. First Grade These children require no additional work with decoding. During small-group time, they will benefit most from practice to improve fluency. Comprehension is prompted by key inferential and summary questions.

41. Lexile = 420 (Mid 2nd)

43. Second Grade These children may benefit from practice with multi-syllabic words. The advanced decoding component of each lesson consists of a list of two-syllable words. The words in each list contain two of the six major syllable types. Let’s review them.

44. Second Grade TypeDescriptionExample Closed Short vowel followed by one or more consonants trash Open Vowel is at end of syllable and has its long sound remote Vowel Team Two vowels (and sometimes w or y) working together to represent one sound contain

45. Second Grade TypeDescriptionExample Consonant-l-e Always comes at the end of a word and is never accented enable Vowel- Consonant-e Can come at the end of a word enrage OR can come earlier in the word and is affected by the dropped e when a suffix is added blaming R-controlled Link a vowel and r to make a vowel sound that is neither long nor short shark

47. Lexile = 560 (Mid 3rd)

49. Third Grade Like the second graders, these children may or may not require additional work with decoding. During small-group time, they will benefit most from practice to improve fluency. The texts are more challenging than those we use with second graders. Again, comprehension is prompted by key inferential and summary questions.

50. Lexile = 600 (High 3rd)

52. How do these model lessons differ from guided reading as it is currently envisioned by your teachers? Is the current approach working? What would you have to do to change it? Think a minute.

53. DimensionTargets Integrated o Screening assessments used with all of the children in a class are used to identify children for this group. o The targeting of fluency benchmarks reflected in the state curriculum for English language arts connects differentiated instruction to meaningful goals.

54. DimensionTargets Explicit o The targets for this group are only fluency and comprehension; no word recognition is necessary, with the possible exception of some limited work in multisyllabic words. o The teacher models fluency during each lesson. o The teacher specifies procedures for all portions of the lesson.

55. DimensionTargets Scaffolded o Fluency activities proceed from more to less teacher support. o The teacher provides continuing word recognition support during all activities.

56. DimensionTargets Systematic o The teacher has a plan for a series of fluency lessons of similar length and difficulty o The teacher has a plan for progress monitoring using established fluency assessment methods.

57.  Read to review today’s concepts  Plan a full support cycle for a group of your teachers Theory Demonstration Practice Feedback

58.  Implement a full support cycle for a group of your teachers  Decide exactly what you will do to build theory, demonstrate, support teacher practice, and provide feedback. Theory Demonstration Practice Feedback