1. Getting Off to a Great Start with Direct Instruction Washington County Union October 2013

2. Direct Instruction “Direct instruction is the dance between the instructor and his or her students to the music of the curriculum. The dance is always a combination of the quantity of actual minutes spent in instruction and the quality of superb instruction during those minutes. It is eyeball-to- eyeball, highly energetic, and highly interactive.” - Annual Growth for All Students, Catch-Up Growth for Those Who Are Behind

3. Materials Teacher Materials:  Corrective Reading Decoding C Teacher Presentation Books 1 and 2  Teacher’s Guide Student Materials:  Student Book  Skill Applications

4. Program Information  Placement Testing  Homogeneous Grouping  Direct Instruction  Scientifically-Based Reading Program  Corrective Reading focuses on decoding and fluency  Reading Success focuses on decoding, fluency, and comprehension  Program Fidelity is a MUST!  Instruction should look similar in all classrooms

5. Program Non-Negotiables  Follow the script as written. You can add to but never skip or change the program.  Fast pacing is a must! You should be able to cover at least one lesson per day. Each lesson contains 10% new material and 90% repeated material. As a result, you must move quickly to cover enough material to have an impact!  Administer and follow mastery test directions. Never proceed until all students are at mastery level (as indicated in directions).  Make sure students are doing daily check-outs to practice and measure fluency.

6. Program Information ProgramLevelGrade Level Range Reading MasteryK0.0-1.5 Reading Mastery11.5-2.5 Reading Mastery22.5-3.5 Reading Mastery33.5-4.5 Reading Mastery44.5-5.5 Reading Mastery55.5-6.5 Corrective ReadingA0.0-2.0 Corrective ReadingB12.0-3.5 Corrective ReadingB23.5-5.0 Corrective ReadingC5.0-7.0 Reading Success7.0+

7. Design  Teach sub-skills and strategies  New information is controlled and lessons provide cumulative review  Students have ample opportunities to apply skills to mastery  Continuous program assessment & management

8. Delivery  Scripted lessons control the “ language of instruction ”  Quick instructional pace and group responses lead to engaged students  Effective correction procedures  Mastery Learning

9. The Lesson  Sound Attack/Work Attack Skills- 10 min.  Group Reading- 15 min.  Individual Reading Checkouts  Workbook Exercises- 10 min.

10. Sound Pronunciation  SRA Direct Instruction Programs Use Continuous Blending  Sound Pronunciation Guide can be found within:  Teacher’s Guide  Teaching Practice DVD

11. Using the Presentation Book Blue Text = Teacher Script (Text In Parenthesis) = Action Black Text in Italics = Student Response

12. Sounds and Orthography Inside Back Cover  RMS K teaches 40 sound symbols  Students do not learn letter names until they reach the middle of RMS 1  A special print Orthography is used to minimize the confusion for beginning readers  The Orthography is gradually taken away in RMS 1 – Students read normal print by lesson 91 of RMS 1

13. Practicing Word Attack  Go to Corrective Reading Decoding C Teacher Presentation Book 1- Lesson 1 pg. 2  Star Rules  Signaling  Choral Response  Tracking  Model Lesson  Practice/Feedback

14. Firming Up  Fast Round  Lightning Round

15. Connected Text and Questioning  Signaling  Model Lesson  Practice/Feedback

16. Workbook Workbook Exercises Allow for Additional Practice of Newly Learned Skills Workbook activities should take no longer than 10 minutes

17. Practicing Correction Procedures  Keep Corrections Procedure Card in Teacher Manual until you are automatic  Keep Corrections Procedure Mini-Poster in clear sight  Be consistent with corrections

18. Corrections Procedures Practice startsmartmartstamp stepstemstandsteps landlendlanelamp drinkdrankrankrink plateplainplaceplank chairchorechampchalk

19. Data/Accountability  Student Database  Data Wall  Data Notebooks  Lessons Gain Chart  Mastery Tests (found in back of student Skill Applications and summary sheet in teacher hand-out packet)  Daily Check-Outs (Maintained in back of student Skill Applications book and summary sheet in back of Teacher’s Guide)

20. Student Management

21. Managing Students  Practice procedures for entering and leaving the room, as well as what to do when a student is tardy  Go over STAR Rules at the beginning of class EVERYDAY!  Do not stop instruction to talk about behavior; simply use the STAR Rules and the Student Teacher Game  Use the STAR Rules in a positive manner!!  Find opportunities to provide incentives/praise on a daily basis until behaviors are consistent

22. Seating

23. Small Group Arrangement Teacher Low Performer Middle Performer Middle Performer High Performer High Performer

24. Materials Management  Student Bags  Labels on Teacher Materials  Check-in/Check-out

25. Program Support  Side-by-Side Coaching  Modeling Lessons  Group/Individual Lesson Practice  Written Feedback: TAF Forms  Administrative Observations  Ongoing Support

26. Tips for Program Implementation

27. Support Documents Go to: http://directinstruction.ncdpi.wikispaces.net/ http://directinstruction.ncdpi.wikispaces.net/

28. Questions and Answers