From curriculum to instruction: Designing and implementing sound instructional diets.
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Transcript of From curriculum to instruction: Designing and implementing sound instructional diets.
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From curriculum to instruction: Designing and implementing
sound instructional diets
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Don’t be overly concerned with your weight, it’s just a number!
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DIBELS Benchmark Test
Low Risk Some Risk At Risk
Core Core + Core + Small-Group Intensive Core Intervention Intervention
Core Intervention Intervention Assessments Assessments
DIBELS Progress Monitoring
Low Risk? ContinueIntervention
DiscontinueIntervention
NoYes
CoreAssessments
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Goals of this session:
Predict needs based on reading development
Plan for sensible instructional blocks, including whole-group and needs-based time
Establish initial priorities for classroom instructional schedules
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And in our classrooms . . .
We can do the “teacher-centered” modeling for all children
We can share responsibility during needs-based groups . . . but what are the other children going to do?
We can release responsibility to children to practice and apply what we are teaching
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But who needs what?
We can anticipate that all children will benefit from explicit and systematic instruction invocabulary (K-3), phonemic awareness (K-1), word recognition and decoding (K-3), fluency (K-3), and comprehension (K-3)
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The strengths of the new core programs
Explicit: they include teacher talk and modeling of cognitive processes in reading
There is “how to” talk rather than only “what to”Systematic: they establish a reasonable
scope and sequence for each grade levelReview previous grade level’s accomplishments Introduce, review, and assess new
accomplishments
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Why isn’t that enough?
We can anticipate, based first on knowledge of reading development and then on actual assessment data, certain log jams. Most children will need additional practice. Many children are likely to need additional instruction. A small number of children are likely to need intensive intervention.
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And in your core
What are the strengths for use in whole-class instruction?
What provisions are made for small-group instruction? Are there any differentiated materials?
What provisions are made for providing children with reading practice?
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Some pretty safe bets
Decoding: Many kindergarten and first grade children and some second grade children will need extra instruction
Fluency: Many children will need extra instruction and practice
Comprehension: Many second and third grade children will need extra instruction
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How can we have well managed classrooms and teach small groups?
Establish a cycle so that while teachers are providing extra instruction, other children are getting important practice
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Where’s the teacher?
Whole class, grade level reading instruction Needs -based instruction with teacher
Practice with vocabulary and comprehension
Practice with decoding and fluency
Practice with vocabulary and comprehension
Needs -based instruction with teacher
Practice wit h vocabulary and comprehension
Practice with decoding and fluency
Practice with decoding and fluency
Needs -based instruction with teacher
Whole class, grade level writing instruction
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Some other variables
How much time do you have for instruction?
Are other adults available so that you can have two instructional groups at once?
How many groups are indicated in the data? How large are they?
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And how much time should we spend in each area of the curriculum?There is no SBRR answer to this question,
but think about the concept of a healthy diet
It is harder to get started than to maintain It allows you to choose specific foods you like within
broader categories The rules change as you get older Some people need very specialized diets to
maximize their good health
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If there’s no SBRR answer, why ask?
Pacing mattersEven with new materials, teachers choose
how much time and emphasis they place on specific activities
In general, we always feel rushed
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A kindergarten diet
Phonemic awareness 10 minutes
Phonics/Decoding 20 minutes
Fluency and automaticity
20 minutes
VocabularyComprehension
40 minutes
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A first grade diet
Phonemic awareness 15 minutes
Phonics/Decoding 25 minutes
Fluency 25 minutes
VocabularyComprehension
25 minutes
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A second grade diet
Phonemic awareness
Phonics/Decoding 10 minutes
Fluency 40 minutes
VocabularyComprehension
40 minutes
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A third grade diet
Phonemic awareness
Phonics/Decoding 10 minutes
Fluency 30 minutes
VocabularyComprehension
50 minutes
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School-based scenarios
These are real examples that combine attention to curriculum areas, time, and staffing.
How are you going to use the people and the minutes and the materials you have?
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Kindergarten
2 hours for literacy1 hour for content (including reading and
writing)4 heterogeneous classroomsParaprofessionals in each classroom2 intervention providers
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Class A, Class B Class C, Class D
8:15-
9:15
Whole Group Core Phonemic Awareness Read Aloud Fluency
Small group rotation Reading (intervention)Guided writing (parapro)Word study (teacher)
9:15-
10:15
Small group rotation Reading (interventionist)Writing for sounds (parapro)Phonics (teacher)
Whole Group Core Phonemic Awareness Read Aloud Fluency
1:00-
2:00
Content area vocabularyContent area readingContent area writing
Content area vocabularyContent area readingContent area writing
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First Grade
2 hours 15 minutes for reading45 minutes for writer’s workshop4 heterogeneous classrooms2 intervention providers
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Class A, Class B Class C, Class D8:00
-9:30
Small group rotation (with help)
2 groups with teachers for phonics and fluency
1 group in phonics and fluency center
Whole group basalPhonemic awarenessRead aloud and dictationVocabulary and
comprehensionPhonicsWriter’s Workshop
9:30-
10:15
Whole group basalPhonemic awarenessRead aloud and dictationVocabulary and
comprehensionPhonics
Small group rotation (with help)
2 groups with teachers for phonics and fluency
1 group in phonics and fluency center
10:15-
11:00
Writer’s Workshop
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Second Grade
1 hour for needs-based fluency work1 hour for whole-group instruction1 hour for writer’s workshop3 heterogeneous classrooms1 intervention provider
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Class A Class B Class C8:00-9:00
Small group rotation (with help)
1 group in phonics1 group in reading1 group in fluency
center
Whole group coreComprehension
strategiesVocabulary Fluency
Whole group core
9:00-10:00
Whole group basal
Small group rotation
Writer’s Workshop
10:00-11:00
Writer’sWorkshop
Writer’sWorkshop
Small group rotation
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Third Grade
20 minutes for read aloud30 minutes for writer’s workshop30 minutes for content90 minutes for needs-based reading
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Whole Group Small Group Independent
8:10-
9:30
Core instructionRead aloudWriter’s WorkshopContent
9:30-
11:00
Reading group #1Reading group #2Reading group #3
Writing about reading
Fluency center
Listening center
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What should you do?
Work to understand the possibilities within your core for teacher directed, shared responsibility, and student practice
Watch your teachers and think about the instructional diets that they are providing to children
Help teachers think and rethink their classroom instructional schedules
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Always try to see the glass half full.