K-1 Reading Academy Day 1 Lori Bailey
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Transcript of K-1 Reading Academy Day 1 Lori Bailey
K-1 Reading Academy
Day 1
Lori Bailey
http://miblsi.cenmi.org
To make this day the best possible, we need your assistance and participation
• Be Responsible
– Attend to the “Come back together” signal
– Active participation…Please ask questions
• Be Respectful
– Please allow others to listen
• Please turn off cell phones and pagers
• Please limit sidebar conversations
– Share “air time”
– Please refrain from email and Internet browsing
• Be Safe
– Take care of your own needs
Group Expectations
Acknowledgements
– Cathy Claes– Melissa Nantais– Soraya Coccimiglio
The material for this training day was developed with the efforts of…
Content was based on the work of…– Dr. Anita Archer– Dr. Louisa Moats– The Consortium on Reading Excellence, Inc. (CORE)
– Courtney Huff– Sonia Lewis
Scope and Sequence of the Reading Academy Series
Day 1
– Explicit Instruction• Introduction to all elements
• Content Elements– Focus on Critical Content – Phonemic Awareness and Alphabetic Principle/Basic Phonics
• Delivery Element– Require frequent responses
Day 2
– Content and Assignment Review
– Explicit Instruction• Content Elements
– Focus on Critical Content - Alphabetic Principle/Phonics and Fluency
• Scaffolding
– Design of Instruction (Instructional Routines)
Day 3
– Content and Assignment Review
– Explicit Instruction• Content Elements
– Critical Content – Vocabulary and Comprehension
– Delivery of Instruction and Judicious Review Elements
Intended Outcomes
Participants will leave this training with:
• An understanding of the benefits of using Explicit Instructional strategies
• Knowledge of the Elements of Explicit Instruction
• A common understanding of the critical content for kindergarten and first grade reading instruction
• An understanding of and plan for requiring frequent responses during reading instruction
Agenda• Welcome, purpose, & intended outcomes
• Explicit Instruction
– Introduction to the Elements
– Content Elements
• Focus Instruction on Critical Content – Phonemic Awareness & Alphabetic Principle/Phonics
• Sequence Content Logically
• Break Complex Skills into Smaller Components
– Delivery Elements
• Eliciting Frequent Responses
• Assignment
Elements of Explicit Instruction
http://miblsi.cenmi.org
What is Explicit Instruction?
• Explicit instruction is a systematic instructional approach that includes a set of delivery and design procedures derived from effective schools research………. Ideas that Work
• …unambiguous and direct approach to teaching that incorporates instruction design and delivery. Archer & Hughes, 2011
Why Explicit Instruction?
• ALL students benefit from Explicit Instruction
• It is essential for struggling learners
• These extremely cost effective strategies, if implemented well, will improve student outcomes, regardless of content area or core program used.
Elements of Explicit InstructionContent
1. Instruction focuses on critical content
Skills, strategies, vocabulary terms, concepts, rules, and facts that will empower students in the future are taught
2. Skills, strategies, and concepts are sequenced logically
• Easier skills before harder skills. • High frequency skills before low frequency skills.• Prerequisites first.• Similar skills separated
Elements of Explicit InstructionContent
3. Complex skills and strategies are broken down into smaller (easy to obtain) instructional units
Aware of cognitive overloading, processing demands, and capacity of working memory
Elements of Explicit InstructionContent
1. Instruction focuses on ____________ content
2. Skills, strategies, and concepts are ___________ logically
3. Complex skills and strategies are ______________ into smaller (easy to obtain) instructional units
Elements of Explicit InstructionDesign of Instruction
Lessons
1. Are organized and focused
2. Begin with a statement of goals
3. Provide review of prior skills and knowledge
Elements of Explicit InstructionDesign of Instruction
4. Provide step-by-step demonstrations
5. Use clear and concise language
6. Provide a range of examples and non-examples
7. Provide guided and supported practice
Elements of Explicit InstructionDesign of Instruction
Lessons
1. Are ___________ and focused
2. Begin with a statement of _______________
3. Provide _______________ of prior skills and knowledge
Elements of Explicit InstructionDesign of Instruction
4. Provide step-by-step __________________
5. Use __________ and ___________ language
6. Provide a range of ______________ and _______________________________
7. Provide _______________ and supported practice
Elements of Explicit InstructionDelivery of Instruction
Teachers: 1. Require frequent responses
2. Monitor student performance closely
3. Provide immediate affirmation and corrective feedback
Elements of Explicit InstructionDelivery of Instruction
Teachers:
5. Deliver instruction at a brisk pace
6. Help students organize knowledge
Elements of Explicit InstructionDelivery of Instruction
Teachers:
1. Require frequent _______________
2. ________________ student performance closely
3. Provide immediate affirmation and corrective ______________________
Elements of Explicit InstructionDelivery of Instruction
Teachers:
4. Deliver instruction at a _________ pace
5. Help students ___________ knowledge
Elements of Explicit InstructionPractice
Teachers provide judicious practice including: *Initial practice
*Distributed practice
*Cumulative review
Elements of Explicit InstructionPractice
Teachers provide judicious practice including:
______________ practice
______________ practice
______________ review
Content:Focus Instruction on Critical Content
http://miblsi.cenmi.org
Focus on the five essential components of effective reading
instruction;
The Five Big Ideas
What is a “Big Idea?”
A Big Idea is:
1. Predictive of reading acquisition and later reading achievement.
1. Something we can do something about; something we can teach.
1. If we teach it, student outcomes will be improved. (If we teach it well & students learn it!)
What are the “Five Big Ideas” of Reading?
1. Phonemic Awareness
2. Alphabetic Principle/Phonics
3. Fluency
4. Vocabulary
5. Comprehension
Steps for Successful ReadersSteps for Successful Readers (Roland Good)(Roland Good)
Phonemic Awareness
(Spring, Kdg)
Fluency with Connected Text
(Spring, 1st)
Alphabetic Principle
(Winter, 1st)
Probability: On-Track .64 (n=348)
Probability: On-Track .86 (n=138)
Probability: Catch-Up .17 (n=183)
Probability: Catch-Up .22 (n=180)
Probability of remaining an average reader in fourth grade when an average reader in first grade is .87
Probability of remaining a poor reader at the end of fourth grade when a poor reader at the end of first grade is .88 (Juel, 1988)
Fluency with Connected Text
(Spring, 2nd)
Fluency with Connected Text
(Spring, 3rd)
Probability: Catch-Up .03 (n=114)
Probability: Catch-Up .06 (n=213)
Probability: On-Track .83 (n=246)
Probability: On-Track .81 (n=196)We need to
have the odds with us!
The Common Core State Standards
• These are end of the year outcomes and leave out many skills that must be taught/attained in order for students to achieve the end of year outcome
How do these two fit together?
Idea CCSS Strands
Phonemic Awareness Foundational Skills – Phonological Awareness, RF.K.2
Alphabetic Principle/Phonics Foundational Skills – Phonics and Word Recognition, RF.K.3
Fluency Foundational Skills – Fluency, RF.K.4
Vocabulary Language – Vocabulary Acquisition and Use, L.K.4-6
Comprehension Reading (Literature and Informational)
Road to Reading Words
Phonological Awareness Print Awareness
(Spoken Language) (Written Language)
Awareness of: Ability to Read:
Words Phonemes/graphemes
Syllables Onset-Rimes
Onset-Rimes Syllables
Phonemes Words
Phonemic Awareness - Defined
The ability to hear, isolate, and manipulate sounds. Under the umbrella of Phonological Awareness, this involves working with the sounds of language at the word and syllable as well as the sound level.
Critical skills: Blending and Segmenting
Phonological Awarenessrhyme, alliteration, sentence, word, onset-rime, phoneme awareness
Phoneme AwarenessAbility to hear, identify, and manipulate individual speech sounds
Phoneme Segmentationscat = /s/ /k/ /ă/ /t/
Phoneme Blending/s/ /k/ /ă/ /t/ = scat
PA Benchmarks Between Ages 4-9Typical Age Skill Domain
4 Rhyme, alliteration
5 Rhyme, phoneme matching, syllables
5.5 Onset-rime, initial consonant isolation
6 Phoneme blending, segmention (simple)
6.5 Phoneme segmentation, blending, substitution
7 Initial and final sound deletion
8 Deletion with blends
9 Longer and more complex deletion tasks
How to Read Curriculum Maps
Months
X Instructional Emphasis
“Big Idea”
Skill Outcomes
Measurable DIBELS Benchmark
PA Curriculum Map for Kindergarten
PA Curriculum Map for 1st Grade
• Using the Curriculum Maps, review the skill outcomes listed for your grade level.
• Compare the Curriculum Map with the Scope and Sequence of PA skills in your core reading materials– Are your core materials aligned with the curriculum
maps?– Are there places or skills where the two differ?
• If you find differences, make a plan for addressing these differences
ActivityActivity
General Principles for Teaching PA
• Frequent, brief (10-15 minutes), distributed lessons• Two to three activities within each lesson• Keep in mind the goal is phoneme blending/segmenting
by first grade• Gradually move through the developmental progression
of task dificulty• Oral production of sounds and words is critical• Model, lead, observe (I do one, we do one, you do one)• Give immediate corrective feedback• Incorporate multisensory engagement
Four Favorites
1. I’ll Say the Sounds
2. Say It and Move It
3. Elkonian-Sound Boxes
4. Fist
I’ll Say the Sound
Blending Sounds into Words
1. We’re going to play a say-the-word game. I’ll say the sounds. You say the word.2. Listen. aaaammmmm3. What word? am 4. (Repeat with other words.)5. (If time permits, check individual students.)
(Practice: man, sat, ship, trap)
This is listening and sound counting not letter recognition
Model how to use one finger and how to sweep
Say-It-and-Move-It
Sound Boxes
Fist
Segmenting Words into Sounds
1. We’re going to say the sounds in a word.2. Fist in the air. Put up one finger for each sound.3. The word is sat. What word? sat4. First sound? /sss/ Next sound? /aaa/ Last
sound? /t/5. (If time permits, check individual students.)
(Practice: fan, fast, shop, with)
Task: Choose one unit in your core reading Task: Choose one unit in your core reading materials. Locate the Phonemic Awareness materials. Locate the Phonemic Awareness lessons within the unit. lessons within the unit.
Do the lessons align with the suggested Do the lessons align with the suggested principles for PA instruction? If not, how can the principles for PA instruction? If not, how can the lessons be enhanced/changed to make them lessons be enhanced/changed to make them more effective?more effective?
Intended Outcome:Intended Outcome:
Participants will evaluate and make improvements on the Participants will evaluate and make improvements on the Phonemic Awareness lessons within one unit of their core Phonemic Awareness lessons within one unit of their core reading materials and plan for doing the same with reading materials and plan for doing the same with subsequent units if needed.subsequent units if needed.
ActivityActivity
Alphabetic Principle/Phonics
Based on two parts:Alphabetic Understanding. Letters represent
sounds in words.
S G T A
Phonological Recoding. Letter sounds can be blended together and knowledge of letter -sound associations can be used to read/decode words.
M A P
Why Alphabetic Principle?
• Letter-sound knowledge is prerequisite to word identification.
• A primary difference between good and poor readers is the ability to use letter-sound correspondence to decode words.
• Letter-sound knowledge can be taught.
• Teaching the alphabetic principle leads to gains in reading acquisition/achievement.
When Should the Alphabetic Principle be Taught?
Preschool• Familiarity with alphabet & letter soundsKindergarten• Familiarity with alphabet, letter sounds,
beginning blending, decoding simple words
First grade• Letter sounds, blends, decoding simple
words, reads grade level material accurately
Alphabetic Principle Curriculum MapKindergarten
Alphabetic Principle Map First Grade
• Using the Curriculum Maps, review the skill outcomes listed for your grade level.
• Compare the Curriculum Map with the Scope and Sequence of Alphabetic Principle skills in your core reading materials– Are your core materials aligned with the curriculum
maps?– Are there places or skills where the two differ?
• If you find differences, make a plan for addressing these differences
ActivityActivity17
Phonics Instruction RoutineComponent Number of Minutes
State goal and purpose 1
Review or Speed Drills 3-5
Introduce/teach phonemes, letters, sound-symbol correspondence
5-10
Blend sounds, read new words (use explicit blending routines)
5-10
Word Work Activities (Word building, chaining, sorting, Elkonin Boxes )
5-10
Slow dictation 5-10
Reading decodable text 10
Task: Choose one unit in your core reading Task: Choose one unit in your core reading materials. Locate the Alphabetic materials. Locate the Alphabetic Principle/Phonics lessons within the unit. Principle/Phonics lessons within the unit.
Do the lessons follow the suggested Do the lessons follow the suggested sequence for phonics instruction? If not, how sequence for phonics instruction? If not, how can the lessons be enhanced/changed to make can the lessons be enhanced/changed to make them more effective?them more effective?
Intended Outcome:Intended Outcome:
Participants will evaluate and make improvements on the Participants will evaluate and make improvements on the Phonics lessons within one unit of their core reading Phonics lessons within one unit of their core reading materials and plan for doing the same with subsequent materials and plan for doing the same with subsequent units if needed.units if needed.
Road to Reading Words
Phonological Awareness Print Awareness
(Spoken Language) (Written Language)
Awareness of: Ability to Read:
Words Phonemes/graphemes
Syllables Onset-Rimes
Onset-Rimes Syllables
Phonemes Words
Delivery of Instruction:Requiring Frequent Responses
http://miblsi.cenmi.org
Why is it important to constantly elicit responses
from students?
Think-Pair-ShareThink-Pair-Share
Active Participation - Why?
Opportunities to respond related to:– Increased academic achievement– Increased on-task behavior– Decreased behavioral challenges
Caveat– Only successful responding brings these results
Initial Instruction - 80% accuracyPractice/Review - 90% or higher accuracy
Active Participation - What?
Opportunities to Respond
Verbal Responses
Written Responses
Action Responses
All Students Respond. When possible use
response procedures that engage all students.
How can students respond in a lesson?
Verbal Responses
Written Responses
Action Responses
Think-Pair-ShareThink-Pair-Share
Verbal Responses - Choral Responses (Use when answers are short & the same.)
• Students are looking at teacher– Ask question– Put up your hands to indicate silence– Give thinking time– Lower your hands as you say, “Everyone”
Verbal Responses - Choral Responses Use when answers are short & the same
• Students are looking at a common stimulus– Point to stimulus– Ask question– Give thinking time– Tap for response
• Students are looking at their own book/paper– Ask question– Use auditory signal (“Everyone”)
Verbal Responses - Choral Responses
• Hints for Choral Responses– Provide adequate thinking time
– Have students put up thumbs to indicate enough thinking time
– ORHave students look at you
– If students don’t respond or blurt out an answer, repeat (Gentle Redo)
Verbal Responses - Choral Responses
What are benefits of structured choral responses?
Think-Pair-ShareThink-Pair-Share
Verbal Responses - PartnersUse when answers are long or different
Partners
– Assign partners
– Pair lower performing students with middle performing students
– Give partners a number (#1 or #2)
– Sit partners next to each other
– Utilize triads when appropriate
Verbal Responses – Partners
What are the benefits of intentional partners?
Think-Pair-ShareThink-Pair-Share
Verbal Responses - Partners
• Provide a sentence starter
Option 1: Teach students to respond in a complete sentence using wording from the
question
Option 2: Provide a verbal sentence starter
Option 3: Provide a written sentence starter
Verbal Responses - Partners
• Other hints for partners
– Teach students how to work togetherLOOK, LEAN, AND WHISPER
– At a small group table, tape cards on the table with numbers #1 and #2 and arrows pointing to each partner
– Change partnerships occasionally (every three to six weeks)
Verbal Responses- Partner Uses
1. Say answer to partner
2. Retell content of lesson using graphic organizer or PowerPoint slides
3. Brainstorm (Think, Pair, Share)
4. Teach-Pause
5. Study, Tell, Help, Check
6. Explain process, strategy, or algorithm using example
7. Read to or with partner
Verbal Responses - Partners
• Think – Have students think and record responses.– As students are writing, move around the classroom and
write down students’ ideas and their names.
• Pair – Have students share their ideas with their partners.– Have them record their partners’ best ideas.– As students are sharing, continue to circulate around the
room, recording ideas and names.
• Share– Display the ideas and names on the screen. Use this as the
vehicle for sharing.
Verbal Responses- Partners
• Study– Give the students a minute or two to study notes, text material, graphic
organizer, or handout
• Tell– Ask partners (#1 or #2) to retell what they remember about topic
• Help– Have the second partner assist by:
• Asking questions• Giving hints• Telling additional information
• Check– When both partners have exhausted recall, they check with their notes, text
material, graphic organizer, or handout
Verbal Responses - Partners
Other Uses of partners
1. Monitor partner to see if directions are followed
2. Share materials with partners
3. Assist partners during independent work
4. Collect papers, handouts, assignments for absent partners
5. Provide structured feedback to partner on written product
Video
Active Participation with Anita Archer
Video
• What active participation procedures were directly taught?
• Good practices
Verbal Responses - Individual Turns
• Less desirable practices
#1. Calling on volunteers
Guidelines:
• Call on volunteers only when answer relates to personal experience
• Don’t call on volunteers when answer is product of instruction or reading
– Randomly call on students
Verbal Responses - Individual Turns
• Less desirable practices
#2. Calling on inattentive students
Guidelines:• Don’t call on inattentive students • Wait to call on student when he/she is attentive
• To regain attention of students:– Use physical proximity– Give directive to entire class– Ask students to complete quick, physical behavior
Verbal Responses - Individual Turns
Option #1 - Partner First
1. Ask a question
2. Give students thinking time
3. Have students share answers with partners using sentence starter
4. Call on student to give answer
Verbal Responses - Individual Turns
Option #2 - Question First
1. Ask a question
2. Raise your hands to indicate silence
3. Give thinking time
4. Call on a student
Verbal Responses- Individual Turns
• Procedures for randomly calling on students
Procedure #1 - Call on students in different parts of room
Procedure #2 - Write names on cards or sticks
Procedure #3 - Use ipad or iphone app (e.g., Teacher’s Pick,
Stick Pick, or Pick Me!)
Procedure #4 - Use two decks of playing cards. Tape cards from one deck to desks. Pull a card from
other deck and call on student.
Verbal Responses- Individual Turns
Option #3 - Whip Around or Pass
• Use when many possible answers
• Ask a question
• Give students thinking time
• Start at any location in the room
- Have students quickly give answers
- Go up and down rows, limiting comments
- Allow student to pass
Written Responses
Materials Response Type- Paper - Answers- Graph paper - Sentence starter- Journals - Writing frame - Vocabulary logs - Personal notes- Post - its - Partial notes- Posters - Brainstorming- Computers - Quick writes- Electronic tablets - Warm-up activity- White boards - Exit Ticket - Slates - Graphic organizer
Written Responses
• Written response
– Gauge length of written response to avoid “voids”
• Make response fairly short OR
• Make response “eternal”
– To keep students from “sneaking” ahead
• Expose limited items on screen OR
• Have students put pencils down to indicate completion
OR turn paper over
Written Responses
• Response Slates (white boards)
– Give directive
– Have students write answers on individual whiteboards
– When adequate response time has been given, have students display slates
– Give feedback to students
Written Responses
Response cards – Have students write possible responses on cards or paper or provide
prepared cardsExamples:Simple responses: Yes, No; Agree, Disagree; a.b.c.d., I.2.3.4
Punctuation Marks: . ? ! ,Math Operations: + - X Types of Rocks: Igneous, metamorphic, sedimentaryBranches of Government: Legislative, Executive, JudicialVocabulary Terms: perimeter, area
– Ask a question – Have students select best response and hold it under their chin– Ask students to hold up response card– Monitor responses and provide feedback
Action Responses
• Touch– Ask students to “Put your finger on ______”
• Increases attention on stimulus• Allows monitoring to determine if students are looking at the
desired stimulus
• Act out– Students act out story, vocabulary term, concept,
or process
– Students participate in simulation
Action Responses
• Gestures– Students indicate answers with gestures
• Facial expressions – Students indicate answer with facial expression – Example: “Show me glum.” “Show me not glum.”
• Hand signals– Students indicate answer by holding up fingers to match
numbered answer
Action Responses
Hand signals– Thumbs up/thumbs down to indicate yes/no or
agree/disagree
– Level of understanding• Students place hand to indicate level of understanding
(high-forehead, OK-neck, low-abdomen)
• Students display one (no understanding) to five (clear understanding) fingers
Action Responses
Hand signals• Display numbered items on the screen
Example: 1 concentrate 2 absurd 3 enemy 4 disgusting
• Carefully introduce and model hand signals• Ask a question • Have students form answer (e.g., 3 fingers to
indicate item #3) on their desk• When adequate thinking time has been given,
students hold up hand
Clickers are the electronic version of hand signals
I do it I do it – Trainers model inserting quick notes for – Trainers model inserting quick notes for eliciting responses into core reading materialeliciting responses into core reading material
We do it We do it – Walk through a lesson together and – Walk through a lesson together and determine where to insert response opportunitiesdetermine where to insert response opportunities
You do it You do it – Partners walk through a core reading – Partners walk through a core reading lesson and insert quick notes.lesson and insert quick notes.
Modeling & PracticeModeling & Practice
Task: Task:
Look through one unit in your core reading materials. Look through one unit in your core reading materials. Make quick notes in any places you can provide an Make quick notes in any places you can provide an opportunity to respond. Indicate what type of response opportunity to respond. Indicate what type of response will fit best.will fit best.
Intended Outcome:Intended Outcome:
Participants will increase the number and types of Participants will increase the number and types of opportunities to respond that are provided to students opportunities to respond that are provided to students
ActivityActivity
Passage Reading Procedures
What are some disadvantages of “round-robin reading” when the group size is large?
Think-Pair-ShareThink-Pair-Share
Passage Reading - Silent Reading
Augmented Silent Reading (Whisper Reading)– Pose pre-reading question – Tell students to read a certain amount and to
reread material if they finish early
– Monitor students’ reading
– Have individuals whisper-read to you
– Pose post- reading question
Passage Reading - Echo Reading
• Echo Reading– Teacher reads a word, phrase, or sentence– Students “echo” read the word, phrase, or
sentence– Useful for building fluency and expression
– Beginning Readers: Fade as students grow in reading skills
– Older Readers: Use to introduce difficult words
Passage Reading - Choral Reading
Choral Reading
– Read selection with students
– Read at a moderate rate
– Tell students “Keep your voice with mine”
– Beginning Readers: Chorally read text after silent reading
– Older Readers: Chorally read wording on slide, directions, steps in strategy, initial part of story/chapter
Passage Reading - Cloze Reading
Cloze Reading
– Read selection
– Pause and delete “meaningful” words
– Have students read the deleted words
– Beginning Readers: Use for additional practice
– Older Readers: Use when you want to read something quickly and have everyone attending
Passage Reading - Individual Turns
Individual Turns
– Use with small groups
– Call on individual student in random order
– Vary amount of material read
If used with large group,
– Assign paragraphs for preview and practice OR
– Utilize the me or we strategy
Passage Reading - Partners
Partner Reading
Assign each student a partner
Reader whisper reads to partner
Narrative - Partners alternate by sentence, page, or time
Informational text - Partners alternate by paragraph Read - Stop - Respond
Coach corrects errors
• Ask - Can you figure out this word?
• Tell - This word is _____. What word? Reread the sentence.
Passage Reading - Partners
Scaffolding lowest readers
• Lowest reader placed on triad and reads with another student
• First reader (better reader) reads material Second reader reads the SAME material
• Students read the material together
• Partners allowed to say “me” or “we”
Beginning readers: Additional practice
Older readers: After initial part of story/chapter is read with class
Video
Alternative Passage Reading Procedures
Good Practices…
Delivery of Instruction:Provide Immediate Feedback
http://miblsi.cenmi.org
Delivery of Instruction -Provide Immediate Feedback
Goal of Feedback: • close gap between current performance and desired response• by informing students - if response is correct or incorrect- understanding is correct or flawed- what can be done to improve performance
(Hattie, 2012; Hattie & Timperley, 2007; Hattie , 2012; Lenz, Ellis, & Sadler, 1989)
Delivery of Instruction -Provide Immediate Feedback
• Feedback - Praise/AcknowledgeNote: Acknowledgement - verify answer, nod, smile, verbally praise, or simply move on
• Feedback - Encourage/Support
• Feedback - Correct errors
Delivery of Instruction -Provide Immediate Feedback
Students should ALWAYS practice correct response.
Correct and quick response
Acknowledge and move on
Praise“Correct”“Yes, that’s right”
NodSmileMove on
Correct but hesitant response
Acknowledge and add brief ‘firm-up explanation’
“Correct. Since this is a telling sentence, we would end the sentence with a period.”
Delivery of Instruction -Provide Immediate Feedback
Students should ALWAYS practice correct response
Incorrect response when “fact” requested
1. Model the correctanswer.(I do it.)2. Check understanding.(You do it.)3. Check again.
(Student says /o/ for /a/.)“This sound is /a/?”
“What sound?” /a/“What sound?” /e/“What sound?” /o/“What sound?” /a/
Incorrect response when strategy or rule used
1. Guide student(s) to the correct answer by asking questions on the steps of the strategy or rule. (We do it.) 2. Check understanding. (You do it.)3. Check again.
(Students spell siting for
sitting.)“Does sit end with a CVC?” yes“Does the ending begin with a vowel?” yes“So do we double the final consonant?” yes“Everyone, write sitting on your slates.”“Show me.”
Delivery of Instruction -Provide Immediate Feedback
Feedback - Corrections:
• Provided• Immediate• Specific and informative• Focused on the correct versus incorrect
response• Delivered with appropriate tone• Ended with students giving correct response
Delivery of Instruction -Provide Immediate Feedback
Effective Praise • contingent (IF – THEN)• specific• provided for noteworthy performance• focused on achievement and effort rather than
personality attributes • comparing students to themselves rather than to
other• positive, credible, genuine• unobtrusive (flows with the lesson)
Delivery of Instruction -Provide Immediate Feedback
(Dweck, 2008)
Fixed Mindset - - Performance related to fixed, inherent attribute- Doing well - due to inherent quality not learning or effort;
shouldn’t require effort- Risks - won’t take them for fear of failure- Doing poorly - retreat, give up; can’t handle failure
Growth Mindset - - Performance related to effort and learning- Doing well - due to effort and learning- Risks - willing to take risks- Doing poorly - learn from mistakes
Delivery of Instruction -Provide Immediate Feedback
(Dweck, 2008)
Focus praise on:– achievement– effort– learning– task performance– attributes that student can control
• effort• tenacity• practice• concentration• making good choices
Delivery of Instruction -Provide Immediate Feedback
“Instruction is more effective than feedback. Feedback can only build on something; it is of little value when there is no initial learning or surface information.” (Hattie & Timperley, 2007)
Task:
With your partner, role play the feedback/correction scenarios in the packet. Evaluate each scenario using the checklist provided.
Intended Outcome:
Participants will become more proficient at identifying and providing appropriate feedback and corrections
Partner ActivityPartner Activity
Assignment
Monitor the opportunities you provide for students to respond during reading instruction
1. Voice record or video tape at least 3 lessons 2. Listen to the recordings 3. Count and record number of opportunities students have to respond 4. Record the types of responses used (verbal, written, action)
Intended Outcomes
Participants will leave this training with:
• An understanding of the benefits of using Explicit Instructional strategies
• Knowledge of the Elements of Explicit Instruction
• A common understanding of the critical content for kindergarten and first grade reading instruction
• An understanding of and plan for requiring frequent responses during reading instruction
Scope and Sequence of the Reading Academy Series
Day 1
– Explicit Instruction• Introduction to all elements
• Content Elements– Focus on Critical Content – Phonemic Awareness and Alphabetic Principle/Basic Phonics
• Delivery Element– Require frequent responses
Day 2
– Content and Assignment Review
– Explicit Instruction• Content Elements
– Focus on Critical Content - Alphabetic Principle/Phonics and Fluency
• Scaffolding
– Design of Instruction (Instructional Routines)
Day 3
– Content and Assignment Review
– Explicit Instruction• Content Elements
– Critical Content – Vocabulary and Comprehension
– Delivery of Instruction and Judicious Review Elements
The work you are doing is so important. Thank you for being a
part of our learning community and for all that you do for students!
Safe travels!