PSM/ RtI Refresher 6-8 Literacy Interventions Lynne Loeser [email protected] NHCS Professional...
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Transcript of PSM/ RtI Refresher 6-8 Literacy Interventions Lynne Loeser [email protected] NHCS Professional...
PSM/ RtI Refresher6-8 Literacy Interventions
Lynne [email protected]
NHCS Professional Development Department
Principles of Instruction for Struggling Readers
• Explicit
• Systematic
• Practiced beyond perfection
• Scaffolded
• Reduced cognitive load
• Increased cognitive processing
Explicit Instruction “is instruction that
is concrete and visible.” • Nothing is left to chance.• All skills are taught directly.• Practice activities are carefully
guided with “instructive” error correction.
• Practice activities are carefully engineered to produce mastery.
Torgeson (2005)
“It is difficult to overstate the value of practice. For a new skill to become automatic or for new knowledge to become long-lasting, sustained practice, beyond the point of mastery is needed.”
Willingham (2004)
Practice
Reduce the Cognitive Load
• Present only one important concept or idea at a time
• Write only one critical concept on the board or overhead at a time
• Carefully design handouts• Give only one direction at a time,
chunk directions or processes into smaller sections, provide visual cues
• Provide a summary of what will be read prior to reading
Key Literacy Ingredients
• Word Study
• Fluency
• Vocabulary
• Comprehension
Word Study?
What do I do when my students with reading difficulties cannot read grade-level words accurately?
Six Syllable Types
C losedL consonant -leO penV vowel teamE vowel-consonant-eR-controlled
Divide It
instruction
compensate
astronomical
prehistoric
Divide It Strategy
Fluency
What do I do when my students cannot read with automaticity?
Repeated ReadingConsiderations
• Combine with word study• Select passages that include
“targeted” vocabulary and/or passages that are at the instructional reading level or above
• Monitor progress and provide feedback
• Involve students in monitoring of fluency goals
Repeated ReadingStep 1 Cold Read
• Select a passage that student can read with >95% accuracy
• Have students look for words that are unfamiliar and underline them
• Preview new vocabulary and concepts• Read passage chorally with student for 1
minute• Count the words read correctly and record
Repeated Reading
Step 2 Silent Read
• Student reads passage silently• Do not time it or chart it
Repeated Reading
Step 3 Warm Read
• Student reads passage aloud for one minute
• Count and record number of words read correctly
• Teachers asks questions about text
Vocabulary
What do I do when my students do not know what words in text mean and cannot use
word meaning to comprehend?
Academic Vocabulary Instruction
• Use content-area materials to identify vocabulary.
• Obtain depth of understanding by providing multiple exposures and various contexts.
• Use assessment procedures to identify words that students need to know.
• Provide explicit instruction.
Vocabulary Introduction
Show students the word and pronounce it. Students repeat the pronunciation.
Provide an easy to understand definition and relevant examples.
Ask students to give examples from their own experiences. Build on prior knowledge.
Students record the word and the definition in their vocabulary journal. (Making Words My Own)
Go Deeper: Compare/ contrast the word with words of similar meanings. Explore multiple meanings. Identify synonyms and antonyms.
Classroom Scenario
What is it? Words that Connect
Picture and Sentence
My Plan to Remember
What is it? Words that Connect
Picture and Sentence
My Plan to Remember
immigrantAn immigrant is a person who leaves her home country to live in a new country.
Airplane, boats, new language, work, new culture, safety, money, new school
Many people in America are immigrants who have come from many different countries.
I will remember because my family and my friend Rosa’s family are immigrants from Mexico.
Concept/Definition Map
V-3
Category
Word
Properties
Properties
illustration illustration illustration
What are some examples?
What is it like?
What is it ?
Classroom Strategies for Interactive Learning (Buehl)
Properties
Words to Practice With …
• buoyancy
• inhabited
• proportional
• rational number
• estimate
• immigrant
• velocity
• volume
• suburban
• export
Vocabulary Practice
• Vocabtionary
• Garnett’s Vocabulary Game
What is Reading Comprehension?
What do I do when my students with reading disabilities and difficulties do not use strategies to
enhance comprehension?
Reasons for Comprehension Difficulties
• Lack of appropriate prior knowledge.
• Inability to relate content to prior knowledge.
• Over-reliance on background knowledge.
• Inability to read text fluently.
• Difficulty with decoding words;
• Inability to attend to meaning while reading.
• Inability to apply comprehension strategies.
• Difficulty with understanding meaning of words.
Chapter Tours
Provides a framework for understanding.
Guides or talks readers through a chapter and points out features of the text that warrant special attention.
Your first decision is to choose the size you desire. Once you have made your selection, examine the general shape to determine where to start. The initial incision is always at the top, and you should continue until you can lift it cleanly.
The removal of the interior portion can be fun, although some people regard this as the least enjoyable aspect. Once the shell is empty, you can begin to craft a personality. Some prefer a forbidding likeness, while others follow a more humorous direction.
Finally, arrange for a source of illumination. Enjoy your results while you can, for your work will soon begin to sag.
• Preview the textbook chapter and take special notice of the ways the chapter forecasts text structure (variety of print and visual formats).
• Have students work in pairs to verbalize the way the way a specific textbook works.
Chapter Tours
First Read Chapter Tour
• Topic
• Main Idea
• Major Themes
• Structure
• Salient Details
• Style
Expository Text
• Topic
• Main Idea
• Supporting Details
• Details
Activate Prior Knowledge
Connect Correct Collect
© 2003 Neuhaus Education Center. Permission granted to reproduce for classroom use only.
Read
CLOUDS
Clouds are masses of condensed water vapor that float in the sky. There are many kinds of clouds. Some clouds are white and fluffy in a bright sunny sky. Some clouds are black and gray clouds that form in a darkening sky and predict rain.
In 1803, a man named Luke Howard devised a way for naming and sorting clouds. Cirrus clouds are curly white clouds made of drops of ice. They form high over other clouds, as much as ten miles up in the sky. Stratus clouds form just hundreds of feet over the earth. They are thin fog-like clouds that are seen earl in the morning or late in the night. Cumulus clouds are the fluffy white clouds that float across the sky on a bright summer day. They move about a mile over the earth and cast shade on the ground. These clouds can have many shapes. They may look like an animal or a person or an object. After the sun sets, they dissolve into Stratus clouds. Nimbus clouds are the dark rain clouds. They are brimming with water that turns into rain. Look at the sky. Can you name the clouds you see?
©2003 Neuhaus Education Center. Used with permission, 713/664-7676 www.neuhaus.org
Summarize
CARD PYRAMID
1. Give students 9 index cards
2. Child decides the main idea and writes it on one card. He or she places that card at the top and in the middle of his or her work space.
3. The student decides the supporting ideas and writes each idea on a separate card. He or she lines these cards out in a row under the main idea.
4. The student writes details on separate cards about the supporting ideas. He/She lays out these cards in a row under the supporting ideas
©2003 Neuhaus Education Center. Used with permission, 713/664-7676 www.neuhaus.org
CARD PYRAMID5. The student numbers the cards accordingly:
1. Main Idea
2. First Supporting Idea
3. Details about the Supporting Idea
4. Second Supporting Idea
5. Details about the Supporting Idea
6. Third Supporting Idea
7. Details about the supporting Idea
8. Fourth Supporting Idea
9. Details about the Supporting idea
©2003 Neuhaus Education Center. Used with permission, 713/664-7676 www.neuhaus.org
SUMMARIZE EXPOSITORY TEXT
Cirrus
Curly, white, drops of ice
©2003 Neuhaus Education Center. Used with permission, 713/664-7676 www.neuhaus.org
2
3
Cloud types
Stratus Cumulus Nimbus
Thin, fog-like,seen
early or lateFluffy, white
Dark,rain clouds
1
4
5
6
7
8
9
“You do an intervention with a 2nd
grader, you’re changing direction on aspeedboat, but when you do an
intervention with a 5th grader, you’rechanging direction on an oil tanker.”
Catherine E. Snow, Harvard Graduate School of EducationCatherine E. Snow, Harvard Graduate School of Education