Strengthening Literacy Instruction PowerPoint
Transcript of Strengthening Literacy Instruction PowerPoint
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Do Now Activity
1. Please find the Anticipation Guide on the first page in your participant workbook
2. Read the directions at the top of the page and read the 7 statements, marking a T for true and a F for false in the left hand column
3. We will group check at 9:054. If you finish beforehand please feel
free to compare your answers with your tablemates
http://miblsi.cenmi.org
Strengthening Literacy Instruction K – 3rd Grade
2015 MiBLSi State Conference
Sonia M. Lewis, Ed.S., BCBA Terri Metcalf, Ed.D, JDMiBLSi Content Specialist MiBLSi Content Specialist [email protected] [email protected]
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References & ResourcesArcher, A., & Hughes, C. (2011). Explicit instruction:Effective and efficient teaching. New York: Guilford Press
Carnine, D.W., Silbert, J., Kame’ enui, E.J., & Tarver,S.G. (2010). Direct instruction reading (5th Ed.). Columbus, OH: Pearson
Eunice Kennedy Shriver National Institute of Child Health and Human Development, NIH, DHHS. (2001). Put Reading First: The Research Building Blocks for Teaching Children to Read (N/A). Washington, DC: U.S. Government Printing Office.
Hasbrouck, J. & Glaser, D. (2012). Reading Fluency, Understanding and Teaching this Complex Skill.
Hattie. J., (2009). Visible Learning. London & NY: Routledge
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References & ResourcesKosanovich, M., & Verhagen, C. (2012). Building the foundation: A suggested progression of sub-skills to achieve the reading standards: Foundational skills in the common core state standards. Portsmouth, NH: RMC Research Corporation, Center on Instruction
Moats, L.C. (2000). Speech to print: Language essentials for teachers. Baltimore: Paul Brookes
National Reading Panel (NRP) (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington DC: National Institute of Child Health and Human Development.
The Simple View of Reading (Gough & Tunmer, 1986)
Websites: dibels.org, www.fcrr.org, www.readsters.com, & childrenofthecode.org
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• Be Responsible• Attend to the “come back together” signal • Actively participate
• Be Respectful• Please allow others to listen
• Please turn off cell phones • Please limit sidebar conversations
• Share “air time”• Please refrain from email and internet browsing
• Be Safe• Take care of your own needs
Group Expectations
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Group Check
Third Grade Reading Proficiency
https://www.mischooldata.org/
Group 2008-2009
2013- 2014
Avg. Change/
Year
Number of years to
85%
All 58.9 61.3 +0.48 49.38
African American
38.3 37.3 -0.2 ??
Hispanic of Any Race
41.8 46.9 +1.02 37.35
Economically Disadvantaged
44.4 47.9 +0.7 53
English Learners 32.6 37.2 +0.92 51.96
Students with Disabilities
29.1 35.1 +1.2 41.58
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Achievement Gap or Gap from Research to
Practice?
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“Reading Wars Journey”
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The National Reading Panel’s analysis made it clear that the best approach to reading instruction is one that incorporates:
• Explicit phonemic awareness instruction
• Explicit & systematic phonics instruction• Methods to improve fluency• Vocabulary instruction• Ways to enhance comprehension
NPR Results
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• Reading-research journals publish articles that defy reasonable standards of acceptable methodology in all other sciences
• The number of scientifically credible studies of reading instruction is extremely small in comparison to the number of “studies” published
• In reading, anyone who publishes in any form is referred to as a “researcher” or an “expert”
“They NPR only included the studies they knew would get the results they wanted.”
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• A study published by the National Center for Teacher Quality found that just 15 percent of education schools train their students in the basics of SBRR reading strategies
• Licensure tests, for the most part, do not examine education graduates on their understanding of SBRR reading strategies
Transitioning from what we believe to what science says is true is not always easy, and when beliefs are deeply rooted, resistance is strong
Is Science Valued in Education?
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Achievement Gap or Gap from Research to
Practice?
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• Spring of 2014 – MiBLSi created the Tier 1 Elementary Strengthening Reading Implementation content
• Two strands (three days each)• Kindergarten and 1st Grade• 2nd and 3rd Grade
• Strand for the Implementer’s Conference
• Future Implementers Networking Opportunities (INO’s)
Compelling Why
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Tell me and I’ll forget,Show me and I may remember,Involve me and I’ll understand.
Chinese Proverb
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• Articulate the link between the Big Ideas of Reading and the Common Core State Standards (CCSS)
• Describe the “what,” “why,” and “how” of phonemic awareness, phonics, and fluency instruction and articulate the critical role each play in learning to read
• Explain how universal screening data aligns with the Big Ideas of Reading and the CCSS and how its use is paramount in building a strong MTSS framework
• Learn about one district’s implementation journey
• Be familiar with some of the evidence-based best practice instructional routines for teaching the foundational reading skills of the CCSS
Outcomes
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1.0 Big Ideas of Reading and the Common Core State Standards
2.0 Phonemic Awareness, Phonics, and Fluency Instruction
3.0 Universal Screening, MTSS, and Tier 1 Reading Instruction
4.0 Implementation Story Time
5.0 Instructional Routines
Agenda
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1.0 Big Ideas of Reading and the Common Core State Standards
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The Five “Big Ideas” of Reading Instruction
• Phonemic Awareness• Phonics• Fluency• Vocabulary• Comprehension
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Each of these skills are considered to be critical and a “Big Idea” because they are:
1.Predictive of reading acquisition and later reading achievement
2. Something we can do something about; something we can teach
3. If we teach it, student outcomes will be improved
“Big Idea?”
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Emphasis of Big IdeasK 1st 2nd 3rd 4th 5th
Phonemic Awareness
Blending& Seg
Spelling Dictation
Phonics Sounds/Basic
Phonics
Advanced Phonics &
Multisyllabic
Multi-Syllabic &
Word Study
Fluency Sounds & Words
Words & Connected
Text
Connected Text
Vocabulary Listening Listening & Reading
Reading
Comprehension Listening Listening & Reading
Reading
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CCSS Connection
Big Ideas of Reading Foundational Skills
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
• Print Concepts
• Phonological Awareness
• Phonics & Word Recognition
• Fluency
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Print Concepts (RF.K-1.1)• Demonstrate understanding of the organization and basic
features of print
Phonological Awareness (RF.K-1.2)• Demonstrate understanding of spoken words, syllables,
and sounds (phonemes)
Phonics and Word Recognition (RF.K-5.3)• Know and apply grade-level phonics and word analysis
skills in decoding words
Fluency (RF.K-5.4)• K – Read emergent-reader text with purpose and
understanding• 1-5 – Read with sufficient accuracy and fluency to support
comprehension
Foundational Reading Standards
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• Read more complex text• Text complexity bands begin in 2nd grade
(none for K-1 because we are teaching kids how to read)
• 50-50 balance between literature and informational text by upper elementary
• Teach students how to read informational text and to write in response to what they read
• Respond using textual evidence• Class discussions and written responses
CCSS Instructional Shifts
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To develop proficient readers who are able to:
• Decode regularly spelled words accurately without conscious effort
• Accurately read irregularly spelled high frequency words without conscious effort
• Understand how basic word parts (prefixes, suffixes, roots, base words) work in the English writing system
• Read connected text with near perfect accuracy and sufficient rate in order to comprehend text
Goal of Foundational Standards
Reading Comprehension
Decoding
• Ability to accurately read familiar words automatically and decode unfamiliar words out of context
• Dependent on:– Phonemic
Awareness– Phonics
Language Comprehension
• Ability to understand oral language
• Dependent on:– Background
Knowledge– Social context– Vocabulary– Text/Story
Structure– Verbal Reasoning
Fluency• Ability to
read text accurately, at an appropriate rate, with suitable prosody
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• Integrate phonemic awareness into all reading lessons• Go beyond the notion of phonics as the simple
relationship between letters and sounds to include lessons on word structure and origins
• Build fluency in both underlying reading skills and text reading (i.e. repeated readings of the same text)
• Build vocabulary from the earliest levels by exposing students to a broad, rich curriculum
• Support reading comprehension by focusing on the deep understanding of topics and themes rather than just a set of strategies
• Use valid screening measures to find children who are at risk with reading difficulties
• Interweave several components of reading and language into the same lessons vs only in isolation
Research-validated SBRR Practices
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2.0 Phonemic Awareness, Phonics, and Fluency Instruction
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“Big Ideas” of Early Reading Instruction
• Phonemic Awareness• Phonics• Fluency• Vocabulary• Comprehension
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• The ability to hear and manipulate phonemes or individual sounds within words
• The understanding that the phonemes of spoken language work together to make words and can be taken apart to spell words
Phonemic Awareness – What?
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Phonological AwarenessWords
Syllables
Onset-Rimes
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Tip to Remember
Phonological
Bigger word=
Bigger parts
Phonemic
Smaller word=
Smaller parts
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• Phonemic awareness - understanding that the phonemes of spoken language work together to make words
• Phonics - understanding there is a predictable relationship between phonemes and graphemes, the letters that represent those sounds in written language, in order to read words
mat
Phonemic Awareness is NOT Phonics
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• Recognize and produce rhyming words• Count, pronounce, blend, and segment syllables in
spoken words• Blend and segment onsets and rimes of single-
syllable spoken words• Isolate and pronounce the initial, medial vowel, and
final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words
• Orally produce single-syllable words by blending sounds (phonemes), including consonant blends
• Segment spoken single-syllable words, including consonant blends, into their complete sequence of individual sounds (phonemes)
• Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words
CCSS Phonological Awareness for K-1
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• Children who cannot hear and work with the phonemes of spoken words will have a difficult time learning how to relate these phonemes to the graphemes (letters) when they learn to read and spell words
• Studies show that 80% - 90% of students who struggle learning to read have weaknesses in phonemic awareness
• Phonemic awareness is more highly correlated to learning to read than tests of general intelligence, reading readiness, and listening comprehension (Stanovich, 1993)
Phonemic Awareness – Why?
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Application to Reading & Spelling
We blend to read
/mmmmaaaat/ mat
We segment to spell
mat /mmmm/ /aaaa/ /t/
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Also…• In beginning reading programs for students of any age• As a warm-up before phonics instruction• Incorporated into daily spelling instruction K-5• Targeted intervention for students who have not yet
demonstrated mastery of the skills
Phonemic Awareness – When?
First Grade
10 minutes daily
Sept – Nov
Kindergarten
10-15 minutes daily
Sept – June
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Phonemic Awareness instruction should be:
• Few in number• Explicitly and systematically taught• Supported by concrete materials• Connected to phonics • Reinforced in small groups
Phonemic Awareness - How?
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• Focus on only one or two types of phoneme manipulation at a time
• Blending and segmenting activities have the greatest benefit to reading acquisition (National Reading Panel, 2000; Snider, 1995)
• Generally, teach blending before segmenting (Lane & Pullen, 2005)
Few in Number
Blending SegmentingWords Listen. I – like – hamburgers. Say the
sentence. I like hamburgers.Clap after every word you hear in this sentence: I like hamburgers. (Students clap between each word while they repeat) I – like – hamburgers.
Syllables (hold hand up) Listen. Put these parts together to make a word: buck…et (drop hand) bucket
Listen. Bucket. Let’s clap and say the parts in bucket. buck – et (Students clap as they say each part.)
Onset-rimes
(hold hand up) Listen. s--at What word? (drop hand) sat
Listen. Let’s clap and say sat in two parts. s--at (Students clap as they say each part.)
Phonemes
(AKA - Phonemic Awareness)
We’re going to play a say-the-word game. I’ll say the sounds, you say the word. (hold hand up) Listen. ssssaaaat What word? (drop hand) sat
(Prerequisite/Scaffold Routines)Smooth Segmenting - We’re going to say words slowly. We’ll say a newsound each time I raise a finger. Theword is sat. Say it slowly. (Signal eachtime students are to switch to the nextsound.) ssssaaaat Phoneme Isolation – B, M, E
Separate SegmentingWe’re going to say the sounds in aword. Fist in the air. Put up one fingerfor each sound. The word is sat. Whatword? Sat First sound? /sss/ Nextsound? /aaa/ Last sound? /t/ (Put up afinger as you say each sound.) Whatword? sat
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Explicitly & Systematically TaughtExplicit Systematic
• Interactive lessons
• Teacher models blending & segmenting of phonemes
• Provides group practice with scaffolded support while gradually and purposefully releasing the responsibility to students
• I do We do We do We do We do We do You do You do…
• Planfully move from larger units (syllables) to smaller units (phonemes)
• Align with phonics instruction
• Initial practice with cumulative review and distributed practice
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Support by Concrete Materials
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Connect to Phonics
a
m
t
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Reinforce in Small Groups
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Put Reading First
The Research Building Blocks
for Teaching Children to Read
National Institute for Literacy
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1) Read/skim pages 1-9 of the Put Reading First booklet
2) Check your phonemic awareness graphic organizer and add to it any other important facts, considering pertinent information specific to your local context
3) Compare your graphic organizer with your partner’s while you wait for the “Come Back” signal
Activity
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Phonemic Awareness “Four Corner” Game
P1 – What? and Why?P2 – How? and Other
Practice
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“Big Ideas” of Early Reading Instruction
• Phonemic Awareness• Phonics• Fluency• Vocabulary• Comprehension
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• Process of using relationship between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language to read words
• Goal of phonics instruction is to help children to learn and use the alphabetic principle
Phonics – What?
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Alphabetic PrincipleAlphabetic
Understanding Phonological
Recoding
• Written letters represent spoken sounds in words (aka: letter-sound correspondence)
• “m” says /mmm/ “a” says /aaa/ “t” says /t/
• Letter sounds can be blended together to make words (decoding) and segmented to spell words (encoding)
• /mmmaaat/ = mat mat = /mmm/ /aaa/ /t/
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• Alphabetic Principle & Basic Phonics• Each letter represents its most common
sound
slump
• Advanced Phonics • After learning a new phonics pattern,
students apply the alphabetic principle to read words containing the new pattern
point
Basic vs. Advanced Phonics
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• Some children, especially those with strong language skills, can memorize words and use context clues when “reading”
• When in fact their phonics skills are weak and they are merely “guessing” their way through the text
• Reading difficulties may not be apparent until the later primary grades
Phonics Memorizing & Guessing
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Tim had a rock.
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Regular words• A word in which all letters represent their most
common sounds (e.g., mad, slump, trust)
Irregular words• A word in which one or more letters does not
represent the most common sound (e.g., was, of)
High frequency words (can be regular or irregular)• Only 13 words (a, and, for, he, is, in, it, of, that, the,
to, was, you) account for 25% of print (Johns, 1980)
Sight words• Any word read at a regular rate without
subvocalizing the individual sounds in the word
Types of Words
CCSS Phonics K & 1st Kindergarten
• All letter names and most common sound for each
• Read regular words with ease
• Spell regular words• Recognize the common
spellings of long (a_e) and short vowel sounds (CVC)
• Read approximately 20-30 high frequency irregular words
First Grade
• Letter sounds at one/second
• CVCe words• Blends (sl), diagraphs (sh)
and common vowel diagraphs (ai)
• r-controlled vowels (ar)• Common endings (-ed)• Basic 2-syllable words by
chunking into parts (picnic)• Spell these types of words• Common irregular words 56
CCSS Phonics 2nd & 3rd Second Grade
• Less common vowel diagraphs (aw, igh) and diphthongs (oy, ow)
• Two-syllable words with advanced phonics patterns (payment)
• Use affixes to decode (un + happy = unhappy)
• Lower frequency patterns (ough as in rough)
• Segment and spell these types of words
• Common irregular words
Third Grade
• Use affixes to help understand the meaning of words (unhappy means not happy)
• Decode multisyllabic words by segmenting them into syllables, or parts (including those with root words and affixes)
• Segment and spell multisyllabic words
• Common irregular words 57
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The goal in fourth and fifth grade is for students to be able to use their knowledge of all letter-sound correspondences, syllabication, roots and affixes to not only read multisyllabic words but also assist in understanding the meaning of unknown multisyllabic words
CCSS Phonics 4th & 5th
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Teaching Phonics is about Accuracy!
• Students must develop the skills and habits for automatic and accurate reading, so that all of their cognitive energy can go into understanding what the text means
• Relying on context, pictures, and background knowledge cannot be students’ primary strategy for reading words (What happens to pictures, content, text structures, and vocabulary as students progress through the grades?)
• Poor readers are more likely to mispronounce affixes and vowels and to omit syllables when reading multisyllabic words (which carry most of the meaning as text becomes more complex) (Shefelbine & Calhoun, 1991)
• Phonics instruction improves students’ fluency, spelling, and reading comprehension (National Reading Panel, 2000
Phonics – Why?
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“There is no comprehension strategy powerful enough to compensate for the fact you can’t read the words.”
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“The rich get richer and the poor get poorer”
Children who can decode CAN and DO read more words, develop a larger vocabulary, are better comprehenders, enjoy reading, and thus read MORE…
So they continue to develop their skills and outpace lower-skill peers
“The Matthew Effect” (Stanovich, 1986)
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• Good readers rely primarily on the letters in a word, rather than context or pictures, to identify/pronounce familiar and unfamiliar words (Ehri, 1994)
• Good readers automatically identify patterns in words and chunk common letter combinations and units of meaning (morphemes) into identifiable word parts before reading the whole word (Ehri, 1998)
• Eye movement research with adults reading multisyllabic words shows their eyes move with a variety of fixations, saccades, return sweeps, and regressions - rather than the often assumed impression that our eyes glide smoothly across the page when reading (Rayner, Juhasz, & Pollatsek, 2007)
Characteristics of Good Readers
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• To assist in determining word meanings• Many things we use as condiments for our
food, such as pepper and curry powder, cannot be grown in this country.
• To make corrections • For words with multiple pronunciations
(ex. read)• To change pronunciations for words
(ex. kind, husband)
What about Background Knowledge & Context?
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Explicit Phonics - How?
• Interactive lessons where the teacher models:
• How to blend taught sounds/combinations to read • Apply what is learned about sounds to spell words• Keep eyes on the letters in order to “sound out” • Apply phonics knowledge to read decodable text
• Provides group practice with scaffolded support while gradually and purposely releasing the responsibility to students
I do We do We do We do We do We do
You do You do You do…
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• Letter-sounds, combinations and affixes are taught in a clearly defined and logical sequence with initial practice, cumulative review and distributed practice
Systematic Phonics - How?
• Letter-sound correspondence• Regular words (including blends)• Consonant digraphs
Alphabetic Principle/ Basic
Phonics• r-controlled (or, born, forest)• VCe (a_e, bake, mistake) • Vowel digraphs (ai, plain,
maintain)• Inflectional endings (-ing, filling)• Common affixes (un, unhappy)
Advanced Phonics/ Two-
Syllable• Multisyllabic: (president,
organization) • Use affixes & roots for meaning
(unhappy = not happy, geo: earth, -logy: study of, geology = study of the earth)
Multi-syllabic/ Word Study
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• Letter-sound relationships are taught incidentally usually based on letters or patterns the teacher notices in the reading materials that day and/or when the teachers hears word reading errors
• Includes little or no instruction in how to actually blend letter sounds/parts to read words
• Students are taught to use context clues to figure out how to read words they cannot read automatically
• Do not provide practice materials to apply what they are learning about letter-sound relationships
• Focus is on literature, sight words and meaning
Nonsystematic/ Whole Language Derivatives
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Hattie Effect Sizes
Direct Instruction - 0.59 Phonics Instruction - 0.60Whole Language - 0.06
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1) Associate letters and sounds
2) Blend sounds/parts to read words
3) Read words to build automaticity
4) Segment and spell words (dictation)
5) Read decodable text
Phonics Instruction – How?
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1) Associate letters and sounds– Letter-sound correspondences, combos, & affixes – Discrimination format (discriminate between new and
previously learned sounds
2) Blends sounds/parts to read words– Sound by Sound (scaffold for regular words)– Continuous (regular words including blends)– Spelling-Focused (precorrection procedure for medial vowels,
consonant/vowel digraphs, affixes)– Whole Word Reading (intro & discrim for CVCe)– Common Endings (intro & regular format) – Loop Loop (two-syllable words) – REWARDS (multisyllabic words with affixes)– Word Meanings (using affixes to determine the meaning of a
word) – Irregular Words (intro & regular format)
Phonics Instructional Routines
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3) Build word reading automaticity– Transition to sight word reading
4) Segment and Spell Words– Sound Dictation– Word Dictation– Multisyllabic Word Dictation– Sentence Dictation
5) Read decodable text– High Scaffolding for Decodable Text – Low Scaffolding for Decodable Text
Phonics Instructional Routines
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1) Associate letters and sounds Review: ur ck ar ir er tch
2) Blend sounds/parts to read wordsfarm hatch girl start first turn snack
enter hamburger see there have
3) Build automaticity (reread list w/o precorrection)
4) Segment and spell words (dictation)
hatch first under hamburger there have
5) Read decodable text decodable story: Burns Farm
Phonics Example – 1st Grade
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• Decodable texts are densely packed with words that contain taught phonics patterns; therefore, students constantly “bump” into words with taught phonics patterns around every turn
• The overlap between words and the variety of patterns a student encounters in decodable texts appears to “force” the student to examine words in ways that help them internalize and solidify these patterns in long term memory (Adams, 2009; Stahl & Stahl, 2004)
• Creating detailed representations of phonics patterns in memory is necessary for reading fluency
• Reading decodable text ensures students learn the first goal of reading is reading the text accurately
Purpose of Decodable Text
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• Excellent for teaching the structure of oral language
• If used as initial independent reading materials, may promote guessing
Predictable
• Useful in matching books to students who have “broken the code”
• Do not control for the order of intro of sounds or irregular words, so less useful for beginning readers
Leveled
• Text material in which the students can read ALL of the words because the words contain known sounds and the irregular words and story words (ex. names) have been taught
Decodable
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Decodable text is the bridge between reading words in lists and reading
authentic literature
Word Authentic lists literature
DecodableText
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Using Decodable Books and Early Leveled Readers Appropriately for Beginning Readers
Presented by Linda Farrell
http://www.voyagersopris.com/webinar-series/spring-and-fall/2013-spring-series/using-decodable-books-and-early-leveled-readers-appropriately-for-beginning-readers
Webinar Resource
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1) Read/skim pages 11-17 of the Put Reading First booklet
2) Check your phonics graphic organizer and add to it any other important facts, considering pertinent information specific to your local context
3) Compare your graphic organizer with your partner’s while you wait for the “Come Back” signal
Activity
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Phonics “Red/Black” Game
P1 – What? and Why? P2 – How? and DC“My kids who can actually “I don’t use decodables read don’t do well on the because they are not DIBELS NWF Measure” authentic literature”
Practice
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“Big Ideas” of Early Reading Instruction
• Phonemic Awareness• Phonics• Fluency• Vocabulary• Comprehension
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Reasonably accurate reading at an appropriate rate with suitable prosody
that leads to accurate and deep comprehension and motivation to read
(Hasbrouk & Glaser, 2012)
Fluency – What?
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Buck did not read the ______, or he would have known that ______ was brewing, not only for himself, but for every tide-water dog, strong of muscle and with warm, long hair, from Puget Sound to San Diego. Because men, exploring in the ______ darkness, had found a yellow _______ and because steamship and transportation companies were ______ the find, thousands of men were ______ into the ______. These men wanted dogs, and the dogs they wanted were _______ dogs, with strong muscles by which to toil, and ______ coats to protect them from the ______. Buck lived at a
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Buck did not read the newspaper, or he would have known that trouble was brewing, not only for himself, but for every tide-water dog, strong of muscle and with warm, long hair, from Puget Sound to San Diego. Because men, exploring in the Arctic darkness, had found a yellow metal and because steamship and transportation companies were booming the find, thousands of men were rushing into the Northland. These men wanted dogs, and the dogs they wanted were heavy dogs, with strong muscles by which to toil, and furry coats to protect them from the frost. Buck lived at a
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• In 2nd grade and above, aim for at least _____% accuracy on unpracticed, grade-level text
• In K-1st grade, students should be at least _____% accurate
What is reasonably accurate?
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• An early emphasis on accuracy will enable students to develop the concentration to read accurately without great effort
• The need for accuracy becomes increasingly observable when students encounter more complex text, like scientific reading materials, where misreading one word can change the meaning of the sentence
Accuracy is First, Foremost, and Forever the Foundation of Fluency (Jan
Hasbrouck)
Why is Accuracy so Important?
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• 50th percentile on oral reading fluency norms on unpracticed, grade-level text
What is appropriate rate?
Grade Fall Winter Spring
1 23 53
2 51 72 89
3 71 92 107
4 94 112 123
5 110 127 139
6 127 140 150
7 128 136 150
8 133 146 151
National Oral Reading Fluency Norms 50th PercentilesHasbrouck and Tindal (2006)
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• Mirrors spoken language and conveys meaning
• Often referred to as expression and proper phrasing
What is suitable prosody?
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The origin of the word fluency is the Latin word fluens, which means to flow. A reader who is fluent reads smoothly
and effortlessly: the reading flows
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• Kindergarten – “Read emergent-reader text with purpose and understanding.”• Emergent reader text is defined, in Appendix A
of the CCSS, as “texts consisting of short sentences comprised of learned sight words and CVC words; may also include rebuses to represent words that cannot yet be decoded or recognized.”
• 1st – 5th grade – “Read with sufficient accuracy and fluency to support comprehension.”
CCSS Fluency
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Fluency – Why? • Fluency is a general outcome measure that
correlates extremely high with comprehension
• Children who read fluently CAN and DO:• Read more• Develop a larger vocabulary• Are better comprehenders• Perform better on assessments• Complete assignments easier• Enjoy reading• Are more motivated, thus reap the benefits of
reading more!
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Fluent vs. Nonfluent Readers
Fluent Readers
Focus attention on understanding
the textSynchronize
decoding, vocab & comp
Read with ease, accuracy, &
prosodyComprehend and make connections
in the text
Nonfluent Readers
Focus attention on decoding
words Difficulty accessing
meaning of wordsReading is
laborious with errors
Few cognitive resources left to comprehend
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• Explicit - Highly interactive lessons in which the teacher has students engage in a variety of oral reading practice with guidance and feedback
• Systematic - Fluency instruction should be planned for and purposely embedded throughout the school day
Independent silent reading is NOT sufficient to improve fluency
Fluency – How?
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Use reading procedures that promote maximum
practice for ALL students
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Repeated reading (deep, close reading) remains the “gold standard” for fluency instruction
And the Winner is…
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• Structured Repeated Reading
• Partner Repeated Reading
• Choral Reading
• Echo Reading for Expression
• Cloze Reading
• Augmented Silent Reading
Fluency Instructional Routines
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As you watch the video of fluency practices in a third grade classroom, please record the following:
- Good instructional practices related to fluency instruction
- General good teaching practices observed related to explicit and systematic instruction
- Missed opportunities/room to grow
Activity
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1) Read/skim pages 19-27 of the Put Reading First booklet
2) Check your fluency graphic organizer and add to it any other important facts, considering pertinent information specific to your local context
3) Compare your graphic organizer with your partner’s while you wait for the “Come Back” signal
Activity
97
Fluency “Different Suit” Game
P1 – What? and Why? P2 – How? and other“I have my kids read silently “Fluency is mostly every day to improve about how fast you their fluency”
read”
Practice
98
3.0 Universal Screening, MTSS, and Tier 1 Reading Instruction
Reading Comprehension
Decoding
• Ability to accurately read familiar words automatically and decode unfamiliar words out of context
• Dependent on:– Phonemic
Awareness– Phonics
Language Comprehension
• Ability to understand oral language
• Dependent on:– Background
Knowledge– Social context– Vocabulary– Text/Story
Structure– Verbal Reasoning
Fluency• Ability to
read text accurately, at an appropriate rate, with suitable prosody
100
Multi-Tier System of Supports
Data-driven, prevention-based framework for improving learning outcomes
for all students through a layered continuum
of evidence-based practices & systems
101
Tier 1Preventative core instruction
for all students
Tier 2Supplemental
strategic instruction for some students
Tier 3Specialized
intensive instruction for few students
>80% - 90% of students
<15%
<5%
ALL
SOME
FEW
102
We cannot intervene our way out of a core (tier 1) problem!
103
Purpose of DIBELS Next• To accurately identify students in need of
support early
• To provide meaningful and important instructional goals
• To evaluate progress toward the instructional goals
• To help modify instruction as needed for students to make adequate progress
• To help systems evaluate their core and supplemental programs
104
Why These Measures?
• They relate to the BIG IDEAS!
• They are indicators of critical early literacy skills that are the most highly predictive of later reading achievement
• The measures are NOT meant to be comprehensive of all aspects of reading
105
Big Idea of Reading
DIBELS Next Indicator(s)
CCSS Connection
Phonemic Awareness
• First Sound Fluency (FSF)• Phoneme Segmentation
Fluency (PSF)
RF.K-1.2
Alphabetic Principle & Basic PhonicsAdvanced Phonics
Nonsense Word Fluency (NWF)• Correct Letter Sounds (CLS)• Whole Words Read (WWR)
DIBELS Oral Reading Fluency (DORF)• Accuracy
RF.K-1.3
RF.1-5.3
Fluency of Connected Text
DORF• Correct Words per Minute• Accuracy
RF.1-5.4
Reading Comprehension
DORF• Correct Words per Minute• Retell & Quality of Response
Daze
RL.1-5.1-3 & 10RI. 1-5.1-3, 8,10
RL.3-5.1-3 &10RI. 3-5.1-3, 8,10
Vocabulary * Word Use Fluency Revised Language Strand
106
Why Nonsense Words?• Nonsense words are used to explore whether
beginning stage readers can apply the alphabetic principle when coming to a word s/he does not recognize automatically
• We continue to use our alphabetic principle in middle school, high school, and beyond when we come to a word we do not know
• Real words cannot be used because it is unclear if the student actually has the skills to sound out and read the word (versus it being a memorized word)
107
Interpretation of your DIBELS data is dependent on
understanding what the Benchmark Goals
mean!
108
Goals have three critical components:
1. A skill 2. A level of performance 3. A point in time
They represent the lowest level of okay for ALL students!
Understanding Benchmark Goals
Dynamic Measurement Group
109
• Benchmark goals represent lowest levels of performance that, with continued good instruction, students have an 80% - 90% chance of meeting the next benchmark goal
• Some-risk means a 40 - 60% chance of meeting the next benchmark goal
• High-risk means 10% - 20% chance of meeting the next benchmark goal
UNLESS WE DO SOMETHING!
What Does Benchmark Mean?
110
• If established in PSF at the end of Kindergarten, then a 75% chance of meeting DORF benchmarks at the end of 1st grade
• If established in CLS in the middle of 1st grade, then an 89% chance of meeting the benchmark in DORF at the end of 1st grade
• If benchmark in DORF at the end of 1st grade, then an 87% chance of meeting the benchmark in DORF at the end of 4th grade
• Meeting 4th grade DORF benchmarks is very highly correlated with proficient reading comprehension on standardized assessments, including the MEAP
• And if behind in first grade, the gap appears to grow as evidenced by the increase in students with intensive needs in grades 2-5
Importance of Meeting Benchmarks
111
How Effective is our Core Instruction?
A Core Program is effective if it:
• Meets the needs of at least 80% - 90% of all students
• At least 95% of students at benchmark maintain their Low Risk status throughout the school year
112
• Use to ensure that your daily instruction includes all of the critical components of phonics and fluency instruction as well as explicit instruction practices
• Lesson planning• Self-assessment• Peer feedback/coaching• Instructional coaching• Observations
Self-Monitoring/Coaching Form
113
1) Complete your MTSS Guided Notes
2) Compare your MTSS Guided Notes with your partner’s while you wait for the “Come Back” signal
Activity
114
MTSS “Wild Card” Game
P1 – “MTSS is about what we do in Tier 2 & Tier 3.”
“I don’t like DIBELS because it is not a comprehensive measure of reading.”
P2 – “All that matters is that I get 80% of my kids to benchmark by the end of the year.”
“Meeting benchmark means mastery, so they don’t need further instruction in that skill.”
Practice
115
4.0 Implementation Story Time
116
Recap “Fours-a-Crowd” Game
Spades – Phonemic AwarenessHearts – Phonics
Diamonds – FluencyClubs – MTSS
More Practice
117
5.0 Instructional Routines
118
• Clear, concise language used consistently across lessons
• Instructional routines improve student achievement by increasing:
• Student motivation• Opportunities to respond• Opportunities for feedback• Student attentiveness• Mastery of skills
Instructional Routines
119
1. We’re going to play a say-the-word game. I’ll say the sounds slowly, then you say the word fast.
2. (hold hand up) Listen. ssssaaaat3. What word? (drop hand) sat
4. (Repeat with 3-4 more words.)
5. (Repeat until firm.)
6. (Give individual turns.)* Remember to hold each continuous sound for one full second and do not stop between the sounds
Blending Sounds into Words
120
Blending Sounds
mad slip cat math
Your Turn
121
1. We’re going to say the sounds in a word. Fist in the air. Put up one finger for each sound.
2. The word is sat. What word? (Signal) sat
3. First sound? /sss/ Next sound? /aaa/ Last sound? /t/ (Put up a finger as you say each sound.)What word? (Signal) sat
4. (Repeat with 3-4 more words.)
5. (Repeat until firm.)
6. (Give individual turns.)
Segmenting Words into Sounds- Separate Segmenting
122
Separate Segmenting
mad slip cat math
Your Turn
123
slump
1. When I touch a letter, say its sound. Keep saying the sound until I touch the next letter. Don’t stop between the sounds. Get ready. (Slowly slide your finger under each letter.) /sssllluuummmp/ What word? slump
2. (Repeat with remaining words until firm.)
3. (Give individual turns.)
Continuous Blending
124
Continuous
men sled fist cat
Your Turn
125
light1. (Underline the letter(s) that make the sound being taught.)2. (Point to the underlined letters.) What sound? (Signal). /īīīī/3. (Point to the word.) What word? (Signal) light4. (Repeat with remaining words until firm.)5. (Have students reread the list without the
precorrection.)6. (Give individual turns.)
Spelling-Focused Blending
126
Spelling-Focused
fan phone born night
Your Turn
127
forest
1. (Draw loops to segment the multisyllabic word into decodable chunks and underline the new letter-sound association.)
2. (Point your finger under the first part.) What sound? (Signal). /or/ What part? (Signal). /for/
3. What part? (Signal.) /est/ 4. (Loop the whole word.) What word? forest5. Make it a real word. forest6. (Repeat with remaining words.)7. (Give individual turns.)
Loop Loop
128
Loop Loop
picnic payment apartment
Your Turn
129
Write down the #1 thing you are going to start doing as a result of any new learning from today’s presentation to help improve the reading outcomes of your students
Exit Ticket
130
You have the most important job in the world. Thank you for all that
you do for your students!