Using the Principles Behind Intensive Intervention to ...
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Using the Principles Behind Intensive Intervention to Improve Classroom Literacy InstructionTeri Marsicek
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Overview:
● Introduction
● Overview of Clay’s Framework
● Using Clay’s Principles in the Classroom Setting○ Using the Known to Reach the Unknown○ Teaching Points & Praise Points○ Problem Solving vs Word Accuracy○ Reading & Writing Reciprocity○ Specific Goals - Flexible & Shifting○ Fostering Independence
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My Goals for the Session:
• Participants will gain multiple ideas for
meeting their students’ literacy needs
through the implementation of Marie Clay’s
key principles for intensive intervention
• Participants will feel compelled to remember,
reflect on, and implement at least one of
these principles in classroom literacy
instruction
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Clay’s Reading Recovery Framework
● One-on-one intensive literacy intervention, 30 minutes 5 days/week
● 10-10-10 lesson format:○ Familiar books, running record of yesterday’s new book○ Word work, sentence writing, cut-up sentence○ Book orientation, supported reading of new book
● Goal is to accelerate the student’s learning to the level of the average of the class
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My Experience with the Model
● Trained at Alverno● Implemented in private and public
schools● In 6th year of teaching this 2
semester practicum course at Alverno
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Using Clay’s Principles in the Classroom Setting
○ Using the Known to Reach the Unknown
○ Teaching Points & Praise Points
○ Problem Solving vs Word Accuracy
○ Reading & Writing Reciprocity
○ Specific Goals - Flexible & Shifting
○ Fostering Independence
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Problem Solving vs Word Accuracy
“Do good readers know all the words?”
“The goal of teaching is to assist the child to
construct effective networks in his brain for
linking up all the strategic activity that will be
needed to work on texts, not merely to
accumulate items of knowledge.” p. 41
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Additive Transformative
● Things you need to “just know”
● Example: Sight words
● How to figure out unknown● Example: Strategies - reread, say
the first sound and look at the picture, find a part you know
Marie Clay says readers need both.
Word Accuracy Problem-Solving
● Getting this specific word right
● “You remembered this word.” “You got all the words right.”
● A strategy that can be used in multiple words/books
● “You weren’t sure, so you went back to reread to see if it made sense.” “Can you try it without the ending?”
Good readers need both, but your instruction should focus more on strategic problem solving behaviors.
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Problem Solving vs Word Accuracy
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Why Not Sound It Out?
● Students/parents sometimes say this without really knowing what it means
● It doesn’t always work (“gold”, “the”)
● It is one of the least efficient ways to figure out a word
● It uses only one type of informationVisual/Structure/Meaning
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Reading Strategies Toolbox● Stretch the sounds/parts
“C-at” = more efficient processing than “c-a-t”
“Say the first sound.”“Stretch out the sounds.”“Think about what might sound right that starts like that.”
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Reading Strategies ToolboxFind a part you know“gold” “about” “comfortable”
“Do you know any parts of that word?”Silently cover all but a known part.
Note: Sometimes students will find known parts that are not helpful (“find”). This is still a behavior to praise because they are attempting to generalize a strategy. The fact that no single strategy works every time reinforces the need for a toolbox of things to try.
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Reading Strategies ToolboxFlip the vowel sound
Vowel flexibility is extremely important! (There are 15 vowel sounds in English!)
This uses meaning as well as visual information.
“What other sound can this letter make? Try that to see if it makes more sense.”
Examples: “only” “wind”
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Reading Strategies Toolbox
● Re-read
Helps a student use meaning from the rest of the sentence to fix an error.
“Try this sentence again.”“Go back and think about what makes sense.”“Keep reading the rest of the sentence, then come back.”
● Skip it and Come Back
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Reading Strategies Toolbox● Look at the Picture
Pictures are meaning cues that should be used to help understand text. They can often help a student read words that are much too difficult out of context.
“Can the picture help you?”
● Think about what makes sense
Making meaning is always the goal!
“Think about the story.”“Think about what makes sense.”
“I saw a big dinosaur.”
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Reading Strategies Toolbox
● Try It Without the Ending
Word endings can make known words seem difficult.
Silently cover the ending.“Can you try it without the ending?”
silentsilently
agreeagreements
wonderwondering
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Problem Solving vs Word Accuracy
“You know part of that word. Now think about
what makes sense.”
“Say the first sound and look at the picture.”
“Think about the story and read that sentence
again.”
“Re-read this part and try a different sound for that
letter.”
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Problem Solving vs Word Accuracy
• Fosters self-monitoring skills
• Alverno Graduate Reading Students have
done this in the classroom during:– One-on-one conferencing
– Small group reading/writing
– Whole group • morning message
• mini lesson
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Reciprocity of Reading & Writing
● “What seems to matter are activities where
phonemes are blended and segmented in
speech, then connected explicitly and
systematically to graphemes in print…” Literacy
Lessons, Marie Clay2 pg 70
● The child must learn to attend to orthography
(spelling) as well as phonology (sounds).
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Reciprocity of Reading & Writing
● Elkonin Boxes: an instructional method used to build
phonological awareness by segmenting words into
individual sounds
● Pioneered by Russian psychologist D.B. Elkonin in the
1970’s
● They help students:
○ Understand the letter/sound correspondence
○ Count the number of phonemes in a word
○ See a visual representation of sounds in words
(blends, digraphs, silent letters, etc.)
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Reciprocity of Reading & Writing
Elkonin Boxes
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Reciprocity of Reading & Writing
Most students are stronger in one or the other -
build off of and utilize their strength
“You know how to read that word.”
“Think about how that word looks in a book”
“Stretch it out slowly, just like when you write.”
In the classroom: Individual, small groups, whole
group think-aloud
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How might you focus on problem solving vs. word accuracy and/or the reciprocity of reading and writing in your current practice?
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Specific Goals - Flexible & Shifting
Intervention: Prediction of Progress
“...maintain a long-term perspective on her
day-to-day teaching decisions”
“...not just proceeding down a standard path of
things they expect children to learn”
(LL p. 28 & 29)
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Specific Goals - Flexible & Shifting
Classroom: Sarah’s Long-Term Goal Setting
Key concept: Connections between data
gathered (in the moment and over time),
short-term goals, and long-term goals
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Specific Goals - Flexible & Shifting
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Using the Known to Reach the Unknown
• Importance of
Observation
• Vygotsky’s Zone of
Proximal
Development
• Confidence and
Transfer
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Using the Known to Reach the Unknown
“It is the nature of language (and how the brain
uses language) that if you help the child to move
easily around his secure knowledge he will
become able to venture beyond his known
repertoire and link novel experiences to the
body of knowledge that he owns.” p. 148
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Using the Known to Reach the Unknown
Word Analogies
Not this kind of analogy
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Using the Known to Reach the UnknownWord Analogies
“...foster the child’s ability to relate something he
knows to something new that he is working on”
“Start with known words that contain a useful cluster
of letters…” (LL p. 153)
come - some pink - think
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Using the Known to Reach the UnknownWord Analogies
“You know this word… Now try this word.”
“Can this word help you?” “Do you know a word like
that?”
“out” - “shout”, “found”, “grounded”,
“car” - “farmers”
Knowledge of what your students know is important!
Also works with word parts.
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Using the Known to Reach the Unknown
Classroom:
• Char’s popcorn words and morning message
• Kirstin & Lauren’s small groups and one-on-one conferencing
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How might you focus on specific goals and/or the use of the known to reach the unknown in your current practice?
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Teaching Points & Praise Points
● Limited and Deliberate “Teacher Talk”
● Prompt - “A prompt is a call for action to do
something within the child’s control.” (p. 36)
○ Why?
○ How?
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Teaching Points & Praise Points
“Short prompts give a maximum of
information to the child using the fewest
words. Too much teacher talk interferes with
problem-solving.”
Literacy Lessons p. 140
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Teaching Points & Praise Points
Intervention:
• After each part of lesson
• Connect to specific goals
Classroom: Kellie’s anecdotal notes
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Teaching Points & Praise Points
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Teaching Points & Praise Points
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Teaching Points & Praise Points
Classroom: Kelsey
“Teaching points and praise points became the
staple of my classroom. It's important for a student
to know specifically what they are doing well and a
next step for them in their process... so that goes
on in conferring whether its reading, writing, math,
or even play!”
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Fostering Independence
• Related to use of known and teaching/praise points
• Independence is a main goal right from the beginning“Teacher do not need to know how to teach independence: they need to know how and when to hold back and let the independent child take over the whole task.” (LL p. 41)
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Fostering Independence
• Self extending system“The child is learning how to read and write because of the effective processing he does when he reads and writes.” (LL p. 42)
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Fostering Independence
Intervention and Classroom: Mia & Lisa
Leading with broad prompting - followed by more specific only if needed
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Fostering Independence
Broad: “Do you see something that can help you?”
Specific: Teacher covers all but stand“You know this part.”
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Fostering Independence
Broad: “What can you try?”
Specific: “Say the first sound and think about what makes sense.”
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How might you focus on teaching/praise points and/or the fostering independence in your current practice?
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Wrap Up:Using Clay’s Principles in the Classroom Setting
● Using the Known to Reach the Unknown
● Teaching Points & Praise Points
● Problem Solving vs Word Accuracy
● Reading & Writing Reciprocity
● Specific Goals - Flexible & Shifting
● Fostering Independence
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Teri MarsicekGraduate Reading CoordinatorAlverno [email protected]
Quotations from:Clay, M. (2016). Literacy Lessons Designed for Individuals, 2nd Edition. Heinemann