Enhancing Basal Instruction using Lesson Maps and Templates: Why and How. Presenter: Rhonda Crowl

Transcription

1 Enhancing Basal Instruction using Lesson Maps and Templates: Why and How Presenter: Rhonda Crowl

2 By three methods we may learn wisdom: First, by reflection, which is noblest; second, by imitation, which is easiest; and third, by experience, which is bitterest. ~Confucius (c B.C.)

3 Morning Agenda Introduction and Housekeeping Basal Basics Looking at the Lesson Maps Effective Instructional Techniques Templates 1-3/Model and Practice Mid-Morning Break Clear and Explicit Phonemic Awareness Instruction Templates 4-6/Model and Practice Steps in an Explicit Phonics Lesson Templates 7-10/Model and Practice Review and Questions Break for Lunch

4 Benchmark, Strategic and Intensive Levels of reading proficiency as determined by the DIBELS Benchmark Assessments. Benchmark Students who will likely benefit from the core program, are on track, and on grade level. Strategic Students in need of additional support. They score at or above the 20th percentile but below the 40th percentile. Intensive Students in need of substantial instructional support. They score below the 20th percentile.

5 Basal Basics Basal programs teach to the benchmark students, so accommodations have to be made for struggling readers. Leveled Readers Easy, At Level, Challenging Practice Books ELL, Easy, At Level, Challenging Focus Boxes/Activities Located in the side bars or bottom of pages in TE

6 Basal Basics The Scope and Sequence of skills for most basal programs are based on the Stages of Reading Development. (Ehri 1995, Moats 2000) The pacing for each grade level is based on the assumption that all students have mastered the skills at their stage of reading development and are ready to move on.

7 Stages of Reading Development PREALPHABETIC or PRELITERATE PARTIAL or EARLY ALPHABETIC FULL or LATE ALPHABETIC CONSOLIDATED ALPHABETIC or ORTHOGRAPHIC cat fog pet bin street rake sang turn un-re-li-a-ble un-reli-able Ehri 1995, Moats 2000

8 Stages of Reading Development PREALPHABETIC or PRELITERATE Pre-k PARTIAL or EARLY ALPHABETIC FULL or LATE ALPHABETIC CONSOLIDATED ALPHABETIC or ORTHOGRAPHIC cat fog pet bin street rake sang turn un-re-li-a-ble un-reli-able Late k to early grade 1 Late grade 1 to early grade 2 Late grade 2 Grade 3+ Ehri 1995, Moats 2000

9 Basal Basics Explicit vs. Implicit Instruction Explicit- direct, systematic instruction Implicit- instruction that relies heavily on questioning and does not follow a systematic sequence of lessons.

10 Explicit or Implicit? Example #1~ Read the big book Minnie Monkey. Ask students to listen for a sound they hear many times in this book (/m/). Ask individual students to show where in the story they see words that contain the sound /m/. Give students sentence strips to order and retell the story with a partner. Ask students to think of other /m/ words. Have them draw pictures for each word in their journals and write a sentence that contains one of the words.

11 Explicit or Implicit? Example #2~ Display the large ice cream sound/spelling card. Ask a student to name the picture that is on the card. Write the words ice cream on the board, and ask a volunteer to underline i in the word ice. Ask students what sound the i makes in ice cream. Have children chant /ī/ /ī/ /ī/ /ī/ as you point to the letter. As you display and name each Picture Card, have children repeat the word and listen for the long i sound: bike, dime, five, kite, nine, prize, slide, vine, white.

12 Explicit or Implicit? Example #3~ Engage in a fast paced, whole group response PA activity using the /m/ sound. Display the large mouse sound/spelling card. Have children name the picture with you. Point to the m and say that the spelling m makes the /m/ sound. Say that /m/ at the beginning of mouse is spelled with an m. Have children chant /m/ as you point to m. Ask students to write an m in the air as you remind them that m is a spelling for /m/. Read a list of words and have students use thumbs up when they hear /m/ at the beginning of a word. Then blend words on the board using sound-by-sound blending, most of which use the /m/m sound/spelling. Then pass out Matt s Map and engage in whole class reading of the decodable text.

13 Effective Instructional Techniques Unison oral responding Actively engages all students All students get to respond every time instead of just a few All of the students get the practice

14 Effective Instructional Techniques Unison Oral Responding Signaling Supports Unison Oral Responding Need to use the same signals routinely Visual and auditory Clear and concise

15 Effective Instructional Techniques Unison Oral Responding Signaling Pacing Pacing is critical to student engagment Too slow and the students will disengage, too fast and you will leave some behind As slow as you have to, and fast as you can. Keep it perky, not franatic

16 Effective Instructional Techniques Unison Oral Responding Signaling Pacing Monitoring Have your students seated so you can see everyone Always be watching (and listening) to see who is answering correctly and who is struggling Watch out for echo answerers

17 Effective Instructional Techniques Unison Oral Responding Signaling Pacing Monitoring Correcting Errors and Teaching to Mastery When in doubt, treat it as an incorrect answer. Practice doesn t make perfect, perfect practice make perfect. Vince Lombardi

18 Effective Instructional Techniques Unison Oral Responding Signaling Pacing Monitoring Correcting Errors and Teaching to Mastery

19 Template Cards 1-3 Card #1 Template for Letter Recognition (Name) Review Card #2 Template for Letter/Sound Review Card #3 Template for Practicing Word Reading

20 Clear and Explicit Phonological Awareness Instruction Recognize and state the purpose of the activity. Scaffold instruction using hand signals and/or manipulatives. Stick to the task. Give verbal response signal. Do not write the words on the board. Elicit whole-group responses. Provide sufficient repetition. Complete all of the practice provided. Ensure that the instruction is practice and not a test. Remember: Phonemic Awareness activities are auditory. When you visually attach a symbol to the sound it becomes a Phonics activity. Keep it auditory, only.

21 Template Cards 4-6 Card #4 Template for Onset-Rime Blending Instruction Card # 5 Template for Phoneme Blending Instruction Card #6 Template for Phoneme Segmentation

22 Basal Basics Systematic vs. Incidental Phonics The systematic approach to phonics provides teachers with lessons that teach a set of phonic elements in a particular order. This order is generally based on linguistic factors related to which sounds are easiest for students to produce at an early age. With incidental phonics instruction, the teacher does not follow a preplanned sequence of lessons to teach sound/spellings, but makes decisions as to what phonic elements to teach based on the opportunities the text presents.

23 Explicit Phonics Lesson PA warm up Introduce or review sound/spelling (explicit) Blending (explicit) Decodable text Dictation Word work

24 Template Cards 7-10 Card #7 Template for Sound/Spelling Review Card #8 Template for Sound-by-Sound Blending Card #9 Template for Continuous Blending Card #10 Template for Word Reading-Spelling Focused

25 Afternoon Agenda Text Types and the Importance of Decodable Text Templates 12-14/ Model and Practice Comprehension: Skill and Strategy Template 15/ Model and Practice Multi-syllabic Word Reading and Strategy Instruction Template 16, Template 10 Revisited/ Model and Practice Afternoon Break Effective Vocabulary Instruction Card 17: Sides A and B/Model and Practice Common Template Errors Templates and Interventions Bringing It All Together Have a wonderful evening!

26 Text Types Wordless: Books containing no words, only pictures. Pre-Decodable (High-Frequency): May be predictable, lots of repetition of the high-frequency words learned in the accompanying lesson. Predictable: These books have repetitive phrases with a predictable pattern and are often leveled by the publisher. Decodable: Controlled by the previously taught phonic elements and high-frequency words. Controlled: Controlled for vocabulary and not considered trade books or authentic by most educators. No particular phonic focus or enough repetition of a phonic element to be considered decodable. Leveled: May be leveled by many elements (phonics, vocabulary, interest, etc.) Usually used as below-level, on-level, and advancedlevel readers. Authentic: Literature which may be leveled to determine grade level. May be sold as trade books.

27 Text Type Questions What type of text should be used with students who need support with concepts of print? What type of text should be used with students who need practice with high-frequency words? What type of text should be used with students for fluency practice? Is this the same for all students? What type of text should be used with students who need support with reading strategies?

28 Words in the English Language 50% are wholly decodable 37% are only off by one sound 50% of the words we read are made up of the first 107 high-frequency words.

29 Template Cards Card #11 Template for Reading Decodable Text Instruction-Introductory Card #12 Template for Reading Decodable Text Instruction-Intermediate Card # 13 Template for Reading Decodable Text Instruction- Advanced #1 Card #14 Template for Reading Decodable Text Instruction-Advanced #2

30 Factors that Impact Reading Comprehension Reader Based Factors Phonemic awareness Alphabetic understanding Fluency with the code Vocabulary knowledge Prior knowledge Engagement and interest Text Based Factors Narrative vs. expository Genre considerations Quality of of text Density and difficulty of of concepts Big Ideas in Beginning Reading, Univ. of Oregon

31 Causes of Reading Comprehension Failure Inadequate instruction Insufficient exposure and practice Deficient word recognition skills Significant language deficiencies Background Knowledge Vocabulary Inadequate comprehension monitoring and selfevaluation Unfamiliarity with text features and task demands Inadequate reading experiences

32 Comprehension Strategy Use for Proficient Readers Relies on... An awareness and understanding of one's own cognitive processes Recognition of when one doesn't understand Coordination and shifting the use of strategies as needed Big Ideas in Beginning Reading, University of Oregon

33 Steps in Explicit Strategy Instruction Direct explanation Modeling Guided practice Feedback Application Dickson, Collins, Simmons, and Kame enui, 1998

34 Template Card 15 Card #15 Template for Explicit Strategy Instruction

35 Teaching Students to Read Big Words Blending Two-Syllable Words Teacher supports chunking by showing syllable breaks with procedure. Emphasized: Grades 1-2 Syllabication Instruction Teacher shows students how to chunk on their own. Emphasized: Grades 2-3 Teaching of Common Affixes un-, dis-, re-, -s, -es, -ed, -ing, -ly, -tion Teacher supports chunking by showing students the affixes. Emphasized: Grades 1-3 Teaching Word Attack Procedure Teacher shows students how to attack big words on their own and prompts use of procedure whenever students are reading.

36 Multisyllabic Words There IS a difference! Multisyllabic Word Reading Card # 10: Spelling Focused Word Reading- Multisyllabic Multisyllabic Word Attack Strategy Card # 16: Multisyllabic Word Attack Strategy

37 Template Cards #10 and #16 Card #10 Revisited Template for Spelling Focused Word Reading Multi-syllabic Card #16 Template for Multi-syllabic Word Attack Strategy

38 Vocabulary Knowledge Learning, as a language based activity, is fundamentally and profoundly dependent on vocabulary knowledge. Learners must have access to the meanings of words that teachers, or their surrogates (e.g., other adults, books, films, etc.), use to guide them into contemplating known concepts in novel ways (i.e., to learn something new). Baker, Simmons, & Kame'enui, 1998

39 Importance of Independent Reading Research has shown that children who read even ten minutes a day outside of school experience substantially higher rates of vocabulary growth between second and fifth grade than children who do little or no reading. Anderson & Nagy, 1992

40 Specific Word Instruction Two Types of Vocabulary Instruction Word-learning Strategy Instruction

41 Word-Learning Strategies Commonly Taught Context clues Apposition/Restatements Word structure Syntactic clues

42 Word-Learning Strategies To promote large-scale long-term vocabulary growth, teachers must aim at increasing students incidental word learning. Nagy, Nagy,

43 Steps in Explicit Strategy Instruction Direct explanation Modeling Guided practice Feedback Application Dickson, Collins, Simmons, and Kame enui, 1998

44 Template Card #17 Card # 17 Word-learning Strategy Instruction

45 Common Methods of Teaching Specific Words Direct definitions Analogies Categorizing and classifying Antonyms, synonyms, and homonyms Semantic mapping Feature analysis

46 Critical Features of Specific Word Instruction Multiple exposures Use synonyms and antonyms Make up a novel sentence Classify with other words Direct definitions Relate the definition to one's own experiences Big Big Ideas Ideas in in Beginning Reading, University of of Oregon Oregon

47 Templates and Interventions Pre-teaching for strategic and intensive students is already built into the lesson maps. Differentiated instruction within the classroom is the most effective intervention for Strategic students.

48 Templates and Interventions Repetitions: Most Benchmark students need 4-14 repetitions of information for it to be transferred into their long term memory. Strategic and Intensive students may need repetitions.

49 Bringing It All Together Questions/Answers

50 What we learn to do, we learn best by doing. ~Aristotle~