1/13/2014. A K-3 CIM intervention

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1 A K-3 CIM intervention About me-reading Recovery Master s degree in reading from ISU 1997 Started learning about Linda Dorn 2006-went to Arkansas for summer institute Trained CIM intervention specialist About Pekin District 108-3,700 students Divided K-3, 4-6, % free and reduced lunch-84.9% meet/exceed on all ISAT tests in 2012 Always start with assessments to determine the student s strengths and needs Chapter 2 in ITW provides great detail and information about assessments Page 23 in ITW has a table for quick reference for each intervention and the assessments that you might complete from diagnostic to progress-monitoring assessments Thoughts, questions, advice about assessments? Analyze your data Create a summary Determine students strengths and needs Turn to page 53 in ITW Read the bulleted list at the bottom of the page to determine if your students need the Interactive writing intervention Notice: you can layer the interventions The act of writing slows down the reading process Meaningful writing promotes integration of the four language systems Composing of ideas (semantic system) Expression of ideas (syntactic system) Facility and mechanics (orthographic and phonological systems) How does this match to ELACCSS? Perfectly Look at Reading standards for literature K-5 (page 11 in the ELACCSS publication) As well as the Writing standards K-5 (page 19 in the ELACCSS publication) Page in ITW The teacher needs: Large poetry charts Big books for read aloud Large chart tablet Markers/dry erase markers/eraser Large alphabet chart Language/strategy charts Magnetic letters Bowls or bags to divide and hand out the letters The students need: Small ABC charts Small dry erase boards Dry erase markers, erasers, markers or pens Personal word dictionary Writing journals with a practice page at the top 1

2 It is critical that you teach the students how you want them to use the materials before beginning the intervention Where do you want them to look during the shared reading? How do you want them to get out and put away their magnetic letters? How do you want them to write on their white boards? Where do they put the materials when they are done? How do they practice the ABC chart? How do they use their resources? How do they write in their journal? Anticipate all the decisions that will need to be made during your time together and practice! Reread familiar text Phonological and phonemic awareness Shared reading of ABC chart Phonics: letter/word work Personal dictionary Introduce a new text Orientation During the reading After the reading Turn to page 58 ITW The goal is for the students to gain knowledge of our language systems Reread with fluency Discuss the text Use the text to develop phonological and phonemic awareness Direct attention to words and visual information Engage the students in word analysis How to gather familiar text Use poems or big books from the classroom Use poems when setting procedures Students need to develop an awareness of sound patterns that can be used to learn about words Try to make this as seamless as possible Use words and sounds from the text as example for your target skill Clapping syllables Rhyming Segmenting and blending sounds Beginning, ending, medial sounds Onset and rime The students need to acquire the lettersound alphabet cues to be used during reading and writing Note: the teacher says the NAME of the upper and lower case letters and the name of the corresponding picture Read with fluency Read in a variety of ways Keep the chart out and continue to draw the students attention to it throughout the lesson Do the students need concentrated letter work? Students will become familiar with letters, features of letters, and relate letters to sounds Provide explicit letter instruction (how to look at letters, how to make the letter) Page 92 in ITW-chapter 6 provides language prompts on how to make the letter Match what the classroom teacher says for letter formation Use the ABC chart as a resource during this part of the lesson Provide an opportunity to become fluent with the letters that they know 2

3 Are your students ready for word work? They can do letter and word work The goal is to teach them how words work Explicitly teach directionality Use their name Best to start with the known You might use a new word if you need to build up a few known words, however, I will tell you that you get the most pay off by keeping it easy Build CVC words using known sounds or parts Write words fluently The goal is for the students to acquire a core of high frequency words to be used in reading and writing Allow students to record known high frequency words Have the students read their words fluently Prompt the students to use their dictionary as they are writing The goal is for the students to acquire knowledge of spelling patterns to be used in reading and writing We start the charts together but I have students prompt me when they find words in their reading that will fit on the pattern chart I prompt the students to use the pattern charts to help them in their writing The goal is for students to develop ways of thinking about text, extend their linguistic structures, and build vocabulary through a supportive and engaging context. Use nursery rhymes, poems, big books Find text that has some repetition so that the students can join in Try to use non-fiction as well so that you can incorporate this genre and new learning Model, model, model Read the title and the author Activate background knowledge Discuss the genre Set the purpose for reading What do you want the students to know when they encounter new text? Always good to pre-plan places that you will stop to have students discuss or predict the text-model your thinking Read the text with fluency and prosody Encourage the students to read the repetitive places with you 3

4 Facilitate a discussion with the students about the text Deepen their understanding Talk about the text (analyze, critique) Go beyond the text (predict, make connections, synthesize information, infer) You are teaching the literacy task, procedures and strategies so that the student will be self-regulated and transfer the learning to new tasks (read the top of page 4 in ITW) Big book-ten in the bed There is not a new book demonstrated in the Dorn videos so I wanted to show you a typical big book that I would use. Set a purpose for writing and provide students with the resources that they will need Prompt the students in conversation and negotiate a group message Rehearse the group message Record the message with the group Reflect on the message using a checklist Independent writing Independent conference The goal is for the students to apply writing across different genres What do you want students to learn more about? Informational/explanatory Opinion Narrative Respond to literature Writing types are listed on your lesson plan so that you can check off which type The goal is for students to use resources to assist them in writing ABC chart Personal word dictionary Shared reading book (if appropriate) Co-constructed charts/pattern charts Negotiate and generate a group message Prompt the students to have a discussion (I almost always discuss the book to deepen their understanding-usually a carry-over from the day before) Listen carefully to their ideas-model conversational prompts you want them to use Capture ideas from their conversation and ask could we write.? 4

5 Once you have an agreed upon message you will have the students practice reciting the message Depending on the language level of the students you may break apart the message or keep the message very simple I will often try to incorporate the language from the text Record all or part of the message with the students You may share the pen with the students or record the message without their assistance The students should practice what they are able to on their white boards Be specific about what you want them to practice and how you expect them to practice on their white boards As soon as you know the message you begin to make decisions about which words to take to fluency, which word solving strategies to teach, stay within their zone of proximal development Remind them to use their ABC chart, and personal word dictionary Teach them how to use the practice page Everything that you want them to do on their own you will model The goal is to reflect on the problem-solving processes with the students Use the check list in ITW page 160 or create one of your own with the students I also like the checklist on page 25 in Apprenticeship in Literacy-second edition Slow release-you have modeled and they have helped-now they work and you are the guide on the side The goal is for the students to apply the strategies that you have worked on with them Give the students a prompt-have a brief conversation Support each student as they rehearse their message The goal is to provide individual assistance to each student in their zone of proximal development I get the most out of this part of the lesson Look at what this student is trying and almost successful Teach to what is working for them Name it Honor their approximations 5

6 Planner for Interactive Writing Phase One: Reading Intervention Teacher: Intervention Group Members: Date: Week: Lesson: Focus: Shared Reading of Poetry, Phonological Awareness, and Word Study Introduce New Poem, Shared Text or Read Aloud a Text Reread a Familiar Text (Poem, Song, Nursery Rhyme or Shared Text): Title of Text: Phonological/Phonemic Awareness (consider an option below if applicable): Phonological Awareness: Clap syllables Identify rhyming words Generate rhyming words Segment onset/rhyme patterns Blend onset/rhyme patterns to say new words Phonemic Awareness (consider an option below if applicable): Identify initial phonemes in words Identify final phonemes in words Produce words with same beginning and ending phoneme Phoneme analysis and synthesis Segment single syllable words (say words slowly) Blend phonemes to say words Change word through initial phonemes Manipulate phonemes within words and say new words Shared Reading of ABC Chart (consider an option below): Read entire ABC chart with fluency Every other letter Consonants or vowels Orthographic Knowledge: Letter Work and/or Word Work: Letter work (if applicable): Poem, Song, Nursery rhyme, Shared Text or Interactive Read Aloud (consider an option below): Poem, Song, Nursery Rhyme Big Book Read Aloud Text (Narrative or Nonfiction) Orientation to New Text: Title: Author: Genre: Before Reading: (Activate background knowledge and set a purpose for reading and/or listening comprehension) During Reading: (Strategic stopping places and prompts to support comprehension) Page # s and language prompts: Word work: Discussion after Reading: (Language prompts to promote deeper comprehension) Personal Dictionary and/or Word Pattern Chart: (consider an option below): Add word to dictionary Read words from page/s

7 Planner for Interactive Writing Phase Two: Writing Intervention Teacher: Intervention Group Members: Date: Week: Lesson: Writing Lesson: Interactive Writing During Co-Construction of the Group Message Negotiates and Generates a Group Message: Teacher and Students Engage in a genuine and rich conversation around a particular element of a previous read text or topic to be described or explained. Teacher prompts students to generate a discussion: Prompt: Type of Writing (Genre): Use a combination of drawing, dictating, and writing to create a group text Informational/Explanatory Opinion Narrative Response to Literature Resources to be Used During Lesson: Use co-constructed language charts to support composition Use ABC chart and high frequency word chart Group Message: Text Layout or Form: During the Co-Construction of the Message: Teacher draws the students attention to Early Concepts About Print: CAP: Teacher provides an opportunity for students to Write Some Known Letters and Words for Fluency: Letter/s: Word/s: Teacher Selects a Word/s to Teach the Sound and/or Visual Processes: Word/s: Selects Letters and/or Words to be Written for the Students: Letter/s: Word/s: After Lesson: Teacher and Students Use Writing Checklist to Reflect on Writing Strategies Used During the Composition Students Apply Writing Strategies and Teacher Scaffolds Students Teacher: Provides students with an opportunity to apply recently demonstrated writing strategies; observes how students are use meaning, language and their phonological and orthographic systems to compose a meaningful message. Conducts one to one conferences; validates message and problem-solving processes and prompts student to apply writing strategies. Students: Compose an independent message using knowledge of meaning, language and their phonological and orthographic systems to write a meaningful message.