Course Enhancement Module on Evidence-based Reading - PowerPoint Presentation

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Course Enhancement Module on Evidence-based Reading Instruction K-5

Collaboration for Effective Educator Development, Accountability and Reform

H325A120003Slide2

Part 1: Introduction to Evidence-based Reading Instruction K-5

H325A120003Slide3

CEM OverviewPart 1: IntroductionPart 2: Multi-tier Systems of Reading SupportPart 3: Essential Components of Reading Instruction K-5Part 4: Supplemental Reading InstructionPart 5: Intensive Reading InstructionSlide4

Part 1: IntroductionObjectives of the ModuleRationale for Addressing Reading DifficultiesPrinciples of Effective InstructionSlide5

NotePart 1 includes resources from:The Meadows Center for the Prevention of Educational Risk©University of Texas System/Texas Education AgencySlide6

ObjectivesBuild knowledge and capacity of preservice and inservice teachers to teach a diversity of students to readProvide resources for teacher and leader educators and professional development providersProvide resources to enhance existing course contentSlide7

Participant ObjectivesAt the completion of this CEM, participants will be able to :Explain and model the components of effective instruction.Explain and implement the components of a Multi-Tier System of Support framework.

Discuss the research supporting the essential components of reading instruction.Use evidence-based teaching strategies to teach, model, and assess students in the essential components of reading instructionMake instructional decisions based on reliable dataSlide8

RationaleReading is perhaps the most essential skill children learn in school.Children who do not learn to read well in the early grades typically struggle throughout school (Juel, 1988; Snow, Burns, & Griffin, 1998; Stanovich, 1986). Reading failure can lead to grade retention, dropping out, and limited employment opportunities (Lyon, 2001).

Teacher preparation programs must produce knowledgeable teachers of reading.Slide9

Terminology

Multi-Tier System of Support/Response to Intervention FrameworkSlide10

Principles of Effective Reading InstructionExplicit Instruction with ModelingSystematic Instruction with ScaffoldingMultiple Opportunities to Practice and RespondImmediate and Corrective FeedbackOngoing Progress Monitoring

Vaughn Gross Center for Reading and Language Arts. (2007)Slide11

1. Explicit Instruction with ModelingDon’t commit “assumicide”Tell students the objectiveBreak into smaller steps, when necessary

Model, model, model and modelSlide12

Explicit Instruction with ModelingInvolves modeling and explaining concepts and skills in ways that:Are concrete and visibleUse clear languageUse multiple examplesConsists of overlap and similarity in instructional procedures by including:Predictable, clear, and consistent instructionsKnown expectations

Familiar routinesSlide13

Explicit Instruction with ModelingIncludes extended practiceProvides review and extensionRelates to monitoring student understandingCan benefit all learners within all components of readingSlide14

ModelingThe teacher models instructional tasks by:Demonstrating the task aloudFollowing a step-by-step procedureUsing language specific to the demonstration of the skillSpeaking clearly while modelingChecking for student understanding while modelingSlide15

2. Systematic Instruction with ScaffoldingMove from easier to more difficult skills and conceptsProvide “temporary support” as you scaffold the student’s learningSlide16

Systematic Instruction with ScaffoldingClearly define expectationsReduce student confusionCarefully sequence instructionMove from easier to more difficult skillsBegin with higher utility skills

Begin with what students already knowBreak down complex tasksIncorporate assessment and feedbackSlide17

Systematic Instruction with Scaffolding: An ExampleTask Expectation:Learn a new vocabulary word - tremendous Reduce Student Confusion with a student friendly definition using words students already know:When something is tremendous it is really big, very large, or huge.

The oak tree in my back yard is tremendous!Slide18

Systematic Instruction with Scaffolding: An ExampleCarefully sequence instruction with examples and non examples:Can a whale be tremendous?Might a mountain be tremendous?

Is a fly tremendous?Is a pea tremendous?

Break down complex tasks: Think about something you have seen that is tremendous. Use tremendous in a sentence. Turn to your partner and share your sentence. Slide19

3. Multiple Opportunities to Practice

Build in opportunities for many responses

Provide guided and independent practice

Ensure practice leads to mastery:

Provide practice across days, weeks, months

Group students to facilitate practiceSlide20

Multiple Opportunities to PracticeMaximize student participation Active student engagementPractice in related skills and conceptsConnections to prior knowledge

Increasing number of students’ responses More items prepared for practiceChoral responses when feasibleThink-Pair-ShareSlide21

4. Immediate and Corrective Feedback

Immediate feedback and correction

Teacher uses during guided practice. Students provide corrective feedback to each other.Slide22

4. Immediate and Corrective Feedback (cont.)Formative Feedback = DescriptiveTelling students they are correct or incorrect.Explaining why an answer is correct.Telling students what they have and have not achieved.

Specifying or implying a better way.Helping students develop ways to improve.Slide23

5. Progress MonitoringEvery two weeks OR more often for struggling students.

Use data to plan instruction.Use data to set up groups in class.Also, consider student responses during lessons and other observations.Slide24

Let’s RecapWrite down at least two ideas about the features of effective instruction that are most critical for you to consider.