Debbie Boersma, M.A. - PowerPoint Presentation

Slide1

Debbie Boersma, M.A.Nicole Stapleton-Coleman, MALiteracy Consultant and Instructional Coach

Reading, Thinking, Responding-Evidence Based Instruction that Yield Results!

Kalamazoo RESA Instructional CenterSlide2

The content for this training is based on the work and research of: Anita Archer, Explicit Instruction Doug Carnine, Direct Reading Instruction Sonia Lewis, MiBLSi Professional Learning Content Specialist National Reading Panel Report

The What Works Clearing House

Acknowledgements 2Slide3

31.0 Common Core and the Instructional Shifts2.0 Foundational Reading Standards

3.0 Phonics and Advanced Word Study4.0 Fluency 5.0 Comprehension

AgendaSlide4

You leave with an increased knowledge of the Instructional Shifts of the CCSS and the Foundational Reading Skills. Instructional Routines-

Advanced Word Study/Phonics/FluencyStrategies to support students in reading and analyzing complex text

Success Criteria 4Slide5

5The Magic is in the Instruction! Slide6

6Begin a lesson with a short review of previous learning

Present new material in small steps with student practice after each stepAsk a large number of questions and check the responses of all students

Provide modelsGuide student practiceCheck for student understanding

Obtain a high success rate

Provide scaffolds for difficult tasks

Require and monitor independent practice

Engage students in weekly and monthly review

10 Research-Based Principles of Instruction Slide7

Tell me and I’ll forget, Show me and I may remember,Involve me and I’ll understand.

Chinese Prover

b7Slide8

First, think about your response to the following questions: What challenges have you encountered with teaching your students how to read or with supporting reading instruction in your current capacity?

What successes have you had?

Now, pair and share with your partner(s).

Think-Pair-Share

8Slide9

1.0 Common Core State Standards and the Instructional Shifts

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Common Core Reading Standards

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Instructional Shifts of the CCSS

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Shift #1: Building Knowledge Through Content-Rich Nonfiction

12Slide13

Nonfiction and Informational Reading

Grade Level

Literary

Informational

4

th

50%

50%

8th 45%55%12th 30%70% 13Slide14

Teaching the Critical FeaturesResource: Cutting to the Common Core: Analyzing Informational Text

Teaching With Informational Text Slide15

Shift #2: Reading, Writing and Speaking G

rounded in Evidence from Text, both Literary and Informational

Let's See it in Action! Text Talk Time

Let's See it in Action! Writing with Textual Evidence Slide16

16Most college and workplace writing requires evidence.

Ability to cite evidence differentiates strong from weak student performance on NAEP.Evidence is a major emphasis of the ELA Standards: Reading Standard 1, Writing Standard 9, Speaking and Listening standards 2, 3, and 4, all focus on the gathering, evaluating and presenting of evidence from text.

Being able to locate and deploy evidence are hallmarks of strong readers and writers

.

(Achieve the Core)

Take-Home PointsSlide17

Shift #3:

Regular Practice with Complex Text and Its Academic LanguageSlide18

18

Common Core Grade Band

The Lexile Framework 2nd

-3

rd

420-820

4

th

-5

th740-10106th-8th 925-11859th-10th 1050-133511th-CCR 1185-1385Text Complexity (CCSS, 2013)Slide19

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Qualitative factors

Levels of meaning

Text structure

Language conventionality and clarity

Knowledge demands

Quantitative factors

Readability measures using word length or frequency, sentence length, text cohesion (for example, Lexiles)

Reader and task considerations

Reader variables (motivation, knowledge, experiences)

Task variables (purpose, complexity of the task assigned)Text Complexity Components Lexile.com Slide20

Lincoln: A Photobiography By: Russell Freedman-Appendix B

Abraham Lincoln wasn’t the sort of man who could lose himself in a crowd. After all, he stood six feet four inches tall. And to top it off, he wore a high silk hat.

His height was mostly in his long bony legs. When he sat in a chair, he seemed no taller than anyone else. It was only when he stood up that he towered over other men. At first glance, most people thought he was homely. Lincoln thought so too, once referring to his “poor, lean, lank face.” As a young man he was sensitive about his gawky looks, but in time, he learned to laugh at himself. When a rival called him “two-faced” during a political debate, Lincoln replied: “I will leave it to my audience. If I had another face, do you think I’d wear this one?”Slide21

According to those who knew him, Lincoln was a man of many faces. In repose, he often seemed sad and gloomy. But when he began to speak, his expression changed. “The dull, listless features dropped like a mask,” said a Chicago newspaperman. “The eyes began to sparkle, the mouth to smile, the whole countenance was wreathed in animation, so that a stranger would have said, ‘Why, this man, so angular and solemn a moment ago, is really handsome.’”

Lincoln was the most photographed man of his time, but his friends insisted that no photo ever did him justice. It’s no wonder. Back then cameras required long exposures. The person being photographed had to “freeze” as the seconds ticked by. If he blinked an eye, the picture would be blurred. That’s why Lincoln looked so stiff and formal in his photos. We never see him laughing or joking.

Explain how the main idea that Lincoln had “many faces” in Russell Friedman’s, Lincoln; A Photobiography is supported by key details in the text.

What is it that the third grader’s brain will have to do to answer this prompt? Slide22

22

Text Complexity-Key Points Slide23

23Working with your partner, consider what each shift means, and perceived challenges and opportunities each shift may present.

Record your thoughts. Check for Understanding

(Think-Write-Pair-Share) Slide24

2.0 Foundational Reading Standards

24Slide25

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 wordsFluency (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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It all leads to…

Comprehension

(Willingham, 2007)

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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 text with high accuracy (consistently 97% or higher) and sufficient rate to comprehend text

Goals of the Foundational Reading Standards

27Slide28

28Print ConceptsPhonological Awareness

Phonics & Word RecognitionFluency

Foundation Skills Phonemic Awareness (K-3)

Phonics/Advanced

Word Study

Reading Fluency

Vocabulary

Comprehension

Motivation (4-12)

Big Ideas of Reading

Common Core Connection Slide29

Simple View of Reading Two Domains and Five Essential Components of reading

29

Decoding

Language Comprehension

Phonemic Awareness

Phonics

Vocabulary

Receptive Comprehension

Fluency

X

=Reading Comprehension Slide30

Reading Comprehension

Decoding

Ability to accurately read familiar words automatically (sight words) and decode unfamiliar words out of contextDependent on:Phonemic Awareness

Phonics

Language Comprehension

A

bility to understand oral language

Dependent on:

Background Knowledge

Social context

VocabularyStory StructureVerbal ReasoningFluencyAbility to read text accurately, at an appropriate rate, with suitable prosody30Slide31

3.0 Phonics and Advanced Word Study

31Slide32

32Direct instruction in the

alphabetic principle facilitates early reading acquisition. (Stanovich, 1994)

Phonics instruction also improves students’ fluency, spelling and reading comprehension. (National Reading Panel, 2000)

First graders’

decoding

ability continues to be a major factor in

comprehension

as students progress through the grades.

(The Connecticut Longitudinal Study)

The ability to decode

long words increases the qualitative differences between good and poor readers. (Perfetti, 1986)Phonics Research Slide33

Logically sequenced with many opportunities to respond and cumulative review of skills

Being systematic matters!

Letter-Sound Correspondence

Ex. /d/, /

er

/, & /

igh

/

VCe

& Letter Combinations

Ex. cake, keep, & thoughtRegular WordsEx. mat, slap, & chatPrefixes & SuffixesEx. unhappy & carefulMultisyllabic WordsEx. construction & continentalSlide34

34Hattie Effect Size

Direct Instruction - 0.59

Phonics Instruction - 0.60

Whole Language - 0.06Slide35

352

nd grade (previous +)Additional variant vowel teams (aw)Decode single syllable words with diphthongs (toy, now)Two-syllable words with long vowels (paper)

Use prefixes and suffixes to help decode wordsIdentify lower frequency patterns (ough as in rough)Grade level irregular wordsSegment and spell words

3

rd

Grade (previous +)

Know meanings of prefixes and suffixes

Decode multisyllabic words

Segment and spell words

Grade level irregular words

4th – 12th Grade: Know meaning of grade appropriate rootsUse knowledge of all letter-sound correspondence, syllabication, roots and affixes (morphology to read unfamiliar multisyllabic words Segment and spell multisyllabic wordsTypes of wordsSlide36

36Spelling-Focusedmedial short vowels (e)

vowel teams (ai)consonant digraphs (sh)r-controlled vowels (ar)Loop, Loop, Loop

Multisyllabic wordsREWARDSMultisyllabic words with affixes

Instructional Routines Slide37

Instructional Routines (Archer)

I

N

C

R

E

A

S

E

D

DECREASEDManagementProblemsSlide38

38ba

it     feel     rain     t

ail     meet1.  (Underline the letter(s) that make the sound being taught.)2.  (Point to the underlined letters.) 

What sound?

(Signal).

/āāā/

3.  (Point to the word.)

What word?

(Signal)

bait

4.  (Repeat with remaining words until firm.)5. (Have students reread the list without the pre-correction.)6.  (Give individual turns.)Spelling-Focused Blending (Archer)Slide39

39

Loop, Loop, Loop Strategy- Use with multisyllabic words

1. (Draw loops to segment the multisyllabic word into decodable chunks. Be sure that prefixes and suffixes are separate parts.) rab bit 2. *(Point your finger under the first part.)

What part?

/rab/

3.

(Repeat for remaining parts.)

/bit/

4.

(Loop your finger under each part again in quick succession.)

What part? /rab/ What part? /bit/5. (Loop the whole word.) What word? rabbit6. (Repeat with other multisyllabic words.)7. (If time permits, check individual students.)* You may need to use the continuous blending routine to sound out each part.   Decoding Multisyllabic Words (Archer)Slide40

40REWARDS Strategy

–Use with multisyllabic words with affixes1.

Circle the prefixes. resentment 2. Circle the suffixes. resentment3. Underline the remaining vowel sounds. resentment

4. *Say the parts of the words.

/rē/ /sent/ /ment/

5. Say the whole word.

resentment

6. Make it a real word.

resentment

7. (Repeat with other multisyllabic words.)8. (If time permits, check individual students.)* You may need to use the continuous blending routine to sound out each part.Decoding Multisyllabic Words (Archer)Slide41

41 

(Say the word.) authorize(Say the word in a sentence.)

I will not authorize you to leave.What word? Authorize

Fist in the air. Put up one finger for each part.

First part?

/auth/

Next part?

/or/ Last part? /ize/ (Put up a finger as you say each part.)Now say each part to yourself as you write the word. Go.(Write the word on the board or overhead when the majority of students are finished writing the word.)If your word does not match mine, cross it out and rewrite it correctly.(Repeat with remaining words.)Dictation - Segmenting and Spelling by Parts and Sentences Slide42

42Dictation

DepartImpactCulminateDisagreement Destructive

Thirteenth SubstantialFundamentally Sentence Dictation The magic is in the instruction!

Spelling-focused

train

crowd

Loop-Loop

rabbit

Fantastic

unintentional

REWARDScontainerchallengingvaporizationLet’s Practice!!!Slide43

4.0 Fluency

43Slide44

What is fluency? Reasonably accurate

reading, at an appropriate rate, with suitable prosody

, that leads to accurate and deep comprehension and motivation to read. (Hasbrouk & Glaser, 2012)

44Slide45

45First through fifth grade foundation reading skills for fluency state,

“Read with sufficient accuracy and fluency to support comprehension.”

Standards emphasizing an equal balance between reading literature and informational text; therefore, fluency needs to be developed across the content areas.

Focus on fluency in the CCSSSlide46

In grades 2-12, aim for at least 95% accuracy on unpracticed, grade-level textIn the beginning reading stage, typically K-1, students should be 97% - 98% accurate

What is reasonable accuracy?

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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

47Slide48

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 48Slide49

What is appropriate rate?

49Slide50

Grade

Fall

Winter

Spring

1

23

53

2

51

72

89

37192107

4941121235110127139

61271401507128136150

8

133

146

151

National Oral Reading Fluency Norms 50

th

Percentiles

Hasbrouck and Tindal (2006)

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Components of Reading FluencyAccuracyRateProsody

Word

Decoding Fluency SkillsPhonemic Awareness

Letter-sound associations

Phonograms

Text

Decoding

Fluency Skills

Decoding fluency

Sight word automaticity

Orthographic knowledgeMultiple cue efficiencyComprehension Fluency SkillsBackground knowledgePassage contextVocabularyMetacognitionBased on Hudson et al., 2009 & Hasbrouck & Glaser, 2012Mechanics of Reading FluencySlide52

Fluency – Why?

52Slide53

Importance of Fluency

Fluency is the

bridge between word recognition and comprehension Reading Constructing

Words Meaning

Fluency

53Slide54

Oral reading practice with feedback and guidance lead to improvements in reading for all students

Explicit fluency instruction instead of implicit

Independent silent reading is NOT sufficient to improve fluency

Conclusions from the National Reading Panel

54Slide55

Repeated reading (deep, close reading) remains the “gold standard” for fluency instruction.And the winner is…

55Slide56

Choral Reading I-We-YouStructured Partner Reading Augmented Silent Reading

Fluency Routines 56Slide57

“…it isn’t text difficulty or text match (alone) that matters, but the combination of text difficulty and instructional scaffolding/support. Given that, we can probably safely have students (beyond beginning readers) reading relatively hard materials, as long as we are willing to put in

enough support and repetition to allow learning to take place.” Tim

ShanahanWhat kind of text?

57Slide58

58Read selection

with your students (at a moderate rate).Tell your students, “Keep your voice with mine.”

(You may wish to have the students pre-read the material silently before choral reading.)

Choral Reading Slide59

59Teacher reads a paragraph (while students follow along) with their finger (“I”).Teacher and students read the paragraph together (“We”).

Students whisper read sentence or paragraph independently (“You”).I-We-You Repeated Reading Slide60

60

Reader whisper reads to partner (both follow along with finger)Narrative Text:

Alternate by sentence, page or time Informational Text: Alternate by paragraphPartner

corrects errors

Ask -

Can you figure out this word?

Tell -

The word is ____. What word? Reread the sentence.

Alternatives to support lowest readers

Lowest readers placed on a triad

First reader (better reader) reads material. Second reader reads the SAME materialExplicit instruction for individuals needing supplemental instruction Structured Partner Reading Slide61

61

Pose pre-reading question.

Tell students to silently read a certain amount and to reread material if they finish early.Monitor students’ reading. Have students whisper when you touch their shoulder.

Pose post-reading question.

Expert in Action

Augmented Silent Reading

(Archer)Slide62

62 Naturally occurring and distributed practice across the students’ day in the form of passages, poetry and content area reading, for example, closes the fluency gap faster and more efficiently than isolated, mass practice. I-We-You reading of just one paragraph in each content area daily is very powerful!

Important!Slide63

5.0 Comprehension

63Slide64

Text Complexity

Common Core Grade Band

The Lexile Framework 2nd-3

rd

420-820

4

th

-5

th

740-10106th-8th 925-11859th-10th 1050-133511th-CCR 1185-1385(CCSS, 2013)64Slide65

Recommendations for Teaching ComprehensionTeach students how to use reading comprehension strategies.

Teach students to identify and use text’s organizational structure to comprehend, learn, and remember content. Guide students through focused, high-quality discussions on the meaning of the text through questioning. Select text purposefully to support comprehension and development.

Establish an engaging and motivation context in which to teach reading comprehension. 65Slide66

How to Teach Students to Read Text Closely Slide67

67

Requires prompting students with text-dependent questions to unpack complex text and gain knowledge.

It is not the teacher summarizing text, but guiding students through the text for information.

Virtually every standard is activated during the course of every close analytic reading exemplar through the use of text dependent questions.

Close analytic reading supports fluency.

Close Analytic Reading Slide68

68

First Reading:Questions should be framed around Key Ideas and Details:

State what the text says explicitly and support with evidence from the text. Identify the central idea and theme(s).

Analyze characters and events.

Second Reading:

Questions should be framed around Author’s Craft and Structure:

Interpret words and phrases.

Analyze structures of text and how styles relate.

Discuss purposes and points of view.

Third Reading:

Questions should be framed around Integration of Ideas and Knowledge:Evaluate the different media.Compare and contrast the different cultural experiences and themes.Analyze how two or more texts address similar themes or topics.Close Analytic Reading Slide69

Lincoln: A Photobiography By: Russell Freedman-Appendix B

Abraham Lincoln wasn’t the sort of man who could lose himself in a crowd. After all, he stood six feet four inches tall. And to top it off, he wore a high silk hat. His height was mostly in his long bony legs. When he sat in a chair, he seemed no taller than anyone else. It was only when he stood up that he towered over other men.

At first glance, most people thought he was homely. Lincoln thought so too, once referring to his “poor, lean, lank face.” As a young man he was sensitive about his gawky looks, but in time, he learned to laugh at himself. When a rival called him “two-faced” during a political debate, Lincoln replied: “I will leave it to my audience. If I had another face, do you think I’d wear this one?”Slide70

According to those who knew him, Lincoln was a man of many faces. In repose, he often seemed sad and gloomy. But when he began to speak, his expression changed. “The dull, listless features dropped like a mask,” said a Chicago newspaperman. “The eyes began to sparkle, the mouth to smile, the whole countenance was wreathed in animation, so that a stranger would have said, ‘Why, this man, so angular and solemn a moment ago, is really handsome.’”

Lincoln was the most photographed man of his time, but his friends insisted that no photo ever did him justice. It’s no wonder. Back then cameras required long exposures. The person being photographed had to “freeze” as the seconds ticked by. If he blinked an eye, the picture would be blurred. That’s why Lincoln looked so stiff and formal in his photos. We never see him laughing or joking.

Explain how the main idea that Lincoln had “many faces” in Russell Friedman’s, Lincoln; A Photobiography is supported by key details in the text.

Slide71

Did you build upon your knowledge of the Instructional Shifts of the CCSS and the Foundational Reading Skills? Did you practice two instructional routines (Phonics/Fluency) that can be added to your toolbox of best practices?

Did you add to your current capacity of teaching comprehension through close reading?

Success Criteria 71Slide72

Key References

Archer, A., & Hughes, C. (2011). Explicit instruction: Effective and efficient teaching. New York: Guilford

PressCarnine, D.W., Silbert, J., Kame’ enui, E.J., & Tarver, S.G. (2004). Direct instruction reading (4th Ed.). Columbus, OH:

Pearson

Hattie. J., (2009).

Visible Learning.

London & NY

:

Routledge

Honig

, B., Diamond, L., & Gutlohn, L. (2008). Teaching reading sourcebook -2nd Edition. Novato, CA: Arena PressKosanovich, 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 InstructionNational Reading Panel Report (2000)The ELA Common Core State StandardsDMG (dibels.org), FCRR (www.fcrr.org), & Readsters (www.readsters.com)72