PSM/ RtI Refresher 6-8 Literacy Interventions Lynne Loeser lynne.loeser@nhcs.net NHCS Professional Development Department.

PSM/ RtI Refresher6-8 Literacy Interventions

Lynne Loeserlynne.loeser@nhcs.net

NHCS Professional Development Department

Principles of Instruction for Struggling Readers

• Explicit

• Systematic

• Practiced beyond perfection

• Scaffolded

• Reduced cognitive load

• Increased cognitive processing

Explicit Instruction “is instruction that

is concrete and visible.” • Nothing is left to chance.• All skills are taught directly.• Practice activities are carefully

guided with “instructive” error correction.

• Practice activities are carefully engineered to produce mastery.

Torgeson (2005)

“It is difficult to overstate the value of practice. For a new skill to become automatic or for new knowledge to become long-lasting, sustained practice, beyond the point of mastery is needed.”

Willingham (2004)

Practice

Reduce the Cognitive Load

• Present only one important concept or idea at a time

• Write only one critical concept on the board or overhead at a time

• Carefully design handouts• Give only one direction at a time,

chunk directions or processes into smaller sections, provide visual cues

• Provide a summary of what will be read prior to reading

Key Literacy Ingredients

• Word Study

• Fluency

• Vocabulary

• Comprehension

Word Study?

What do I do when my students with reading difficulties cannot read grade-level words accurately?

Six Syllable Types

C losedL consonant -leO penV vowel teamE vowel-consonant-eR-controlled

Divide It

instruction

compensate

astronomical

prehistoric

Divide It Strategy

Fluency

What do I do when my students cannot read with automaticity?

Repeated ReadingConsiderations

• Combine with word study• Select passages that include

“targeted” vocabulary and/or passages that are at the instructional reading level or above

• Monitor progress and provide feedback

• Involve students in monitoring of fluency goals

Repeated ReadingStep 1 Cold Read

• Select a passage that student can read with >95% accuracy

• Have students look for words that are unfamiliar and underline them

• Preview new vocabulary and concepts• Read passage chorally with student for 1

minute• Count the words read correctly and record

Repeated Reading

Step 2 Silent Read

• Student reads passage silently• Do not time it or chart it

Repeated Reading

Step 3 Warm Read

• Student reads passage aloud for one minute

• Count and record number of words read correctly

• Teachers asks questions about text

Vocabulary

What do I do when my students do not know what words in text mean and cannot use

word meaning to comprehend?

Academic Vocabulary Instruction

• Use content-area materials to identify vocabulary.

• Obtain depth of understanding by providing multiple exposures and various contexts.

• Use assessment procedures to identify words that students need to know.

• Provide explicit instruction.

Vocabulary Introduction

Show students the word and pronounce it. Students repeat the pronunciation.

Provide an easy to understand definition and relevant examples.

Ask students to give examples from their own experiences. Build on prior knowledge.

Students record the word and the definition in their vocabulary journal. (Making Words My Own)

Go Deeper: Compare/ contrast the word with words of similar meanings. Explore multiple meanings. Identify synonyms and antonyms.

Classroom Scenario

What is it? Words that Connect

Picture and Sentence

My Plan to Remember

What is it? Words that Connect

Picture and Sentence

My Plan to Remember

immigrantAn immigrant is a person who leaves her home country to live in a new country.

Airplane, boats, new language, work, new culture, safety, money, new school

Many people in America are immigrants who have come from many different countries.

I will remember because my family and my friend Rosa’s family are immigrants from Mexico.

Concept/Definition Map

V-3

Category

Word

Properties

Properties

illustration illustration illustration

What are some examples?

What is it like?

What is it ?

Classroom Strategies for Interactive Learning (Buehl)

Properties

Words to Practice With …

• buoyancy

• inhabited

• proportional

• rational number

• estimate

• immigrant

• velocity

• volume

• suburban

• export

Vocabulary Practice

• Vocabtionary

• Garnett’s Vocabulary Game

What is Reading Comprehension?

What do I do when my students with reading disabilities and difficulties do not use strategies to

enhance comprehension?

Reasons for Comprehension Difficulties

• Lack of appropriate prior knowledge.

• Inability to relate content to prior knowledge.

• Over-reliance on background knowledge.

• Inability to read text fluently.

• Difficulty with decoding words;

• Inability to attend to meaning while reading.

• Inability to apply comprehension strategies.

• Difficulty with understanding meaning of words.

Chapter Tours

Provides a framework for understanding.

Guides or talks readers through a chapter and points out features of the text that warrant special attention.

Your first decision is to choose the size you desire. Once you have made your selection, examine the general shape to determine where to start. The initial incision is always at the top, and you should continue until you can lift it cleanly.

The removal of the interior portion can be fun, although some people regard this as the least enjoyable aspect. Once the shell is empty, you can begin to craft a personality. Some prefer a forbidding likeness, while others follow a more humorous direction.

Finally, arrange for a source of illumination. Enjoy your results while you can, for your work will soon begin to sag.

• Preview the textbook chapter and take special notice of the ways the chapter forecasts text structure (variety of print and visual formats).

• Have students work in pairs to verbalize the way the way a specific textbook works.

Chapter Tours

First Read Chapter Tour

• Topic

• Main Idea

• Major Themes

• Structure

• Salient Details

• Style

Expository Text

• Topic

• Main Idea

• Supporting Details

• Details

Activate Prior Knowledge

Connect Correct Collect

© 2003 Neuhaus Education Center. Permission granted to reproduce for classroom use only.

Read

CLOUDS

Clouds are masses of condensed water vapor that float in the sky. There are many kinds of clouds. Some clouds are white and fluffy in a bright sunny sky. Some clouds are black and gray clouds that form in a darkening sky and predict rain.

In 1803, a man named Luke Howard devised a way for naming and sorting clouds. Cirrus clouds are curly white clouds made of drops of ice. They form high over other clouds, as much as ten miles up in the sky. Stratus clouds form just hundreds of feet over the earth. They are thin fog-like clouds that are seen earl in the morning or late in the night. Cumulus clouds are the fluffy white clouds that float across the sky on a bright summer day. They move about a mile over the earth and cast shade on the ground. These clouds can have many shapes. They may look like an animal or a person or an object. After the sun sets, they dissolve into Stratus clouds. Nimbus clouds are the dark rain clouds. They are brimming with water that turns into rain. Look at the sky. Can you name the clouds you see?

©2003 Neuhaus Education Center. Used with permission, 713/664-7676 www.neuhaus.org

Summarize

CARD PYRAMID

1. Give students 9 index cards

2. Child decides the main idea and writes it on one card. He or she places that card at the top and in the middle of his or her work space.

3. The student decides the supporting ideas and writes each idea on a separate card. He or she lines these cards out in a row under the main idea.

4. The student writes details on separate cards about the supporting ideas. He/She lays out these cards in a row under the supporting ideas

©2003 Neuhaus Education Center. Used with permission, 713/664-7676 www.neuhaus.org

CARD PYRAMID5. The student numbers the cards accordingly:

1. Main Idea

2. First Supporting Idea

3. Details about the Supporting Idea

4. Second Supporting Idea

5. Details about the Supporting Idea

6. Third Supporting Idea

7. Details about the supporting Idea

8. Fourth Supporting Idea

9. Details about the Supporting idea

©2003 Neuhaus Education Center. Used with permission, 713/664-7676 www.neuhaus.org

SUMMARIZE EXPOSITORY TEXT

Cirrus

Curly, white, drops of ice

©2003 Neuhaus Education Center. Used with permission, 713/664-7676 www.neuhaus.org

2

3

Cloud types

Stratus Cumulus Nimbus

Thin, fog-like,seen

early or lateFluffy, white

Dark,rain clouds

1

4

5

6

7

8

9

“You do an intervention with a 2nd

grader, you’re changing direction on aspeedboat, but when you do an

intervention with a 5th grader, you’rechanging direction on an oil tanker.”

Catherine E. Snow, Harvard Graduate School of EducationCatherine E. Snow, Harvard Graduate School of Education