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The contents of this presentation were developed under a grant from the US Department of Education, #H323A110003. However those contents do not necessarily represent the policy of the US Department of Education, the Louisiana Department of
Education, nor Louisiana State University and you should not assume endorsement from these entities.
June 2017 | WBR Conference Center
1
Pre-Survey for Day 1
Directions: • Only for teachers to complete • Survey is anonymous • Two pages:
Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural.
Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf
“People First Language puts the person before the disability and
describes what a person has, not who a person is.”
5
Louisiana State Personnel Development Grant (LASPDG)
• Personnel Development Grant to improve outcomes for SWD
• Awarded to the LDOE in 2016 for 5 years [February 1, 2017 – September 30, 2021]
• Funded by Office of Special Education Programs
• Project staff is employed by LSU
6
Literacy Goal: All students will be able to read, understand, and express their understanding of complex, grade level texts
State Systemic Improvement Plan Goal:
Increase ELA proficiency (basic and above) rates on statewide assessments for students with disabilities in grades 3-5 in 9 LEAs across the state
7
LASPDG Partners
• 9 LEAs & SPDG Staff
-Bossier & Sabine (Kala)
-Vermilion & Calcasieu (Monica)
-St. Bernard & Algiers (Pamdora)
-Pointe Coupee (Summer)
-WBR (Wendy)
• Institute of Higher Education (IHE) = Louisiana State University
• Louisiana Parent Training and Information Center (LaPTIC)
8
State
SPDG/SSIP
DLTs(9 LEAs)
SLTs(2-5
Schools per LEA)
PLCs with coaching
TeachersELA
Grades 3-5
SWDGrades 3-5
Families
of SWD
Systems of Support
9
LASPDG Goal
Improve literacy outcomes for SWD through the development of a systematic PD framework using evidence-based practices
Data Driven
Decision Making
Family
Partnerships
Coaching
Literacy
10
Leadership Team
Data Analysis
Action Plan
Implement
w/Fidelity
Assess Outcomes
• Create school & district leadership teams (SLT/DLT) that meet quarterly
• Support the implementation of the practices • Assess progress and outcomes of the practices• Make adjustment to plan as needed
Data Driven Decision Making
11
1st – Review School ELA Data SWD
2nd – Answer questions related to data on recorder sheet
Data Activity(handout)
Table
12
Coaching
Purpose is to provide on-going literacy support to general and special education teachers in grades 3-5
• Support will occur at a monthly Professional Learning Community (PLCs) meetings
• PLCs will be facilitated by SPDG Professional Learning Leader (PLL)
• PLCs will provide teachers the opportunity to practice the knowledge, skills, and application of evidence-based literacy practices
• We will discuss the Coaching Framework at the end of the day
13
Family Partnerships
• Family Partnership Goal is to support:
- Teachers in partnering with families of students of all abilities, as they support literacy practices at home
-School and district leadership teams to plan events & initiatives that engage families of students of all abilities around the goal of increasing literacy outcomes
-Families of students with disabilities in helping their child become stronger readers and writers
• Partner with the Louisiana Parent Training & Information Center (LAPTIC) | Mary Jacob, Director; LAPTIC Flyer (handout) 14
Overview
15
• The ELA goal is for all students to read, understand, and express their understanding of complex, grade-level texts
-Read: Use knowledge (decoding, background) and skill (automaticity and fluency) to read the words on the page and know what the text says; this is what we will focus on today
-Understand: Make meaning of the text
-Express Understanding: Speak or write about the meaning of a text clearly and coherently
• For SWD, we must ensure that they have access to complex, grade-level text and make progress toward independently reading complex, grade-level text
Goal
16
5 Year Framework
17
Framework for Literacy Instruction: Support for SWD
Read Understand Express Understanding
Word Recognition/Fluency Comprehension Speaking/Writing
• Decoding and encoding multisyllabic words
• Developing fluency and selecting text
• Selecting vocabulary words for instruction
• Evidence-Based Practices for Teaching vocabulary
• Understanding complex text• Evidence-Based Practices for
developing comprehension
• Writing mechanics• Writing process• Language and oral
expression• Adaptations/Modifications
of expression
Communication (e.g., writing, speaking, listening) will be integrated
18
Page 3
• The focus is on 2 main areas connected to the grade-level standards
-Decoding multi-syllabic words
-Fluency
• These 2 are the focus of support because they are the main reading foundational standards for grades 3-5
• Our goal as teachers is to ensure that all students access complex, grade-level texts and make progress toward grade level standards; this starts with making sure that we
(1) know the grade-level standards and (2) know how to ensure that all students meet those standards
How will we achieve this today?
19
• Participants will learn and practice a process for providing supports for students with disabilities ensuring that they have access to complex, grade-level text and make progress toward independently reading complex, grade-level text
• Participants will engage in various case studies to understand why, when, and how they will support students with disabilities using the diverse learners cycle
Training Approach
20
Resource: LDOE Diverse Learners Guide(refer to handout)
LDOE Guidebooks can be found at https://www.louisianabelieves.com/academics/ela-guidebooks 21
• Diverse Learners learn in a different way and at a different pace than their peers
• All students could be classified as a “diverse learner” at some point in the instructional process
• How can teachers support students with disabilities as diverse learners in their classroom?
What is a Diverse Learner?
22
Identify grade level standards
Compare current student performance
to the standards
Identify gaps between current performance
and standards
Establish support plan with set
outcomes
Deliver instruction to individuals or small groups of
students
Review student work
Page 423
• A process teachers can follow when providing support for students
• If we can get our core instruction and small group instruction connected to a high quality curriculum, we are likely to serve a majority of our students with disabilities better than they are being served now
• The purpose of the training is to show you when and how to support your students with disabilities with literacy
Diverse Learning Cycle
24
• Theory with a Capital T -- Description of how good readers read that is based on decades of research
• Why does it matter? -We need to know how good readers read so we can
*Identify where the process is breaking down (assess problem)*Provide instruction to address the problem
1. Good readers USUALLY attend (without conscious effort) to every letter in a word
2. When reading carefully, good readers frequently skip words in sentences
3. Good readers usually attend to some of the letters in words and use the context to decide what a word is
29
Orthographic
Processor
Phonological
Processor
Meaning
Processor
Context
Processor
Print Speech
Adams, M.J. (1990). Beginning to read: Thinking and learning about print: Massachusetts Institute of Technology.
Background
Knowledge
Language
Modeling the Reading System:
Four Processors
Page 6
30
Orthographic
Processor
Phonological
Processor
Meaning
Processor
Context
Processor
Print Speech
Adams, M.J. (1990). Beginning to read: Thinking and learning about print: Massachusetts Institute of Technology.
Background
Knowledge
Language
Modeling the Reading System:
Four Processors
31
Page 9
• Phoneme – smallest unit of sound
• The word “go” has 2 sounds -- /g/ /ō/
• The word “ate” has 2 sounds -- /ā/ /t/
• Phonology – system of how we use sounds in our SPOKEN language
Phonological Processor:
Terms
32
Orthographic
Processor
Phonological
Processor
Meaning
Processor
Context
Processor
Print Speech
Adams, M.J. (1990). Beginning to read: Thinking and learning about print: Massachusetts Institute of Technology.
Background
Knowledge
Language
Phonics
Modeling the Reading System:
Where does phonics and meaning fit in?
Meaning
33
How do good readers recognize words?
• Good readers process words fully (attending automatically to all letters, complete spellings, of words)
• In other words, they have complete spellings of words in their memories (fully specified orthographic representations)
• Meaning confirms and increases speed, but good readers do not primarily use the meaning to recognize words
• GOAL of word learning: recognize words automatically, effortlessly, and fluently to enable the reader to focus on comprehension
34
Adams, M. J. (2013). Modeling the connections between word recognition and reading. In D. E. Alvermann, N. J. Unrau, & R. B. Ruddell (Eds.), Theoretical models and processes of reading (6th ed.). Newark, DE:
International Reading Association.
• “…research indicates that difficulties at the level of letter and word recognition are the single most pervasive and debilitating cause of reading disability (Perfetti, 1985; Stanovich, 1986; Vellutino, 1991; Vernon, 1971)
• There are many ways to support this learning – including writing, spelling, and phonics instruction; patience, encouragement; and lots of beneath-frustration-level reading and rereading (Adams, pages 792-793)
Adams (2013)
35
Instructional Implications
• Word level challenges (i.e. phonics) are the most common cause of reading problems, including dyslexia
• Building fluency is important because dysfluent reading leads to comprehension problems
• Encourage students to attend to complete spellings of words (i.e. notice individual letters and letter patterns)
• Teach students what to do when they come to a word they do not know (i.e. skipping words is not an effective strategy)
• If students do not learn early how to blend sounds together or segment words into individual sounds (phonemic awareness), these skills can be developed in later grades as you teach students to decode and encode (i.e. phonics)
• Build and reinforce connections among skills, including links between word recognition and meaning
36
Explicit instruction
• Overtly teaching each step through teacher modeling and many examples
Systematic instruction
• Breaking lessons and activities into sequential, manageable steps that progress from simple to more complex concepts and skills
Ample practice
• Providing many opportunities for students to respond and demonstrate what they are learning
Immediate feedback
• Incorporating specific feedback (from teacher or peers) during initial instruction and practice
Principles of Effective Instruction for SWD
Page 1037
Shaping Up Activity & Parking Lot Questions
Identify something that “squares” with what you already thought/knew
Identify something that makes you view something from a new angle
Identify something that is still “rolling around in your head” to go back and implement in your classroom
Adapted from http://www.theteachertoolkit.com/index.php/tool/triangle-square-circle
• The first part of the training will focus on learning how to identify and support students who have difficulties decoding multisyllabic words and the second part will focus on learning how to identify and support students who have difficulties with reading fluency
• Today we will be focusing on 3 students-let’s get to know them
Case Studies
39
Cameron (5th grade)
Joseph (4th grade)
Amari(3rd grade)
Students
40
Decoding &
Encoding
Multisyllabic Words
41
Goal
• Engage participants in a process for providing supports for students with disabilities ensuring that they have access to complex, grade-level text and make progress toward independently reading complex, grade-level text
42
Definitions
• Decoding is the process of converting printed words into their spoken forms by using knowledge of letter-sound relationships and word structure (sounding out)
-In other words, “the blending of letter sounds to generate pronunciations of written words” [O’Connor, p. 7 ]
• Encoding is the process of converting spoken words into their written forms (spelling)
• These are mutually supportive of one another
43
Meet Amari
• 3rd Grade, 9 years old
• IEP for Learning Disability in reading
• Strengths-Enjoys school-Works hard to complete work-Strong vocabulary-Thinks critically about concepts
• Weaknesses-reading below grade levelexpectations on oral reading fluency measure-Difficulty reading multisyllabic words
Page 12
44
Amari’s Reading on a Formal Assessment
Page 13
45
Amari’s Progress During First 8 Weeks of School
46
Amari’s Reading in Class (Informal Assessment)
She looked down at him and said, “He most certainly is a
large dog.”
“Yes ma’am,” I told her. “He has a large heart, too.”
“Well,” Miss Franny said. She bent over and gave Winn-Dixie
a pat on the head, and Winn-Dixie wagged his tail back and
forth and snuffled his nose on her little old-lady feet. “Let me
get a chair and sit down so I can tell this story properly.”
“Back when Florida was wild, when it consisted of nothing but
palmetto trees and mosquitoes so big they could fly away with
you,” Miss Franny Block started in, “and I was just a little girl
no bigger than you, my father, Herman W. Block, told me that
I could have anything I wanted for my birthday. Anything at
all.”
Miss Franny looked around the library. She leaned in close to
me. “I don’t want to appear prideful,” she said, “but my daddy
was a very rich man. A very rich man.” She nodded and then
leaned back and said, “And I was a little girl who loved to
read. So I told him, I said, ‘Daddy, I would most certainly love
to have a library for my birthday, a small little library would be
Deliver instruction to individuals or small groups of
students
Review student work
49
Identify grade level standards
Compare current student performance
to the standards
Identify gaps between current performance
and standards
Establish support plan with set
outcomes
Deliver instruction to individuals or small groups of
students
Review student work
50
What is Amari supposed to be doing in grade 3?
Grade 3 Standards
Know and apply grade-level phonics and word analysis skills in decoding words
-Identify and know the meaning of the most common prefixes and derivational suffixes
-Decode words with common Latin suffixes
-Decode multi-syllable words
-Read grade-appropriate irregularly spelled words
Identify grade level standards
51
Identify grade level standards
Compare current student performance
to the standards
Identify gaps between current performance
and standards
Establish support plan with set
outcomes
Deliver instruction to individuals or small groups of
students
Review student work
52
How is Amari performing against that standard?
• What does it appear that Amari is having trouble with? Why? What information do you have to support that claim?
• What other information can a teacher gain about Amari? Are there quick assessments a teacher can do to gain more information about Amari?
Compare current student performance
to the standards
Identify gaps between current performance
and standards
53
Amari-Informal Affixes Check
• Known Affixes: y, un, est,
• Amari sounded out all unknown words and usually gave up before reaching the end of the word
54
Amari’s Response
55
Page 15
56
Page 16
57
Page 16
Key Aspects of Multisyllabic Word Reading
• Knowledge of monosyllabic phonic elements-Can the student identify the most common sound of letters and common letter combinations?-Can the student write the letter or letter combination for the most common sounds?
• Knowledge of affixes-Can the student identify the most common sound of common prefixes and suffixes? -Can the student identify base words?
• Strategy for reading and writing multisyllabic words through breaking words into parts-Can the student read and write multisyllabic words?-Does the student apply an effective strategy for reading and writing multisyllabic words?
• Practice reading and writing multisyllabic words fluently with feedback-Does the fluently apply an effective strategy for reading and writing multisyllabic words?
• Practice reading multisyllabic words within text-Does the student self-correct multisyllabic word errors when reading text?-Does the student independently use common spelling patterns and affixes in writing?
58
Key Aspects: Guiding Questions Activity
Page 17
Review the following for Amari:
• Formal Assessment-Oral Reading Fluency (p.13)
• Reading passage with errors (p.15)
• Error analysis (p.16)
• Informal Affixes Check (p. 17)
59
• Amari seems to have knowledge of sounds in monosyllabic words but does not know how to use her knowledge to read larger words
• Students build on knowledge of monosyllabic word to identify known elements and words in larger words
distained
unimaginable
• Students understand that each syllable of a word contains one vowel sound
dis tain ed
un i mag in a ble
Amari’s Weakness
60
Basic phonic elements (page 19)Common Affixes and Sample Sequences (page 19)
Identifying Phonic Elements Activity
• captivate
• presoak
• delightfully
• impossible
• compromise
• reasonable
• bundle
• finished
• cheerful
• transportation
• collision
• presumption
Page 18
61
Identify grade level standards
Compare current student performance
to the standards
Identify gaps between current performance
and standards
Establish support plan with set
outcomes
Deliver instruction to individuals or small groups of
students
Review student work
62
How should you help Amari?
• Identify supports appropriate for Amari’s difficulties
• Identify when and how often supports should be provided
• Identify the format for providing support
Establish support plan with set
outcomes
Research for SWD Related to Amari’s Difficulties (refer to handouts on table)
63
Identify grade level standards
Compare current student performance
to the standards
Identify gaps between current performance
and standards
Establish support plan with set
outcomes
Deliver instruction to individuals or small groups of
students
Review student work
64
A Strategy for Reading Multisyllabic Words (Archer, Vachon, & Gleason, 2016)
1. Circle the prefixes
2. Circle the suffixes
3. Underline the vowels
4. Say the parts of the words
5. Say the whole word
6. Make it a real word
disagreeable
Deliver instruction to individuals or small groups of
students
65
Selecting Words for Instruction
• Multisyllabic
• Known phonic elements
• Words in students’ texts
• Scaffolded (systematic instruction) for strategy instruction-basketball, disagreeable, preexist-unavailable, precipitation-invisible, temperature
Activity: Selecting Words From Text
Text:Grade 3: Because of Winn Dixie (p. 14)Grade 4: Lightning Thief (p. 25) Grade 5: The Lion, The Witch, and The Wardrobe (p. 40)
66
Phasing Out Scaffolds
• Have students remind you of the steps and then apply them
• Have students look for the word parts in the strategy but not overtly circle or underline the parts
• Scoop the word parts as they say them aloud or place the word parts on different cards
• Have students scoop themselves but figure it out in their head before saying the whole word
in vest ment
67
Example Lesson
• Introduction of new affix
• Review of previously learned affixes and phonic elements
• Application of new affix and strategy to multisyllabic words
• Application of strategy to multisyllabic words with varying known elements
• Application to text reading
Activity:
Example lesson for multisyllabic words (page 20)
68
Adapted for Spelling
1. Say the parts of the word (dis a gree able)
2. Write the prefix, suffix, or sounds that go with each part
3. Read the word you wrote in parts
4. If you make a mistake, cross out the word andrewrite it
69
Identify grade level standards
Compare current student performance
to the standards
Identify gaps between current performance
and standards
Establish support plan with set
outcomes
Deliver instruction to individuals or small groups of
students
Review student work
70
Deliver instruction to individuals or small groups of
students
Review student work
71
Curriculum Activity
Examine one lesson from your curriculum that addresses the ELA standard for phonics/word recognition. What additions or adaptations could you make to provide effective multisyllabic word instruction for a student like Amari within that lesson?
Page 21
72
Shaping Up Activity & Parking Lot Questions
Identify something that “squares” with what you already thought/knew
Identify something that makes you view something from a new angle
Identify something that is still “rolling around in your head” to go back and implement in your classroom
Adapted from http://www.theteachertoolkit.com/index.php/tool/triangle-square-circle
He rode up front in his wheelchair, guiding us through the big echoey galleries, past marble statues and glass cases full of really old black-and-orange pottery.
It blew my mind that this stuff had survived for two thousand, three thousand years.
He gathered us around a thirteen-foot-tall stone column with a big sphinx on the top, and started telling us how it was a grave marker, a stele, for a girl about our age. He told us about the carvings on the sides. I was trying to listen to what he had to say, because it was kind of interesting, but everybody around me was talking, and every time I told them to shut up, the other teacher chaperone, Mrs. Dodds, would give me the evil eye.
Deliver instruction to individuals or small groups of
students
Review student work
79
Identify grade level standards
Compare current student performance
to the standards
Identify gaps between current performance
and standards
Establish support plan with set
outcomes
Deliver instruction to individuals or small groups of
students
Review student work
80
What is Joseph supposed to be doing in grade 4?
Grade 4 Standards
Know and apply grade-level phonics and word analysis skills in decoding words
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology(e.g. roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context
If students are unable to decode and encode single syllables and single-syllable words, they will not be able to decode multisyllabic words
Identify grade level standards
81
Identify grade level standards
Compare current student performance
to the standards
Identify gaps between current performance
and standards
Establish support plan with set
outcomes
Deliver instruction to individuals or small groups of
students
Review student work
82
How is Joseph performing against that standard?
• Describe Joseph’s performance against the standard
• What does it appear that Joseph is having trouble with? Why? What information do you have to support that claim?
• What other information can a teacher gain about Joseph? Are there quick assessments a teacher can do to gain more information about Joseph?
• Describe Joseph’s performance against the standard
• What does it appear that Joseph is having trouble with? Why? What information do you have to support that claim?
-Review the Error Analysis Chart from Lightning Thief passage and ORF
• What other information can a teacher gain about Joseph? Are there quick assessments a teacher can do to gain more information about Joseph?
Page 29
Discussion Activity:
How is Joseph performing
against the standard?
90
What are the basic monosyllabic word
elements that Joseph should have learned prior to 4th grade?
• Next slides highlight information that should have been mastered prior to 4th grade
• Includes resources where you can go for additional information
• For students experiencing severe difficulties, we will provide assistance throughout the year to assist you in providing more support for these students
91
Basic Phonics Elements Activity
Page 30
1. Single consonants and short vowels _____________ ___________
2. Consonant digraphs _____________ ___________
3. Long vowels with silent e (CVCe pattern) _____________ ___________
4. Long vowels at end of words or syllables _____________ ___________
5. Y as a vowel _____________ ___________
6. R-controlled vowels _____________ ___________
7. Silent consonants _____________ ___________
8. Vowel digraphs _____________ ___________
9. Vowel diphthongs _____________ ___________
Use the word bank at the bottom of the page to match the description. Each description will have 2 answers but they will not be repeated.
• High-frequency words (sometimes called sight words because students must be able to identify them by sight) are words that appear often in print
• 100 words account for almost 50% of the words used in text in schools and colleges
• They include function words (e.g. articles, prepositions, pronouns, conjunctions) that are critical for comprehension
• Almost 25% of these 100 words are irregular
96
• May be be “regular” -- decodable
• May be Irregular – not decodable
-Permanently irregular words: These contain one or more sound/spellings that are unique to that word or a few words and are not completely decodable. (e.g., was, said)
-Temporarily irregular words: These have one or more of the sound/spellings in the word that have not yet been introduced (or learned). Students lack sufficient letter/sound knowledge to decode the word. (e.g., paid is irregular until you learn the “ai” pattern)
High-Frequency Words
97
• Recommended sequence for teaching high frequency words
• Separated into those that are decodable and irregular; most of these are permanently irregular
• List is particularly useful for extremely low-performing students; use for informal assessment and lesson planning
• These words should be recognized quickly and easily (2 seconds each)
• Students should also be able to spell these words
• Knowledge of monosyllabic phonic elements-Can the student identify the most common sound of letters and common letter combinations?-Can the student write the letter or letter combination for the most common sounds?
• Strategy for decoding and encoding monosyllabic phonic elements-Can the student read and write single syllables?-Does the student use a strategy for decoding single syllables and single syllable words when reading connected text?-Does the student use a strategy for spelling single syllables and single syllable words when writing?
• Practice reading and writing single syllables and single syllable words fluently with feedback
• Practice reading single syllables and single syllable words within text-Does the student self-correct monosyllabic word errors when reading text?-Does the student independently use common spelling patterns of single-syllable words in writing?
Deliver instruction to individuals or small groups of
students
Review student work
102
How could you help Joseph?
• Identify supports appropriate for Joseph’s difficulties
• Identify when and how often supports should be provided
• Identify the format for providing support
Establish support plan with set
outcomes
Research for SWD Related to Joseph’s Difficulties (refer to handouts on table)
103
Systematic and explicit phonics instruction (NPR, 2000):
-is more effective than non-systematic or no phonics instruction
-significantly improves reading comprehension
-is effective for students from various social and economic levels
-is particularly beneficial for students who are having difficulty learning to read and who are at risk for developing reading problems (including dyslexia)
-is most effective when introduced early
• Fewer studies have been conducted with upper-elementary age students, but interventions that include word level instruction have been found to be effective (Wanzek et al., 2010)
Additional Considerations for
Students Like Joseph
104
Identify grade level standards
Compare current student performance
to the standards
Identify gaps between current performance
and standards
Establish support plan with set
outcomes
Deliver instruction to individuals or small groups of
students
Review student work
105
Examples from Explicit, Systematic Phonics Programs
• These routines can be used to teach words selected specifically for individual students like Joseph
• Students need to use a strategy for decoding single syllables and single syllable words when reading connected text
Deliver instruction to individuals or small groups of
students
106
Decoding Routine with Letter Sound/Letter Pattern Practice
1. Say underlined sound2. Say word
Strategy: During reading, students can underline and/or look for the letters that represent the vowel.
107
1. Say underlined sound2. Say word
Sound and Say Routine (more advanced example)
108
Video: Rewards Lesson 6, Saying Sounds for Vowel Combinations
• May be completed with flashcards
• May be tailored to practice specific skill deficits and skills from text
Examine one lesson from your curriculum that addresses the ELA standard for phonics/word recognition. What additions or adaptations could you make to provide effective decoding and encoding instruction for a student like Joseph within that lesson?
Page 36
120
Shaping Up Activity & Parking Lot Questions
Identify something that “squares” with what you already thought/knew
Identify something that makes you view something from a new angle
Identify something that is still “rolling around in your head” to go back and implement in your classroom
Adapted from http://www.theteachertoolkit.com/index.php/tool/triangle-square-circle
• Engage participants in a process for providing supports for students with disabilities to ensure that all students are able to read complex, grade-level texts
123
What is Reading Fluency?
Reading Fluency: reading quickly, accurately, and with expression
• requires automaticity
• combines rate and accuracy
• Includes reading with prosody
• Is linked to comprehension
124
Meet Cameron
• 5th Grade, 11 years old
• IEP for Learning Disability in reading
• Strengths
-Makes friends easily
-Word recognition
-Enjoys reading about history
• Weaknesses
-Reading below grade level expectations on oral reading fluency measure
-Slow to recognize words and read text
-Difficulty finishing homework due to slow reading
Page 38
125
Cameron’s Reading on Formal Assessments
Page 39 126
Cameron’s Progress During First 8 Weeks of School
0
20
40
60
80
100
120
140
Weeks
Cameron's Oral Reading Fluency
127
Cameron’s Reading in Class (Informal Assessment)
"What's that noise?" said Lucy suddenly. It was a far larger house than she had ever been in before and the thought of all those long passages and rows of doors leading into empty rooms was beginning to make her feel a little creepy.
"It's only a bird, silly," said Edmund.
"It's an owl," said Peter. "This is going to be a wonderful place for birds. I shall go to bed now. I say, let's go and explore tomorrow. You might find anything in a place like this. Did you see those mountains as we came along? And the woods? There might be eagles. There might be stags. There'll be hawks.“
"Badgers!" said Lucy."Foxes!" said Edmund."Rabbits!" said Susan.
"What's that noise?" said Lucy suddenly. It was a far larger house than she had ever been in before and the thought of all those long passages and rows of doors leading into empty rooms was beginning to make her feel a little creepy.
"It's only a bird, silly," said Edmund.
"It's an owl," said Peter. "This is going to be a wonderful place for birds. I shall go to bed now. I say, let's go and explore tomorrow. You might find anything in a place like this. Did you see those mountains as we came along? And the woods? There might be eagles. There might be stags. There'll be hawks.“
"Badgers!" said Lucy."Foxes!" said Edmund."Rabbits!" said Susan.
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129
Identify grade level standards
Compare current student performance
to the standards
Identify gaps between current performance
and standards
Establish support plan with set
outcomes
Deliver instruction to individuals or small groups of
students
Review student work
130
Identify grade level standards
Compare current student performance
to the standards
Identify gaps between current performance
and standards
Establish support plan with set
outcomes
Deliver instruction to individuals or small groups of
students
Review student work
131
What is Cameron supposed to be doing in grade 5?
Fluency Standards Grades 3-5
Read with sufficient accuracy and fluency to support comprehension
-Read on-level text with purpose and understanding
-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
-Use context to confirm or self-correct word recognition and understanding, rereading as necessary
Identify grade level standards
132
Grade Percentile Fall WCPM Winter WCPM
Spring WCPM
3 755025
997144
1209262
13710778
4 755025
1199468
13911287
15212398
5 755025
13911085
15612799
168139108
Oral Reading Fluency Norms
Hasbrouck & Tindal, 2006
133
Page 43
Identify grade level standards
Compare current student performance
to the standards
Identify gaps between current performance
and standards
Establish support plan with set
outcomes
Deliver instruction to individuals or small groups of
students
Review student work
134
How is Cameron performing against that standard?
• Describe Cameron’s performance against the standard
• What does it appear that Amari is having trouble with? Why? What information do you have to support that claim?
• What other information can a teacher gain about Cameron? Are there quick assessments a teacher can do to gain more information about Cameron?
Compare current student performance
to the standards
Identify gaps between current performance
and standards
Activity:Examples of Cameron’s Reading Passages (p. 41) 135
Observing Cameron’s Reading
• Cameron seems to read each word individually, taking 2-3 seconds per word; no phrasing or connection between words
• He sometimes sounds out the word, but sometimes he is just silent for 2-3 seconds before saying the word
• He usually gets the word correct on the first try
• When reading a fifth grade word list, Cameron reads very similarly (averaging 2-3 seconds per word with few errors)
136
Cameron’s Oral Reading Fluency Data
• Current Performance:
Total Number of Words Read – errors = Total Words Correct Per Minute (WCPM)
• Average oral reading fluency score over past 4 weeks is 37 WCPM
• Benchmark for end of the year fourth grade is 139 WCPM
• Needs improvement of 102 words correct (139 – 37) to meet grade level performance. There are 27 more weeks in the school year.
-Weekly goal: 102 ÷ 27 = 3.78 WCPM gain per week (on average)
137
Cameron’s Responses
"What's that noise?" said Lucy suddenly. It was a far larger house than she had ever been in before and the thought of all those long passages and rows of doors leading into empty rooms was beginning to make her feel a little creepy.
"It's only a bird, silly," said Edmund.
"It's an owl," said Peter. "This is going to be a wonderful place for birds. I shall go to bed now. I say, let's go and explore tomorrow. You might find anything in a place like this. Did you see those mountains as we came along? And the woods? There might be eagles. There might be stags. There'll be hawks.“
"Badgers!" said Lucy."Foxes!" said Edmund."Rabbits!" said Susan.
Page 41
138
Identify grade level standards
Compare current student performance
to the standards
Identify gaps between current performance
and standards
Establish support plan with set
outcomes
Deliver instruction to individuals or small groups of
students
Review student work
139
How should you help Cameron?
• Identify supports appropriate for Cameron’s difficulties
• Identify when and how often supports should be provided
• Identify the format for providing support
Establish support plan with set
outcomes
Research for SWD Related to Cameron’s Difficulties (refer to handouts on table)
140
Identify grade level standards
Compare current student performance
to the standards
Identify gaps between current performance
and standards
Establish support plan with set
outcomes
Deliver instruction to individuals or small groups of
students
Review student work
141
What can we do for Cameron?
• Fluency develops over time and with extensive reading of text
• Effective instruction can include:• Models of fluent reading
• Repeated reading of texts
• Continuous reading of text
Deliver instruction to individuals or small groups of
students
142
What can we do for Cameron? (cont’d)
• Provides daily opportunities for students to hear models of fluent reading, to practice reading texts repeatedly, and to monitor their own reading fluency with real, high-success, high-volume reading experiences
• Always encourage students to do their BEST reading not their fastest reading
• Include fluency practice with words or sounds to help students become more automatic (fluent) with reading foundational skills that they can then apply to text reading
Deliver instruction to individuals or small groups of
students
143
Resource:
LDOE Reading
Fluency Guide(see handout)
144
What can we do for Cameron? (cont’d)
Repeated Reading with a goal and feedback/guidance
• Paired reading with a more experienced reader
• Readers’ theater
https://www.youtube.com/watch?v=Z_g17OSAWso
• Timed Reading
https://www.youtube.com/watch?v=rrrLJR7Zbq0
Modeling of Fluent Reading
• Student rereads same passage trying to mimic the fluent reading
• Echo Reading
https://www.youtube.com/watch?v=e4Rid_Zn0uQ
Deliver instruction to individuals or small groups of
2. Partner A (more experienced reader) read the text for 1 min (modeling fluent reading). Partner B follows along
3. Partner B reads the same text for 1 min (repeated reading)
4. After both partners have read they complete a comprehension check. (retell, story grammar, etc.)
Adaptations:
• Each partner reads a page or a section instead of for 1 min
• Adjust the time for each partner’s reading (e.g., 2 min)
Handout X: Partner Reading Cue Cards (p. 42)146
Partner Reading Cue Cards
Page 42 147
Pairing StudentsProcedures:
1. Rank order students according to their
assessment scores
2. Split the list in half
3. Pair the highest student in the top half
of the class with the highest student in
the bottom half (continue until all
students have a partner)
4. If there are an odd number of
students, pair the lowest student with
the teacher or create a triad
5. Teach and regularly review with
students their roles within the pairs
Page 44 Name Oral Reading Fluency
Jenny 175
Amy 150
Alex 147
Brendan 134
Chris 129
Ashley 123
Jennifer 121
Dawn 115
Keith 105
Julia 101
Brandon 99
Ben 96
Timothy 94
Nicole 94
Courtney 87
Mark 72
Steven 66
Cally 56
Madison 55
Austin 42148
Pairing Students for Reading Text Activity
Page 45
Name Oral Reading Fluency
Paxton 150
Katherine 149
Alexis 143
William 139
Asa 135
Garrett 129
Sophie 125
Ryan 123
Nora 120
Michael 119
Amelia 115
Kaitlyn 105
Lucas 104
Abigail 104
Braylon 100
Julia 94
Henry 86
James 83
Sarah 70
Serenity 62
Pair Students in the Following Class:
149
Partner Reading Practice
Activity:
1) Find a partner
2) Assign one person as Partner A and one as Partner B
3) Select the grade level text for Partner B
4) Use the cue cards to practice partner reading
Partner Reading Cue Cards (p. 42)
Page 42
150
Scaffolding Grade Level Text Reading
How can I help Cameron with grade level text reading?
• Provided repeated reading with grade level texts
• Provide build-ups from easy to more difficult texts on a similar topic
• Provide practice with identifying difficult words (connect to earlier focus on word recognition) prior to fluency practice with the text
• Provide practice reading lengthy texts, building stamina
• Provide fluency practice with a text prior to comprehension work to allow students to get the “print to language” deciphering complete before reading for understanding.
• Provide phrase fluency practice using phrases in the text prior to reading the full text
REMEMBER – the more complex a text for an individual reader, the more support a student needs to comprehend the text 151
Identify grade level standards
Compare current student performance
to the standards
Identify gaps between current performance
and standards
Establish support plan with set
outcomes
Deliver instruction to individuals or small groups of
students
Review student work
152
Deliver instruction to individuals or small groups of
students
Review student work
153
Curriculum Activity
Examine one lesson from your curriculum that addresses the ELA standard for fluency. What additions or adaptations could you make to provide effective fluency instruction for a student like Cameron within that lesson?
Page 46
154
Shaping Up Activity & Parking Lot Questions
Identify something that “squares” with what you already thought/knew
Identify something that makes you view something from a new angle
Identify something that is still “rolling around in your head” to go back and implement in your classroom
Adapted from http://www.theteachertoolkit.com/index.php/tool/triangle-square-circle
• There will be times when intensive interventions are necessary
• Intensive interventions often happen outside of regular classroom instruction using an intervention program
• A quality intervention program for reading foundation is
-Systematic and explicit
-Focused on individual skills based on assessment results
-While it is related to core instruction, it is often disconnected from the direct content being discussed in the regular classroom (e.g., reading a book chapter in class while working on recognizing letters in intervention)
• No supports are a “one-size-fits-all approach”
Intensive Intervention
157
Resources (refer to handout)
158
• The PLLs will help you implement what has been trained today
• They will also help track what is working and what is not. If trends start showing up that students additional support, then the PLLs will alert us and we can customize the online trainings to take you through a similar process today but focused on a different area of support
Professional Learning Leaders (PLLs)
159
SPDG PD Framework Components
Initial On-Site PD @ Annual Summer Literacy Training in June • Day 1 for General/Special Education ELA Teachers grades 3-5 • Day 2 for School Leadership Team (SLT)/ District Leadership
Team (DLT)
On-going PD throughout the school year• Online Modules – Webinars (about 30 minutes)• PLCs supported by SPDG PLL (Professional Learning Leader)
Follow-up support throughout the school year• Quarterly SLT/DLT Meetings• Targeted support (i.e. family liaison, internal school/district
coaches)• On-site/Virtual Technical Assistance
160
On-Going PD Components
SY17-18
Aug. Sept. Oct. Nov. Dec. Jan. Feb. March April May
OnlineModule
√ √ √ √
PLCs √ √ √ √ √ √ √ √
Online Module: Interactive webinars using Adobe Presenter to provide extended learning of knowledge and skills from the summer literacy training
Once a semester About 30 minutes to complete Completed individually or whole group (school decides structure)
PLCs: Provide teachers the opportunity to practice the knowledge, skills, and application of evidence-based literacy practices from the summer literacy training
Four times a semester facilitated by PLL (Professional Learning Leader) Date & time will be coordinated with school administrator and PLL