Oregon Reading First Lesson Pacing (C) 2007 by the Oregon Reading First Center Center on Teaching and Learning.

Oregon Reading First

Lesson Pacing

(C) 2007 by the Oregon Reading First Center Center on Teaching and Learning

Why Is Lesson Pacing Important?

Why Is Lesson Pacing Important?

• Ensures required instructional content is covered at necessary rate

• Is a critical part of differentiating instruction • Is correlated to important reading outcomes -

predicts grade level achievement • Protects students from “the tyranny of time”

Effectiveness of Intervention: Is Pacing the Problem?

Effectiveness of Grade 2 Intensive Support ProgramsStudents Intensive at Beginning of Year

Beginning

ORF

Score

Middle

ORF

Score

Is the Gap Closing?total growth (average gain per

week)

Marcus

Timmy

Maria

Stacey

Louis

Ethan

Regina

Dana

7

4

20

6

10

17

23

13

13

6

36

10

22

29

56

30

6 (.4)

2 (.1)

16 (1.1)

4 (.2)

12 (.8)

12 (.8)

33 (2.2)

17 (1.1)

Reality: 73% of this school’s intensive 2nd graders are losing ground. 18% are making only parallel growth.

How to Achieve Positive Reading Outcomes

How to Achieve Positive Reading Outcomes

FIRST: Ensure students are placed in the appropriate level of support according to instructional needs (i.e. benchmark, strategic, intensive)

SECOND: Group students according to program placement recommendations.

THIRD: Identify pacing goals for each instructional group - ensure pacing and mastery.

Performances Predictive of Reading Success

DIBELS Measure Benchmark Established

Initial Sound Fluency 25 or more Middle K

Phonemic SegmentationFluency 35 or more End K

NWF 25 or more End of K50 or more Middle 1st

ORF 1st thru 3rd End of year G1: > = 40 G2: > = 90 G3: > = 110

First Grade Oral Reading FluencyLesson Progress Percentage Passing Criterion

At or belowRMI 160 5%Plus I 105

BetweenRMII 11-25Plus I 106-120 53%

BetweenRMII 50-100Plus I 145- II35 83%

Above

RMII 115

Plus II 50 100%

Lesson Progress is Predictive of Reading Success

Pacing Matters…

The goal for second grade students placed in RM Plus is to complete, at a minimum, the last lesson of RM Plus, Level 2 (Lesson 160) by the end of second grade.

Establish Specific Goals

1. Progress Monitoring Goals:DIBELS Measure Fall Winter Spring

Oral Reading Fluency

44 Words Read

Correctly Per Minute

68 Words Read Correctly Per Minute

90 Words Read Correctly Per Minute

2. Lesson Progress Goals:

Program/Level Completed by: Notes:

Reading Mastery Classic I End of Kindergarten

Reading Mastery Classic II End of 1st

Reading Mastery Classic III End of 2nd/early 3rd

Reading Mastery Classic IV End of 3rd/early 4th

Reading Mastery Plus K Lesson 110 of

Plus I = RM Classic Level I

See Rm Plus Workbook Supplement

Reading Mastery Plus 1 Complete by 3rd month of

first grade

Reading Mastery Plus 2 Mid to end of 2nd

Reading Mastery Plus 3 Mid to end of 3rd Two full periods a day

Reading Mastery Signatures Same as RM Classic

How Do Programs Align with Grade Level Goals?

Program/Level Completed by: Notes:

Horizons A 120 Lessons by end of KG Start with work on letter names before beginning Horizons

Horizons B End of 1st or mid 2nd

Horizons C/D End of 3rd Better alternative is RM III twice a day, then RM IV twice a day.

Corrective Reading B-2 End of 3rd

Corrective Reading C End of 4th Same for grades 5, 6

Language for Learning End of KG

Language for Thinking End of 1st Use after 1st grade only with ELL/or students with low lang.

How Do Programs Align with Grade Level Goals?

How Can We Track Lesson Progress?

How Can We Track Lesson Progress?

Lesson Progress Reporting - LPR

• A method of tracking lesson progress.• A way to organize information on student

performance/program mastery.• A system for monitoring group progress

toward important benchmarks

Establish a Pacing ScheduleMonth Week of Pacing Goal

September 4th

11th

18th

25th

October 2nd

9th

16th

23rd

30th

November 6th

13th

20th

27th

December 4th

11th

January 1st

8th

15th

22nd

29th

Create a pacing schedule for Mrs. Andrew’s 1st grade

Intensive students.1. Mrs. Andrew’s Intensive group must complete Reading Mastery Classic II lesson

#160 by the end of the May.

2. It is November 1st and the group just completed lesson #17. Identify a pacing schedule that will ensure Mrs. Andrew’s group will complete all 160 lessons by the end of the year

A. How many weeks = 24

3 Nov.

2 Dec.

4 Jan.

4 Feb.

3 Mar.

4 Apr.

4 May

Example Pacing Schedule

B. How many lessons = 143

160 – 17 = 143

C. Average number of lessons per week = 6 lessons per week

143 / 24 = 6

6 x 24 + 17 = 161

D. Identify target lessons for each month

NOVEMBER - MAY

NOV. = 35 March = 113

DEC. = 47 April = 137

JAN. = 71 May = 160

FEB. = 95

Example Pacing Schedule

Establish a Pacing ScheduleMonth Week of Pacing Goal

November 4th Lesson 23

11th Lesson 29

18th Lesson 35

December 2nd Lesson 41

9th Lesson 47

January 6th Lesson 53

13th Lesson 59

20th Lesson 65

27th Lesson 71

February 3rd Lesson 77

10th Lesson 83

17th Lesson 89

24th Lesson 95

March 2nd Lesson 101

9th Lesson 107

16th Lesson 113

Establish a Pacing ScheduleMonth Week of Pacing Goal

April 6th Lesson 119

13th Lesson 125

20th Lesson 131

27th Lesson 137

May 4th Lesson 143

11th Lesson 149

18th Lesson 155

25th Lesson 160

June

Create a pacing schedule for Mr. Moon’s 2nd grade Horizons Group

1. Current lesson = 41, Horizons B

2. Date = Jan. 1st

3. Target Lesson = 160 by end of year

4. Average number of lessons per week needed to meet target?

5. What is the target lesson at the end of each month… JAN. - JUNE 14th?

Activity… Your Turn!Pacing Schedule

ACTIVITY

Create a pacing Schedule for Mr. Moon’s 2nd grade Horizons Group

1. Current lesson = 21, Horizons B

2. Date = Jan. 1st

3. Target Lesson = 160 by end of year

4. Average number of lessons per week needed to meet target?

5. What is the target lesson at the end of each month… JAN. - JUNE 14th?

Activity… Your Turn!Pacing Schedule

ACTIVITY

Establish a Pacing Schedule (Mr. Moon)Month Week of Pacing Goal

November

December

January 6th

13th

20th

27th

February 3rd

10th

17th

24th

March 2nd

9th

16th

Establish a Pacing Schedule (Mr. Moon)Month Week of Pacing Goal

April 6th

13th

20th

27th

May 4th

11th

18th

25th

June 1st

8th

Program

Horizons Fast Track A/B

Reading Mastery Fast Cycle (may also use accelerated schedule using RM 1 & 2)

Which StudentsGrades 1-2

Pass placement test

Know letter names

Language skills intact

Grades 1-2, some 3rd

Have difficulty with minimal differences (t/f, th, wh), and shortlong vowel

Accelerate to Ensure Lesson ProgressAccelerate to Ensure Lesson Progress

(Reading Mastery I)

Lesson 91 = teach

Lesson 92 = teach sounds page; go to story and read once (task 22)

Lesson 93 = teach

Lesson 94 = teach

Lesson 95 = teach

Lesson 96 = teach

Lesson 97 = teach sounds page; go to story – teach tasks 18-23.

Example Acceleration ScheduleExample Acceleration Schedule

(Reading Mastery Classic and Fast Cycle)

RM I RM Fast Cycle

Lesson: 12 1

14 2

16 3

19 4

22 5

23 6

25 7

Example Acceleration ScheduleExample Acceleration Schedule

Lesson pacing goals cannot be

met at the expense of student mastery!

Dilemma Dilemma

In-Program AssessmentIn-Program Assessment

Used to ensure student’s are learning program content

Identify students requiring additional instruction

Inform effectiveness of instruction

Predict reading outcomes on other measures, i.e., DIBELS

Test 1 (Part 4)Part 4: Reading Words

sink brothers hurry were tasted tired roll hard getting dressed best yellow Subtotal TotalCriterion 3/3 3/3 3/3 3/3 3/3 3/3 3/3 3/3 3/3 3/3 3/3 3/3 30/36 79/100

Name Date

In-Program Assessments

Horizons, Level B, Test 1 Example

In-Program Assessments

Short Vowels a, i

Short Vowels: o, u, e

Long Vowels, CVCe: a, i

HF Words Story Structure

Fantasy & Realism

Predicting Outcomes

Vocabulary Student

5 5 5 10 5 5 5 10

Total/%age

Houghton Mifflin 2003, Second Grade, Theme Test 1 Example

How do we get back on pace?

Structural Items Implementation

• Schedule adequate?

• Group size appropriate?

• Students placed correctly?

• Enough staff?

• Double dose?

• Lessons implemented with fidelity?

• Pacing appropriate?

• Behavior management in place?

• Increase exposure/repetition?

•Competing programs?

Identify reasons for a slowed pace:

Progress Monitor Groups of StudentsProgress Monitor Groups of Students

Two Types of Progress Monitoring:

1. In-program monitoring - are students’ learning content of lessons?

2. Out of program monitoring - are student’s generalizing information learned (can they apply it)?

DIBELS Progress Monitoring

Components of an LPR System:

• Group Organizer

• Teacher LPR

• Test Summaries

• DIBELS Progress Monitoring Data

Group OrganizerGrou p Or ga n izer

School: _________________________LPR Period: _____________________

Gradeevels

Teacher Group InstructionalRecommendation

Size Current Lesson Lessons/Inst. Days

Teacher LPR(one page per teacher)

Lesson Progress Report (LPR)

Teacher: School: LPR Period:

In-Program Test SummariesGrade Group SizeofGroup

InstructRec.(I, S, B)

Reading Program(s) CurrentLesson

Lessons/InstructDays

Test or Check-out PassingStudents

AbsentStudents

FailingStudents

Comments:

Program Mastery

DIBELS Progress Monitoring

Pro

gre

ss M

on

ito

r In

stru

cti

on

al G

rou

ps

: In

-Pro

gra

m M

on

ito

rin

g

Helpful Forms for Lesson Progress

Reporting

Group OrganizerGrou p Or ga n izer

School: _____Grove Elementary_______LPR Period: _10/9/06-10/27/06____

Gradeevels

Teacher Group InstructionalRecommendation

Size Current Lesson Lessons/Inst. Days

K Casey AM Apple S, B 7 RM Plus 1, Lesson 25

L for L, Lesson 60

13/15

13/15

K Casey AM Banana I, S 7 RM Plus 1, Lesson 25

L for L, Lesson 60

13/15

13/15

K Hawk AM Group B I, S 6 ERI, Lesson 29

L for L, Lesson 29

13/15

14/15

K Hawk AM Group A I, S ERI, Lesson 29

L for L, Lesson 29

13/15

14/15

K Holmes Holmes2 I 4 ERI, Lesson 24

L for L, Lesson 24

12/14

9/14

K Holmes Holmes1 I 6 ERI, Lesson 29

L for L, Lesson 25

13/14

9/14

K Luckstead 2 I 6 ERI, Lesson 23

L for L, Lesson 1

9/14

24/14

K McRae AM Green I 6 ERI, Lesson 31

L for L, Lesson 1

15/15

0/15

K McRae AM Blue I,S 7 ERI, Lesson 31

L for L, Lesson 1

15/15

0/15

K Neil K group 2 I, S 7 RM Plus 1, Lesson 10

L for L, Lesson 51

10/15

14/15

K Neil K group 1 I, S 7 RM Plus 1, Lesson 10

L for L, Lesson 51

10/15

14/15

K Ziska Green I 5 ERI, Lesson 20

L for L, Lesson 15

10/15

6/15

K Ziska Yellow I 5 ERI, Lesson 26

L for L, Lesson 15

10/15

6/15

Lesson Progress Report (LPR) Instructor

Teacher: School: LPR Period:

In -Program Test Summaries Grade Group Size of

Group

Instruct

Rec (I, S, B)

Intervention Pro gram(s) Current

Lesson

Target

Lesson Test or Check -out Passing

Students

Abse nt

Students

Failing

Students

C omments:

Adap ted from: Carrie Thomas -Beck

Teacher LPR(one page per group)

Lesson Pro gress

Group: ____________________

LPR Period: ________________

Teacher: _________________________

School: __________________________

Grade: Size of Group:

Instructional Recommendation: Minutes per Period:

Rea d in g Pro g r a ms in Use

Reading Programs Current Lesson Minutes perProgram

Lessons/Inst. Days

I n- Pr ogr a m Test Sum m a r y

In-Program Test Passing Students Failing Students Absent Students

Comments

Test Summaries

Date of Test: Small Groups, Whole or Individual:HM Level (theme): We Can Do It! Group Level (strategic, benchmark):

A B C D E F G H

r-Controlled Vowels: or,

ore

r-Controlled Vowels: er, ir,

urr-controlled Vowels: ar

Base Words and Endings -

er, -est HF WordsMaking

PredictionsSequence of

Events Cause and Effect10 10 10 10 5 5 5 5

0%0%0%0%0%0%0%0%0%0%0%0%0%0%0%0%0%0%0%0%0%

Total % Correct #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!

PassNo Pass

First Grade Theme Test Results

Your system is perfectly aligned to achieve the results

you are getting

Consider…