Scott Baker, Ph.D. Michael Rebar, Ph.D. Oregon Reading First Center Oregon Reading First Review of Supplemental and Intervention Programs: Summary by Essential.

Scott Baker, Ph.D.Scott Baker, Ph.D.

Michael Rebar, Ph.D.Michael Rebar, Ph.D.

Oregon Reading First CenterOregon Reading First Center

Oregon Reading FirstOregon Reading FirstReview of Review of

Supplemental and Intervention Programs:Supplemental and Intervention Programs:Summary by Essential ComponentSummary by Essential Component

VocabularyVocabulary

Baker & Rebar © 2004 2

AcknowledgmentsAcknowledgments

Oregon Department of Education

Institute for the Development of Educational

Achievement, College of Education, University of Oregon

U.S. Department of Education, Office of Special

Education Programs

Oregon Reading First Supplemental and Intervention

Curriculum Review Panel


Content DevelopmentContent Development

Content developed by:

Scott BakerUniversity of Oregon

Michael Rebar, Ph.D.Pacific Institutes for Research

Additional support:

Patrick Kennedy-PaineKatie TateUniversity of Oregon


CopyrightCopyright

All materials are copy written and should

not be reproduced or used without

expressed permission of Dr. Edward J.

Kame’enui or Dr. Deborah C. Simmons.

Selected slides were reproduced from

other sources and original references cited.


Schoolwide:

Each & All

Prevention Oriented Scientifically

Based

Results Focused

IBR Foundational Features: IBR Foundational Features: Translating Research into PracticeTranslating Research into Practice


Today’s Focus

IBR Guiding QuestionsIBR Guiding Questions

1. Goals: What outcomes do we want for our students in our state, district, and schools?

2. Knowledge: What do we know and what guidance can we gain from scientifically based reading research?

3. Progress Monitoring Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student?

4. Outcome Assessment: How far do we need to go to reach our goals and outcomes?

5. Core Instruction: What are the critical components that need to be in place to reach our goals?

6. Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made?


The objectives of today’s session are to:

1. Review items on the Supplemental/ Intervention (S/I) Consumer's Guide for vocabulary.

2. Review data on all S/I vocabulary programs.

3. Discuss overall strengths and weaknesses found in all S/I vocabulary programs.

4. Provide an overview of selected S/I vocabulary programs.

Objectives: What You WillObjectives: What You WillLearn and DoLearn and Do


Consumer’s Guide:Consumer’s Guide:Vocabulary ItemsVocabulary Items

Vocabu lary Instruction

GradeRating Criterion

K 1 2 3

Initial Instruction Additional Evidence

1. Selects words that are highly usefulfor passage understanding and/or laterlearning. (w)

X X X X

2. Explains meanings of words ineveryday language (Beck, McKeown, &Kucan, 2002). (w)

X X X X

3. Provides direct instruction of targetedconcepts and vocabulary. (w)

X X X X

4. Provides repeated and multipleexposures to critical vocabulary in avariety of contexts. (w) and (ss)

X X X X

5. Integrates words into sentences andasks students to tell the meaning of theword in the sentence. (w)

X X X X

6. Engages students in processing wordmeanings at a deeper level (e.g.,associating new words with knownwords, creating context for new words).(w)

X X X X


Consumer’s Guide:Consumer’s Guide:Vocabulary Items (cont.)Vocabulary Items (cont.)

Vocabu lary Instruction

GradeRating Criterion

K 1 2 3

Initial Instruction Additional Evidence

7. Reviews previously introduced wordscumulatively. [NRP, p.4-4] (st)

X X X X

8. Teaches strategies to use context togain the meanings of an unfamiliar word.(Context includes the words surroundingthe unfamiliar word that provideinformation to its meaning.) (w)

X X

9. Teaches dictionary usage explicitlywith grade-appropriate dictionaries thatallow students to access and understandthe meaning of an unknown word. (w)

X

10. Extends the understanding ofconcepts and vocabulary of the Englishlanguage through: (1) learning and usingantonyms and synonyms; (2) usingindividual words in compound words topredict meaning; (3) using prefixes andsuffixes to assist in word meaning; and(4) learning simple multiple-meaningwords. (w) and (ss)

X X


SummarySummary

Vocabulary

Program 1 2 3 4 5 6 7 8 9 10 TotalLanguage for LearningHeadsproutReading Explorers Pathfinders Tutoring KitHigh Frequency Word Vocabulary KitPM Plus ReadersWords at WorkEarobics Literacy Launch (step 1)Sails Literacy SeriesShutterbug BooksPacific Literacy Shared ReadingKid Phonics 1Pacific Literacy Guided Reading (K)Pacific Literacy Guided Reading (grade 1)Pacific Literacy Guided Reading (grade 2)Fast ForWord Bookshelf (Vol. 1 & 2)MatchwordCurious George Reading & PhonicsLittle ReadersLanguage for ThinkingKid Phonics 2Earobics Literacy Launch (step 2)Vocabulary for AchievementAccelerated VocabularyOrbit Grade 3 CollectionsLexia Strategies for Older Students (S.O.S.)Orbit Grade 3 Chapter BooksTotal


SummarySummary

Vocabulary

Program 1 2 3 4 5 6 7 8 9 10 TotalLanguage for Learning F F F F P P+ P+ E+ P 1/9Headsprout P E+ E P E+ E F E+ E+ 6/9Reading Explorers Pathfinders Tutoring Kit P+ F E+ E E+ P E P+ E E 6/9High Frequency Word Vocabulary Kit F E E+ P E+ E F E E E 7/10PM Plus Readers P+ E E P E E+ E E E+ E+ 8/10Words at Work P E+ E P+ E E E E E 7/9Earobics Literacy Launch (step 1) E+ E+ E E E+ E+ E 7/7Sails Literacy Series F E E E E E E E+ E E 9/10Shutterbug Books P+ E E E E+ E+ E E E E 9/10Pacific Literacy Shared Reading E E E E E E+ E E+ E 9/10Kid Phonics 1 E E E E+ E E E E 8/8Pacific Literacy Guided Reading (K) E E E E E E E 7/7Pacific Literacy Guided Reading (grade 1) E E E E E E E 7/7Pacific Literacy Guided Reading (grade 2) E+ E E E E E E E E 9/9Fast ForWord Bookshelf (Vol. 1 & 2) E+ E E E E E E E E 9/9Matchword E E E E E+ E E E E E 10/10Curious George Reading & Phonics E E E E E E E 7/7Little Readers E E E E E E E 7/7Language for Thinking F F F P P P+ P+ E E P 2/10Kid Phonics 2 E E E E+ E E E E E P 9/10Earobics Literacy Launch (step 2) E E+ E E E E E E E E+ 10/10Vocabulary for Achievement F F P F P+ F E+ P P F 1/10Accelerated Vocabulary E+ P+ P+ P P P+ P P P P+ 1/10Orbit Grade 3 Collections E+ P E E+ E+ E+ E E E E 9/10Lexia Strategies for Older Students (S.O.S.) E E+ E+ E E E E E E E+ 10/10Orbit Grade 3 Chapter Books E+ E E E E E+ E E E E 10/10Total 16/26 20/26 22/26 18/26 22/26 21/26 21/26 18/21 12/14 15/20


SummarySummary

Vocabulary



SummarySummary

Vocabulary



Evidence of Sufficient Instructional Evidence of Sufficient Instructional Quality for Vocabulary Programs Quality for Vocabulary Programs


Evidence of Insufficient Instructional Evidence of Insufficient Instructional Quality for Vocabulary Programs Quality for Vocabulary Programs


Evidence of Insufficient Instructional Evidence of Insufficient Instructional Quality for Vocabulary Programs Quality for Vocabulary Programs


Sample Program:Sample Program:Language for LearningLanguage for Learning

Grades: K-2

Publisher: SRA McGraw-Hill, 1999

Author: Siegfried Engelmann, Jean Osborn

Grouping: ~ 6 (low) - 12 (high achievers)

Lessons: 150

Time: 25-30 minutes per day, daily

Cost: $597


Sample Program:Sample Program:Vocabulary for AchievementVocabulary for Achievement

Grade: 3 Publisher: Great Source, 2001 Author: Margaret Ann Richek Grouping: (NS*) Small group to full class Lessons: 30 Time: 1 lesson per week (40-60 minutes) Cost: $10.35 per student copy, $16.50 teacher

guide ($345 for 30 student copies + 2 teacher guides)

NS = Not Specified


Sample Program: Sample Program: Accelerated VocabularyAccelerated Vocabulary

Type: Software Grade: 3 Publisher: Renaissance Learning, 2002 Grouping: Individual Lessons: 100 quizzes Time: (NS) ~ 15 minutes per quiz Cost: $399 (200 students, 100 quizzes),

$79 for 50 additional students

Scott Baker, Ph.D. Michael Rebar, Ph.D. Oregon Reading First Center Oregon Reading First Review of Supplemental and Intervention Programs: Summary by Essential.

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