Post on 16-Dec-2015
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
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
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)?
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:
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