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What are the five essential components for effective reading instruction?

How can I help secondary students improve decoding and fluency skills?

How can I use data analysis to guide individualized instruction of students in my intervention class?

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I can explain the foundational reading skills students must have in order to be successful readers and writers.

I can administer the Ekwall / Shanker diagnostic assessments.

I can analyze the data to inform instruction and to meet the individual needs of my students.

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Building A Strong Foundation

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Reading Instruction

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To help students learn the AlphabeticPrinciple—the understanding that lettersand sounds work together in systematicways to form words.

When students understand the alphabetic principle, they develop the skills needed to decode words.

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Students Who Struggle With

Decoding:

Students With Strong Decoding

Skills:

Rely heavily on context and guessingRead slowly and with great effortFocus on decoding rather than comprehendingSkip challenging words and sections of textDo not monitor their reading to make sure it makes sense.

Read a word letter by letterProcess words automatically and rapidlyLook for known word parts in unfamiliar wordsUse context to confirm pronunciation and meaning.

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Familiarize students with key words before encountering them in text.

Provide a working definition of key words.

Model explicitly how to break down regular multisyllabic words.

It is not just about the

speed.

It is the ability to read a

text accurately,

quickly and with

expression.

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Fluency is important because it provides abridge between word recognition andcomprehension . Ambruster, Lehr & Osborn, 2001-

Word Recognition

Comprehension

NOT-SO-FLUENT READER

Fluency

Effort and Attention

Comprehension

FLUENT READERS

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Fluency

Effort and Attention

Comprehension

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Group I: Introduction and Caveat Group II: Fluency beyond the Elementary

Grades Group III: What Does This Mean

Participants use the Cornell note-taking graphic organizer. Share with group.

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Repeated and monitored oral reading (partner reading, student-teacher reading)

Choral Reading Readers’ Theatre Tape-assisted reading Model fluent reading

Students cannot understand what

they are reading without knowing

what most of the words mean.

This is especially true as students

read more advanced texts that

contains words that are not part

of their oral vocabulary.

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Embed the CODE Principles and the Marzano Six-Step Process into daily intervention instruction

Use the vocabulary tools of the KCLM model Teach word parts (prefixes, suffixes, base

words and word roots) Teach words that are important for

understanding a concept of the text Teach words that students are likely to see

again and again

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Activate Prior

Knowledge

Monitor/ClarifyComprehension

Comprehension

Infer and

Predict

Summarize

VisualizeSynthesize and

Retell

Ask Questions

Stanford Achievement Test (SAT-10)

Ekwall/Shanker Reading Inventory

TOWL 4 Writing Assessment

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Is an online standardized, norm-referenced achievement test that can be given three times a year.

Provides student Lexile scores

Reduces time needed to evaluate student achievement.

From Pearson Education Inc.

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Comprehension

Vocabulary

Phonics

Decoding

Phonemic Awareness

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The ESRI measures: phonemic awarenessconcepts about printletter knowledgebasic sight wordsstructural analysisfluencycomprehension

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Independent : level a student should be able to read without help of any kind from the teacher

Instructional: level at which a student should be able to read with teacher assistance

Frustration: the point at which reading material simply becomes too difficult for the student to read

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Comparison of silent and oral reading Assessment of fluency and word

recognition proficiency at various levels of difficulty to determine the level of materials that a student should read under various conditions

Listening comprehension

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Informal Reading Inventory Emergent Literacy Sight Words Phonics Structural Analysis Context Clue Use Reading Interest

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Test requires a student to pronounce increasingly difficult words that are listed by grade level at which most students learn them.

Takes approximately 5 to 10 minutes to administer.

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Make copies of the scoring sheet. You will need one set of the two pages for each student you test. (p 131-132)Open the manual to the Test Sheet (p. 130). You can also copy and laminate the sheet to hand to the student.

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1. Place the test sheet in front of the student and say, “Here are some words I would like for you to read aloud. Try to read all of them even if you are not sure what some of the words are. Let’s begin by reading the words on this list.”

2. Record words pronounced correctly with a plus(+) on your scoring sheet and write down all incorrect responses.

3. Have students continue reading consecutively higher level-levels until the student misses three or more words on any one list.

4. After the student misses three or more words on any list, stop the testing.

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•The highest list at which the student reads with 0 or 1 error is the independent reading level.•The highest list at which the student misses two words is the instructional level.•The list at which the students misses three or more words is the frustration level.

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Norm-referenced, comprehensive diagnostic of written expression

It is used to identify students

who write poorly Determine students’

particular weaknesses in various writing abilities

Document student progress

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Vocabulary Spelling Punctuation Logical Sentences Sentence Combining Contextual Conventions Story Composition

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Reflective Journal*I can explain the

foundational skills students need to be successful readers and writers.

*I can administer the SAT 10,Ekwall/Shanker, and Towl 4

diagnostic assessments. *I know how to analyze the

data to meet the individual needs of my students.

Ekwall, James, & Ward A. Cockrum. Reading Inventory. 5th Edition. Allyn and Bacon 2010

Gelfond, Sabra. “How You Can Build A Better Reader.” Retrieved from the World Wide Web: http://www.iser.com/resources/better-readers.html January 2010.

Hudson, Roxanne Ph.D. Word Work Strategies to Develop Decoding Skills for Beginning Readers. Retrieved from the World Wide Web June 2010 http://www.fcrr.org/staffpresentations/RHudson/word_work_RF_Longisland_FCRR.pdf

National Reading Panel. Put Reading First. National Institute for Literacy 2001)Pressley, Michael. “Comprehension Instruction: What Works”. Retrieved from the

World Wide Web: Reading Rockets.Org. June 2010) .Rasinski, Timothy V., Nancy D. Padak, Christine A.McKeon, Lori G.Wilfong, Julie A.

Friedauer, Patricia Heim. Is Reading Fluency a Key for Successful High School Reading. National Reading Associatioin 2005.

Rasinski, T. V. (2003). The fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension. New York: Scholastic.

Walker, L. (1996) Readers' Theatre in the Middle School and Junior High School, Meriwether Publishing, CO.

SAT-10: http://www.pearsonassessments.com/NR/rdonlyres/E5E5CAB0-7BB9-4BBB-88DA-C444B0A52245/0/SAT10ScoreReportSampler.pdf

TOWL-4: http://www.pearsonassessments.com/HAIWEB/Cultures/en- us/Productdetail.htm?Pid=PAa19045&Mode=summary