Connecting the Dots From Reading Research to Practice
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Transcript of Connecting the Dots From Reading Research to Practice
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Margie [email protected]
Aden Associates [email protected]
Connecting the DotsFrom Reading Research to
Practice
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Objectives
Effective InstructionBig 5 Common Core & LiteracyComponents and Strategies of the
Big 5Using Data to Drive InstructionTypes of GroupingsPlanning for Instruction
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Direct, Explicit Instruction
Instruction is appropriate to grade level standards.
Materials are appropriateStandards/objectives are communicated to
students orally or in writing. Connects previous learning to new learning. Provides Explicit Modeling and Explaining (I
DO) Provides Practice. (WE DO & YOU DO)Key Vocabulary Emphasized.Specific and Immediate Feedback. Instructional Pacing.
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Student Engagement Attributes
Elicit students to be engaged. Elicits 85% or more to participate in the
learning at the same time. Makes engagement Mandatory by ensuring
that 85% or more students are engaged.
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Ideas for Active EngagementIndividual White boardsSignal CardsBuddy Buzz (Peanutbutter/Jelly Partners)Buddy InterviewThink, Pair, ShareThumbs up/thumbs inGive One, Get OneChoral Response Response Cards (A-D) Red/Yellow/Green Cups
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Scaffolding I Do We Do You Do
Teacher -information -modeling -direct, explicit instruction -examples-Student engagement
Student
Teacher -checking for understanding-guided practice -Student engagement
Student
Teacher -monitoring
Independent Practice “Mastery”
Student
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Common Core Standards
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Good Reading Requires … Accurate Word Reading, Fluency, and Comprehension
Decoding Comprehensionx
PA
Phonics
Fluency
Vocabulary
Text Comprehension
5 components
2 domains
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Areas of the Brain That Support Reading
LETRS, Module 1
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Big 5 Phonemic Awareness: the ability to isolate
and manipulate the sounds of language.Phonics: “the alphabetic principle” mapping
print to soundVocabulary: the ability to understand and
use a broad variety of wordsFluency: the ability to read with accuracy,
automaticity and expressionComprehension: the ability to understand
what is read by applying appropriate strategies
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Phonemic Awareness
the ability to isolate and manipulate the sounds of language.
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Why do we teach Phonemic Awareness?
The best predictor of reading success in kindergarten and first grade is the ability to segment words and syllables into individual units (Lyon 1995)
Reading gains are achieved by mastering activities that build phonemic awareness (Foorman, Francis, Beller Winikates & Fletcher 1997)
The correlation between PA and learning to read is greater than the correlation between learning to read and intelligence, reading readiness & listening comprehension tests (Stanovich 1983)
PA instruction will accelerate reading growth for all children (Torgesen & Mathes 1998)
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Dr. Carol Tolman*Phonology steps most supported by research to improve reading and spelling skills
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Phonemes
Phonemic awareness specifically focuses on individual sounds (known as phonemes) in words.
Phonemes are the smallest units of sound in spoken words.
/ s / / u / / n /
1st phoneme 2nd phoneme 3rd phoneme
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Features of Consonant Sounds
Where in the mouth is the sound formed? Front, middle, back Say /p/ and /g/.
How is the sound formed? Teeth? Lips? Tongue? Say /t/ and /b/.
Is it a Continuous or Stop sound? Say /m/ and /d/.
Is it voiced or unvoiced? Voiced/ cords vibrating. Say /z/. Voiceless/ no vocal cords. Say /s/.
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Segment these words to find the surprise and tricky phonemes!
Quilt
Box
Universe
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Back to Back ActivityStudents pair up and stand back to back.Teacher says a word.Students each count syllables on their
fingers.On count of three turn to partner and
compare answers.All students display answers to teacher.Let’s try it!
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Phonics“the alphabetic principle” mapping print to
sound
Grapheme - letter representing phoneme: a written symbol, letter, or combination of letters that represents a single sound
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We Teach Students to Match Sounds to Letters
Phoneme-Grapheme Relationships:
shell cheese
/ch/ /e/ /z//sh/ /e/ /l/
p. 30
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Phonemic Awarenessand Phonics
PhonemicAwareness Phonics≠
• Phonemic awareness instruction helps children make the connection between letters and sounds.
• During reading and spelling activities, children begin to combine their knowledge of phonological awareness and phonics.
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Predictability of language
From Hanna, Hanna, Hodges, and Rudorf (1966):
50 percent of words are predictable by rule.36 percent of words are predictable by rule
with one error, usually a vowel.
10 percent of words will be predictable with morphology and word origin taken into account.
Fewer than 4 percent are true oddities.
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Explicit and Systematic Instruction: Phonics
Teach frequently used letters and sounds before teaching those less frequently used.
Introduce only a few letter sound correspondences at a time.
Model and present each individual letter and its most common sound.
Begin with letter-sound correspondences that can be combined to make words children can decode, read and understand.
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Five Principles for Understanding Spelling and Reading
We spell by:
Language of origin. Phoneme-grapheme correspondence.
(sound/symbol) The position of a phoneme or a grapheme in a
word. Letter order and sequence patterns. Meaning and part of speech.
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Language of OriginLanguage of Origin Features of Words Word Examples
Anglo-Saxon
(Old English)
Short, one-syllable words; common words; irregular spellings
sky, earth, moon, sun, water, sheep, dog, horse, cow, hen, head
Norman French Soft c and g; special endings; words for food and fashion
amuse, cousin, cuisine, country, peace, triage, rouge, baguette
Latin/Romance Multisyllabic words with prefixes, roots, suffixes; content words
firmament, terrestrial, solar, stellar, equine, aquarium, mammal
Greek Combinations of forms; science and math terminology
hypnosis, agnostic, neuropsychology, decathalon
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Five Principles for Understanding Spelling and Reading
We spell by:
Language of origin. Phoneme-grapheme correspondence.
(sound/symbol) The position of a phoneme or a grapheme in a
word. Letter order and sequence patterns. Meaning and part of speech.
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GraphemesA grapheme is a letter or letter pattern that
corresponds to or represents a phoneme (speech sound).
Graphemes can be one, two, three, or four letters in English!
Examples:1 letter: a as in strap2 letters: ng as in ring3 letters: tch as in ditch4 letters: ough as in through
pp. 24-25
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cj
Closer to ZA B C D E F G H I J K L M N O P Q R S T U V W X Y Z
“I win because j is closer to z than c.”
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Phoneme-Grapheme Mapping
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Phoneme-Grapheme Mapping
ch o ck
sh r i ll
kn igh t
j u dge
c r ow d
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Word Building
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Five Principles for Understanding Spelling and Reading
We spell by:
Language of origin. Phoneme-grapheme correspondence.
(sound/symbol) The position of a phoneme or a grapheme in a
word. Letter order and sequence patterns. Meaning and part of speech.
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“Floss Rule”
shall chess stuff jazz gas base
shell grass cuff fizz his mile
spill class staff gel
shrill dress sniff
spell glass stiff
thrill
smell
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Position of a SoundSpellings for /f/:
fun, half, puff, cough, graph, phone
Spellings for /ng/: ring, bang, hung = ng rink, ankle, anguish = n
Spellings for /ā/: rain, ray they, hey, whey strait, stray braid, bray
Spellings for /oi/:boil, boy Troilus, Troyavoid, annoy
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When do we use……
ch/tch
ck/ k
ge/dge
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Soft/Hard C & G
There are 3 letters that soften c, e, i, e, i, y
There are also 3 that soften g, e, i, e, i, y
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Five Principles for Understanding Spelling and Reading
We spell by:
Language of origin. Phoneme-grapheme correspondence.
(sound/symbol) The position of a phoneme or a grapheme in a
word. Letter order and sequence patterns. Meaning and part of speech.
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Spelling Patterns
The letters h, k, y, j, v, w, x and i are almost never doubled.
The letters j and v never end words.The letter e has many jobs:
Represents its own sound (wet, before).Makes another vowel long (drape, probe).Makes c or g soft (stooge, nice).Keeps words from looking plural (please, horse).Keeps words from ending with v (give, love).
Some word families have unexpected long vowel sounds (Old, kind, wild words) (most)
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Why Teach Syllables?
To “chunk” unfamiliar words accurately and quickly: reincarnation, accomplishment
To distinguish similar words:scarred – scary
ripping – ripeningslimmer – slimy
To remember spelling:written, writinggrapple, maplemisspelled, accommodate
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(sentences)
(words)
* syllables
* onset-Rime
* phonemes1:1
Phonology
digraphs
trigraphs
vowel teams
blends
word families
Inflections
syllable types
roots/affixes
word origin
Orthography
Spoken language
Written language
Spoken and Written Syllables are Different
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Clapping vs. Duck Lips
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Simple Word DecodingClosed Syllables
sot got
ped bed
kab jab
ig pig
shum chum
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mag net+
Going From One Syllable Words to Two Syllable Words
Teaching a Strategy: Chunking the word allows students to begin to understand that longer words are made up of smaller, manageable chunks or syllables.
Put the chunks on separate cards or sticky notes.
The word is magnet:
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We spell by:
Language of origin. Phoneme-grapheme correspondence.
(sound/symbol) The position of a phoneme or a grapheme in a
word. Letter order and sequence patterns. Meaning and part of speech.
Five Principles for Understanding Spelling and Reading
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Meaning
morphemes - meaning based parts.
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Free and Bound Morphemes
Free Morphemes
Base words that stand alone without another morpheme:
people, coffee
A compound is two free morphemes combined into one word:
daylight, firefighter
Bound Morphemes
Prefixes, roots, suffixes, and combining forms:
un-re-pen-tent
Bound morphemes must be in combination with other morphemes to make a word. They can’t stand alone.
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What to Teach?Most common prefixes:
in un mis dis fore re de pre a
Most common roots:duct fic fer tent tend tens mit miss cap ceit ceive cep cept cip ten tain tim sist sta stat stit pon pose pound plic ply graph ology(these roots account for more than 100,000 multisyllablic words)
Most common suffixes:hood ion ship y s es ed ing er or ible able
From Henry, M. (2003). Unlocking Literacy. Baltimore, MD: Brooks Publishing Company.
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Two Types of Suffixes
Inflectional: learned early do not change a word’s part of speech change tense, number, and degree (-ed, -s, -er)
Derivational:
added to a root (usually from Latin)
change the word’s part of speech (compare, comparison, comparative, comparatively)
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Past Tense InflectionsPlural Inflections The Doubling Rule
p. 67
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Fluencythe ability to read with accuracy,
automaticity and expression
Fluency is important because it provides a bridge between word recognition and
comprehension”~ Briggs, 2003
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Teaching Tip: Once Accurate, Add Fluency!
Add fluency drills at these levels:– sub-word– word– phrase – sentence– connected text
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Lines of Practicecent circus gem giant actress
cent circus gem giant actress
cent circus gem giant actress
cent circus gem giant actress
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Toughy Chart1. ce cy ca ci cu cl ca co 2. ge ga gi gu gl go ge gy3. gate giant gem golf good 4. cent circus cymbal can cold 5. the giant gem how many cents?
good to great see that actress gold gems shining vintage crystal
6. The canister on the counter held many vintage crystals.
The centipede was found in the gymnasium. In general, you should not use cymbals close to
others.
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Activity: Phrase-cued Reading
The cat dreamed about a mouse .
The happy girl jumped on the bed.
Judi Dodson 50 Nifty Ideas 2008 used with permission
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Phrases, Pauses & Punctuation
http://www.thrivingnow.com/for/Rick/woman-without-her-man-is-nothing/
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Strategies for Building Fluency
• Modeling Good Reading
• Letter Reading
• Blending Words
• Rapid Word Reading
• Reading Connected Text
• Repeated Reading
Partner Reading
Computer-Based/Tape-Assisted Reading
• Phrase Reading/Chunking
• Choral Reading
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Vocabularythe ability to understand and use a broad
variety of words
“My teacher said that the school has tough new standards and I need to improve my vocabulary. What’s vocabulary?”
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Students develop vocabulary through:
Indirect Vocabulary Learning - Implicit• Includes students having conversations with adults, being
read to, and reading extensively on their own
Direct Vocabulary Learning - Explicit• Includes explicit instruction on both individual words
and word-learning strategies
• Aids reading comprehension
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3 Tiers of Vocabulary Tier 1 - Basic, common vocabulary that children learn earlyTier 2 - High frequency, yet more sophisticated than basic words: avoid, fortunate, and industrious. Should be taught in depth. Tier 3 - Briefly explain and keep moving.
Low frequency words, yet critical to understanding a specific domain
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Teach Using an Instructional Routine
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Instructional Routine
1. Introduce the word.
2. Present a student friendly definition.
3. Illustrate the word with examples.
4. Check student’s understanding.
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Let’s Try One
Step 1: Introduce the word. - Write the word on the board. - Read the word. Students repeat.
fortunate“The word is fortunate. What word?”
_______
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Step 2: Present a Student-Friendly Definition - tell students the explanation, or - have them read it with you.
“Someone who is fortunate has something good happen to them, or is in a good situation. So if someone has something good happen to them, they are ____________.”
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Step 3: Illustrate the word with examples. - concrete examples - visual representations - verbal examples
I have been fortunate to find a career that I love.She felt fortunate in being able to take her children
on a vacation this year. We've been more fortunate than a lot of other
districts.By a fortunate coincidence, a passer-by heard her
cries for help.We should all consider the plight of the less fortunate.
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Step 4: Check Students’ Understanding
- Deep Processing Questions - Examples and Non Examples - Students Generate Examples - Sentence Starter
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Option 1: Ask deep processing questions.
Option 2: Have students discern between examples and non examples.
What in your life has been an example of fortunate?
Say “That would be fortunate.” if you think this is an example. If not, don’t say anything. - losing your job - winning the lottery - test results come back okay from the doctor - your husband cleaning the house for you “just because”
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Option 3: Have students generate their own examples.
“Tell your partner a time when you felt fortunate.”
Option 4: Provide students with a story starter. Have them say a complete sentence.
“When I fell off my bike, I felt fortunate because……. “
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Frayer Model
Student Friendly Explanation
What it is….
What it is not…
**features, examples, etc.
Non-linguistic representation Sentence
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Things associated with:education
professional developmentschools
administrationstate standards
assessmentsstudentssuccess
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Things Associated with
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Snowball Fight!!!!!With your partner, use your core to find a
vocabulary word. One one paper, write the wordOn the other paper, write the student
friendly definition.
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Power of RootsScribe, scriptMit, missRuptPort
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How many words can you make???
scribe, script to writefer to bear, yieldduc, duce, duct to leadfac, fact, fect, fic to make, dotend, tens, tent to stretch, strainmit, miss to sendcap, ceit, ceive, cep, cept, cip to take, catch, hold, receive
ten, tain, tin, tinu to holdplic, ply to foldpon, pose, pound to put, place or setsist, sta, stat, stit to stand
along with Greek forms –graph, -ology
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Comprehension
the ability to understand what is read by applying appropriate strategies
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Understanding Different Types of Texts
Narrative Texts
• Tell stories
• Follow a familiar story structure
• Include short stories, folk tales, myths, fables, legends, autobiographies, biographies, fantasies, historical fiction, mysteries, science fiction, plays
Expository Texts
• Explain information or tell about topics
• Provide a framework for comprehension of content-area textbooks
• Include informational books, content-area textbooks, newspapers, magazines, brochures, catalogues
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Phases of Teacher-Guided Text Reading
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Narrative and Expository Cards
Narrative and expository cards are used before, during and after reading narrative and expository texts.
Before During After
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Title of Story: The New GirlRight There Questions Why was Caroline a bit shy? Why did Caroline want to join the soccer team? Think and Search Questions What did Caroline do to make friends at school? Was Caroline defeated when no one talked to her? How did she solve her problem? 5f(found in text) (can be found in multiple sentences, paragraphs or pages)
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Putting it all Together: Comprehension Based Small Group Lesson
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SummarizingLet’s take a look at a simple way to
introduce the act of summarizing.
You will each need 9 3X5 cards for this activity.
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Activity: Card PyramidRead a passage.Put the main idea of the passage on one
card. Lay it on the table.Put the supporting ideas on cards for the
next layer of the pyramid. Lay these under the main idea.
Write 2 or 3 details for each supporting detail on cards for the last layer of the pyramid. Lay these under the supporting ideas.
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Size Kinds
African (larger, ear shaped like Africa)
Asian
12,000 pounds10 feet tall
baby - 200 lbs.,3 feet tall
Facts About Elephants
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Size Kinds Diet Uses of trunk
Breathe, snorkel,grasp objects
Baby sucks trunk
African (larger, ear shaped like Africa)
Asian
Grass, roots, leaves, fruit
300 lbs.
12,000 pounds10 feet tall
baby - 200 lbs.
Facts About Elephants
Next, number the cards from top to bottom. See the following slide for details.
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Size Kinds Diet Uses of Trunk
African (larger, earshaped like Africa)
Asian
Grass, roots, leaves, fruit
300 lbs.
12,000 pounds10 feet tall
baby - 200 lbs.
6 8
5
4
3
2
7
Facts About Elephants 1
Breathe, snorkel,grasp objects
Baby sucks trunk9
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SummarizingYou are now ready to create a summary! Pick up your cards in order, get up, and
work with one other person you have not worked with yet this week.
Tell an oral summary by using your cards in order.
Next, create a written summary from your cards.
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Here are facts about elephants. They stand 10 feet and can weigh 12,000 pounds. Baby elephants stand three feet and weigh 200 pounds. African elephants are larger and heavier than Asian elephants and have ears shaped like Africa. Each day elephants eat 300 pounds of food such as roots, grasses, leaves, and fruit. Their trunks are used for breathing, snorkeling, and grasping. Babies suck their trunks.
Summary Example
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1. How much can elephants weigh?2. What kinds of elephants are there?3. How much food does an elephant eat a day?4. Why does a baby elephant suck its trunk?5. Are elephants carnivorous?6. Do you think that elephants can live in the
desert?
Develop questions to ask / to study:
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The Importance of Comprehension
“Even teachers in the primary grades can begin to build the foundation for reading comprehension. Reading is a complex process that develops over time… emphasize text comprehension from the beginning, rather than waiting until students have mastered ‘the basics’ of reading… Beginning readers, as well as more advanced readers, must understand that the ultimate goal of reading is comprehension.”
--National Institute for Literacy, 2001, p. 55
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Data Analysis to Drive Instruction
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4 Types of Assessments
Outcome
Screening
Diagnosis
Progress Monitoring
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Outcomes Driven Model
94
Identify Need
Plan Support
Evaluate the Effectiveness of the plan
Benchmark Assessment
Progress Monitoring
Benchmark Assessment
Review Outcomes
Implement Support
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Questions
1. Are our practices leading to increased achievement?
yes? Replicate what we are doing. no? Why? We must change something.2. What is the evidence we have to justify the
continuation of the current practice? 3. What is the risk of trying a new practice? 4. What happens if we continue the way we are?
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Making Assessments Meaningful
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Changing our approach:
1. Use assessments as a source of information for both students and teachers
2. Follow assessments with high quality instruction
3. Give second chances for success.
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Sources of Information No surprisesWell aligned extensions of instructional
activities Concepts and skills emphasized in classCriteria for performance Aligned with state and district standards
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Corrective Instruction
Instructional alternatives Alterable variables Rescuing vs. Reteaching Minor errors vs. major learning problems
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Second Chances Cannot be one –shot, do or die Determine the effectiveness of the corrective
processProvide additional opportunities for success
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Four research based findings regarding effective classroom assessment
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Finding #1 – Feedback Should Provide Clear Picture of Progress
“the most single modification that enhances achievement is feedback.”
Hattie, 1992.
Telling vs. Explaining Displaying results of assessments
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Finding #2 – Feedback Should Encourage Improvement
Encouraging vs. DiscouragingMarzano identified two characteristics of
encouraging feedback: 1. must provide students with way to interpret low scores without implying
failure 2. must help students realize that effort
results in more learning
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Finding #3 – Assessments should be FormativeBlack and William (1998) - define formative assessment as “all those
activities undertaken by teachers and/or students which provide information to be used
as feedback to modify the teaching and learning activities in which they engage”. (pp. 7-8)
- formative Assessment done well results in student achievement gains of up to 26 percentile points.
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Finding #4 – Assessments should be Frequent
Systematic use of classroom assessments – weekly or more frequently can have a strong positive effect on student achievement.
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Students learn nothing from a successful performance. Instead, they learn when their performance is less than successful, for then they can gain direction about how to improve. Wiggins, 1998 Educative Assessment
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Using Formative Assessments to Drive Instruction
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Everything we do requires using knowledge in some way, not just knowing it.
Susan M. Brookhart,
2010 How to Assess Higher Order Thinking Skills
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Assessment FOR learning’s three questions:
1. Where am I going?
2. Where am I now?
3. How can I close the gap?
Stiggins, 2006
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Types of Formative StructuresSelected Response and Short AnswerExtended Written ResponsePerformance Assessment Personal Communication
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BLOOM’S REVISED TAXONOMY
CreatingCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing. EvaluatingEvaluatingJustifying a decision or course of actionChecking, hypothesizing, critiquing, experimenting, judging AnalyzingAnalyzingBreaking information into parts to explore understandings and relationshipsComparing, organizing, deconstructing, interrogating, finding ApplyingApplyingUsing information in another familiar situationImplementing, carrying out, using, executing UnderstandingUnderstandingExplaining ideas or conceptsInterpreting, summarizing, paraphrasing, classifying, explaining RememberingRememberingRecalling informationRecognizing, listing, describing, retrieving, naming, finding
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Small Group Instruction
Skills Based
Comprehension Based
Group works on a specific skill that they are deficit in or need more practice. Must get to connected, decodable text.
Group works on a comprehension skill and applies it to non-decodable text.
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Phonics Focused Lessons
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Comprehension Focused Lessons
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Planning for Instruction
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Do you believe in Me???
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Commitment- a promise to do something or to behave in a
particular way- the hard work and loyalty that someone
gives to an organization, activity etc- something that you have promised you will
do or that you have to do
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Thank you for making a commitment to make a difference in the lives of the students you teach!!!