Effective Literacy Instruction. Problem Solving Process Problem ID-Types of data sources, measure...
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Transcript of Effective Literacy Instruction. Problem Solving Process Problem ID-Types of data sources, measure...
Problem Solving Process
Problem ID-Types of data sources,
measure intensity, group like needs
Problem Analysis-generate
hypothesis based on skill deficit
(e.g., lack of skill, motivation)
Plan, Develop & Implement-
consider options for intensifying instruction, ID interventions
matched to need
Evaluate-How will progress be
defined? What PM assessment will be
used? How will fidelity be ensured?
Literacy InstructionProvide direct, explicit instruction and
supportive practice with effective comprehension strategies throughout the school day
Increase the amount and quality of open, sustained discussion of reading content
Set and maintain high standards for text, conversation, questions and vocabulary
Increase students’ motivation and engagement with reading
Teach essential content knowledge, so all students master critical concepts
Literacy InstructionEnsure: sequencing, drill-repetition-practice
procedure, segment information into parts for later synthesis
control task difficulty through prompts and cues
technology problem solvingsmall interactive groups
Adolescent Literacy. Identify students’ literacy
needs
Align resources for support
Evaluate programs
Raise literacy expectations across grades and curricula
Build educators’ capacity to provide adolescent literacy instruction
Extend time for literacy
Assess performance continually
Tier 1Screen students for reading related skills at the beginning of
the year and again in the middle of the year who display concerns.
Regularly monitor the progress of students at risk at each grade level.
Differentiate reading instruction for all students to ensure mastery of standards.
FAIR-FS
Word Recognition
Vocabulary Knowledge
Reading Comprehensio
n
Compute PLS Score
<.85?
NO
YES
Syntactic Knowledg
e
STOP
Take option
al tasks?
NO
YES
Oral Reading Fluency
STOP
Oral Response
Written Response
Paper/Pencil Administration
Computer Administration
Initial Screening
Diagnostic Test
Additional Diagnostic
Test
Florida English Language Arts Formative Assessment Project
Formative Assessment
Tasks
Professional Development
Toolkits
FamilyResources
Professional Development
Modules
ELFAS/https://portal.fldoesso.org/PORTAL/Sign-on/SSO-Home.aspx
Instructional ResourcesELFAS Resources
The IRIS Center
Instructional routines for Small Groups
Learn Zillion
Read Write Think
Reading Rockets
Teaching Channel
Why Teach Spelling
Webinar: Writing and Writing Instruction to Improve Reading: What We Have Learned from Research
Latin and Greek Word Elements
Persuasive Speeches: Planning a Lesson Series
Regularly Monitor Student Progress
Determine whether or not students are responding adequately to their current instructional environment
What Are Formative Assessments and Why Should We Use Them?
Using a Variety of Formative Assessments
Types of Assessment Strategies
How to Use the Assessments in This Book
Keeping Track of the Data
Differentiating Instruction in Response to Formative Assessments
Formative Assessment Data Collection
Designing Tiered Activities
Gathering Multiple Sources of Evidence
25 Quick Formative Assessments: Quick Reference
Section 1:
Summaries & Reflections
Section 2:
Lists, Charts, & Graphic Organizers
Section 3:
Visual Representations of Information
Section 4:
Collaborative Activities
Tier 2 Provide up to 3 foundational reading skills to students who scored below
benchmark on universal screening data.
Instruction systematic, highly explicit and interactive on reading skills (phonological awareness, decoding, fluency and vocabulary).
Small group instruction in homogeneous groups for 20-40 minutes for 3 to 5 days a week.
Ensure ongoing progress monitoring data to regroup students after six weeks.
Carefully monitor progress of students at least once a month.
More focused, targeted instruction – supplemental support aligned with standards.
Instructional Grouping
Individual ability scores guide grouping
Students in need of similar skill development should be grouped together
Groups should be dynamic and modified as individual student needs change
Students at high risk need to be placed in the smallest instructional groups
Determine intervention type, frequency, and intensity
Decoding=LowComp=Adequate
Decoding=AdequateVocab, Fluency & Comp=Low
Fluency=AdequateVocab & Comp=Low
MOTIVATION Motivation and engagement are critical for
adolescent readers.
If students are not motivated to
read, research shows that they will simply not benefit
from reading instruction.
Self-Monitoring/Self-Regulation Support
FEATURED TOOLS:
• Academic Intervention Planner
• Behavior Intervention Planner
• Bhavior Rating Scales
• ChartDog Graph Maker
• Dolch Wordlist Fluency
• Early Math Fluency
• Learning Disability
• Letter Name Fluency
• Math Work Worksheet
• Reading Fluency
• Self-Check Behavior
• Student Academic Success
http://www.interventioncentral.org/home
DECODINGSystematic, explicit, and direct instruction produce the best results
High-frequency sound-spelling relationships and words should be the focus of instruction
Instruction should be reflective
Opportunities to practice identification of words in context should be frequent
Connections among word analysis, word recognition, and semantic access should be emphasized
FLUENCYFluency is defined as the ability to read quickly, accurately, and with appropriate expression.
Close relationship between fluency and reading comprehension.
For the studies of older students receiving guided oral reading instruction, the NRP reports that students showed the most significant improvements in reading accuracy.
Oral reading instruction also resulted in improvements in reading fluency and reading comprehension.
VOCABULARYExplicit instruction may be useful in closing the gap between the students with the highest levels of vocabulary knowledge and those with the lowest.
Repetition and rich support
Meaningful tasks
Active engagement
Multimedia
Taught directly and indirectly
ComprehensionTeach Students how to use reading comprehension strategies
Teacher students to identify and use the text’s organizational structure to comprehend, learn, and remember context.
Guide student through focused, high-quality discussion on the meaning of text.
Select texts purposefully to support comprehension development.
Establish an engaging and motivating context in which to teach reading comprehension.
Progress
Student Week 1 Week 2 Week 3
1 66 68 82
2 65 75 86
7 45 50 50
8 70 71 82
Once narrowing and aligning the
focus, the four students began
meeting with progress.
Tier 3Provide daily targeted reading instruction very few students
(one on one).
Ensure feedback based on responses, teach to mastery, and plan instruction with instructional sequence.
Implement concentrated instruction focused on a small, but targeted set of reading skills.
Schedule multiple and extended instructional sessions.May require up to 30 more repetition as their peers.
Tier 3Include opportunities for extensive practice and high quality
feedback.
Plan and individualize tier 3 instruction using input from school based team.
Ensure mastery of reading skill or strategy prior to moving on.
Based on individual student need, aligned with standards, instruction and supplemental supports.
Intensify Instructional Delivery
Model with clear and detailed explanations
Concrete learning opportunities (pictures, graphics, manipulatives, think-alouds)
Tasks broken down into small steps
Instruction broken down into simple segments
Step-by-step strategies
Support reduced over a period of time
Center on Instruction, p.20
Intervention SupportProvide instruction in academic language aligned
with core instruction
Teach strategies for interpreting unknown academic vocabulary independently
Word Meaning: Focus at the the word and text level Improve knowledge of word means and concepts
Comprehension: Provide instruction over a longer period of time Monitor progress
Professional development activity illustrates how to intensify instructional delivery
Intervention planning worksheet with recommendations for intensifying interventions and recording actions
Lesson reflection template to reflect on the instruction during an intervention session and outline improvements for subsequent sessions
matrix of supplemental resources to extend learning
Tier 3Read case study and discuss effective strategies and supports to enhance Tier 3.Discuss alignment
Rigorous and Relevant Curriculum (Core)
Higher order thinking is an expectation
The understanding of concepts and skills is applied to real-world problems and contexts
CoreStudents find missing words from classmates to complete analogies Questions to Consider:
Why is setting a time limit essential to this activity? How can this activity be used as both a pre-teaching and review activity?
What are the learning benefits of allowing students to be mobile?
CoreLesson Objective
Build vocabulary by examining Questions to Consider
What scaffolds does the teacher put into place to get her students using new vocabulary?
Which words are best suited for paint chips?
How could you use paint chips in your classroom?
Tier 3Questions to Consider: How does "envisioning" help students understand the story?
What methods are used to improve comprehension, vocabulary and reading speed?
Why is reading stamina so important to a student's success?
Tier 1
Questions to Consider:
How would using the, "I do it, We do it, You do it together, You do it alone," model change the way you plan your lessons?
How do the post-its hold students accountable and push them to think about their own cognition?
Beyond shifting the cognitive load, what are the benefits of structuring lessons in this way?