(2010) Scanlon, Anderson, and the Child Research and Study Center, University at Albany

Slide

1

The Interactive Strategies Approach

to Early Literacy Instruction & Implementation

of RTI

Slide

2

2

The Interactive Strategies Approach (ISA)

• Developed and refined across three major federally-

funded studies focused on reducing the incidence of

early reading difficulties

• An approach, not a program

• Takes a comprehensive view of literacy development

and instruction

• Relies heavily on teacher knowledge and skills to

plan and deliver responsive instruction

• Places an emphasis on developing strategic, self-

regulated literacy learners

Slide

3

3

The Interactive Strategies Approach (ISA) -Basic Premises and Foundations:

• Set high expectations for all students. • Provide instruction that is goal oriented and

responsive to what the children know and are able to do.

• Ensure that students experience sufficient amounts of engaged learning time– Children learn to read and write by engaging in reading

and writing

• Plan for success – Instruction should focus just a little beyond what children

are able to do independently

• Interface support services with the classroom program.

Slide

4

4

Instructional Goals of the

Interactive Strategies Approach

• Motivation to Read and Write

• Alphabetics

– Purposes and Conventions of Print

– Phonological/phonemic Awareness

– Letter Names

– Letter-Sounds

– The Alphabetic Principle and the Alphabetic Code

– Larger Orthographic Units and Multisyllabic Words

• Word Learning (Word Identification)

– Strategic Approach to Word Learning

– High Frequency Sight Vocabulary

• Vocabulary and Oral Language skills

• Comprehension and General Knowledge

Slide

5

The instructional goals can be addressed in the

context of various language arts components.

• Read aloud

• Shared reading

• Independent and buddy reading

• Writing and composition

• Oral language

• Foundational skills

• Supported reading

5

(2010) Scanlon, Anderson, and the Child Research and Study Center, University at Albany

Slide

6

The Intersection of the Goals of Instruction and the

Components of Language Arts Instruction

Alphabetics

Word

Learning

Meaning

Construction

Language Arts

Components

Instructional

Groupings

Moti

vat

ion

Pri

nt

Co

nce

pts

Ph

on

olo

gic

al A

naly

sis

Alp

hab

etic

Co

din

g

Sk

ills

(L

ette

r n

ames

,

soun

ds,

alp

habet

ic

pri

nci

ple

, et

c)

Str

ateg

ic W

ord

Iden

tifi

cati

on

Hig

h F

requ

ency

Sig

ht

Wo

rds

Lan

gu

age a

nd

Vo

cab

ula

ry

Dev

elo

pm

ent

Kn

ow

led

ge

and

Co

mp

reh

ensi

on

Read

Aloud

WC, SG & I � � � � � �

Shared

Reading

WC, SG & I � � � � � � � �

Independent & Buddy

Reading

WC, SG & I � � � � � � � �

Writing /

Composition

WC, SG & I � � � � � � � �

Oral

Language

WC, SG & I � � � � � �

Foundational Skills

WC, SG & I � � � � � � � �

Supported Reading

Group

SG & I � � � � � � � �

WC = Whole Class, SG = Small Group, I = Individual

Reprinted by permission from Scanlon, Anderson, & Sweeney, Early Intervention for Reading Difficulties: The Interactive Strategies Approach . Copyright 2010 by

The Guilford Press. Permission to reproduce these materials must be obtained in writing from the publisher.

6Intersection - blank

Slide

7

7

Instruction Needs to…

• Maintain a focus on the central goal ….– Comprehension and the development of knowledge

• Be comprehensive– Multiple components

– Multiple goals

• Help children to see the interconnections

• Be responsive to the needs of individuals– We teach children, not programs

• Be coordinated and coherent

• Take a Vygotskian Perspective on teaching and learning

Slide

8

8

The Vygotskian Perspective• Identify the Zone of Proximal Development (ZPD) –

– The range of (cognitive) activity between what a child can do on his/her own and what he/she can do only with assistance.– Instruction is most effective when focused in this range. – Careful observation on the teacher’s part allows her to identify the ZPD.

Slide

9

9

The Vygotskian PerspectiveTake the child’s perspective in cognitive tasks.

• Provide appropriate scaffolding

– Sufficient support to allow the student to be

successful but not so much support that the

student doesn’t need to do much thinking.

Slide

10

10

Vygotskian Perspective• Teach with the intention of developing

strategic, self-regulated learners

– Self-regulation - Independence in noticing and solving (cognitive) problems

(2010) Scanlon, Anderson, and the Child Research and Study Center, University at Albany

Slide

11

Basic Elements of RTI

11

Slide

12

12

Basic Elements of Response

to Intervention (RTI) Approaches

Most RTI approaches involve a “tiered” approach.

The number of tiers varies; most involve 3 tiers:

– Tier 1 – instruction provided by classroom teacher

– which, ideally, includes both whole class and

differentiated small group instruction.

– Tier 2 – small group instruction provided by a

specialist.

– Tier 3 – very small group or one-to-one

instruction, provided by a specialist.

Slide

13 Tier 1: Intensified and

Differentiated Classroom

Instruction for children at risk

for literacy learning difficulties

Accelerated

Growth

Slow Growth or No

Growth

Slow Growth or No

Growth

Accelerated

Growth

Regular

Classroom

Instruction

Slow Growth or No

Growth

Tier 4 : LD provide

continued

instructionPossible RTI Approach

Accelerated

Growth

Tier 2: Provide

Very Small Group

Specialized

InstructionTier 3: Provide

One-to-One

Specialized

Instruction

See Scanlon, Anderson, & Sweeney, p. 301 13

Slide

14

14

From an ISA Perspective, Instruction across the

Tiers should Differ Primarily in:

• The degree to which it is tailored to the needs

of individual children.

• The amount of time children are engaged in

supported reading.

• The opportunities that children have to

respond and receive guidance.

• The detail of record keeping relative to

individual children.

Slide

15

From an ISA Perspective, Instruction across the

Tiers should be Similar in that it is:

• Designed around the same set of instructional

goals.

• Reflective of and responsive to what the

children already know and are able to do.

• Both targeted and comprehensive.

15

(2010) Scanlon, Anderson, and the Child Research and Study Center, University at Albany

Slide

16

From an ISA Perspective, Instruction across the Tiers

should be Similar in that it:

• Helps children to develop a

Self-Teaching Mechanism (Share, 1995)

– Using both code-based and meaning-based

strategies in interactive and confirmatory ways to solve unfamiliar words encountered in text.

• Focuses on meaning construction

16

Slide

17

Small Group and One-to-One Instruction across

the Tiers should be:

• Congruent with the classroom language arts program

• Goal oriented

• Responsive to the strengths and needs of children in the group

• Both targeted and comprehensive

• Provided in smaller groups and/or more frequently than small group instruction provided for children who are not at risk.

17

Slide

18

Instruction across Contexts/Tiers should:

• Convey that reading and writing are enjoyable, meaning-making activities

• Connect foundational skills with authentic reading and writing

• Take into account

– the instructional goals

– grade level expectations for literacy development

– what the children know and are able to do

18

Slide

19

Intervention beyond the Classroom should Increase the

Children’s Ability to Profit from Classroom Instruction

Teachers within a given school should:

• Work toward consistency and congruence in targeted

areas across instructional settings

• Establish and maintain communication between

classroom and intervention teachers on key aspects

of literacy instruction

Start a list! Identify areas where consistency and congruence

can be increased across instructional settings.

19

Slide

20

Variability and Response to Variability in the

Early Elementary Classroom

20

(2010) Scanlon, Anderson, and the Child Research and Study Center, University at Albany

Slide

21

Levels of Oral Reading Skill in the Primary

Grades

• Emergent Readers – have limited or no

understanding of the role played by print

• Developing Readers – know something about the

alphabet and the alphabetic principle

• Maturing Readers – are effective word learners who

use code-based and meaning-based strategies to

puzzle through words

• Proficient Readers – are able to quickly analyze and

identify unfamiliar words, even those with multiple

syllables.

21

Slide

22

Instruction Needs to be Directed at the

Students’ Level of Development

• Tailoring instruction to meet student need

becomes easier as the students move through

the tiers

22

Slide

23

Classroom Instruction for Readers at

Multiple Levels

• Most classrooms are comprised of children who are at widely varying levels of literacy development.

• Instruction needs to be responsive to this variability– During whole class instruction by ensuring that

instruction takes account of all of the children’s needs

– During small group instruction by targeting instruction specifically to what the children in the group are ready to learn

23

Slide

24

Responsive Teaching during Whole Class

Instruction

• Consider the children

• Consider the instructional goals

• Consider the instructional activity

• Teach with the intention to move all of the

children forward

– See example pp. 35-37 in Scanlon, Anderson, &

Sweeney

24

Slide

25

25

(2010) Scanlon, Anderson, and the Child Research and Study Center, University at Albany

Slide

26

26

Slide

27

Classroom Instruction - Intensification of

Instruction for Children at Risk

• Supported Reading Groups

– Groupings based on oral reading skills (text level)

and/or facility with the alphabetic code

– Teacher meets with children identified as at-risk

more often, for longer periods of time, and/or in

smaller instructional groups

– Instruction is responsive to the current capabilities

and understandings of the children in each group.

27

Slide

28

Planning for Differentiated Instruction

in the Classroom

• Identify instructional groups

– Assessment based on instruction/curriculum

• Are the children learning what has been taught?

• Planning for groups

– Timing

– Responsive instruction

– Flexible grouping

• Planning for engaging and productive learning activities for centers/stations

28

Slide

29 Sample Weekly Schedule (Gr. 1)

29

Slide

30

Jack Sam Kendra Asia Kenny

30

(2010) Scanlon, Anderson, and the Child Research and Study Center, University at Albany

Slide

31

Components of

Small Group Reading Instruction

All Tiers

• Read aloud / Shared Reading / Re-reading

(depending on level of development)

• Phonological/phonemic Analysis

• Alphabet Knowledge

• Shared/Supported Reading of New Book

• High Frequency Words

• Modeled Writing / Shared Writing / Supported

Writing

• Phonemic Analysis integrated with

Alphabetics as soon as possible

31

Slide

32

32

Slide

33

33

Slide

34

34

Slide

35

One Teacher, One Day,

Multiple Groups

(K – end of September)

• Video 1 - Learning letters in their names

• Video 2 - Constructing sentences

• Video 3 - Early use of word ID strategies

35

(2010) Scanlon, Anderson, and the Child Research and Study Center, University at Albany

Slide

36

Components of

Small Group Reading Instruction

All Tiers

• Read aloud / Shared Reading / Re-reading

(depending on level of development)

• Phonological/phonemic Analysis

• Alphabet Knowledge

• Shared/Supported Reading of New Book

• High Frequency Words

• Modeled Writing / Shared Writing / Supported

Writing

• Phonemic Analysis integrated with Alphabetics as soon as possible

36

Slide

37 K Small Group Lesson

• View 30 minute small group lesson as a

context of the components of small group

instruction.

37