90 Minute Reading BlockHandouts

Carol Dissencdissen@uoregon.edu

December 2008

90 Minute Reading Block Planning

Instruction Range of Time

Class Configuration Activity Ideas:

Initial Reading

Block

90+ minutes minimum daily

_____ scheduled minutes

TOTAL TIME:

____ min. daily

Whole Group

CORE Program Work:Phonemic Awareness:

Segmenting sounds Blending sounds

Phonics and Fluency: Sound-letter

relationships Blending & Decodables Dictation and Spelling Structural Analysis

Vocabulary and Comprehension: Robust Vocabulary

Instruction Pre-reading Strategies During reading

Strategies After reading Strategies

TOTAL ROTATION

TIME:

____ min. daily

Small Groups (Teacher-Led Instructional Focus Groups)(Include objectives, modeling, guided practice, feedback, pre-teaching, re-teaching, etc.)

Focus 1: Mastery of grade-level Core with extension activities.

____ min. daily per

group

M TU W TH F Focus 2: Mastery of grade-level Core.

Session 1: Focus 3: Additional explicitness and practice (pre-teaching and re-teaching) to achieve mastery of Core materials.

Session 2: Focus 4: Mastery of grade-level Core with additional fluency practice.

Session 3: Focus 5: Additional explicitness and practice to achieve mastery of Core materials and re-teaching of critical deficient decoding skills.

M TU W TH F Focus 6: Explicit small group instruction to master basic phonemic awareness and decoding skills, vocabulary and comprehension instruction and extra practice to become fluent with the mastered skills.

Intervention Session

Additional Intensive

Intervention(30+ minutes)

TIME:

____ min.daily

Additional work with intervention (Tier 3) or supplemental (Tier 2) programs.

Anita Archer Video: Active Participation

List Active Participation Procedures/Routines Observed:

List Other Good Instructional Practices Observed:

My Keepers!Engagement:

Assessment/Differentiation:

Phonological Awareness:

Alphabetic Principle:

Vocabulary:

Comprehension:

Fluency:

Video #2, Anita Archer: Word and Sentence Dictation

List Instructional Routines:

List Good Instructional Practices (include active participation procedures):

ing un ture ex dis com un im ter ment

er der ing dis un ver er ble tion bout

ter num ment ver ing bout der ex er ple

tion ble er ple re ple dis num er est

re ment bout re ble der ing com un ver

ver ture un ble er em bout tion ing ture

ex est ter im num ex ter re fi com

Syllable TypesClosed Syllable

A syllable that ends in a consonant.

Usually has a short vowel sound.

Open Syllable

A syllable that ends in a vowel (not a vowel team or r-

controlled vowel).

Usually has a long vowel sound.

r-Controlled Syllable

A syllable that contains an r-controlled vowel.

The syllable will contain the r-controlled vowel

sound.

Vowel Team Syllable

A syllable that contains a vowel team.

The syllable will contain the vowel team sound.

Vowel-Silent e Syllable

A syllable that contains a VCe pattern.

Usually has a long vowel sound.

Consonant-le Syllable

A syllable that contains a consonant-le pattern.

Word:

Is it a compound word? If yes, write the two words.

Can you read the word?

Do you recognize any prefixes or suffixes in the word?

Prefixes: Word Part Left: Suffixes:

Can you read the word?If not, chunk the word.

Syllables:

Blend the parts.Can you read the word?

Rewrite the Word:

Does it make sense in the sentence?

Word:

Is it a compound word? If yes, write the two words.

Can you read the word?

Do you recognize any prefixes or suffixes in the word?

Prefixes: Word Part Left: Suffixes:

Can you read the word?If not, chunk the word.

Syllables:

Blend the parts.Can you read the word?

Rewrite the Word:

Does it make sense in the sentence?

Video #3, Anita Archer: Vocabulary Instruction

List the Instructional Routine used to introduce each word:

List any other Good Instructional Practices Observed:

Complete Word Diagram or Four Square Page with 4 new vocabulary words.

Step 1Introduce the Word

Write the word on board.Read word. Students repeat.

Repeat for unfamiliar words.Example“This word is reluctant.”

“What word?”Step 2

Present a Student-Friendly DefinitionTell students explanation, or,Have students read explanation with you.“Reluctant means you are not sure you want to do something.”“When you are not sure you want to do something, you are …”

Step 3Illustrate the Word with Examples

• Concrete examples • Visual representations • Verbal examples“If your mother asked you to try a new food, you might be reluctant.”

“You may be reluctant to watch a scary movie.”Step 4

Check Students’ Understanding

Option 1: Deep processing questions Option 2: Examples/Nonexamples Option 3: Students generate examples Option 4: Sentence starter

“Why would a student be reluctant to go to a new school?”“Would you be reluctant to go to recess on a warm, sunny day?”“Tell your partner something you would be reluctant to do.”“Tell your partner something a cat might be reluctant to do. Start your sentence by saying, ‘A cat might be reluctant to . . .’ Then tell why.” Western Regional Reading First Technical Assistance Center

Instructional Routine for Teaching Critical, Unknown Vocabulary Words

B * (T) D A V

Write the meaning of your vocabulary words.

WORD MEANING

Write a 7-up sentence using each of our vocabulary words.

1._________________________________________

2._________________________________________

3._________________________________________

4._________________________________________

5._________________________________________

6._________________________________________

7._________________________________________

8._________________________________________

Write your vocabulary words in ABC order.

1._________________________________________

2._________________________________________

3._________________________________________

4._________________________________________

5._________________________________________

6._________________________________________

7._________________________________________

8._________________________________________

General Performance Pattern and Instructional Recommendations based on Nonsense Word Fluency Assessment(list students in appropriate column -- only list students once!)

Sound by Sound

Not Accurate

Sound by Sound

Accurate

Sound by Sound with Recoding

Not Accurate

Sound by Sound with Recoding

Accurate

Whole Word Reading

Not Accurate

Whole Word Reading

AccurateList Student Names

Description of NWF Performance

Student makes many letter-sound errors (less than 90% accuracy) or is prompted by the examiner to move on to the next letter sound.

Student reads sound by sound and has minimal sound errors (over 90% accuracy).

Student reads letter-sounds and then reads nonsense words with many letter-sound or blending substitution errors (less than 90% accuracy).

Student reads letter-sounds and then reads nonsense words with over 90% accuracy. May also have hesitations, repetitions and slow pace.

Student reads whole nonsense words with good speed but makes many letter-sound or blending substitution errors (less than 90% accuracy).

Student reads whole nonsense words with good speed and accuracy (more than 90% accuracy).

Instructional Implications

Focus on accuracy instruction at the letter-sound level.

Identify known and unknown letter-sound combinations.

Focus on blending fluency practice at the word level.

Instruction in “reading words the fast way”.

Focus on accuracy instruction at the letter-sound level and then accuracy instruction at the blending level.

Focus on blending fluency practice at the word level.

Instruction in “reading words the fast way”.

Focus on accuracy instruction at the letter-sound level and then accuracy instruction at the blending level.

Focus instruction on accuracy and fluency in connected text.

Example Activities

Continued Phonics Instruction in Reading Program

Fluency with known sounds:

*1-Minute Dash *Rapid Read Sounds

Blending practice in reading words accurately “the fast way”.

*No Peeps Fluency with

known words. *5 x 5 Matrix *Rapid Read Words *Paired Peer Practice

Continued Phonics Instruction in Reading Program

First, Fluency with known sounds:

*1-Minute Dash *Rapid Read Sounds Then, blending

practice in reading words accurately “the fast way”.

*No Peeps

Blending practice in reading words accurately “the fast way”.

*No Peeps Fluency with

known words. *5 x 5 Matrix *Rapid Read Words *Paired Peer Practice

Continued Phonics Instruction in Reading Program

First, Fluency with known sounds:

*1-Minute Dash *Rapid Read Sounds Then, Fluency in

reading words accurately “the fast way”.

*No Peeps

Fluency building activities in connected text.

*Repeated Reading Strategies *Partner Reading Strategies

Example Activity: 1 Minute Letter/Sound Dash

1. Select a set of letter sounds students can accurately identifyGuidelines for selecting letter-sounds to practice:

o Select high-priority and high-utility soundso Select sounds students are able to identify accurately? o Separate highly similar examples

separate sounds with auditory similarity (i.e., b/d) and visual similarities (v and w)

o begin with lower case letters and move to uppercase as students demonstrate fluencyGuidelines for the flash-card practice activity:

Include multiple examples in the practice set Systematically decrease “think time” for answering (3-2-1 seconds) Remove letter-sounds that students have identified correctly for 2 consecutive weeks Review errors from previous lesson.

2. Make cards for each letter/sound: Include multiple cards of each letter in the set.

3. Set goal for progress monitoring Ultimately, students should be able to identify 1 letter/sound per second

Set goal depending on previous fluency and number of sounds. For example

o 30 cards that students accurate but not fluent with: goal might be 30 sounds in 1 minute

o if students have practiced the sounds and are building fluency, a goal might be 30 sounds in 30 seconds

4. Do a 1-minute small-group practice. Position cards so all can see. 5. Start the stop watch and time for the selected goal time (ie., 30 seconds or 1 minute)6. Present the first letter so that all students answer together. 7. Provide quick corrective feedback on errors.

If students do not answer correctly:

“My turn, this sound is ____. What sound?____Yes, _____”. (You do not need to go back because there are multiple examples of sounds in the set)

8. Continue presenting letters adjusting the pace of presentation systematically. 9. Letter-sounds correctly identified go in one pile. Place errors in a second pile. 10. At the end of 1 minute, tally the number correct. 11.Review errors and repeat activity for again.

No Peeps

Teaching

1. Model “ You are going to learn how to sound out these words without saying the sounds out loud. Watch my mouth. I’ll say the sounds to myself. then I’ll say the word out loud.” Teacher mouths the sounds and then says the word out loud. “ What word- man”

2. Instructions “Your turn. When I point to the letters, sound out this word without making a peep.”

3. Focus and think time Point next to the word and check to see if students are looking.

4. Verbal cue “ Get Ready “

5. Pause 2 seconds

6. Single Loop under the first letter and hold for 1 1/2 sec., then loop under the next letter and hold

for 1 1/2 sec.

7. What word?

8. Encourage “All right, you sounded out, ----------“

5 X 5 Dash12.Select a set 5 words students can accurately identify

Guidelines for selecting words to practice:o Select high-priority and high-utility wordso Select words students are able to identify accuratelyo Separate highly similar examples

very/every there/where/here

13.Make page with 5 X 5 matrix:Example matrix on 8.5 X11 paper:

14. Do a 1-minute

small-group practice. Position paper so all can see. Name the wordsThis word is “our”. What word? (pause, tap) ____Yes, “our”.This word is “there”. What word? (pause, tap) Yes, “there”Repeat for each word in the row.

Activity DirectionsI am going to time us for one-minute. If we make a mistake, we will have to go back to the beginning of the row. Answer together when I tap the word. If we don’t answer together, we will go back to the beginning of the row.Let’s see how far we can get!

ActivityStart timer. What word? pause, tap What word? pause, tap etc…eventually, you can omit “what word” and simply tap. Stop at 1 minute.

Correction procedure:“That word is ____. What word? ____yes, ____. Let’s go back.”

our there what were the

there what were the our

what were the our there

were the our there what

the our there what were

General Performance Pattern and Instructional Recommendations based on Oral Reading Fluency Assessment(list students in appropriate column- only list students once)

Not Accurate Accurate but Slow Fast but Not Accurate Fluent ReadingList student names

Description of ORF performance

Student makes many word reading errors or is provided words after the 3-second wait.

Student reads words with over 90% accuracy; however, many hesitations and repetitions.

Student is fast but makes many word reading or word substitution errors.

Student reads with good speed and accuracy.

Instructional Implications

Administer intervention program placement assessment to appropriately place students in an intervention program, OR administer a phonics screener to determine target skills for small group instruction.

Fluency building activities that include practice in material with at least 90% accuracy.

Administer intervention program placement assessment to appropriately place students in an intervention program, OR administer a phonics screener to determine target skills for small group instruction. If students have mastered all phonics skills, provide instruction (with incentives) for accurate reading first and then fluency (rate) instruction.

Continue to provide practice opportunities in fluency and applying comprehension strategies to various genres of text.

Whole Group and Small Group Oral Reading Practice Strategies

The following strategies are designed to engage as many students as possible while group reading.

Provide daily, multiple opportunities for all students to practice oral reading!! Mix it up! Use a variety of strategies—change by the page and day.

Popcorn Reading: Place 3 different colored sticky notes on the table (one for each student, or, one on

each table group in the classroom). Write the letters A and B on the different colored sticky notes (see example below).Call on different groups of students to read (Change by the sentence, in the middle of sentences or at a page—be unpredictable!) Examples: “Popcorn! A group”, “Popcorn! B group”, “Popcorn! Pink group”, “Popcorn! Girls”, “Popcorn! Boys”, “Popcorn! Table 1”, etc.

Note: This strategy could also be used without the colored sticky notes.

Jump In! Reading Follow directions for “Popcorn” reading. Call on different groups of students to “jump in” and read together

Examples: “Pink group begin reading” “blue group jump in” “yellow group jump in” etc…Choral Reading

Everyone reads together. “Everyone, finger under the first word, read…” or “Everyone, ready? Read…” If students begin reading “like robots”, say “Stop. I want you to read like this…”(model

pacing). “Your turn, everyone, ready? Read…”Cloze Reading

Teacher reads and stops intentionally at words that students should practice (ie., words with the target phonic element or vocabulary words)

“Today I went to the _____. I saw a big _____.”Partner Reading

When partner reading, make sure that both students have jobs (i.e., one student is pointing while the other is reading).

Echo Reading Students repeat what the teacher reads. “My turn…..Your turn….” Note: the purpose of this activity is to practice fluency of expression Not appropriate for the first time the students are reading the text.

Silent Reading When asking students to silent read for a few sentences or pages, give them a purpose for

the reading. Example: Find out who this story is about, etc. Ask students to point to what they are reading with their finger and to point to the spot

where they find the answer.

A B A B A B A

Week 1st read 2nd read 3rd read Middle score Did Middle score improve?

Yes or No

1

2

3

4

5

6

FluencyFridays

Whole Class Fluency Practice Activity:

1. Prepare Motivational Chart (on large poster board, or tag board, write all of the students’ names down the left side of the board) and place on the classroom wall (clearly visible).

2. Explain to the students that the focus is on accuracy!! The student goal is to read their selection (a re-read of familiar text that they have already read in their small reading group) without making any errors.

3. The students whisper read independently, or with a partner, their familiar text (partners need to be pre-determined by the teacher and stay the same for 4-6 weeks).

4. The teacher moves around the classroom listening to individual students read their selection (one page if there is enough text or the entire book if there is minimal text).

5. If the student reads with 100% accuracy (or less than 3 errors per 100 words if the text is large), the teacher puts a star, sticker, etc. next to their name on the motivational chart.

6. If the student reads with errors, the teacher immediately uses error correction (my turn...your turn...), the student finishes the page/story, and the teacher encourages continued practice and makes sure to come back to that student in the next day or two to check for accuracy again.

7. Work on the accuracy goal until ALL students understand that this is the #1 expectation for reading!

8. When students are ready, switch to expression and rate fluency practice (AND keep the goal of 100% accurate reading). As the teacher moves around the classroom, they will time individual students for 30 seconds to one minute (depending on the length of the text). Count # of words read correctly. If the student read without making errors, record the number of words read next to their name on the motivation chart (the motivation is to read more words each time).