Transcript First Grade Workshop presentation

Oregon Reading First:
Grade 1 Workshop
intervention
data
intervention
Agenda
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Introduction
First Grade Decoding Challenge
Increasing Instructional Intensity
Power Phonics Lesson
Template Review and Practice
DIBELS NWF with Recoding
Decodable Text Practice
Quick Checkouts
Reading (connected text) Practice
The First Grade Challenge
Kindergarten:
Grade 1:
• 26 sounds
• Sight Words: 25-30
• One line of text per
page.
• 44 sounds
• Sight Words: 150-200
• Multiple lines of text
per page.
Intervene
Relentlessly
Stroop Effect
Ignore what each word says -- just name the color each word is written in
as quickly as you can.
RED
BLUE
YELLOW
ORANGE
GREEN
Proficient readers find it difficult to ignore the word and just name the
color. Word decoding is so rapid and automatic that it can not be “turned
off.”
Increase Instructional
Intensity of your Core
program!
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More explicit/direct instruction
More modeling
More practice with...
More monitoring and feedback
More time
MORE READING
More Practice
Practices needed to store concept:
• Average learner
• Everybody else
• Truly disabled
4-14 times
14-250 times
250-350 times
Tina Peltier
Explicit Phonics Lesson
• PA warm up
• Introduce or review sound/spelling (explicit)
• Blending (explicit)
• Decodable text
• Dictation
• Word work
Lesson Plans: HM Power Phonics Lessons
(For Students who failed HM Phonics Screener Task 5A)
Phonemic Awareness
Teach
Warm-Up
Sound/Spelling
Day:
Templates 5 or 6
Template 7
(1 minute)
(2 minutes)
Target Skill: Short Vowel a and CVC Blends
Card 5
Sound/Spelling
m/a/d
f/i/g
Card : short a
n/u/t
b/e/t
t/e/n
f/u/n
t b n h
Day 1
p/a/n
s/i/p
v c s m
r t b n
t b n h
Card 5
Sound/Spelling
d/o/g
c/a/t
Card : short a
f/r/o/g h/a/t
f/i/n
b/e/t
p c v h
Day 2
b/i/g
c/a/b
n b t p
m s r p
c p v h
Day 3
Kinder
HM
Theme 5
Mastery
Assessment
Card 5
s/a/m
p/a/n
s/i/p
s/u/n
r/a/p
h/o/t
m/e
l/u/v
Assess Blending:
/h/ /a/ /t/ (hat)
/m/ /e/ /n/ (men)
/t/ /o/ /p/ (top)
Sound/Spelling
Card : short a
Word Reading
Regular and
Irregular
Template 3
(2 minutes)
Apply to
Decodable Text
Templates
11, 12, 13, 14
(15 minutes)
sat, sap, Sam, ham
bat, tab, van, rat
mat, sad, nag, hat
Regular:
(same as blending
words)
Irregular:
to, see, I, my
my, like, see, to
Phonics Library:
Kinder - T5W1D2
Nat, Pat, and Nan
pat, tap, Nan, van
pan, sat, mat, hat
bat, mat, vat, cat
Regular:
(same as blending
words)
Irregular:
go, and, to, like
and, I, see, my
like, go, and, to
Phonics Library:
Kinder - T5W2D3
Go, Cat!
sag, mat, rat, pat
vat, Nat, bat, at
hat, ham, sat, bag
Regular:
(same as blending
words)
Irregular:
go, I, see, and
and, to, like, my
my, I, and, go
Phonics Library:
Kinder - T5W3D3
Pat and Nan
Assess Words:
fan
pat
tag
can
sag
Assess Words:
I
see
like my
to
and
go
Assessment Notes:
1. Individually assess each student for mastery of skills.
2. Students must read the regular words the fast way
(recoded).
3. If students have not mastered these skills, repeat
Days 1-3 one time and then reassess for mastery. If
they fail this assessment a second time, change their
instruction.
Blending Practice
Template 8
(2 minutes)
g p c v
h n b t
r s m g
p s r g
Assess Sounds:
/s/
/m/
/r/
/a/
/t/
/b/
/n/
/h/
/v/
/c/
/p/
/g/
/f/
Dictation
(8 minutes)
Lines of Practice
(or)
Fluency Practice
(8 minutes)
Lines of Practice
short a
pat
tap
cat
bat
pan
Nan
van
short a
mat
pat
Nat
bat
ham
bag
sag
Review Template
Observation Form
Template Observation Form
Date ______________________
Teacher ____________________
Observer___________________
Grade Level _________________
 Instruction presented to whole-class.
 Instruction presented to small group.
Start Time: _______ End Time: _______
Use the checklist below to assess appropriate use of the templates. Use the key provided.
+
-0
N/A
Criteria fully met during the observation
Criteria partially met during the observation
Criteria not met during the observation
Criteria was not applicable or was not part of the observation
General Observations
Correction
_ Teacher has appropriate materials ready
_ Teacher accurately uses the correction procedure for
and/or has sounds/words from Lesson Map
written on board/paper prior to starting lesson.
_ Students are seated in a location where they
can easily see the instruction.
_ Teacher gets the attention of the students
each template.
_ Teacher remembers to back up two sounds/words after
a correction was necessary and to continue instruction.
_ Teacher provides correction when students make
errors.
prior to beginning instruction.
_ Teacher provides correction when students answer too
management techniques ensuring that all
students participate.
_ Teacher refrains from excess talk during correction and
_ Teacher uses appropriate classroom
_ Teacher uses actual template for help with
language (if needed).
_ Teacher paces lesson appropriately.
Explain/Model
_ Teacher names task for students.
_ Teacher clearly explains task to students prior
to starting the practice using the language that
is on the template.
_ Teacher models correct response for first two
sounds/words using signaling procedure.
(Model only when template is new to
students.)
Practice
_ Teacher provides whole-group practice with
only students responding.
__ Teacher completes the practice indicated on
the Lesson Map.
early or too late (not with signal).
stays focused on task.
Individual Turns
_ Teacher provides individual turns as a check when it
appears that the group is consistently answering all
items correctly.
_ Teacher calls on students in an unpredictable order.
_ Teacher calls more frequently on students who made
errors.
Connections to Lesson Maps
_ Teacher provides instruction at the appropriate place in
the Lesson Map.
_ Teacher adds instruction where it is indicated.
_ Teacher replaces instruction where it is indicated.
_ Teacher provides quick movement activity or action
between lessons if students have been seated in one
location for too long and are losing attention.
Template Review and Practice:
Template
#
7
3
irregular
8
12
Don’t Forget!
My Response/Action Steps
Card #7
Card 7
a_e
ee
ay
ai
igh
a_e
ea
ay
a_e
ai
ay
ee
Card #3
Irregular
We are going to practice our new words using the “Say
it, Spell it, Say it” routine:
Card 3 (irregular words)
are
what
the
my
the
was
what
are
my
the
are
was
Card #8
Practice Words for Cards 8
Card 8:
fit
phone
hill
tame
dream
match
flight
fluff
cent
NWF with Recoding
General Performance Pattern and Instructional Recommendations based on Nonsense Word Fluency Assessment
(list students in appropriate column -- only list students once!)
Sound by Sound
Sound by Sound
Sound by Sound
with Recoding
Sound by Sound
with Recoding
Whole Word
Reading
Whole Word
Reading
Not Accurate
Accurate
Not Accurate
Accurate
Not Accurate
Accurate
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).
Instructional
Implications
 Focus on accuracy
instruction at the
letter-sound level.
 Identify known and
unknown lettersound
combinations.
 Continued Phonics
Instruction in
Reading Program
 Fluency with
known sounds:
*1-Minute Dash
*Rapid Read Sounds
 Focus on blending
fluency practice at
the word level.
 Instruction in
“reading words the
fast way”.
List Student
Names
Example
Activities
 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
Student reads lettersounds and then reads
nonsense words with
many letter-sound or
blending substitution
errors (less than 90%
accuracy).
 Focus on accuracy
instruction at the
letter-sound level
and then accuracy
instruction at the
blending level.
Student reads lettersounds and then reads
nonsense words with
over 90% accuracy.
May also have
hesitations, repetitions
and slow pace.
 Focus on blending
fluency practice at
the word level.
 Instruction in
“reading words the
fast way”.
Student reads whole
nonsense words with
good speed but makes
many letter-sound or
blending substitution
errors (less than 90%
accuracy).
 Focus on accuracy
instruction at the
letter-sound level
and then accuracy
instruction at the
blending level.
Student reads whole
nonsense words with
good speed and
accuracy (more than
90% accuracy).
 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
 Focus instruction on
accuracy and
fluency in
connected text.
Decodable Text Reading
• Sound by Sound
Card #11
• Sound by Sound
(beginning to transition)
Card #12
• Sight Word Reading
Card #13
• Passage Reading
Card #14
Card #12
Pre-Teaching
and
Re-Teaching
Quick Checkouts
Scoring Sheet for First Grade
Houghton Mifflin Quick Checkouts
Student Name ________________________
THEME 1:
Assess reading words. Place the student probe in front of the student making sure to cover tasks
for other themes. Say to student, You’re going to read some words. Put your finger under the
first word and go across the page.
CVC Words (short a, short i):
can
fit
hit
man
cat
pig
ran
fan
sip
High Frequency Words:
have
one
who
the
here
jump
not
find
too
bit
we
/10
/10
Assess letter names and sounds. Place the student probe in front of the student making sure to
cover tasks for other themes. Say to student, You’re going to say the names for some letters. Put
your finger under the first letter in the box. Point to each letter, and tell me the name of the
letter. Now put your finger under the first letter and tell me the sound for each letter.
Names:
m
s
c
t
n
f
p
b
r
h
g
a
i
/13
Sounds:
m
s
c
t
n
f
p
b
r
h
g
a
i
/13
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.
A
B
A
B
A
B
A
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.
First Grade Fluency Practice
Important concepts:
*Read for accuracy
*Speedy reading without accuracy is not acceptable during this
time.
*Students should be reading at their read level “Just Right”
books.
1. Book Boxes
a. Rereading only books that they have recently covered
and mastered in text endurance reading group time
b. Horizon students will read Horizon excerpts, books
2. Rapid Read Grid
a. Use Phonics library stories used during week or Read
Naturally passages (.8)
b. Super 60 club, timers needed for 1 minute timing
c. Students do by self, with partner (or *Duet Read with
teacher or older proficient reader), with teacher for
passing
3. Partner Read
a. Read with a partner at similar level
b. If partner read whole book correctly without mistakes
they get sticker my their name
4. Time test with flags
a. Read selection
b. 1 minute test, put Post-It flag where they stop
c. Reread three more times trying to beat the flag each
time
*Duet Reading – when teacher or older proficient reader reads
into the left ear of less fluent reader and “pushes” them along.
Fluency
Fridays
Week
1
2
3
4
5
6
1st read
2nd read
3rd read
Middle score
Did Middle
score
improve? Yes
or No
Thank you!
Don’t forget to have fun and to celebrate the successes!