Transcript Effective Instruction in the First Grade Classroom Day

Effective Instruction in the
First Grade Classroom
Day 3
Presented by:
Diane Bussema
Kathryn Catherman
KRESA
Developed by:
Diane Bussema
Kathryn Catherman
Stephanie Lemmer
Setting Group Expectations
• To make this day the best possible, we need your
assistance and participation
– Please allow others to listen
• Please turn off cell phones and pagers
• Please limit sidebar conversations
• Please do not use e mail
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Share “air time”
Active participation
Take care of your own needs
Attend to the “Come back together” signal
Agenda
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Active Participation
Organizing your literacy block
Looking at your data
Advancing Decoding ( Alphabet Principle )
Increasing Fluency
Teaching for Vocabulary and Comprehension
Using Learning Centers
RtI is…
• The same end goals or
outcomes for all students
• We may need to modify our
teaching :
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
smaller group
reteach the same
concept
more time on the task
I do one
We do one
You do one
Active Participation
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READ it
WRITE it
SAY it
DO it
• ALL MEANS ALL! EVERY STUDENT! EVERY TIME
1: Structure Active Learning in the Classroom
1
1: Structure Active Learning in the Classroom
2
Show Time
Active Participation Routines
1. Note the active participation procedures
that are directly taught to students on
your handout.
2. Identify other good instructional
practices.
Work Time
• Select a story from your basal
• With a sticky note mark which Active
Participation Strategies you will use
throughout the week
• Code:
c=choral
p=partner
i=individual
tps=think, pair, share
Let’s Talk Data
• Phoneme Segmentation Fluency
• Nonsense Word Fluency
• Oral Reading Fluency
Work Time
1. Look at your classlist data and make sure you
are progress monitoring the students that did
not achieve benchmark during the winter
testing period.
2. Sort your progress monitoring data into 2
categories. Students whose data is above the
aimline and those who are not.
3. What should the next step be for students
who are not making progress?
90-Minute Reading Block
90” Literacy Block
Whole Group Instruction
Teacher Led 40 min.
Small Group Instruction
Teacher Led
Differentiated
Homogeneous
Flexible
Centers
Student Led
Differentiated
Cooperative
Independent,
Pairs
Whole Group Instruction
•Grade Level
•Purposeful Instruction
•Perky Pace
•Active Participation
Small Group Instruction
• Differentiated-Skill specific
• Homogeneous
• Flexible
What is Quality
Small Group Instruction?
When is small group instruction delivered?
– Every day during the reading block
How to plan for small group instruction?
– Data is used to identify skill/s to teach
– Resources to teach the skill/s are identified
– Groups are reorganized based on regular progress
monitoring data
– Classroom management system is established
What is Quality
Small Group Instruction?
How should lessons be designed?
-Coordinated with the core program
-Consistently structured
-Explicit and Systematic
-I Do It, We Do It, You Do It
-Provides appropriate levels of scaffolding as
children learn to apply new skills/strategies
-Utilizes active engagement strategies
-Delivered by the most highly qualified teacher
Centers
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Requires a management system
Differentiated
Pre-taught
Provide direct practice
Group, pair, cooperative, individual
Academically engaging
Accountability
Center Criteria
All work activities need to be aligned to instruction and
focus on literacy work and are centered around the five
essential components of reading instruction
Even though an activity appears in your basal program’s
Teacher’s Manual, it may not be powerful or
appropriate for every child.
ASK….
Is this activity one that will make the child read better?
Teacher Plan for Small Group Instruction
• 40 minutes will devoted to whole class core curriculum
• 50 minutes will be devoted to small group instruction
M
T
W
TH
F
25
25
25
25
25
G2SR
15
10
15
10
15
G3LR
10
15
10
15
10
G1HR
minutes
Additional Instruction
30 minute in addition to the 90” block
• Pull out program
– Students in the low strategic range
– Students in the intensive range
– Title One teachers and paraprofessional
• Walk to Read
– Students in all ranges of instruction
– Classroom, Title One, Specials Education and paraprofessionals
Work Time
1. Create a chart that shows how your block is
currently set up. Include any additional
supports you have.
2. Using your classes’ data determine which
strands should be taught whole group.
3. For each of your small groups determine
what you should teach. Select one group and
layout a week’s lessons.
Alphabetic Principle
Based on two parts:
Alphabetic Understanding. Letters represent sounds
in words
Phonological Recoding. Letter sounds can be
blended together and knowledge of letter -sound
associations can be used to read/decode words.
What do your students do with words like ?
catch
slide
treat
boil
Sound by Sound Blending
1.
4.
2.
5.
t r a in
3.
6.
1.
2.
3.
4.
5.
6.
7.
Write t and ask what sound ?
( /t/ )
Write r and ask what sound ?
( /r/ )
Write ai (point with 2 fingers) and ask what sound (/ai/)
Slide finger under trai blend it ( /trai/ )
Write n and ask what sound ?
( /n/ )
Slide finger under train blend it ( /train/ )
Slide finger under the word rat and ask what word ? (train)
Continuous Blending
frow n
1.
5.
2.
3.
4
1. Point to the f and elongate the “sound”.
2. Point to the r and elongate the “sound”.
3. Point to the ow and elongate the “sound”.
4. Point to the n and elongate the “sound”.
5. Slide finders under the whole word to
blend the word.
Whole Word Blending
teach
1.
2.
3.
4.
Point to the letter t an say : /t/
With two fingers, point to the letters and and say: /eee/.
With two fingers point to the letters ch and say : /ch/.
Point just to the left of teach and say: Let’s read this word.
Then quickly sweep your finger under the whole word and
say teach.
Vowel Combination
ay
ai
au
er
ir
ur
ar
oi
oy
or
ee
oa
ou
ow
oo
ea
a-e
o-e
i-e
e-e
u-e
Key Word
say
rain
sauce
her
bird
turn
farm
void
boy
torn
deep
foam
loud
low, down
moon, book
meat, thread
make
hope
side
Pete
use
Advanced Decoding
Reading Multisyllabic Words
Why do we need to teach advance decoding ?
Many big words occur infrequently, but when
they do occur they carry much of the meaning
and content of what is being read.
Cunningham, 1998
Reading Multisyllabic Words
Grade 1 – students are reading mostly 1 & 2
syllable words
Grade 2- students are reading mostly 2 & 3
syllable words
Grade 3- longer multisyllabic words appear in
text
Suffixes
look
jump
shout
looks
jumps
shouts
looking
jumping
shouting
looked
jumped
shouted
Work Time
1. Pick the next story in your basal.
2. Select words where suffixes can be applied.
3. Write a routine that could be used to teach
the suffix routine.
Oral Reading Fluency
Error Analysis
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Process of diagnosing a child’s reading
Based on analyzing when a child reads orally
Using unfamiliar text
Record common miscues
Common Reading Errors
• Substitutions
I see the word.
I see the worm.
• Omissions
She went school.
She went to school
• Insertions
She saw a scary cat.
She saw a cat.
Common Reading Errors
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Self Corrects
He went to tent…town.
He went to town.
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Repetitions
He had a beach ball, a beach ball
He had a beach ball.
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3 second rule/ Told I like his …… ( 3 sec.) T
I like his kindness.
What type of errors?
• Is it a single error pattern or does it cut across
multiple word attack skills?
• Can you address the errors informally or do
you need a more formal intervention
program?
Error Analysis Sheet
Actual
Word
Student
Response
what
when
pine
pin
bead
want
bed
wanted
kitten
kite
Error
Error
Error
Error
sight word
CVC(e)
letter com. pre/suffix multisyl.
√
√
√
√
√
Other
Connected Text error patterns:
• Missing prefixes, suffixes or endings
• Trouble decoding larger and/or multi-syllable
words
• Difficulty with articles (a, the, an)
• Confusion of the “wh” or “th” words.
• Skipping words
• Adding words
• Substituting words
• Letter-sound correspondence errors
• Blending errors
Work Time
1. Look at the students’ Progress Monitoring
that were below the aim line.
2. Choose one child’s booklet. Analyze the
errors. You may need to use more than one
selection in order to have enough reading to
analysis.
3. Share with your partner.
4. With your partner plan a change in
instruction for this child.
Fluency
Fluency: reading quickly ,
accurately, and with expression
 Combines rate and ______________
Requires ______________
Includes reading with _____________
What the Research Says About Fluency
– Focus attention on
decoding
– Alter attention to
accessing the meaning of
individual words
– Make frequent word
reading errors
– Have few cognitive
resources left to
comprehend
– Focus their attention on
understanding the text
– Synchronize skills of
decoding, vocabulary,
and comprehension
– Read with speed and
accuracy
– Interpret text and make
connections between the
ideas in the text
Factors Effecting Fluency
1. Proportion of words in text that are
recognized as “_____________”.
Sight words include any word that readers
have practiced reading sufficiently often to
be read from memory.” (Ehri, 2002)
2. Speed of ____________ strategies
used to determine the pronunciation of
unknown words.
Providing Fluency Instruction
1. Teacher Modeling
- echo
- choral
- cloze
2. Paired Reading
-repeated readings:
3. Individual Practice
Cloze Reading
Benefits
 All students are reading. Lots of reading practice
is occurring.
 The teacher is modeling fluent reading with
expression.
 The technique provides good practice when all
students need to be focused and the materials
need to be read quickly.
 It provides excellent practice for reading story
problems, directions, and instructional items.
Cloze Reading
Procedures
 The teacher reads a little materials, then stops
and has the students read the next word.
 The teachers selects words that have the most
meaning within a passage for the students to
read.
 It two words go together ( yellow bus, United
States), the teacher selects the second word
for student reading.
Small Group
* Pose pre reading question
* Tell students to read a certain amount
* Ask them to reread material if they finish
early (eternal review)
* Monitor students’ reading. Have
individuals whisper read to you.
* Pose post reading question.
Silent Reading
Benefits
 Students can read material silently before oral
reading so that they will be more accurate and
confident.
 Students have an opportunity to practice their
decoding skills on unknown words.
 All students are practicing reading . However
unless good instructional procedures are used ,
there will be a number of “silent reading fakers”.
Silent Reading
Procedures
 Teacher indicates the amount to be read
silently.
 Realizing that there will be early finishers, the
teacher directs early finishers to re-read the
material silently (eternal review).
 The teacher tells students that they will be
whisper reading to the teacher when she
touches their book or back.
Repeated Reading
Repeated reading of text is an effective ways to
improve fluency.
• Cold Timing
one minute
timing
without prior
practice
Practice Practice Practice
• Hot Timing
one minute
timing after
practicing at
least 3 times
Fluency
Practice
Practice
Practice
Practice
Practice
Practice….
Work Time
1. With your partner choose a story from your
basal .
2. Make a week long plan for the story using the
appropriate fluency strategy.
Strategies could include: echo reading, choral reading,
cloze, partner reading, and /or repeated reading.
Web Sites
• http://www.internet4classrooms.com/skills_1st.htm
• http://interventioncentral.com/
• http://www.fcrr.org/
• http://www.auburn.edu/~murrag1/bookindex.html
• http://carlscorner.us.com/
Read Alouds
Vocabulary
&
Comprehension
What is Listening Comprehension ?
Language
ability
Background
knowledge
Lays the fountain for children to later be able to
“___________ what they read, ___________what
they read, and ________________with others
about what they read”
National Institute for Literacy, 2001
Before Reading
• Teach the meaning of critical, unknown
vocabulary words.
• Teach or activate any necessary background
knowledge.
• Preview the story or article. Use the title for
stories and subheadings, graphs and charts for
articles
Understanding Different
Types of Text
Narrative Texts
Expository texts
 tell stories
 follow a familiar story
structure
 Includes short stories,
folktales, myths, legends,
autobiographies, fantasies,
biographies, science fiction,
plays
 explain information
 tell about topics
 provide a framework for
comprehension of contentarea textbooks
 include informational
books, newspapers,
magazine, catalogues
Predicting
• Narrative Text
Read the title. Predict what the story will be about.
• Expository Text
Read the title. Predict the content
Read the introduction. “What will we learn in this
passage?”
Read the headings and subheadings. Predict the
content.
Read the summary.
How to choose words to teach?
Low-frequency words:
technical words
Tier 3
Words to teach:
high-frequency, high-utility
Known, common words:
nouns
(2002). Bringing words
to life: Robust
vocabulary instruction.
Tier 2
Tier 1
Importance, Utility,
Instructional
potential
Selecting Tier 2 Words
• Frequently encountered
• Crucial to understanding main idea of the text
• Not a part of the students’ prior knowledge
REMINDER: Tier 2 words should be taught before
students read, and discussed and used frequently
afterward.
(Beck, McKeown, & Kucan, 2002)
Vocabulary Instructional Strategies
Explicit Instruction: Anita Archer
Quick Teach: Kevin Feldman
Fast Mapping: Modeled by Anita Archer
The bold faced words
• Sensitive
• Threatened
• Alert
• Scale
• Directions
• Swivel
Which words should I teach?
Sensitive
Threatened Alert
Scale
Directions
Swivel
Woodchuck Dangers
Forest
Usual
Surrounded
Frightened
Wolves
Imagined
Argue
Solve
Agreed
Extra-hungry
Marvelous
Seventh
Fourth
Fifth
Tenth
Disappointment
Farther
Finally
Darted
Solution Expecting
Plopped
Moaning
Terrific
Distant
Admit
Disappeared
Work Time
• Select a story from your basal that you will be
teaching in the next few weeks.
• Look at the bold-faced words. Determine
which words will be explicitly taught, quickly
taught and those that you might not teach at
all.
• Read the story and identify additional words
that you will teach explicitly or quick teach.
Explicit Teaching
-Instructional Routine1. Introduce the word
2. Present a student-friendly explanation
3. Illustrate the word with examples
4. Check students’ understanding
Anita Archer
Instructional Teaching Routine
Step 1. Introduce the word.
1. Write the word on the board.
Threat en
2. Give students the correct pronunciation. Then
Repeat it together chorally.
Introduce the word with me
“This word is Threaten. What word_____?”
Instructional Teaching Routine
Step 2. Provide the meaning of the word with a
student-friendly explanation.
Tell students the explanation.
Present the explanation with me.
“to say that you will hurt someone if they don’t
do what you want is to threaten them.”
Dictionary verses Student Friendly
Threaten
Dictionary: To utter threats against something
or someone.
Student Friendly: To say that you will hurt
someone if they don’t do what you want.
Creating a Student Friendly Explanation
1. Ask your self, “When do I use this word?” “Why
do we have this word/”
2. Use everyday language to explain the meaning
of the word.
3. Keep focused on the central meaning or concept
of the word rather than the multiple meanings
of the word.
4. Try to include something, someone, or describes
in your explanation to clarify how the word is
used.
Help with
Student Friendly Explanations
English Language Learners’ Dictionary
http://www.ldoceonline.com/dictionary
www.learnersdictionary.com/
Work Time
With your partner:
• Write student friendly explanations for all the
words you plan to explicitly teach.
• Write explanations for all the words you plan
to quickly teach.
Instructional Teaching Routine
Continued
Step 3. Illustrate the word with examples.
a.) concrete examples
b.) visual examples
c.) verbal examples
Present the examples with me.
“To tell a friend that you will punch them if they
don’t let you ride their bike is to threaten them.”
“To tell a friend you will tell the teacher if they
don’t give you their pencil is to threaten them.
Examples and Nonexamples
Purpose: To help students better understand
the meaning of the word.
• Choose examples that show a range of the
word’s meaning
• Choose nonexamples that are close to being
examples of the word’s meaning
Work Time
• Work with your partner to create examples
and or nonexamples for the word/s that you
have chosen explicit and quick teaching.
Instructional Teaching Routine
Continued
Step 4. Check understanding
Option #1. Ask Deep processing questions.
Check students understanding with me.
“Tell you partner a time when you have been
threatened?”
Step 4 Continued
Step 4. Check understanding
Option #2. Have students discern between examples
and non-examples.
Check students understanding with me.
“Would you feel threatened if a friend told you
to bring a snack to school for or they would
beat you up of the way home?”
“ Would you feel threatened if you were invited
to a friend’s birthday party?”
Step 4 Continued
Step 4. Check understanding
Option #3. Have students generate their own examples.
Check students understanding with me.
“ Tell you partner something that might make
you feel threatened.”
Work Time
• Using at least one of your vocabulary words
develop an activity to check for
understanding.
Keys to Remembering Vocabulary
• Multiple exposures
• Definitional information
• Sufficient amount of instructional time
• Active engagement
Explicit Vocabulary Routine
Anita Archer
Show Time
Instructional Routine for Vocabulary
Did the Teacher:
1. Introduce the word?
2. Present a student-friendly explanation?
3. Illustrate the word with examples?
4. Check Students’ Understanding?
Fast Mapping
Fast Mapping is an instructional strategy that
involves briefly telling students the meaning
of words that are not being explicitly taught in
order to improve comprehension.
Fast Mapping
Anita Archer Wolf
Show Time
Instructional Routine for Vocabulary
• List the words that Anita Archer chose to
Fast Map. Make sure to jot down what
she said to explain the word.
• Be prepared to share out
During Reading Strategies
First Reading
• Ask appropriate questions that focus on literal
understanding
Second Reading
• Ask questions that require metacognitive
thinking.
Thinking Aloud
• Model what good readers do to help monitor
their understanding of what they are reading
Model :
• How you picture in your mind what is
happening in a story
• How you stop and summarize what has happened
• How you reread certain parts
• How you regularly make predications
After Reading Strategies
• Model the use of graphic organizers to
enhance comprehension and text structure
• Engage students in discussion that promotes
higher order thinking skills
• Provide vocabulary practice.
Retell
• Teachers can use retelling to assess
comprehensions and to guide students toward
a deeper understanding of a story.
• As a reader becomes more competent, their
retellings become more sophisticated.
• Paired retelling sessions are even more
effective if they are interactive, with the
listener providing feedback.
Levels of Retell
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
Emergent Level
Focus on event listing and sequencing
Introduce basic story elements
Early Fluent Level
 Help students apply the basic story elements in oral and
written retellings
 Indentify main events that lead the main character from the
problem to the outcome
 Model and guide retelling events in sequence and integrating
story elements, using story maps
Fluent Level
 Introduce plot summary-retelling key events in chronological
order
 Practice to refine sequencing and story elements in retelling
Retell Rubric
1. Provides 2 or fewer details
2. Provides 3 or fewer details
3. Provides 3 or more details in a meaningful
sequence
4. Provides 3 or more details in a meaningful
sequence that captures a main idea
Anita Archer Retell
Wanted
Language Arts Learning Centers
• Why : So you have time to hold small groups
• What : Must pertain to a big idea and students
must have knowledge of the skill. Provides
practice to make skills automatic.
• How : Must have excellent classroom
management. Introduce one at a time with
preteach .