Transcript Training and Technical Assistance Center

What is Special
about Specially- Designed
Elementary Literacy Instruction?
Wendy Phillips
Margaret Vaughan
Virginia Department of Education’s
Training & Technical Assistance Center (T/TAC)
@ Virginia Tech
https://www.ttac.vt.edu
Active Learning & Response Opportunity
It has been well established that frequent active student responding contributes to
high academic achievement (Greenwood, Delquadri, & Hall, 1984).
Scaffolding
Scaffolded Instruction is “the systematic sequencing of
prompted content, materials, tasks, and teacher and peer
support to optimize learning” (Dickson, Chard, & Simmons,
1993). “This means a gradual decrease in supports and a
gradual increase in student responsibility with the
responsibility for learning shifting from the teacher to the
student (Rosenshine & Meister, 1992).
Language Experience Approach
Specially Designed Instruction is:
“adapting as appropriate to the child’s needs, the content, methodology, or
delivery of instruction:
To address the unique needs of the child that results from the child’s disability
To ensure access of the child to the general education curriculum, so that the child
can meet the educational standards within the jurisdiction of the public agency
that apply to all children.”
IDEA Part B (Section 300.39(b)(3) of Title 34, Code of Federal Regulations [CFR])
Balanced Literacy Model
Writing
Resource Map
5 Components of Reading
● Phonemic Awareness - Recognizing and using sounds to create words
● Phonics - Understanding the relationship between letters and sounds
● Fluency - Reading accurately & Quickly
● Vocabulary - Learning the meaning and pronunciation of words
● Comprehension - Understanding, remembering and communicating
Assessment / Progress Monitor
Frequency and duration of specialized instruction is based on assessment
data and student needs. Analysis of weekly progress monitoring data
determines effectiveness of specialized instruction, which adjusts to reflect
student needs. Reading Assessments
Strategies / Programs / Technology
Responsibility for strategy application must gradually be transferred to
students. Programs and Technology do not guarantee success and should
be evaluated through their particular school and classroom settings.
Hierarchical set of skills of reading:
1.Awareness of print - lowest level
2.Recognizing letter shapes & names
3.Know that sounds are represented by letters
4.Know that words come apart into small
sounds/syllables
5.Blend sounds together to form words
6.Process larger groups of letters & words
7.Develop fluency & automaticity
8.Develop reading comprehension - highest level
Hennessy (2012) suggests that teachers of reading consider the
strands of the reading rope
Phonemic Awareness
Writing
Phonemic Awareness is the ability to hear, identify, and
manipulate individual sounds-phonemes - in spoken words
Phonemic Awareness can be measured in 3 ways:
sound comparison, segmentation and blending
Turn & Talk
How does your school/district identify
students who are lacking phonemic
awareness skills?
If you are not the person who gathers
this information, are you able to access
this information?
Assessment / Progress Monitor
Phonemic Awareness
PALS Quick Checks
Phonemic Awareness Strategies
Phoneme Isolation - What is the first sound in van?
Phoneme Identify - What sound is the same as in fix, fall and fun?
Phoneme Categorization - What word doesn’t belong bus, bun, rug?
Phoneme Blending - What word is /b/ /u/ /g/? Then write & read the word.
Phoneme Segmentation - How many sounds are in grab? Then write & read.it.
Phoneme deletion - What is smile without the /s/?
Phoneme addition - What word do you have if you add /s/ to the beginning of park?
Phoneme substitution - The word is bug, change /g/ to /n/. What’s the new word?
Phonemic Awareness Programs
(available for checkout through the T/TAC @ VT lending library)
FUNdations®
www.fundations.com
Grades K-3
Explode the Code
Pre-K-1
www.explodethecode.com
Phonemic Awareness
Technology
Free
Phonics Awareness
Free
Reading Raven
$3.99
Phonics
Writing
Phonics is the knowledge that letters of the alphabet represents phonemes, and that
these sounds are blended together to form written words.
Goals of Word Recognition:
Teach strategies for decoding novel words
Develop automaticity in word recognition
Comprehension
Rapid and accurate decoding is the foundation of proficient reading (Rathvon, 2008)
Turn & Talk
How does your school/district identify
students who are lacking
phonics skills?
If you are not the person who gathers
this information, are you able to access
this information?
Assessment / Progress Monitor
Phonics Instruction
PALS Quick Checks
Phonics Strategies
Systematic (carefully selected set of letter-sound relationships)
Explicit - direct explanation, modeling, practice, application.
On a continuum of instruction - letter sounds, blending, onset-rime
Multi-sensory Approach
Phonetic Concepts & Rules
PALS activities
Controlled Text (Phonics Readers)
Reading A-Z
Phonics Programs
(available for checkout through the T/TAC @ VT lending library)
Wilson Reading System
Grades 2nd and above
Orton Gillingham Approach
Grades K and above
Video
Technology to Support Phonics
Multisensory Apps
Fluency
Writing
The ability to read text accurately and quickly. It frees students up cognitively
so they can understand what they read.
Comprehension is significantly impaired for students who misread more than
5% of the text or read less than 100 words per minute in second grade &
above. (Grossen & Carnine, 1991)
Turn & Talk
How does your school/district identify
students who are lacking
fluency skills?
If you are not the person who gathers
this information, are you able to access
this information?
Assessment / Progress Monitor
Fluency Growth
Timed Repeated Readings - student reads the same passage
for 1 minute multiple times (3-5). the teacher/ partner counts
how many words the student reads correctly in 1 minute.
The number of words is then graphed using a bar graph.
*Passages should be at students independent reading level
PALS
Running Records - Words Per Minute Calculator
Fluency Strategies
Repeated Readings - like athletes practice
Echo Reading
Partner Reading
Tape-Assisted Reading
Reader’s Theater
Poetry
Songs
CAFE
Tim Rasinski Materials
Research supports the need for daily instruction in fluency which includes oral
reading and corrective feedback (Chard et al, 1998)
Fluency Programs
(available for checkout through the T/TAC @ VT lending library)
Six Minute Solution
Kindergarten through 9th grade
Open Court Foundational Skills Kit
Grade 3
Technology to Support Fluency
Audio Memos
Record student reading using high quality audio and email results for data collection
Speak Screen and Speak Selection
Accessibility
Features
Apple iOS
Assists with reading emails, web pages, and books to you
Two finger swipe from top down or just tell Siri to Speak Screen
Adjust the voice’s dialect and speaking rate, and have words highlighted
Turn on Speak Selection and hold your finger down over a word to highlight
Drag the bottom right dot over your text, select speak from popup to hear the highlighted text
Vocabulary
Writing
Vocabulary is defined by the National Institute for Literacy as the words we must know to
communicate effectively. These words can be described as oral vocabulary or reading
vocabulary (NIFL, 2001).
Knowing some common prefixes and suffixes (affixes), base words, and root words can help students learn the
meaning of many new words. For example, if students learn just the four most common prefixes in English (un-,re,in-,dis-), they will have important clues about the meaning of about two thirds of all English words that have
prefixes (NIFL, 2001).
Turn & Talk
How does your school/district identify
students who are lacking
important vocabulary ?
If you are not the person who gathers
this information, are you able to access
this information?
Assessment / Progress Monitor
Vocabulary Growth
Student created vocabulary dictionary/Word Bank
Quizlet
Informal Reading Inventory (IRI)
Flocabulary
EdHelper
Vocabulary Strategies
Semantic Mapping
Frayer Model
Research shows that knowledge is stored in categories and that words are
linked in our memory to other words based on their relationship to each other
(Rumelheart, 1980) Vocabulary Strategies
Vocabulary Programs
(available for checkout through the T/TAC @ VT lending library)
Words Their Way:
Word Study in Action Developmental Model
http://www.pearsonschool.com/
Research
Grades K-5
Just Words®
www.justwords.com
Grades 4-12
Technology to Support Vocabulary
Read & Write for Google
Free with Google Apps for Education account
This extension allows for read
aloud of websites and Google Docs
and also includes word prediction,
image dictionary, highlighter, and
much more for.
Link to extension
Google Dictionary
As you browse the web,
you can easily look up
words without going to a
different page.
Link to extension
Google Vocabulary Link Builder
Easily build a vocabulary list by
highlighting words in a document or
web page. The Vocabulary List
Builder automatically creates a table
with words, definitions, and images
representing the word.
Watch video
Comprehension
Writing
Comprehension is the reason for reading!
Effective readers use metacognition…..thinking about reading.
Before: Clarify purpose and do a story walk to activate prior knowledge
During Reading: Monitor understanding, adjust reading speed and use strategies
After Reading: Retelling & Summarizing
Comprehension is impaired when too much energy is allocated to the decoding process
(Share 1995; National Reading Panel 2000; Rathvon 2008)
Turn & Talk
How does your school/district identify
students who are lacking
comprehension skills?
If you are not the person who gathers
this information, are you able to access
this information?
Assessment / Progress Monitor
Comprehension
*Specially designed instruction includes access to and use of high quality independent
and instructional leveled text
Retell
Sequence
Predict
Make Inferences
Draw Conclusions
Summarize
Comprehension Strategies
Anticipation guide - Activate Prior Knowledge
KWL Strategy - Non-Fiction
Story mapping (storyboarding) - Fiction
Graphic Organizers - various genres
CAFE - Comprehension, Accuracy, Fluency, Expand Vocab.
Group sizes are based on the needs of students. (Fountas and Pinnell recommend group
sizes of 1:3 or 1:4 to maximize student growth)
53 Ways to Check for
Understanding
http://www.edutopia.org/resource/checking-understandingdownload?utm_content=srn&utm_campaign=checking-understandingdownload&utm_source=twitter&utm_medium=socialflow&utm_term=ss-image
Comprehension Programs
(available for checkout through the T/TAC @ VT lending library)
Leveled Literacy Intervention System (LLI)
http://www.heinemann.com/product s/E01198.aspx
Grades K-5
READ 180 ®
Grades 4th-12th
Technology to Support Comprehension
●ReadWorks
●TweenTribune
●Newsela
Free
Real World Articles
Leveled Text
Research-based Units
Lessons
Assessments
Authentic Nonfiction Passages
Paired Passages
Question Sets
Safari Reader View
Accessibility
Features
Apple iOS
Minimizes distractions and sensory overload
Safari Reader reduces the visual clutter on a web page by removing distractions
Safari Reader works with Speak Selection and Speak Screen
●
Chromebook Accessibility features
●
How to turn on accessibility features on
chromebook
Instructional Interventions
proven to be effective with
Low-Achieving Students
Best iPad Apps to Develop
Literacy Skills
200 Best
Special Education Apps
The iTunes
Special Education
App Collection
Browse the special education app collection and discover
amazing apps for every need — from sign language and
communication to emotional development and life skills.
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