Guiding Differentiated Instruction: Word Recognition and Fluency

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Guiding Differentiated InstructionWord
Recognition and Fluency

• Sharon Walpole, University of Delaware
• Michael C. McKenna, University of Virginia

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momentum mo'ment?m m?-

• 1 Physics, the quantity of motion of a moving
  body, measured as a product of its mass and
  velocity.
• 2 the impetus gained by a moving object the
  vehicle gained momentum as the road dipped.
• 3. the impetus and driving force gained by the
  development of a process or course of events
  the investigation gathered momentum in the
  spring.
• ORIGIN late 17th cent. from Latin, from
  movimentum, from movere to move.

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Voyager required a great amount of energy to
launch, but it will now continue forever,
propelled by its own momentum!
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Last Months Focus
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Conducting a read-aloud
Team reads the overview
Coach uses the checklist
Teachers use the coachs plan
Coach shows a sample plan
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Planning a read-aloud
Coach shows the planning template
Coach uses the checklist
Teachers work together to plan
Teachers use their own plans
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A hardness scale for coaching
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A hardness scale for coaching
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A hardness scale for coaching
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A hardness scale for coaching
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A hardness scale for coaching
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• You had lots of questions about the small-group
  instruction and about word recognition in
  general.
• Today well try to deepen your understanding.

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Goals for Today

• Use developmental theories to predict potential
  instructional needs
• Review a set of instructional strategies that are
  appropriate for this group
• Introduce a set of lesson-plan scaffolds to
  deepen your understanding of the needs of this
  group

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Your Work Tomorrow

• Read to review todays concepts
• Plan a full support cycle for a group of your
  teachers

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Your Work Back in School

• Implement a full support cycle for a group of
  your teachers

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Lets Review the Video

• Remember Katie, our stunt teacher? She has
  borrowed some kindergarten students on the very
  last day of school . . .

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This Instruction has Five Parts
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Who Needs this Instruction?
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Assessment strategy
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If ORF is green this is the wrong group If ORF
is red or yellow, check NWF. If NWF is green
this is the wrong group. If NWF is red or yellow,
give phonics inventory.
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A Stairway to Proficiency
Vocabulary Comprehension
Fluency and Comprehension
Word Recognition and Fluency
PA and Word Recognition
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What are their Likely Roadblocks?
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• Once you have identified a focus for your phonics
  instruction, the trick is choosing enough words
  for a sequence of lessons.
• We will show you how weve planned for each group.

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How do you choose words?
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Heres a word List for Blends
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Three-Week Scope and Sequence
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How do you choose words?
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Heres a word List for R-Controlled
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Three-Week Scope and Sequence
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How do you choose words?
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Heres a word List for VCE
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Three-Week Scope and Sequence
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How do you choose words?
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Heres a word List for VOWEL TEAMS
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Six-Week Scope and Sequence
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Six-Week Scope and Sequence
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Choosing High-Frequency Words

• After children are grouped because of their needs
  in decoding, use an inventory to identify HF
  words each child needs to learn
• List the words unknown by any child and plug them
  into your lesson plan for all children, that
  will mean some words are known and some are new
• Dont worry about trying to find a decodable text
  that matches the HF words they are called HF
  because they are!

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Choosing Decodable Texts

• Remember that our target is generalized decoding
  skills you neednt match the texts directly to
  the words that have been taught
• Choose decodables that reinforce this principle
  when you see a word you dont know, you can
  usually sound and blend it
• Almost all texts have words that the students
  dont know and cant decode you can simply teach
  them just before the reading starts
• If you dont have enough decodables, recycle them
  in later lessons rather than using them several
  days in a row we dont want the children to
  memorize them

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Now Lets Review the instruction

• Clear focus
• Simple, repetitive language
• Extensive teacher modeling
• Every pupil response

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Which Books Are Influencing Us?
Remember that these are already in your
professional library!
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Teacher Modeling
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Compare-and-Contrast phonics
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Analogy-based phonics
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Fully Analyzing Words
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Every Pupil Response techniques
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Every Pupil Response techniques
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Decodable-Text-reading Strategy
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Lets try one lesson of each type

• You have all of the materials you need to try
  each of our four lesson types. Take turns being
  the teacher. Be sure to practice all of the
  every pupil response techniques.

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Building Word Recognition and Fluency
Team reads the overview
Coach uses a checklist
Teachers use the coachs plan
Coach shows a sample plan
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Building Word Recognition and Fluency
Coach shows the planning template
Coach uses a checklist
Teachers work together to plan
Teachers use their own plans
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Your Work Tomorrow

• Read to review todays concepts
• Plan a full support cycle for a group of your
  teachers

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Your Work Back in School

• Implement a full support cycle for a group of
  your teachers
• Decide exactly what you will do to build theory,
  demonstrate, support teacher practice, and
  provide feedback.