Reading Instruction for Students, Grades K3

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Reading Instruction for Students, Grades K-3
Differentiating

• Kathryn Prater, Ph.D.
• Susan Buchanan, Reading First Coach
• National Reading First Conference
• July 26, 27, 28 2005

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Goals for the Session

• Review the Big 5 components identified by SBRR
• Define differentiated instruction
• Review strategies for differentiating instruction
• Discuss Workstation/Center activities

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SBRR Scientifically Based Reading RESEARCH

Unprecedented convergence on the knowledge and
skills students need to become successful
readers
Adapted from Simmons, Kameenui, Harn, Coyne
(2003). Institute for beginning reading 2. Day 3
Core instruction What are the critical
components that need to be In place to reach our
goals? Eugene University of Oregon.
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SBRIScientifically Based Reading INSTRUCTION

• Data-informed instructional planning
• Focus on state standards and objectives
• Focus on the BIG 5 grade-level relevant
• Core Instruction Responsive Intervention
• Progress Monitoring
• Flexible Grouping

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The Big 5 Emphasis Changes, K-3
Adapted from Simmons, Kameenui, Harn, Coyne
(2003). Institute for beginning reading 2. Day 3
Core instruction What are the critical
components that need to be In place to reach our
goals? Eugene University of Oregon.
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Core Reading Programs

• Classroom reading instruction practices are
• frequently shaped by reading programs
• Publishers have redesigned programs so they are
• now much more aligned with SBRR
• Adopted programs provide continuity across
• classrooms and grade levels

Adapted from Simmons, Kameenui, Harn, Coyne
(2003). Institute for beginning reading 2. Day 3
Core instruction What are the critical
components that need to be In place to reach our
goals? Eugene University of Oregon.
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Common Program Design. . .

• Some leading reading programs have from 46 to 91
  pages of lessons/activities in the TE for one
  week.
• There may not be ample practice for some students
  (and too much for others).
• You have to make thoughtful decisions as you
  implement the core program.

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Struggling Students

• For some students, no matter what . . .
• . . . Intensive Intervention IS Needed!
• MORE instructional time
• EXPLICIT instruction
• REGULAR MULTIPLE opportunities
• Small group instruction
• Specific and immediate feedback
• Scaffolding
• CONTINOUS Support

MORE
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What is it? Who needs it?

• Differentiated instruction is planned
• and delivered with precision in
• small, flexible groups to meet identified
• student needs
• Differentiated instruction benefits ALL
• students in the classroom VITAL for
• the struggling readers

Adapted from Eastern Regional Reading First
Technical Assistance Center, (2004). 90-minutes
plus presentation. Tallahassee Florida State
University.
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How do you maintain fidelity and differentiate
instruction?

• Follow programs scope and sequence
• Focus on grade-level high-priority skills
• within the BIG 5
• Select activities to meet identified needs
• Use instructional daily routines

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Strategies for Differentiation

• Instructional Delivery
• Level of Explicitness
• Task Features
• Pacing
• Grouping Practices

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Steps for Effective Instructional Delivery

• Model each task (and parts of task)
• Use concise, explicit wording
• Monitor students as they practice
• Provide feedback
• Provide multiple opportunities for practice and
  review
• Integrate components of instruction

Adapted from Simmons, Kameenui, Harn, Chard,
Coyne (2003). Institute for beginning reading 2
Enhancing alphabetic principle instruction in
core reading instruction. Eugene University of
Oregon.
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Level of Explicitness

• Explicit instruction takes the mystery out of
  the new task or skill.
• When planning targeted lessons, ask yourself
• Are all the steps of effective instructional
  delivery included?
• Is the language clear and consistent across
  activities?
• Are there ample opportunities for practice?
• Are there opportunities for students to
  demonstrate learning?

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Modify Task Features

• Quality
• Simple to complex
• Blooms Taxonomy
• Demands
• New skills
• Review and practice of skills
• Quantity

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Pacing

• There are two ways of pacing during instruction
• Activity pacing is the rate at which the teacher
  conducts the different activities within a
  lesson.
• Lesson pacing is the rate at which the students
  progress through the scope and sequence of the
  core reading program.

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Grouping Practices
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Grouping Practices
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Grouping Practices
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Why is small group instruction important?

• So the teacher can most effectively
• Monitor individual oral responses
• and
• Provide immediate and specific feedback
• To help ALL students to achieve critical
• objectives and become successful readers

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How do you plan for small group
instruction?

• Collect and analyze assessment data
• Identify concepts and skills students
• know and do NOT YET know
• Organize groups of students
• Similar instructional needs
• The higher the need, the smaller the group
• Make data-informed instructional decisions
• Target the identified skills
• Assess progress regularly
• Adjust instruction as needed

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And then

• Continually monitor student progress
• Make timely instructional adjustments
• Changing group(s)
• Membership
• Instructional purpose
• Adjusting level of scaffolding

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How many students should be in a small group?
DEPENDS

• GREATER needs SMALLER flexible group
• Especially during the early stages of
• reading development
• Letter-sound correspondence
• Beginning decoding skills
• Especially for those identified at-risk for
• reading difficulties
• LESS needs LARGER flexible group

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How many small instructional groups? DEPENDS

• Consider the assessment data
• How many students need targeted instruction
  in specific skills?
• How can those specific skills be grouped?
• Consider the reality of your classroom
• How many groups can you realistically teach in
  a day?

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Managing Small Group Instruction

• Classroom Arrangement
• Rules and Procedures
• Appropriate Workstation/Center Activities

Adapted from Eastern Regional Reading First
Technical Assistance Center, (2004). 90-minutes
plus presentation. Tallahassee Florida State
University.
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Classroom Arrangement

• Areas of instruction
• Whole or large group
• Large enough for all students to sit comfortably
• Small group area
• Table with room for materials
• Teacher can see the whole room
• Independent work or Work Stations
• Sufficient space to complete the assignments
• Allow room for transitions
• Organized so students can set up and clean up

Adapted from Eastern Regional Reading First
Technical Assistance Center, (2004). 90-minutes
plus presentation. Tallahassee Florida State
University.
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Rules and Procedures

• Rules
• 3-6 basic rules
• Always have your materials ready for learning.
• Model what following the rules looks like and
  sounds like
• Establish consequences
• Procedures, procedures, procedures
• Model
• Practice
• Reinforce

Adapted from Eastern Regional Reading First
Technical Assistance Center, (2004). 90-minutes
plus presentation. Tallahassee Florida State
University.
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Appropriate Workstation/Center Activities

• The purpose of Workstation/Center activities is
  to
• Reinforce the core reading program
• Extend practice opportunities
• Practice and apply learned skills
• Teach Workstation/Center activities
• Model the specific activity
• Provide practice time before putting the activity
  in a Workstation/Center
• Monitor Workstations/Centers
• Hold students accountable for their work and
  behavior

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Designing Workstation/Center Activities,Kindergart
en

• Phonemic awareness
• Blending and segmenting individual phonemes
• Phonics
• Letter-sound correspondence
• Beginning decoding
• Comprehension and Vocabulary
• Listening skills

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KindergartenPhonological Awareness

• Skill--segmenting words into individual phonemes
• Materials--picture cards, T chart for sorting, 3
  square Elkonin boxes
• Most students choose a picture, say each sound
  in the word
• Advanced students same as most students, sort
  by of phoneme (3 or 4)
• Struggling students Teacher selects words with
  3 phonemes, students use Elkonin boxes to push
  sounds as they segment

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Designing Workstation/Center Activities,Grade 1

• Phonemic awareness
• Focus on individual phonemes
• Phonics
• Letter-sound knowledge
• Develop automaticity
• Writing sounds
• Reading words and connected text
• Decodable texts
• High frequency words

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Designing Workstation/Center Activities, Grade 1

• Fluency
• Reread familiar texts
• Partner reading
• Listen to models of fluent reading
• Comprehension
• Sequence and summarize stories
• Story maps
• List facts

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First GradePhonics

• Skill--practicing spelling/phonics patterns
• Materials--magnetic letters, paper
• Most students create words using known spelling
  patterns, write each word (sand, hand, land)
• Advanced students same as most students, write
  a sentence with each word
• Struggling students Teacher limits the number
  of letters and words, provide picture support

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Designing Workstation/Center Activities,Grade 2

• Phonics
• Letter combinations
• Decode using syllables
• Fluency
• Reread familiar texts
• Partner reading
• Chart progress on graphs

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Designing Workstation/Center Activities,Grade 2

• Vocabulary
• Prefixes, suffixes
• Comprehension
• Story maps
• Main idea
• Cause and effect
• Inference
• Summarization

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Second GradeComprehension

• Skill--completing a narrative story map
• Materials--construction paper folded into 4 door
  flip book, markers, crayons, pencil
• Most students complete a story map (characters,
  setting, problem, solution)
• Advanced students same as most students write
  an alternate solution to the problem
• Struggling students sequence 4 events in the
  story or beginning, middle end (cut off one door)

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Designing Workstation/Center Activities,Grade 3

• Phonics
• Decode using syllables
• Fluency
• Reread familiar texts
• Partner reading
• Chart progress on graphs

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Designing Workstation/Center Activities,Grade 3

• Vocabulary
• Prefixes, suffixes
• Word relationships
• Nation, national, nationality
• Transport, translation, transcontinental
• Comprehension
• Cause and effect
• Compare/contrast
• Inference
• Preview texts using text structures

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Third GradeComprehension

• Skill--summarize events
• Materials--construction paper folded into 4 door
  flip book, markers, crayons, pencil
• Most students 4 part summary
• Advanced students same as most students and
  write a 1-2 sentence main idea statement
• Struggling students story map, sequence events

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Review of the Goals for the Session

• Review the Big 5 components identified by SBRR
• Define differentiated instruction
• Review some strategies for differentiating
  instruction
• Discuss Workstation/Center activities

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For more information, contact
Kathryn Prater, Ph.D. prater.kathryn_at_gmail.com The
University of North Carolina Greensboro
A special thank you goes to Ann Fiala for her
assistance with the development of this
presentation.