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Title: 90-Minutes Plus


1
90-Minutes Plus
Eastern Regional Reading First Technical
Assistance Center Presenters Ruth Gumm
Sheryl Turner
2
Demystifying
the Reading Block
3
Answers to Questions
  • What does research evidence tell us?
  • What constitutes an interruption?
  • What reading components constitute the reading
    block?

4
Answers to Questions
  • Which language arts components are linked to
    reading instruction?
  • How do I organize the reading block?
  • How do I differentiate instruction with flexible
    groups?

5
Answers to Questions
  • How do I address differentiated intervention?
  • What does a reading block schedule look like?
  • How do I manage the reading block?

6
What does research evidence tell us?
  • Effective reading instruction requires
  • At least 90 uninterrupted minutes per day
  • Density
  • Systematic delivery of explicit instruction
  • Scaffolding
  • Differentiation
  • Intensive intervention in addition to initial
    instruction

7
(No Transcript)
8
Scaffolding
Knowledge Skill

Student Mastery
Teacher
Prompts
Independent Practice
Corrective Feedback
Student Efforts
Modeling
Student
Student Participation
Explicit
9
Instructional Density
  • The Reading Block

90 120 minutes per day
Increased Resources
Building Student Reading Proficiency
Increased Time
10
Cumulative Effects
  • Grades K-3

7 2 0 d a y s
Student Reading Proficiency
Resources
Time
11
What constitutes an interruption?
  • Lunch
  • Special Area (art, music, physical education,
    media, etc.)
  • Exceptional Student Education pull-out
  • Mentoring during whole group instruction
  • Trips to the library
  • Counseling
  • Recess
  • English Speakers of Other Languages pull-out
  • Computer Lab pull-out
  • School Assemblies
  • All-call

12
What constitutes an interruption?
  • Keep the Main Thing the Main Thing!

13
What reading components constitute the reading
block?
  • The Fab Five
  • Phonemic Awareness
  • Phonics
  • Fluency
  • Vocabulary
  • Comprehension

14
The Reading Block Phonemic Awareness Instruction
  • GUIDING PRINCIPLE
  • Systematically deliver explicit instruction
  • HOW
  • Establish instructional routines in blending,
    segmenting, and manipulating sound.
  • Scaffold introduction of new phonemic skills from
    simple to more complex
  • Provide ample practice opportunities that
    directly align with the phonemic awareness
    instruction
  • Link phonemic awareness instruction to phonics

15
The Reading Block Phonemic Awareness Instruction

Elkonin Box
16
The Reading Block Phonemic Awareness Instruction

17
The Reading Block Phonemic Awareness Instruction

18
The Reading Block Phonemic Awareness Instruction

19
The Reading Block Phonics Instruction
  • GUIDING PRINCIPLE
  • Systematically deliver explicit instruction
  • HOW
  • Carefully scaffold introduction of new phonics
    skills from simple to more complex letter-sound
    correspondences
  • Provide ample practice opportunities that
    directly align with the phonics instruction
  • Link phonics instruction to word recognition and
    spelling activities
  • Explicitly address patterns in irregular words
    and provide ample practice to build sight word
    recognition of irregular words
  • Relate phonetic elements to all types of text
  • Establish instructional routines for development
    of phonetic decoding efficiency
  • By third grade, continue instruction in complex
    sound-symbol relationships and morphemes from
    words that appear in academic texts at third
    grade text and the intermediate grades

20
The Reading Block Phonics Instruction

c a t
21
The Reading Block Phonics Instruction
c
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22
The Reading Block Phonics Instruction
c a
c a t
23
The Reading Block Phonics Instruction
c a t
24
The Reading Block Phonemic Awareness vs.
Phonics Instruction
c a t

25
The Reading Block Fluency Instruction
  • GUIDING PRINCIPLE
  • Systematically deliver explicit instruction
  • HOW
  • Carefully scaffold student fluency practice from
    the sub-word level, word level, sentence level,
    and to the text level.
  • Provide daily opportunities for student fluency
    practice with text at the students independent
    reading level. By the end of
  • 1st grade 40 WCPM
  • 2nd grade 90 WCPM
  • 3rd grade 110 WCPM
  • Promote wide fluency practice with a variety of
    different types of texts.
  • Establish a variety of instructional routines for
    student fluency development such as
  • Choral reading
  • Partner reading
  • Readers Theatre

26
The Reading Block Vocabulary Instruction
  • GUIDING PRINCIPLE
  • Systematically deliver explicit instruction
  • HOW
  • Provide robust vocabulary instruction
  • oral language development in grades K-1
  • both oral language and reading vocabulary in
    grades 2-3
  • Promote dialogue in various contexts using robust
    words already taught
  • Promote wide reading of a variety of texts for
    student reading vocabulary development.
  • Read aloud everyday for oral language development
  • Establish instructional routines for
  • Before reading
  • During reading
  • After reading
  • Establish instructional routines using graphic
    organizers to expand vocabulary development

27
Vocabulary Resource
  • TITLE
  • Bringing Words to Life
  • AUTHOR
  • Isabel Beck

28
The Reading Block Comprehension Instruction
  • GUIDING PRINCIPLE
  • Systematically deliver explicit instruction
  • HOW
  • Establish instructional routines for
  • Before reading
  • During reading
  • After reading
  • Establish instructional routines using graphic
    organizers
  • Scaffold from lower to higher level questions to
    promote higher order thinking skills
  • Promote dialogue with critical thinking skills
  • Promote wide reading of a variety of texts for
    student reading for a variety of purposes
  • Use text at appropriate student independent
    reading level
  • Read aloud everyday

29
The Reading Block Comprehension Instruction
Task Samples
Task Levels
Evaluation
Evaluate judgment
Synthesis
Generalize
Analysis
Compare/Contrast
Blooms Taxonomy
Predict Clarify Summarize Locate details
(RELEVANCE who, what, when, where, why, how)
Application
Comprehension
Knowledge
30
The Reading Block Comprehension Instruction
Instructional Examples Dialogue interactive
reading organizers
Task Levels
Evaluation
Evaluate judgment
Synthesis
Semantic Feature Analysis
Analysis
Venn Diagram
Blooms Taxonomy
Application
Reciprocal Teaching Reciprocal
Teaching Reciprocal Teaching KWL
Comprehension
Knowledge
31
The Reading Block Comprehension Instruction
Metacognitive teaching
Semantic Feature Analysis
Size immense tiny ordinary
bicycle X
insect X
mountain X
Generalize
Compare/Contrast
Blooms Taxonomy
Venn Diagram
32
The Reading Block Comprehension Instruction
Assessment vs instruction Much is done to assess
comprehension but little comprehension
instruction goes on in the classroom. -Delores
Durkin
Blooms Taxonomy
33
Resources
National Academy Press
National Institute for Literacy 1-800-228-8813
American Federation of Teachers
34
Which language arts components are linked to
reading instruction?
  • Spelling (orthographic)
  • expansion of phonics instruction
  • in letter-sound correspondences
  • Writing
  • expansion of spelling (spelling conventions)
  • comprehension activity (write-a-response to
    reading)
  • Listening Speaking
  • oral language activities for vocabulary
    development

35
Clarifying the Gray Areas
  • Exclude
  • Theme-based spelling instruction
  • Include
  • Orthographic spelling instruction

Write-a-response to reading
Critical Thinking Skills
  • Writing conventions
  • instruction
  • Writing process
  • instruction

Comprehension
  • Write-a-response
  • to reading activity
  • Critical thinking activity
  • - Questioning the author dialogue
  • - Semantic feature analysis

Writing
Composition
Conventions
Spelling
Oral Language Activities
Phonemic Awareness Activities
Theme-based
Orthographic
Speaking
Listening

36
How do I organize the reading block?
  • CLASSROOM CHARACTERISTICS
  • Academically engaged
  • Accountability
  • ELEMENTS
  • Whole Group Instruction
  • Differentiated Instruction with Learning Centers
  • Small group instruction
  • Several Student Centers (group, pair,
    cooperative, individual)
  • Differentiated Intervention with at-risk students
    in small, flexible groups

37
How do I organize the reading block?
  • It is critical to analyze group size (from 3-8
    students)
  • Keep high-risk group sizes small (3-5 students)
  • It is important to work with each small group
    differently based on instructional need as
    determined by results of the various reading
    assessments.
  • Monitor progress of those most at-risk students
    more frequently for making instructional changes
    to accelerate learning
  • Size of the small group
  • Group members
  • Level of explicitness
  • Amount of scaffolding
  • Length of time for targeted instruction

38
Preventive Instruction
The best intervention is effective
instruction.
- National Research Council
Each layer aims at preventing reading disabilities
TIER II
Each layer provides more intense supportive
intervention
Layers of intervention responding to student needs
39
Preventive Instruction
The best intervention is effective
instruction.
- National Research Council
Differentiated classroom intervention -
small, flexible group(s) - supplemental
intervention programs
TIER II
Differentiated instruction - small group
rotations - core supplementary reading
programs
Whole group instruction - core reading
program
Benchmark testing of students is conducted at
least three times a year to determine
instructional needs.
40
How do I differentiate instruction?
  • What is differentiated instruction?
  • Differentiation is instruction planned and
    delivered with precision in small, flexible
    groups of students.
  • Which students receive differentiated instruction?
  • All students in the classroom

41
How do I differentiate instruction?
When is differentiated instruction delivered?
  • Every day during the reading block

How can a teacher plan in order to differentiate?
  • Identify the target reading components
  • Identify the target resources
  • Implement a classroom management system

42
How do I plan for differentiated instruction?
1 Assessment Results 2 Reading Components 3 Resources 4 Instruction
What are the assessment results? What is the instructional target? Which resources are available? Provided Additional Examples What instructional plan matches student need?
Phonemic Awareness CCRP SRP
Phonics CCRP SRP
Fluency CCRP SRP
Vocabulary CCRP SRP
Comprehension CCRP SRP
PM Progress Monitoring CCRP Comprehensive
Core Reading Program SRP Supplementary Reading
Program
43
How do I plan for differentiated instruction?
1 Assessment Results 2 Reading Components 3 Resources 4 Instruction
What assessments will you use? What is the instructional target? Which resources are available? Provided Additional Examples What instructional plan matches student need?
Phonemic Awareness CCRP SRP
Phonics CCRP SRP
Fluency CCRP SRP
Vocabulary CCRP SRP
Comprehension CCRP SRP
PM Progress Monitoring CCRP Comprehensive
Core Reading Program SRP Supplementary Reading
Program
44
How do I plan for differentiated instruction?
1 Assessment Results 2 Reading Components 3 Resources 4 Instruction
What are the assessment results? What is the instructional target? Which resources are available? Provided Additional Examples What instructional plan matches student need?
Screening PM Phonemic Awareness CCRP Elkonin Boxes SRP Manipulative Chips 5-10 minutes daily Small group 3-5
Screening PM Phonics CCRP Elkonin Boxes SRP Magnetic Letters 10-15 minutes daily Small group 5-7
Screening PM Fluency CCRP Word/Phrase Cards SRP Leveled Text 10 minutes daily Small group 6 or 8
Outcome Vocabulary CCRP Tier 2 Words SRP Concept Picture Cards 5-10 minutes daily Small group 5-8
Outcome Comprehension CCRP Graphic Organizers SRP Question Cards 15 minutes daily Small group 5-8
PM Progress Monitoring CCRP Comprehensive
Core Reading Program SRP Supplementary Reading
Program
45
Preventive Instruction
Intensive Intervention
Differentiated Intervention
Differentiated Instruction
Resources
Instructional Continuum
Initial Instruction
Time
46
How do I differentiate intervention?
In Out
Classroom intervention Additional intervention
Target Population Target Population
the classroom student with identified difficulties in specific reading components the student identified as requiring more time beyond differentiated classroom intervention
Total Instructional Time Total Instructional Time
Daily Classroom Reading Block 40 minutes instruction 50 minutes differentiated instruction - Teacher-lead center (25 minutes) - Student centers (10-15 minutes) 10-15 minutes differentiated intervention Daily Classroom Reading Block 40 minutes instruction 50 minutes differentiated instruction - Teacher-lead center (25 minutes) - Student centers (10-15 minutes)
Daily Classroom Reading Block 40 minutes instruction 50 minutes differentiated instruction - Teacher-lead center (25 minutes) - Student centers (10-15 minutes) 10-15 minutes differentiated intervention Intervention Beyond the Classroom 20 - 45 minutes
47
Class Case Study Differentiating Profiles
1st Grade Comprehension Outcome Measure
Oral Reading Fluency
26-40
26-44 WCPM
1-25
and
lt26 WCPM
gt 41
gt 44 WCPM
SCREENING RESULTS Beginning of Second Grade
48
Class Case Study Differentiating Student
Profiles
Student WCPM gt 44 WCPM
Penny Loafer 33 31 WCPM
Adam Apple 72 54 WCPM
Willow Tree 17 15 WCPM
Dusty Eyre 28 36 WCPM
Misty Woods 39 45 WCPM
Rocky River 22 19 WCPM
1st Grade Comprehension Outcome Measure
Oral Reading Fluency
26-40
26-44 WCPM
1-25 and lt26 WCPM
gt 41
gt 44 WCPM
49
Class Case Study Differentiating Student
Profiles
Student WCPM gt 44 WCPM
Penny Loafer 33 31 WCPM
Adam Apple 72 54 WCPM
Willow Tree 17 15 WCPM
Dusty Eyre 28 36 WCPM
Misty Woods 39 45 WCPM
Rocky River 22 19 WCPM
1st Grade Comprehension Outcome Measure
Oral Reading Fluency
26-40
26-44 WCPM
1-25 and lt26 WCPM
Penny Loafer
Penny Loafer
Dusty Eyre
Dusty Eyre
Willow Tree
Misty Wood
Rocky River
gt 41
gt 44 WCPM
Adam Apple
Adam Apple
Misty Wood
50
What could a reading block schedule look like?
Instruction Range of Time Class Configuration Examples of Teacher-Led Activities
The Reading Block 90 minutes minimum daily TOTAL TIME ?? minutes scheduled TOTAL TIME ?? min daily Whole Group Resource CCRP What core program?
The Reading Block 90 minutes minimum daily TOTAL TIME ?? minutes scheduled TOTAL ROTATION TIME ?? min Daily Differentiated Instruction Small Group Instruction Groups 1, 2, 3 Resources What program(s)? Group Instructional Focus
The Reading Block 90 minutes minimum daily TOTAL TIME ?? minutes scheduled TOTAL ROTATION TIME ?? min Daily ?? min M T W Th F daily pergroup Resources What program(s)? Group Instructional Focus
The Reading Block 90 minutes minimum daily TOTAL TIME ?? minutes scheduled TOTAL ROTATION TIME ?? min Daily Session 1 Group 1
The Reading Block 90 minutes minimum daily TOTAL TIME ?? minutes scheduled TOTAL ROTATION TIME ?? min Daily Session 2 1 Group 2
The Reading Block 90 minutes minimum daily TOTAL TIME ?? minutes scheduled TOTAL ROTATION TIME ?? min Daily Session 3 Group 3
Classroom Intervention Additional Classroom Time w/teacher TIME ?? min daily Differentiated Intervention 3 5 students Resources What program(s)?
Classroom Intervention Additional Classroom Time w/teacher TIME ?? min daily M T W Th F Resources What program(s)?
Classroom Intervention Additional Classroom Time w/teacher TIME ?? min daily Intervention Session Instructional Focus
CCRP Comprehensive Core Reading Program SRP
Supplementary Reading Program
51
What could a reading block schedule look like?
Instruction Range of Time Class Configuration Examples of Teacher-Led Activities
The Reading Block TOTAL TIME 90 minutes minimum daily TOTAL TIME 20-60 min daily Whole Group Resource CCRP Segment sounds (PA) Sound-letter correspondences (Phonics) Partner reading (Fluency) Prereading Lesson Tier 2 words (Vocab) Reciprocal Teaching (Comprehension)
The Reading Block TOTAL TIME 90 minutes minimum daily TOTAL ROTATION TIME 30-70 min Daily Differentiated Instruction Small Group Instruction Groups 1, 2, 3 Resources CCRP SRP Group Instructional Focus
The Reading Block TOTAL TIME 90 minutes minimum daily TOTAL ROTATION TIME 30-70 min Daily 10-25 min M T W Th F daily pergroup Resources CCRP SRP Group Instructional Focus
The Reading Block TOTAL TIME 90 minutes minimum daily TOTAL ROTATION TIME 30-70 min Daily Session 1 1 2 3 1 2 Group 1 segment sounds w/Elkonin boxes
The Reading Block TOTAL TIME 90 minutes minimum daily TOTAL ROTATION TIME 30-70 min Daily Session 2 2 3 1 2 3 Group 2 word sorts w/common syllable spelling patterns
The Reading Block TOTAL TIME 90 minutes minimum daily TOTAL ROTATION TIME 30-70 min Daily Session 3 3 1 2 3 1 Group 3 reread decodable books
Classroom Intervention Additional Classroom Time w/teacher TIME 10-20 min daily Differentiated Intervention 3 5 students Resources SRP Intervention Program
Classroom Intervention Additional Classroom Time w/teacher TIME 10-20 min daily M T W Th F Resources SRP Intervention Program
Classroom Intervention Additional Classroom Time w/teacher TIME 10-20 min daily Intervention X X X X X Session Instructional Focus Phonemic segmentation w/ mirrors Word building w/letter pocket charts Word-level fluency card activity
CCRP Comprehensive Core Reading Program SRP
Supplementary Reading Program
52
Student Centers
  • Word Work
  • extends phonics, word study, spelling, and
    vocabulary skills
  • word practice w/Elkonin boxes
  • word sorts w/ six common spelling patterns
  • Writing
  • extends all components of reading through writing
    activities
  • written response to reading
  • Investigations
  • extends student questioning
  • question probe w/graphic organizers
  • Reading corner
  • extends student practice reading to comprehend
    variety of texts
  • partner reading
  • independent reading
  • small group whisper choral reading

53
Scaffolding Student Centers
Timing of Adding Center Activities

Student Mastery
Teacher
Independent Practice
Prompts
Corrective Feedback
Student Efforts
Modeling
Student
Student Participation
Explicit
54
Student Centers
  • Word Work
  • word sorts
  • spelling activities
  • vocabulary w/graphic organizers
  • Elkonin boxes
  • six common spelling patterns
  • Writing
  • written response to reading
  • conventions practice
  • Reading corner
  • partner reading
  • independent reading
  • whisper choral reading
  • Investigations
  • question probe
  • graphic organizers

55
How do I manage the reading block?
  • Room Arrangement
  • large group area
  • small group areas
  • Rules versus Procedures
  • plan procedures
  • teach procedures
  • consistently enforce procedures

56
How do I manage the reading block?
  • Academic Tasks to Consider
  • Whole Group Activities
  • Small Groups
  • Student Centers
  • Independent Activities
  • Transitions

57
Points of Decision
  • What do the assessment results tell me about each
    of my students?
  • Which target skill(s) can I identify to thwart
    future reading difficulties?
  • Which of my students need to work together as a
    group at this time?

58
Points of Decision
  • How much time is required per group?
  • What resources are available to me for precise
    use with each reading component?
  • What additional resources do I need?
  • How do I support small group instruction if my
    CCRP predominately uses whole group instruction?

59
Points of Decision
  • How do I organize the classroom during the
    reading block in order to manage differentiated
    instruction?
  • what will each group do at the small group
    instruction?
  • how much time will be spent at the teacher-led
    center?
  • what will the other students do at each of the
    student centers?

60
90-Minutes Plus
High Quality Reading Instruction
Presenters Ruth Gumm Sheryl Turner
61
Contact Information
  • Eastern Regional Reading First Technical
    Assistance Center (ERRFTAC)
  • (850) 644-9352
  • 227 North Bronough Street
  • Suite 3200
  • Tallahassee, FL 32301
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