High Benchmark Reading Instruction

1. High Benchmark Reading Instruction Regional Coaches’ Meeting Oregon Reading First February 19 & 21, 2008

2. Objectives • Recommended criteria for identification of “high” benchmark students. • Identifying appropriate Core program activities. • Identifying appropriate Enrichment activities.

3. High benchmark students will benefit from systematic grade level Core instruction (particularly explicit vocabulary and comprehension instruction) in addition to coordinated and well-planned enrichment reading activities. Do not remove your students from the grade-level core program!!

4. Recommended Criteria for Identification of “High” Benchmark Students The High Benchmark Student has achieved the following data goals: • met the end-of-year DIBELS benchmark goal for their grade level. • passed grade-level sections of a Phonics Screener. • passed all previous Unit/Theme Skills Assessments. • consistent high performance throughout their years in school. You may also want to consider: • parent input supporting a “high” benchmark status. • appropriate classroom behavior skills.

5. Core Program Activities**High benchmark students will benefit from systematic grade level Core instruction in these areas. • Structural Analyses Lessons and Practice • Vocabulary • Comprehension (select higher level questions -- more convergent, divergent and evaluative questions) • More written responses to anthology comprehension activities (comprehension questions, summarizing, graphic organizers and extending story or theme)

6. Teach students how to use complete sentences to write responses to comprehension questions! • Model how to write written responses, and then EXPECT them to begin their written responses the way you have modeled. • On the overhead, model circling and labeling the “who” and the “what” in the question and then writing the “who” and the “what” in the starter for the answer. • Have the students circle and label the “who” and the “what” in the work book questions as a guided practice, then copy your starter and finish the answer themselves. • Gradually but as soon as possible, hand off this procedure to the students until they can do it themselves.

7. Model Written Responses Why do things in the firehouse need to be kept in perfect working order? Things in the firehouse need to be kept in perfect working order because... Which moral is most helpful to you? Why? (Choose a moral) is most helpful to me because...

8. Teach students how to use complete sentences to write responses to comprehension questions! • Expect all written answers to be “7 UP”. Use at least seven words in the sentence, begin the sentence with a capital, and end with proper punctuation. This is just an easy way to remind them that they need at least 7 words in their answer. This pushes them to use complete sentences, phrases, adjectives and adverbs.

9. Teach students how to use complete sentences to write responses to comprehension questions! • Grade the written responses using a point system for both correct writing and the correctness of the comprehension answer: Examples: “Who” and “what” = 1 point 7 UP sentence = 1 point Correct answer = 1 point TOTAL 3 points OR Correct answer = 1 point Added details to the answer = 1 point 7 UP sentence = 1 point Correct spelling = 1 point TOTAL 4 points

10. Teaching Summarization by Paragraph Shrinking (Fuchs, et al.) • Name the who or what the paragraph is about in a brief phrase. • Identify two or three important details about the topic. • “Shrink” the paragraph by stating the main idea in 10-15 words or less.

11. Teaching Summarization by Paragraph Shrinking (Fuchs, et al.) Who or What? = ______________________________ Important Details: 1. _______________________________________ 2. _______________________________________ 3. _______________________________________ 15 Word (or Less) Summary: _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________

12. Use a Story Frame and Then Translate into a Summary • The main character in this story is _______________________. • The problem in the story is ____________________________________________. • This is a problem because ____________________________________________. • The problem is solved when ____________________________________________.

13. Writing a Summary forExpository Text • List -- Make a list of important details. • Cross-Out -- Cross out any unnecessary or weak details. • Connect -- Connect ideas that could go in one sentence. • Number -- Number the details in the order that they will appear in the paragraph.

14. Group Discussion!! • Which of these strategies or approaches will I share with teachers in my building? • What teachers will I share them with? • When or How will I share these strategies? • What are possible roadblocks and steps I need to take to make it happen (i.e. materials, scheduling, etc.)?

15. Graphic Organizers High Benchmark students should be introduced to graphic organizers to support application of comprehension skills and strategies. Teachers should provide models and guided practice opportunities. Students can use graphic organizers to extend the Core comprehension skills and strategies to enrichment texts. Limit the number of graphic organizers that you use! Here are some examples...

25. Enrichment and Extension • Use Core program extension materials (i.e., Houghton Mifflin’s Challenge Handbook, Above-Leveled Readers, etc.) • Select additional reading materials that support the theme or story from the Core program for that week (i.e., if it is a “weather” theme, select appropriate books relating to weather) • Select Non-Fiction books to match Fiction topic of anthology story. • Use below-level readers from a grade above that support the comprehension strategy instruction for the week.

26. Third Grade Houghton Mifflin Challenge Book Example Dogzilla Remembers Dogzilla had quite a time during her visit to Mousopolis. Now she’s back in the volcano. Imagine what it would be like to get a letter from her about her adventure. Here are some things she might tell you about: *What did she think when she smelled the barbecue? *What was it like to visit Mousopolis? *What does she think of the mice? *What did she think of the bath? Write a letter to yourself from Dogzilla. Make sure the letter tells Dogzilla’s side of the story. You will share your letter with the class. Scoring: Paragraph indenting = 1 point Paragraph makes sense = 1 point Capitals and punctuation = 1 point

27. Student Sample: Dogzilla Letter

28. Third Grade High Benchmark Extension Example from the Houghton Mifflin Challenge Handbook (Mooberry Elementary, Hillsboro, Oregon)

29. Grade K and beginning of Grade 1 High Benchmark Plan Example

30. Grades 1, 2 and 3 High Benchmark Plan Example

31. Discussion and Questions??