SED 368

1. SED 368 Class 1 Chapters 1 & 2

3. Resources for Tutoring • http://www.fcrr.org/ • http://www.readingrockets.org/

4. Common Core Standards • https://www.teachingchannel.org/videos/common-core-standards-ela?fd=1

5. Think about this… Teaching reading is ________________. • Dreadful if you don’t know exactly how. • Probably the most important for your own development, because reading involves all aspects of curriculum and instructional design and delivery. • The most important skill you can teach for most of your students. • One of the few skills about which there can be little argument about how to teach effectively.

6. Nation’s Report Card • Informs the public about the academic achievement of students • Communicates the findings of the National Assessment of Educational Progress (NAEP) • NAEP collects and reports information on student performance at the national and state level • Nationally representative samples of more than 178,000 4th graders and 160,000 8th graders participated in the 2009 National Assessment of Educational Progress (NAEP) in reading

7. NAEP Results • At grade 4, the average reading score in 2011 was unchanged from the score in 2009 • At grade 8, the average reading score in 2011 was one point higher than in 2009 Scale scores range from 0 to 500.

9. NAEP Results (2011) At grade 4, the percentages of students performing at or above Basic, at or above Proficient, or at Advanced did not change significantly from 2009 to 2011, but were higher in 2011 than in 1992. At grade 8, the percentage of students performing at or above the Basic level did not change significantly from 2009 to 2011, but was higher in 2011 than in 1992. The percentage of students at or above Proficient in 2011 was higher than in 2009 and 1992.

10. NAEP Results (2009 to 2011) Percentage of 4th graders below basic • White - 23% - 23% • Black – 53% - 51% • Hispanic – 52% - 49% • SD – 66% - 68% Percentage of 8th graders below basic • White - 17% - 15% • Black – 44% - 41% • Hispanic – 41% - 36% • SD – 63% - 62%

11. Areas of Knowledge • Skills/teaching procedures of the reading process: formats, and how to adapt or enhance them. • Sequence of skills. What do you teach first, next….last. Do a knowledge analysis of the final performances and standards (objectives), and ask, “What skill elements are needed to do THIS?” Work backwards till you get to the most el4mentary skill. • Evaluate, select, and modify reading programs . State curriculum, research, design principles. • Presentation techniques: You may have the words (formats) but how do you say them? • Assessments & how to use the data to inform instruction • Organization of the classroom – maximize instructional time

12. Instructionally naïve students… • Do not easily _______ new information • Are easily ________ • Difficulty ____________

13. Four Perspectives on Reading • Pessimist – schools are helpless unless social conditions change • Generalist – must focus on the learning processes or abilities; focus on skills is inappropriate • Constructivist – children develop and progress at their own rate (natural process) • Direct instruction- teachers take responsibility for student’s learning

14. Is learning to speak the same as learning to read? What is required to learn to read & write? Is there a “one size fits all” approach to teaching reading?

15. Reading… • Most basic educational skill---or tool skill; that is, used in learning and using most other skills. So, without reading….. • Most basic obligation of any school to ALL students • Is not an innate ability • Must be taught • Third grade is the “golden” year

16. Direct instruction • First used in 1968 • DISTAR (Science Research Associates) • Siegfried Engelmann & colleagues • DI – specific programs • di – systematic, explicit teaching of skills & strategies • Model (Teacher) • Lead (Teacher w/student) – Guided practice • Test (Student) – Independent Practice See articles by Engelmann, Rosenshine

17. Project Follow Through • Largest educational experiment • Began as part of President Johnson's ambitious war on poverty (1967-1995) • $500 million • Evaluated different approaches to educating children in poverty • Direct instruction was the most effective

18. Follow Through Models http://pages.uoregon.edu/adiep/ft/adams.htm Basic Skills ModelsDirect Instruction Model (University of Oregon)­. Developed by Siegfried Engelmann and Wes Becker, this model used the DISTAR (DISTAR is an acronym for Direct Instruction System for Teaching And Remediation) reading, arithmetic, and language programs. The model assumes that the teacher is responsible for what the children learn.Behavior Analysis Model (University of Kansas)­p;Developed by Donald Bushell, this model used a behavioral (reinforcement) approach for teaching reading, arithmetic, handwriting, and spelling. Social praise and tokens were given to the children for correct responses and the tokens were traded for desired activities. Teachers used programmed reading programs in which the task was presented in small steps. The instructional program was not specified by the model. Two sites used the DISTAR materials. Many used Sullivan Programmed Phonics. Students were monitored and corrective procedures were implemented to ensure student progress.Language Development (Bilingual) Model (Southwest Educational Developmental Laboratory)­p;This curriculum-based model used an eclectic approach based on language development. When appropriate, material was presented first in Spanish and then in English.

19. Follow Through Models Cognitive/Conceptual Skills ModelsCognitively-Oriented Curriculum (High Scope Foundation)­. This popular program was directed by David Weikart and was based on Piaget's belief that there are underlying cognitive processes. Children were encouraged to schedule their own activities and then follow their schedules. The teacher modeled language through the use of labeling and explaining causal relationships. Also, the teacher fostered a positive self-concept through the way the students were given choices.Florida Parent Education Model (University of Florida)­Based on the work of Ira Gordon, this program taught parents of disadvantaged children to teach their children. At the same time, students were taught in the classroom using a Piagetian approach. Parent trainers coordinated the teaching. Emphasis included not only language instruction, but also affective, motor, and cognitive skill instruction.Tucson Early Education Model (University of Arizona)­evelopedby Marie Hughes, TEEM used a language-experience approach (much like the whole language approach) that attempted to elaborate the child's present experience and interest. The model was based on the assumption that children have different learning styles so the child-directed choices are important. The teacher assists by helping children compare, recall, and locate relationships.

20. Follow Through Models Affective Skills ModelsBank Street College Model (Bank Street College of Education)­p;This model used the traditional middle-class nursery school approach that was adopted by Head Start. Through the use of learning centers, children had many options, such as counting blocks and quiet areas of reading. The teacher is responsible for program implementation by taking advantage of learning situations. The classroom is structured to increase learning opportunities.Open Education Model (Education Development Center)­p;Derived from the British Infant School model, this model focuses on building the children's responsibility for their own learning. Reading and writing were not taught directly, but through stimulating a desire to communicate.Responsive Education Model (Far West Laboratory)­p;Developed by Glenn Nimict, this is an eclectic model using the work of O.K. Moore, Maria Montessori, and Martin Deutsch. The model used learning centers and the child's interests to determine when and where the child is stationed. The development of self-esteem is considered essential to the acquisition of academic skills.

22. Index of Significant Outcomes. Ratio of times had significant outcomes versus not significant outcomes in relation to other models.

23. Rosenshine’s Descriptions of di • High levels of student engagement • Academic focus • Teacher directed • Sequence & structure • Objectives • Sufficient time • Content coverage • Monitored student performance • Immediate, corrective feedback • Structured teacher-student interactions

25. National Reading Panel • Congress asked the director of NICHD to convene a panel to assess the status of research-based knowledge (1997) • Panel was asked to determine the most effective ways to teach reading • Scientists, researchers, teachers, administrators, & parents • Selected studies from approximately 100,000 studies that met rigorous scientific standards • Scientifically based based reading research (SSBR)

26. NRP Findings • Identified five critical areas in beginning reading (BIG IDEAS) • Phonemic Awareness • Phonics (Alphabetic Principle) a. Letter-sound correspondence b. Decoding: sound it out (segment) and say it fast (blend—fluency) • Fluency • Text Comprehension • Vocabulary

27. Major Findings from the NRP • Phonemic Awareness (PA) – Explicitly and systematic ally teaching children to ORALLY manipulate phonemes (say separately/segment words; say in sequence fast/blending) improves children’s reading and spelling abilities

28. Examples of PA • Phoneme isolation • “The first sound in sun is___” • Phoneme identity • “What sound is the same in fix, fall, & fun?” • Phoneme blending • Teacher says, “Listen, ‘iiiffff”., What word?”

29. Major Findings from NRP • Phonics provides significant benefits for all children. Phonics instruction stresses the acquisition of letter-sound correspondences and their use in reading & spelling---decoding and spelling. Teaching phonics systematically benefits students with LD & low-achieving students.

30. Phonics m s n a f f o

31. Major Findings from NRP • Fluency Instruction has significant and positive effects on word recognition (sound out, say fast, sight word/automaticity), fluency, and comprehension. Fluency is often neglected in reading instruction. No evidence that independent silent reading improves fluency.

32. Fluency Defined “Fluency is the ability to read a text _________and ___________. When fluent readers read silently, they recognize words automatically. They group words quickly in ways that help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.” Put Reading First, 2001

34. Major Findings from NRP • Text comprehension is improved by explicit and direct strategy instruction. • Vocabulary is primarily learned indirectly through language and wide reading. However, explicit instruction in vocabulary leads to gains in comprehension. Repeated exposure is needed for vocabulary learning. Vocabulary is critical to comprehension.

35. Text Comprehension: Routines or strategies must be taught. Don’t count on students’ remembering information and knowing how to organize it.

36. Vocabulary

37. Vocabulary • “Let the wild rumpus start” • Provide a simple definition – “rumpus means wild play” • Use the definition within the context of the story – “I’ll say the sentence with the words that mean the same as rumpus. ‘Let the wild play start.’” • The teacher may then ask, “Is rumpus more like sitting quietly or wild play? Have you ever been in a rumpus?”

38. Phonics Instruction • Teaches relationship between letters (graphemes) of written language & individual sounds (phonemes) of spoken language

39. Alphabetic Principle Goal of phonics instruction Understanding that there are predictable and systematic relationships between written letters and spoken sounds Successful with children of all backgrounds

40. When is instruction explicit? • Teacher clearly modelsor demonstrates what students are to learn • Focus is precise---right on the skill. • Concepts and rules are clearly presented through modeling, guided practice, & feedback (Independent work)

41. When is instruction systematic? • Planned, logically progressive sequence of knowledge units • Clearly defined objectives • Planned distribution of practice to build fluency & retention • Planned practice on new examples to promote generalization of skills

42. Stages of Reading Instruction Identify changes in 100 Easy Lessons. Focus evolves over time Learning to read Reading to learn

43. Pre-Reading Stage • Before children enter school. • Begin to understand and use spoken language: turn taking, concepts/vocabulary, facts (subject—predicate), pragmatics (naming, asking, answering, describing, explaining), statement inference (The cat is sitting. What is the cat doing? How many cats are sitting? What is sitting?). • Oral language experiences are critical: teaching pronunciation, full sentences (subject and predicate), statement inference, recall, describing, asking, answering, etc. • Varies among socioeconomic groups

44. Hart & Risley (1995) Began observations when children were 7 – 9 months old Observed children until age 3 Oral language important for building the foundation for reading

45. Beginning Reading >> Language, so that students participate in instruction: My turn.”… “Your turn.” “Say it fast.” say sounds. Understand vocabulary and pragmatics in stories. >>“Break the code.” Phonemic awareness & phonics—see letters, make sounds; decode (sound out, say fast) >> Oral language & comprehension

46. Beginning Reading • Early part can last from from 1 month – ½ year • Latter part focuses on groups of letters; affixes; fluency instruction • Vocabulary & comprehension instruction

47. Primary Stage • Transition • Reading to ________ • More complex words • Fluency development continues for those still having difficulty

48. Intermediate Stage • 4th – 6th grades • Instruction focuses on comprehension & vocabulary • Integrated with Language Arts • Content areas

49. English Language Learners • Numbers are increasing • Intensive ____________program (receptive & expressive) • Initial reading instruction should be controlled – use words the child has already learned • Intensive English language instruction w/ reading instruction

50. English Language Learners • Schools have difficulty distinguishing between the difficulty of acquiring a second language & language based learning disability (Klingner & Harry, 2006) • What is the student’s level of English ___________? • Are they literate in the __________language? • Consult with ELL specialist • Reading Rockets: English Language Learners