Foundational Reading Skills and Data Analysis

1. Foundational Reading Skills and Data Analysis

2. Essential Questions • What are the five essential components for effective reading instruction? • How can I help secondary students improve decoding and fluency skills? • How can I use data analysis to guide individualized instruction of students in my intervention class?

3. LEARNING TARGETS • I can explain the foundational reading skills students must have in order to be successful readers and writers. • I can administer the Ekwall / Shanker diagnostic assessments. • I can analyze the data to inform instruction and to meet the individual needs of my students.

4. “You don’t try to build a wall. You don’t set out and say ‘I’m gonna build the biggest, baddest, greatest wall that has ever been built.’ You say ‘I’m going to lay this brick as perfectly as a brick can be laid.’ You do this every single day, and soon you have a wall.”--Will Smith

5. Struggling with Text Building A Strong Foundation

6. Reading Instruction 6

7. Phonemic Awareness

9. Goal of Phonics Instruction To help students learn the Alphabetic Principle—the understanding thatletters and sounds work together in systematic ways to form words. When students understand the alphabetic principle, they develop the skills needed to decode words.

11. How Can I Help Students Who Struggle With Decoding? • Familiarize students with key words before encountering them in text. • Provide a working definition of key words. • Model explicitly how to break down regular multisyllabic words.

12. Fluency It is not just about the speed. It is the ability to read a text accurately, quickly and with expression.

13. Fluency is important because it provides a bridge between word recognition and comprehension . Ambruster, Lehr & Osborn, 2001- Comprehension Word Recognition

14. Fluent Readers Not-so-fluent Reader Fluency Effort and Attention Comprehension Fluency Effort and Attention Comprehension

15. Jigsaw Activity • Group I: Introduction and Caveat • Group II: Fluency beyond the Elementary Grades • Group III: What Does This Mean Participants use the Cornell note-taking graphic organizer. Share with group.

16. Texts and Fluency

17. How Can I Help With Fluency? • Repeated and monitored oral reading (partner reading, student-teacher reading) • Choral Reading • Readers’ Theatre • Tape-assisted reading • Model fluent reading

18. Vocabulary Students cannot understand what they are reading without knowing what most of the words mean. This is especially true as students read more advanced texts that contains words that are not part of their oral vocabulary.

19. How Can I Help With Vocabulary? • Embed the CODE Principles and the Marzano Six-Step Process into daily intervention instruction • Use the vocabulary tools of the KCLM model • Teach word parts (prefixes, suffixes, base words and word roots) • Teach words that are important for understanding a concept of the text • Teach words that students are likely to see again and again

20. Comprehension

21. Infer and Predict Ask Questions Comprehension Monitor/Clarify Comprehension Summarize Synthesize and Retell Visualize Activate Prior Knowledge

22. Examples of Available Diagnostics • Stanford Achievement Test (SAT-10) • Ekwall/Shanker Reading Inventory • TOWL 4 Writing Assessment

23. SAT-10 • Is an online standardized, norm-referenced achievement test that can be given three times a year. • Provides student Lexile scores • Reduces time needed to evaluate student achievement. • From Pearson Education Inc.

24. The SAT-10’s Total Reading Measures Comprehension Vocabulary Phonics Decoding Phonemic Awareness

25. The Ekwall/Shanker Reading Inventory The ESRI measures: • phonemic awareness • concepts about print • letter knowledge • basic sight words • structural analysis • fluency • comprehension

26. ESRI Provides 3 Reading Levels: • Independent : level a student should be able to read without help of any kind from the teacher • Instructional: level at which a student should be able to read with teacher assistance • Frustration: the point at which reading material simply becomes too difficult for the student to read

27. ESRI Allows For: • Comparison of silent and oral reading • Assessment of fluency and word recognition proficiency at various levels of difficulty to determine the level of materials that a student should read under various conditions • Listening comprehension

28. Tests that Compose the ESRI • Informal Reading Inventory • Emergent Literacy • Sight Words • Phonics • Structural Analysis • Context Clue Use • Reading Interest

29. Administering the GWL Test requires a student to pronounce increasingly difficult words that are listed by grade level at which most students learn them. Takes approximately 5 to 10 minutes to administer.

30. Coding for Reading Levels

31. Preparation Make copies of the scoring sheet. You will need one set of the two pages for each student you test. (p 131-132) Open the manual to the Test Sheet (p. 130). You can also copy and laminate the sheet to hand to the student.

32. Directions Place the test sheet in front of the student and say, “Here are some words I would like for you to read aloud. Try to read all of them even if you are not sure what some of the words are. Let’s begin by reading the words on this list.” Record words pronounced correctly with a plus(+) on your scoring sheet and write down all incorrect responses. Have students continue reading consecutively higher level-levels until the student misses three or more words on any one list. After the student misses three or more words on any list, stop the testing.

33. Scoring The highest list at which the student reads with 0 or 1 error is the independent reading level. The highest list at which the student misses two words is the instructional level. The list at which the students misses three or more words is the frustration level.

34. TOWL-4 • Norm-referenced, comprehensive diagnostic of written expression • It is used to • identify students who write poorly • Determine students’ particular weaknesses in various writing abilities • Document student progress

35. Subtests of the TOWL • Vocabulary • Spelling • Punctuation • Logical Sentences • Sentence Combining • Contextual Conventions • Story Composition

36. Reading is the most important skill for success in school and society. Children who fail to learn to read will surely fail to reach their full potential. --Hall & Moats, 1999 Reflective Journal *I can explain the foundational skills students need to be successful readers and writers. *I can administer the SAT 10, Ekwall/Shanker, and Towl 4 diagnostic assessments. *I know how to analyze the data to meet the individual needs of my students.

37. Bibliography Ekwall, James, & Ward A. Cockrum. Reading Inventory. 5th Edition. Allyn and Bacon 2010 Gelfond, Sabra. “How You Can Build A Better Reader.” Retrieved from the World Wide Web: http://www.iser.com/resources/better-readers.html January 2010. Hudson, Roxanne Ph.D. Word Work Strategies to Develop Decoding Skills for Beginning Readers. Retrieved from the World Wide Web June 2010 http://www.fcrr.org/staffpresentations/RHudson/word_work_RF_Longisland_FCRR.pdf National Reading Panel. Put Reading First. National Institute for Literacy 2001) Pressley, Michael. “Comprehension Instruction: What Works”. Retrieved from the World Wide Web: Reading Rockets.Org. June 2010) . Rasinski, Timothy V., Nancy D. Padak, Christine A.McKeon, Lori G.Wilfong, Julie A. Friedauer, Patricia Heim. Is Reading Fluency a Key for Successful High School Reading. National Reading Associatioin 2005. Rasinski, T. V. (2003). The fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension. New York: Scholastic. Walker, L. (1996) Readers' Theatre in the Middle School and Junior High School, Meriwether Publishing, CO. SAT-10: http://www.pearsonassessments.com/NR/rdonlyres/E5E5CAB0-7BB9-4BBB-88DA-C444B0A52245/0/SAT10ScoreReportSampler.pdf TOWL-4: http://www.pearsonassessments.com/HAIWEB/Cultures/en- us/Productdetail.htm?Pid=PAa19045&Mode=summary