Reading Academy 2-5

1. February 19, 2014 Presented by: Lori Bailey Reading Academy 2-5 Day 2

2. Group Expectations • To make this day the best possible, we need your assistance and participation • Be Responsible • Attend to the “Come back together” signal • Active participation…Please ask questions • Be Respectful • Please allow others to listen • Please turn off cell phones and pagers • Please limit sidebar conversations • Share “air time” • Please refrain from email and Internet browsing • Be Safe • Take care of your own needs

3. Acknowledgements The material for this training day was developed with the efforts of… Content was based on the work of… • Dr. Anita Archer • Teaching Reading Sourcebook; Core Literacy Library Some slides are adapted directly from Dr. Anita Archer’s Explicit Instruction The content of this session is expanded in the book: Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications. Videos that illustrate explicit instruction can be found on this website. www.explicitinstruction.org The slides in this presentation were designed by Anita Archer and modified as needed by the trainer. • Cathy Claes • Melissa Nantais • Pam Radford • Melanie Kahler • Stephanie Dyer • Tennille Whitmore • Soraya Coccimiglio • Mary Jo Wegenke

4. Archer, A., & Hughes, C. (2011). Explicit instruction: Effective and efficient teaching. New York: Guilford Press Beck, I., McKeown, M., & Kucan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction. New York, NY: Guilford Press Diamond, L., & Gutlohn, L. (2006). Vocabulary Handbook. CORE Literacy Library. Berkeley, CA: Brookes Publishing Honig, B., Diamond, L., & Gutlohn, L. (2008). Teaching reading sourcebook -2nd Edition. Novato, CA: Arena Press Marzano, R., & Pickering, D. (2005). Building Academic Vocabulary. Alexandria, VA: Association for Supervision and Curriculum Development Moats, L. (2005). Language Essentials for Teachers of Reading and Spelling, Module 4 & 7. Longmont, CO: Sopris West Key Resources

5. Scope and Sequence of the Reading Academy Series Day 1 • Explicit Instruction • Introduction to all elements • Content Elements • Focus on Critical Content – Phonemic Awareness and Alphabetic Principle/Basic Phonics • Delivery Element • Require frequent responses Day 2 • Content and Assignment Review • Explicit Instruction Foundation Principles and Strategies • Explicit Instruction • Focus on CCSS Foundation Skills-Phonics and Word Recognition, Vocabulary Day 3 • Content and Assignment Review • Delivery of Instruction and Judicious Review Elements • Explicit Instruction • Focus on CCSS-Fluency and Comprehension

6. Learning Targets Participants will be able to: • Explain the three Foundation Principles of Explicit Instruction and why they are important • Discuss some of the elements of Explicit Instruction including Content, Design of Instruction, Delivery of Instruction and Practice • Use alphabetic principle strategies in their classroom • Use vocabulary strategies in their classroom

7. Agenda • Welcome, purpose, & intended outcomes • Content and Assignment Review • Explicit Instruction • Foundation Skills • Review of Content, Design, and Delivery of Instruction • CCSS Foundational Skills • Focus on Phonics & Word Recognition and Vocabulary • Assignment

8. Assignment Review

9. Review of Engagement Activity • Without talking to anyone write your thoughts about the activity on the chart paper under Positive and/or Negative • At the bottom write in how it felt to be observed, to observe a peer, and if it was helpful • Read what the other people at your table have written. • Talk with your tablemates about how the activity went, positives and negatives • Choose a spokesperson to share what was discussed

10. Explicit Instruction: Foundation Principles

11. #1 Optimize Academic Learning Time Increasing student achievement can occur by increasing— • the amount of time • that students • are successfully engaged • in academic tasks

12. A few words about time Available time in school • About 6 hours Allocated time • About 4 hours: if increased, slight impact on achievement Engaged time • Amount of time actively engaged in learning tasks is about 2 hours: If increased, moderate impact on achievement Academic Learning time that is explicit, scaffolded, goal oriented, and students are being successful • Increase in academic learning time has a strong impact on achievement.

13. #2 Promote High Levels of Success Success improves with increased amount of instructional time; this is time being taught directly by the teacher. Class time should include: Whole group instruction with embedded and planned engagement strategies Small group instruction in general education class based on instructional needs and current functioning Tier 2 and Tier 3 intervention groups of 6 to 8, or 1 to 1. Reminder: all small groups should also have embedded and planned engagement strategies.

14. Scaffolding of Lessons What to think about when scaffolding instruction, according to Anita Archer— • Teach material that is not too difficult. If so, pre-teach concepts and vocabulary before starting. • Carefully sequence instruction • Break down complex tasks into small steps • Increase the amount of instruction that is presented within small groups • Teach pre-skills before target skills if necessary • Provide models of target skills

15. Scaffolding of Lessons • 7. Provide clear demonstrations of skills (I Do It) • 8. Provided guided practice (We Do It) • 9. Provide additional scaffolding to support • performance (e.g., hints, prompts) • 10. Provide worked problems • 11. Systematically reduce the level of scaffolding when • possible • 12. Provide immediate and corrective feedback • 13. Ensure level of accuracy before independent • practice (You Do It)

16. #3 Optimize the amount of content covered well • Remember the best way to ensure academic achievement is to teach important skills to mastery. • Research shows that whencontent is covered WELL, there is much greater potential for student learning.

17. Explicit instruction is designed to increase the amount of content covered well. Some ways to optimize content covered include-- • Focus on critical content for instruction • Teach skills that generalize to other areas • Use instructional practices that are effective but efficient • Increase the amount of instruction time through grouping of students • Organize content to promote learning

18. Time for practice…Do you remember why would we use Explicit Instruction? • ALL students benefit from Explicit Instruction • It is essential for struggling learners • These extremely cost effective strategies, if implemented well, will improve student outcomes, regardless of content area or core program used. Allocating time for instruction is not enough…if it is not engaged time, it will not make enough difference for all students.

19. Elements of Explicit Instruction--Content 1. Instruction focuses on critical contentSkills, strategies, vocabulary terms, concepts, rules, and facts that will empower students in the future are taught • Skills, strategies, and concepts are sequenced logically • Easier skills before harder skills. • High frequency skills before low frequency skills. • Prerequisites first. • Similar skills separated

20. Elements of Explicit InstructionContent 3. Complex skills and strategies are broken down into smaller (easy to obtain) instructional units Be aware of cognitive overloading, processing demands, and capacity of working memory

21. Elements of Explicit InstructionContent Review • Review the three elements under Content and fill in the blanks. • Check with your partner to be sure you agree. The engagement strategy is Partner Work.

22. Elements of Explicit InstructionContent 1. Instruction focuses on ____________ content 2. Skills, strategies, and concepts are ___________ logically 3. Complex skills and strategies are ______________ into smaller (easy to obtain) instructional units

23. Elements of Explicit InstructionDesign of Instruction Lessons 1. Are organized and focused 2. Begin with a statement of goals 3. Provide review of prior skills and knowledge

24. Elements of Explicit InstructionDesign of Instruction 4. Provide step-by-step demonstrations 5. Use clear and concise language 6. Provide a range of examples and non-examples 7. Provide guided and supported practice

25. Elements of Explicit InstructionDesign of Instruction-Review • Review the seven elements under content and fill in the blanks by yourself. • Read along with me and be sure the blanks are filled in correctly. • The engagement strategy is Choral Response.

26. Elements of Explicit InstructionDesign of Instruction Lessons Are ___________ and focused Begin with a statement of _____________ 3. Provide _______________ of prior skills and knowledge

27. Elements of Explicit InstructionDesign of Instruction 4. Provide step-by-step _____________ 5. Use __________ and ___________ language 6. Provide a range of ____________and ________ 7. Provide _______________ and supported practice

28. Elements of Explicit InstructionDelivery of Instruction Teachers: 1. Require frequent responses 2. Monitor student performance closely 3. Provide immediate affirmation and corrective feedback

29. Elements of Explicit InstructionDelivery of Instruction Teachers: 4. Deliver instruction at a brisk pace 5. Help students organize knowledge

30. Elements of Explicit InstructionDelivery of Instruction-Review • Review the five elements under content and fill in the blanks. • Give me a thumb’s up when you are finished. • I will read the sentences and pause at the blanks. After 3 – 5 seconds of Think Time we will respond together at my signal. The engagement strategy is Think Time.

31. Elements of Explicit InstructionDelivery of Instruction Teachers: 1. Require frequent _______________ 2. _____________ student performance closely 3. Provide immediate affirmation and corrective ___________

32. Elements of Explicit InstructionDelivery of Instruction Teachers: 4. Deliver instruction at a _________ pace 5. Help students ___________ knowledge

33. Elements of Explicit InstructionPractice-Review Teachers should provide judicious practice including: *Initial practice *Distributed practice *Cumulative review What kind of practice did we just do? Discuss with your partner and share with table.

34. What are the “Five Big Ideas” of Reading? • Phonemic Awareness • Alphabetic Principle • Fluency • Vocabulary • Comprehension

35. Explicit Instruction: Focus on Critical Content - Phonics & Word Recognition (Big Idea #2-Alphabetic Principle)

36. Alphabetic Principle & Phonics-Didn’t we do this last time? It is worth doing again because systematic and explicitphonics Instruction… significantly improves students’ ability to comprehend what they read is beneficial for all students, regardless of their socioeconomic status is effective in helping to prevent reading difficulties among students who are at risk is beneficial in helping students who are having difficulty learning to read Teaching Reading Sourcebook; Updated Second Edition.

37. It is part of CCSS Foundation Skills. The meta-analysis of research done by John Hattie showed that “as findings piled up, it became more and more apparent that one of the major causes of reading failure lay in the fact many children were stuck on mental processing at the level of word access.” Visible Learning and the Science of How We Learn; John Hattie and Gregory Yates Your phonics instruction in elementary school is priceless, especially for those students that are not learning decoding skills easily! If you need more convincing…

38. Ehri’s Phases of Word Recognition Development Pre-Alphabetic Phase: “read” visual clues Partial Alphabetic Phase: some sound/spellings Consolidated Alphabetic Phase: chunks of letters within words Full Alphabetic Phase: most common sound/spellings Automatic Phase: proficient word reading Ehri and McCormick 1998; Ehri 2002; Ehri and Snowling 2004

39. Phonics and Word Recognition Foundational Skills-CCSS Appropriate instruction for grades 2 through 5: Know and apply grade-level phonics and word analysis skills in decoding words.

40. Second Graders should be learning to-- • Distinguish long and short vowels when reading regularly spelled one-syllable words • Know spelling-sound correspondences for additional common vowel teams • Decode regularly spelled two-syllable words with long vowels • Decode words with common prefixes and suffixes • Identify words with inconsistent but common spelling-sound correspondences • Recognize and read grade-appropriate irregularly spelled words

41. Third Graders should be learning to-- • Identify and know the meaning of the most common prefixes and derivational suffixes (With derivational suffixes, the new word has a new meaning, and is usually a different part of speech. But the new meaning is related to the old meaning - it is "derived" from the old meaning.) • Decode words with common Latin suffixes • Decode multisyllable words • Read grade-appropriate irregularly spelled words

42. Fourth and Fifth Graders should be learning to-- • Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context

43. At All Grade Levels Identify and teach the Phonics and Word Recognition Foundational Skills from the CCSS that are already available in your reading core. Be sure they are included in daily reading instruction.

44. Check R-CBM Tier Transition (AIMSweb) or ORF (DIBELS) scores. • Is the percentage of students at benchmark at or above 80%? • If yes, continue to include some word analysis instruction into core instruction and design additional instruction for smaller groups of students. Monitor progress. • If no, continue to emphasize word analysis activities in core instruction. Move to Instructional Grouping Form and fill in student names. Mid-Year Review of Screening Data

45. There will be students that need differentiated instruction in small groups. How do I know which ones they are and what they need? Tools can include the Instructional Suggestions Form (Quadrant Sort) and the Classroom Analysis Flowchart

46. Step 1— Fill out Instructional Grouping Suggestions form for your grade level, using your January screening data Tools for Planning Differentiated Instruction

47. Ended here

48. You can find the Instructional Grouping Suggestions forms (Quadrant Sorts) and Grade Level Classroom Analysis Forms on the IISD Wikis. After you go to the Ingham ISD website follow these links… Wiki Spaces→Literacy→Reading Academy, Grades 2-5→Day 2

49. Step 2—Look at the Classroom Analysis Flowchart for your grade level Check recommendations for Group 1 Write a few goals for this group on your Classroom Analysis Action Plan Do the same for Groups 2, 3 and 4 Share your plans with your partner and copy/steal any of their goals that would work for you too! Classroom Analysis