The Reading Block: Using data to drive instruction

1. The Reading Block:Using data to drive instruction Amy Johnson Reading Coach Oxford City Schools

2. “Independent Strategies”By Jill Marie Warner When I get stuck on a word in a book, There are lots of things I can do. I can do them all, please, by myself. I don’t need help from you.

3. I can look at the picture to get a hint. Or think what the story is about. I can “get my mouth ready” to say the first letter, I kind of “sound it out.” I can chop the word into smaller parts, Like on and ing and ly,

4. Or find smaller words in compound words Like raincoat or bumblebee I can think of words that make sense in that place, Guess or say “blank” and read on Until the sentence has reached its end, Then go back and try these on:

5. “Does it make sense?” “Can I say it that way?” “Does it look right to me?” Chances are the right word will pop out like the sun In my mind, can’t you see?

6. If I’ve thought of and tried out most of these things And I still do not know what to do, Then I may turn around and ask For some help to get me through.

7. Reading Instruction • The Reading Block • Interpreting DIBELS • Forming Instructional Groups using Data • Interpreting Errors to Determine Instructional Needs • Literacy Stations • Lesson Plans

8. The Reading Block

9. Whole Group Instruction • Follow accountability standards • Use a research based core curriculum • Teach five reading components daily • Phonics • Phonemic Awareness • Fluency • Vocabulary • Comprehension (National Reading Panel)

10. Understanding the Purpose of Different Programs Programs are tools that are implemented by teachers to ensure that children learn enough on time. (Vaughn et al. 2001)

11. Small Group Instruction • Use progress monitoring to indicate deficits • Group students according to similar needs • Use explicit and intensive instruction • Follow up on instruction • Meet with at least 2-3 groups per day • Intensive students meet daily • Stagger strategic and benchmark students

12. School-wide Assessments • Dominie Sentence Dictation • Dominie Benchmark Assessments • Dolch Words and Phrases • STAR Reading • DIBELS • Progress monitoring

13. Why use DIBELS?To Assess All 5 Components in the Shortest Amount of Time

14. Did you know… Students who benchmark in Phoneme Segmentation at the end of kindergarten will rank at 50th percentile or greater on the SAT in 3rd grade. (Harn, 2003) Did you know… There is a .91 correlation between fluency (with prosody) and comprehension. DIBELS F.Y.I.

15. Interpreting DIBELS (Data Meeting) • Focus on the goal: • 80% Low-Risk • 15% Some-Risk • 5% At-Risk • Download and examine the following reports: • Summary Report • Histogram • Box Plot • Class Report • Summary of Effectiveness by Class

16. Using Data to Drive Instruction Progress monitoring • Intensive students weekly • Strategic students twice each month • Benchmark students once each month • Use research based readability leveled passages (DIBELS, SRA, QRI)

17. Reading Interferences

18. Using “Errors” to Plan Instruction

19. What is Highly Skilled Instruction? • Explicit • Intensive • Appropriate Text • Systematic (Alabama Reading Academy)

20. What is Explicit? • Teacher directed • Clearly stated • Avoid phrases such as “What do you think…” and “What does this letter sound like?” • Teachers must… • State objective • Model expectation • Scaffold to guided practice • Promote independence application (Alabama Reading Academy)

21. What is Intensive? • Extreme focus • Concentrated • Energetic • Emotional • Teachers must… • Be persistent • Be relentless • Celebrate success • Increase challenges • Communicate “You can do this!” (Alabama Reading Academy)

22. What is Systematic? • Following a progression • Wright Skills Phonics Progression • Skills Trace • Going from part to whole • Sound-Word-Phrase-Sentence-Appropriate Text-Wide Reading (Alabama Reading Academy)

23. What is Appropriate Text? • Student materials are aligned with what is being taught (match the purpose) • At least 90% accuracy (teacher-directed) • At least 95% accuracy (independent) (Alabama Reading Academy)

24. Decodable Text Contains words containing previously taught sounds No patterns No picture clues No rhymes Predictable Text Simple vocabulary Contains patterns Contains irregular words and words with untaught sounds Uses pictures for clues Can rhyme Decodable Text vs. Predictable Text

25. Literacy Stations“What are the other kids doing?” • Data Driven • Meaningful • Goal-Oriented • Ample Practice • Fluency • Word Study • Listening • Independent Reading

26. Conferencing • Observe oral reading • Ask high level questions • Make documentary notes (anecdotal records)

27. Intervention Block • Supplement to core curriculum • 90-95% Research based programs (Voyager Passport) • Other faculty involvement (Reading Intervention, Title I) • Second block of intervention (Tier 3) (Vaughn et al. 2001)

28. SSR/ Library/ Conferencing • Practice on independent level • Recreational text • Accelerated Reader • Partner reading • Literature circles • Reading Response Journals

29. Writer’s Workshop • 45-60 minutes Mini-Lesson Status of Class Report Independent Writing Conferencing with Teacher Peer Conferences Sharing Time • Writing Process • Various Modes • Non-prompted, Self-selected

30. The Reading Block

31. Reading With Meaning: Teaching Comprehension in the Primary Gradesby Debbie Miller Strategies That Work: Teaching Comprehension to Enhance Understandingby Stephanie Harvey, Anne Goudvis Professional Book Recommendations

32. Good-bye Round Robin : 25 Effective Oral Reading Strategiesby Michael F. Opitz, Timothy Rasinski The Fluent Reader: Oral Reading Strategies for Building Word Recognition, Fluency, and Comprehensionby Timothy V. Rasinski "Step into any elementary or middle-school classroom around the world and you are likely to see oral reading at some point in the day..."  Professional Book Recommendations