Teacher Support for Houghton Mifflin Reading

Teacher Support for Houghton Mifflin Reading Grades 4-6 Kuna, ID September 5 and 8, 2008 TRAIN THE TRAINER NOTES

Training Objectives • Learn how to effectively implement the “Big Five” • within HMR: phonemic awareness, explicit • phonics, fluency, vocabulary, and comprehension • Increase instructional intensity through use of • Reading First instructional templates • Increase understanding and use of HMR sound • spelling cards • Understand purpose of differentiated • instruction and how it is implemented with HMR • Understand how to use data to drive differentiated • instruction • Discover methods to better manage • differentiated instruction in the classroom

Questions? Post them on the... • Parking Lot

Appointment Clock • We will use this appointment clock throughout today. • Each appointment should be made with a different person. • Up to two appointments can be made with someone from your grade level; the remaining appointments should be made with someone from another grade level.

The circular relationship between skill and motivation in reading If we want children to learn to read well, we must find a way to induce them to read lots. If we want to induce children to read lots, we must teach them to read well. Marilyn Jager Adams

Critical Context NCLB State District School Classroom Bessellieu, 2007

“The teacher’s influence on student achievement scores is twenty times greater than any other variable, including class size and student poverty.” --Fallon, 2003

Taking it Beyond Fidelity Management Routines, Expectations Effective Instructional Program Taught with Fidelity Mastery Explicit Instruction (I do, We do, You do), Error Correction, Monitoring, Accurate Practice The teacher provides the rest! School or District provides program + = Motivation Student engagement, Positive reinforcement Bessellieu and Cole, 2008

High Student Achievement!

Effective Instructional Techniques • Signaling • Unison oral responding • Pacing • Monitoring • Correcting errors

Instructional Delivery The manner in which a teacher presents lessons is as important as the instructional design underlying the content being presented. Carnine, et. al., 2006

Five Components of Comprehensive Reading Instruction • Phonemic awareness • Phonics • Fluency • Vocabulary • Text comprehension

Benchmark, Strategic, Intensive Benchmark– Students who will likely benefit from the core program, are on track, and on grade level. Strategic– Students in need of additional support. They score at or above the 20th percentile but below the 40th percentile. Intensive– Students in need of substantial instructional support. They score below the 20th percentile.

Three Tier Reading Model Tier I – Core Reading Program (targets five focus areas of reading, with differentiation) Tier II – Supplemental Intervention Tier III– Intensive Intervention

Three Tier Reading Model III Intensive intervention; includes approximately 5% of students II Supplemental reading intervention instruction; includes approximately 15% of students High quality, comprehensive reading instruction for all students (preventative). Tier I

Idaho Model of ImplementationMinimum 2.5-3 hours of instruction Fidelity to Core Program Reading instruction at grade level Replacement intervention program used for most intensive students 90 min. + Differentiated Instruction Core program materials used 30 min. + Additional Instructional Support Core program, supplemental, or intervention materials used 30 min. + Language Arts Instruction Basal or other materials used 30 min. +

Three Tier Reading Model III II Tier I

Phonemic Awareness The best predictor of reading difficulty in kindergarten or first grade is the inability to segment words and syllables into constituent sound units (phonemic awareness). Lyon 1995 Poor phonemic awareness at four to six years of age is predictive of reading difficulties throughout the elementary years. Torgesen and Burgess 1998 More advanced forms of phonemic awareness (such as the ability to segment words into component sounds) are more predictive of reading ability that simpler forms (such as being able to detect rhymes). Nation and Hulme 1997

Phonological Awareness Developmental Sequence

Card #6: Phoneme Segmentation Model net (/n/ /e/ /t/) pan (/p/ /a/ /n/) tag (/t/ /a/ /g/) blaze (/b/ /l/ /ā/ /z/) Practice Debrief

National Reading Panel The meta-analysis revealed that systematic instruction in phonics produces significant benefits for students in kindergarten through 6th grade and for children having difficulty learning to read. These facts and findings provide converging evidence that explicit, systematic phonics instruction is a valuable and essential part of a successful classroom reading program. Report of the National Reading Panel, 2000

Stages of Reading Development Ehri 1995, Moats 2000

Systematic vs. Incidental Phonics The systematic approach to phonics provides teachers with lessons that teach a set of phonic elements in a particular order. This order is generally based on linguistic factors related to which sounds are easiest for students to produce at an early age. With incidental phonics instruction, the teacher does not follow a preplanned sequence of lessons to teach sound/spellings, but makes decisions as to what phonic elements to teach based on the opportunities the text presents.

Purpose of the Sound/Spelling Cards Turn to the question sheet in your participant packet. You may work with a partner if you choose. We will check answers together when finished.

Explicit Phonics Lesson • PA warm up • Introduce or review sound/spelling (explicit) • Blending (explicit) • Decodable text • Dictation • Word work

Purpose of Blending

Blending Templates • Card #8: • Sound-by-Sound Blending (most • explicit intervention technique) • Card #10: • Spelling-Focused Word Reading (less • explicit intervention technique)

Blending Tips • Become familiar with the blending process before doing it with your class. • Engage all the students. Use signals for a group response and maintain pacing. • Follow the template steps. This will help your students focus. • Correct mistakes as they occur using the correction procedure on the template. • Minimize extraneous language. • Blend all the words on the lesson map. • Encourage students to reread words naturally as they would say them. • Repeat lines that give your group difficulty, either with the whole group (using correction procedure) or in small groups during Universal Access.

Sound-by-Sound Blending Model bat bad bib Bob tab sob stab snob drape stream bright throat Practice Debrief

Spelling-FocusedWord Reading Model drape cape rain stay smile pie bright filed Practice Debrief

Blending Instruction Reflect and Plan • What ideas would you like to incorporate?

Word Knowledge and Multisyllabic Word Instruction “Skilled reading...depends not just on knowing a large number of words, but also on being able to deal effectively with new ones. Skilled readers...are readers who cope effectively with words that are new to them.” ---Nagy et al., 1994

Phonics/Decoding StrategyGrades 2-6 • Look carefully at the word. • Look for word parts you know and think about the sounds for the letters. • Blend the sounds to read the word. • Ask yourself: Is it a word I know? Does it make sense in what I am reading? • If not, ask yourself: What else can I try?

What is syllabication? • It is the division of multisyllabic words into separate syllables, with each syllable containing one vowel sound. • Syllables may contain more than one vowel letter, but the letters will only represent one vowel sound.

Why Teach Syllable Types? • Students who can read single-syllable words often have difficulty with multisyllabic words (Just & Carpenter, 1987) • Upper grade text is generally carried by multisyllabic words • To read words in text fluently and accurately, the brain’s orthogrpahic processor must learn to “see” common letter patterns and recurring word parts (Moats, 2005). • Explicit instruction in recognizing syllables and gives students additional strategies for reading longer words

Research Connections It turns out that skillful readers’ ability to read long words depends on their ability to break the words into syllables. This is true for familiar and unfamiliar words. --Adams, 1990 The ability to segment and blend syllables facilitates the accurate and rapid identification of multisyllabic words. --Ehri, 2005 An emphasis on multisyllabic word reading is critical because of the number of novel words introduced in intermediate and secondary textbooks and the potential for failing to learn from the material of the words can’t be read. --Archer et al., 2003

Layers of Decoding Derivational morphemes Syllable patterns Inflectional morphemes Grapheme units and sequences Each layer builds upon the others as decoding is learned. Specific instruction in syllable types and spellings builds the foundation for later knowledge in derivational morphemes. Phonemes and sound patterns Moats, 2005

Stages of Reading Development Ehri 1995, Moats 2000 Western Regional Reading First Technical Assistance Center (WRRFTAC) Instruction in syllabication is necessary to move students into the consolidated alphabetic or orthographic stage of reading and beyond.

Six Common Syllable Types Western Regional Reading First Technical Assistance Center

Closed • Syllable with a short vowel spelled with one vowel letter ending in one or more consonants • Closed syllables are “closed off” or “guarded” by one or more consonants. • This syllable type is the most common type of syllable in the English language.

Examples of Closed Syllables

Vowel Consonant-e • Syllable with a long vowel sound spelled with one vowel + consonant + silent e

Examples of Vowel Consonant-e Syllables

Open • Syllable that ends with a long vowel sound, spelled with a single vowel letter.

Examples of Open Syllables

Teacher Support for Houghton Mifflin Reading