Instructional Model

1. Instructional Model Product Demo

2. Learning Sequence INSTRUCT Direct instruction explains and models the skill PRACTICE Guided practice while the student learns how and when to apply the skill APPLY Students apply the skill independently in a new context INDIVIDUALIZE Pre- and post-tests are given to individualize the content for each student

3. Instruction • In reading, achievement gains are associated with direct instruction of reading strategies (Guthrie, 1996). • Effective instruction includes: • What the strategy is • How to do it • When to do it • What it looks like in practice  Modeling or “Think Aloud Protocol” "the most important thing we can teach our students is how to learn. Or, put another way, the most powerful thing we can teach is strategic knowledge, a knowledge of the procedures people use to learn, to think, to read, and to write" Wilhelm Jeffry 2002 (p.7).

4. Guided Practice In addition to explicit instruction, learners must have personal, active experiences in practicing and applying new concepts to master a new strategy. • Links between confidence & comprehension1 • Audio scaffolding for struggling learners2 • Technology has been shown effective in encouraging students to persist in solving problems and take greater risks3 • Perception of success and completion promotes intrinsic motivation4 • Academically heterogeneous classrooms--struggling & gifted readers. Comprehension abilities are impacted if a student has not reached a threshold of fluency, vocabulary, non-linguistic abilities, engagement, purpose, domain knowledge, and cognitive/metacognitive strategy development 5

5. Application • Using the concept independently in a different context. Another context could be: • another section of the same text used in the practice • the same concept addressed in the practice but now practiced in a different activity type • writing, using the writing tool (including graphic organizer with input) • Application involves the “performance of the just-learned skill in connection with a new example.” (Gagne, 1985). This application is the one of the most challenging design elements and one of the most important for differentiating RVDP products from other instructional resources. • Application expands the sense of “usefulness” of information and skills. In other words, this creates the context for knowledge transfer. This creates the context for higher-order decision-making skills.

6. Learning SequenceDR III & IV

7. Learning SequenceReflected in Unit Structure (I)NSTRUCT:  Direct instruction explains concepts & models the concepts (P)RACTICE:  Guided practice as the student learns how and when to apply strategies (A)PPLY:  Students apply the strategy independently in a new context

8. Assessment Product Demo

9. Assessment • New design: Questions appear on the screen! • NEW reading passages • Help students transfer strategic knowledge (more like classroom and high stakes tests) • Complete RP per test • Passages always travel with the item • Same theme (background knowledge) • Same genre • Tests • Course • 3 tests for each course • 20 questions per course test • Unit • 2 tests per unit (60 unit tests per course) • 15 questions per unit test • Lesson • 2 tests per lesson (240 lesson tests per course) • 10 questions per lesson test • Prescription Model  Whole Strand

11. Webb’s Depth of Knowledge

12. Prescription Logic • Reading passages always travel with prescribed activities • Assumes a “low-touch” implementation • Unit prescription – Assign all resources from that unit that can help the student master a concept • Lesson prescription – Assign units from that lesson or prior to help students master a concept

13. Unit Prescription Logic

14. Unit Prescription Logic

15. Teacher Support Product Demo

16. User Guides Located Directly in LMS DR III & IV User Guides Teacher Support • Research basis • Comprehension skills, vocabulary strategies, and genres in S&S • Best practices for classroom implementation including instruction & assessment • Letter home introducing the program (Spanish/English) so that parents and caregivers can connect with the student on the learning • Use of courseware tools, for example: • Sticky notes – use while you read to answer prompts, etc. • Printed stories – use them for fluency assessments (running records). Mark the following paragraphs…etc. • Description of writing tools, saving, and how to evaluate student work • Offline/online connections Each Unit • Unit Opener (2 pages) • 1 or 2-page lesson plan for each lesson • Blackline masters • Lesson Plans

17. Lesson Plans • Graphically laid out lesson plans (those found in the DR III & IV user guides) are now available when PDF is selected

18. Summary • Creates a rich, interactive media experience, engaging and motivating today’s student. • Uses research-based methodologies outlined in the National Reading Panel and the Alliance for Excellent Education’s Reading Next report. • Effectively links assessment with your state standards to individualize instruction – to meet the needs of all learners – from struggling readers to ELL to gifted and talented. • Includes a wide variety of nonfiction and fiction genres while building competency in other subjects. • Leverages multiple approaches to building understanding by structuring lessons with a blend of explicit instruction, exploration and practice elements.

20. Team Activity • Favorite Activity • Best Reading Prompt • Activity Demonstrating Best Modeling • Activity Demonstrating Best Example I-P-A • Favorite Activity To Do In Whole Class • Most Motivating/Engaging Part Of The Unit • Rewards? • Best Electronic Interaction • Best Sticky Note Cue

21. Appendix

22. A Literacy Crisis in Grade 4-12 • The number of students in grades 4-12 classified as struggling readers is greater than 8 million1 • Only 39% of white eighth graders are proficient in reading • Only 15% of Hispanic eighth graders are proficient in reading • Only 12% of African American eighth graders are proficient in reading2 • Students performing in the lowest 25% of their class are 20 times more likely to drop out of school than the higher performing students3 • Our struggling readers are not illiterate, they can read. They just can’t comprehend/understand what it is they are reading.4 1U.S. DOE, 2003 2National Assessment of Educational Progress 3Carnevale, 2001 4Alliance for Excellent Education, 2003

23. Who Are These Students? Tech-savvy • 90% of children ages 5-17 use a computer1 • Over 75% of children ages 9-12 use the internet1 • 81% of kids in grades 6-12 have an e-mail address 2 • 43% of children ages 4-18 own at least one wireless device (cell phone, pda) 3 • 24% have created their own websites4 • 3 billion text messages a day5 • 77% of public schools had a majority of teachers who used the Internet for instruction during the 03–04 school year (up from 54 % in 1998-99)5 • “This generation of students is more likely to be armed with cell phones, laptops, and iPods than with spiral notebooks and #2 pencils.” • - Edutopia, October 2005

24. An average day1 6.5 hours with media Given a choice of media, what is your favorite2 33% of students picked the Internet 26% chose television 21% telephone 15% radio 2.25 hours hanging out with parents and friends 74% report getting along with their parents3 1.5 hours physical activity Basketball, soccer and baseball/softball are favorites4 50 minutes doing homework 1/3 of teenagers multi-task while doing homework5 30 minutes doing chores 20 minutes reading non-school-related books (time on all media—books, magazines, and newspapers ~40 minutes)6 What are they doing outside of school?

25. Why Engagement? • Engaged readers have been shown to: • Ask more questions as they read2 • Decide when and how to use strategies as they read3 • Have learning experiences that are more permanent and internalized (rather than temporary and superficial)4 • Engagement is cited as a primary concern of many teachers5 • Motivation was identified as a top component of a successful adolescent literacy program6 • Disconnected • As they get older, many students see reading as disconnected from their lives7 • They don’t understand the purpose for learning • Reading is not an authentic activity for them, and as a result uninteresting and unimportant4 • “[today’s youth] are not ADD but EOE—Engage me Or Enrage me.” • - Mark Prensky

26. Characters • Experts – provide instruction • Buddies – Model struggles readers face; connect concepts to daily life; interact with students • Course III – Kori & Jordan • Course IV – Abby & Mike

27. Informational text Magazine Article Newspaper Article Brochure Encyclopedia Entry Persuasive Text Letter to the Editor Editorial Speech Advertisement Historical Nonfiction Scientific / Technical Nonfiction Narrative Nonfiction Biography Autobiography Graphic Sources Reference Sources Fiction Drama (Play) Adventure Fiction Realistic Fiction Classic Fiction Historical Fiction Mystery Science Fiction Fantasy Tall Tale Folk Tale Wide Variety of Genres

28. Measure Formative Assessment Data-Driven Instruction NCES Reports that on a weekly basis, teachers use a variety of instructional approaches 98% whole group 96% individualized instruction 86% small group instruction Meeting the Need for Individualization “Technology has provided the hub that links pertinent data from individual learners....” - Jacobs 2003

29. Vocabulary • Many studies, in fact, report positive correlations between background knowledge and achievement. (Nagy, Anderson, & Herman, 1987; Bloom, 1976; Dochy, Segers, & Buehl, 1999; Tobias, 1994; Alexander, Kulikowich, & Schulze, 1994; Schiefele & Krapp, 1996; Tamir, 1996; Boulanger, 1981)  Build background – multimedia slide shows and videos to inform & inspire • The National Reading Panel outlined recommends the pre-teaching of vocabulary (NICHD, 2000b, p.14).  DR includes 6-9 high utility and/or academic vocabulary terms per unit. • As important to pre-teaching vocabulary is modeling and teaching students to use vocabulary strategies while reading (Blachowicz, C., & Fisher, P. 1996).  Vocabulary strategies (indirect instruction) are found in every unit • Present words in context. Provide multiple exposures to words (McKeown, Beck, Omanson, & Pople, 1985).  Vocabulary is always introduced in context  Students get multiple exposures to words • lesson passages (100-150 words. Same theme) • central passages • assessment