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by Juli Callahan/ Sarah Johnston Inclusion/Program Specialist LISD 2009

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The Characteristics of a well-designed reading program include both instructional content and instructional design. National Institute for Literacy

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Five Essential Skill Areas for Effective Reading Instruction: Phonological Awareness Phonics / Decoding Fluency / Oral Reading Vocabulary Comprehension

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Instructional Design Elements Include: Explicit Instructional Strategies Coordinated Instructional Sequences Multiple Practice Opportunities Aligned Student Assessments

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Explicit Instruction is a sequence of supports which include: Setting a purpose for learning Reteach/review previously taught concepts, build on/connect with background knowledge Telling students what to do Clear/scripted/sequenced instruction of new concepts presented in small steps

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Explicit Instruction, cont. Showing them how to do it Model procedures and explain what you are thinking (think aloud) Guiding their hands-on application of the new learning until independence is gained Multiple techniques / multi-sensory approach

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UDL provides a framework to create and implement lessons with flexible goals, methods, materials, and assessments that support learning for all students. Multiple Means of Representation - (what?) Multiple Means of Engagement (how?) Multiple Means of Expression (why?) UNIVERSAL DESIGN FOR LEARNING Universal design removes barriers to access.

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Universal Design for Learning Multiple Means of : Representation - Content information presented in multiple, flexible formats: *visually (i.e. enlarged print); provides vocabulary support and background knowledge; highlights critical features & main ideas *auditory (i.e. amplified sound w/manipulatives; text to speech) *digital books (Don Johnston READ:Outloud Start-to-Finish)

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Universal Design for Learning, cont. Engagement Gain students interest and increase motivation by varying levels of challenge and support to prevent frustration or boredom by utilizing: * real-world/work examples *computers *manipulatives *drama/art/movement (active learning!) *assistive technology * choices * rewards

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Universal Design for Learning, cont. Expression Alternative ways for students to demonstrate what they know: *say it, sign it *draw it, act it out *record it *assistive technology (Go Talk) *offer executive-function supports such as graphic organizers, outlines, etc.

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Universal Design for Learning On-going assessment is essential to inform and guide instruction to evaluate and provide evidence of learning

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Curriculum Based Measurements(CBMs) 1. An alternative to commercially prepared tests 2. CBMs allows teachers to closely monitor students rate of educational programs 3. Measures student skills in basic subject areas (reading, writing, and math) 4. Student is given brief, timed exercises to complete using materials drawn directly from the child's academic program 5. Mastery of skill, measures or monitor in short-term and long- term progress in key academic areas

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respectful tasks flexible grouping clear learning goals positive learning environment ongoing assessment and adjustment Differentiated Instruction is a teachers response to learners needs guided by general principles of differentiation such as:

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Teachers can differentiate: Based on students readiness, interest, and learning profile ContentProcessProduct

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Differentiation of Curriculum Adaptations/Augmentations graphic organizer (Inspiration) assistive technology jigsaw (Divide into parts/separate groups and assign parts/come together as a whole) choice board/learning centers response cards/white boards rubrics portfolio

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Project Read Comprehensive language arts program designed to provide explicit, direct instruction in a structured reading curriculum Teaching approach includes visual, kinesthetic, auditory, tactile strategies, and the use of body language Whole or small group instruction may be implemented by teachers in general education, special education or Title I settings May also utilized as an intervention reading program (1 st through 6 th grade)or with adolescents and adults who struggle with reading or language learning.

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Project Read Strands: Encoding/Decoding - phonics instruction targeted for early education; Pre-kindergarten/Kinder students; Primary Phonics for 1 st -3 rd grade students Linguistics - a decoding/encoding program for older, (4 th - 12 th grade), struggling readers Reading Comprehension - provides instruction in three different forms: Story Form Literature Connection-focused on narrative text for grades 1-5 Report Form-with emphasis on expository text for students for grades 3-12 Story Form- focused on narrative text for grades 6-12 Written Expression (Framing Your Thoughts), provides systematic and sequential instruction for written expression

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Read Naturally Designed to promote oral reading fluency by combining teaching modeling, repeated reading, and progress monitoring on tape or computer Utilizes non-fiction passages at grade levels 1-8 Levels based on cumulative skill development Multiple examples and opportunities to practice Levels contain criterion-referenced performance, mastery tests, and individual reading checkout yielding detailed data about performance Promotes independence (Daily lessons are 35-40 min. of teacher-directed and independent student application) Motivating point system

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Corrective Reading SRA Research-based direct instruction teaching model Scripted program designed to provide differentiated, individualized instruction for students who do not read accurately, fluently, and/or struggle with comprehension Designed for ages 7-14 years; works well for pull-out resource/ALS populations Fully integrated assessments monitor progress and guide movement through the program Upon completion, progresses into Reading Mastery program

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Reading Mastery Strategy-based, scripted, basal reading program with multiple levels (I-IV), an accelerated Fast Cycle program, and Plus (includes info from Language for Learning, Reading Mastery I, and Reasoning and Writing Designed for elementary/secondary ages 5-12 years; works well in pull-out resource/ALS populations Addresses all five essential components of reading: phonemic awareness, phonics/word analysis, fluency, vocabulary and comprehension, as well as oral language, decoding, and spelling Ongoing assessments/specific guidelines to guide remediation and instructional decisions

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Edmark Designed to teach basic reading skills to the most struggling readers and non-readers of all ages (ALS/AVLS) Uses repetition of basic sight words to help children develop a sight word vocabulary. Short instructional steps, teaches word recognition and comprehension Carefully planned introduction of words and evolution of sentence structure to promote language development. Student progress is automatically tracked

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Accessible Literacy Learning (ALL) Research-based reading instruction for learners with Autism, Cerebral Palsy, Down syndrome and other disabilities. Designed to teach basic reading skills to those who have difficulty speaking and may benefit from augmentative and alternative communication (e.g., gestures, signs, Picture Exchange Communication System [PECS], communication boards, speech generating devices [SGDs] Age ranges include 3 to 50 years Instructors can use direct observation and measurement of the learners performance within given activities to assess their learning and gather information to make valid instruction decisions

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Accessible Literacy Learning (ALL) Learners who may benefit from this curriculum demonstrate the following skills: o understand basic questions and instructions o recognize pictures and/or line drawings o communicate using signs, line drawings, or other graphic symbols o understand simple conversations about events outside the immediate environment o demonstrate an interest in books, letters, and/or keyboard, but cannot yet read simple books/texts *Individuals who do not have these skills can participate in and enjoy a wide variety of activities to support the development of emergent literacy skills.

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MEville to Weville Researched-based literacy program integrating reading, writing, speaking, augmentative communicating and listening Designed for K-4 (ability/interest level) students with disabilities in the moderate to severe range Supports the development of character education (e.g., having a valued role, acknowledging others, expressing preferences, and social skills/turn-taking, responsibility, respect)

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Don Johnston Start to Finish The universally-designed Start-to-Finish Publishing series provides age-appropriate narrative and informational texts that are written at two readability levels and delivered in three media formats. Ability Grade Level 1.5-5.5 Interest Grade Level 5-12 Read How Start-to-Finish Can Be Used To: Supplement Curriculum Support Intervention Initiatives Differentiate Instructions Encourage Independent Reading Collect Formative Data

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Earobics Interactive, multi-sensory computer software program Provides individualized instruction in critical areas of reading such as recognizing and blending sounds, rhyming, and discriminating phonemes within words Students interact with age appropriate, lively characters Hundreds of levels of instruction built into the software. Each level is specially developed to help students build critical literacy skills Management tool that facilitates data-driven, individualized instruction Customizable reporting capabilities that allow teachers and administrators to view up-to-the-minute student and group progress, and provide adaptive instruction based on performance

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Scenario 1 Third grade, nonverbal student, with Down syndrome who uses an AT device to communicate and has all around low level reading skills. He is capable of understanding simple conversations about events outside of the classroom environment and understands basic questions and instructions.

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Scenario 2 Fourth grade student who needs to work on vocabulary skills whom has had limited exposure to different types of literature, has social skills deficits (getting along with peers) and limited communication skills.

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Scenario 3 Fifth grade student with deficits skills in decoding, fluency and comprehension.

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Scenario 4 First grade student needing supplemental instruction in the areas of phonemic awareness, recognizing rhyming words and blending sounds.

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Scenario 5 Third grade student who lacks overall language development. Needs to work on basic sight word recognition to increase comprehension skills.

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Scenario 6 Second grade student who needs a multi-sensory, comprehensive language arts program. The individually paced program should provide in depth phonics instruction