June 2017 | WBR Conference Centerlaspdg.org/userfiles/files/Day 1 ELA ppt print copy.pdf · People...

The contents of this presentation were developed under a grant from the US Department of Education, #H323A110003. However those contents do not necessarily represent the policy of the US Department of Education, the Louisiana Department of

Education, nor Louisiana State University and you should not assume endorsement from these entities.

June 2017 | WBR Conference Center

1

Pre-Survey for Day 1

Directions: • Only for teachers to complete • Survey is anonymous • Two pages:

-Page 1: 4 demographic/perspective questions-: Baseline knowledge questions

2

Project StaffLDOE SPDG Director : Kristi-Jo Preston

SPDG Project Staff

• P.I. – Dr. Ken Denny

• Coordinator – Dr. Summer Whitmore

• Evaluator – Monica Ballay

• System Coach:-Wendy Allen-Kala Burrell-Craft-Pamdora Williams

• Professional Learning Leaders

Literacy Consultants

• Dr. Jill Allor-Professor, Southern Methodist University

• Dr. Jeanne-Associate Professor, Vanderbilt University3

Materials/Logistics

Folder

Folder

Workbook

Each Participant has

Each school has

Table

Materials can be found online at http://www.laspdg.org/content.cfm?id=1439 4

http://www.laspdg.org/content.cfm?id=1439

People First Language

Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural.

Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf

“People First Language puts the person before the disability and

describes what a person has, not who a person is.”

5

Louisiana State Personnel Development Grant (LASPDG)

• Personnel Development Grant to improve outcomes for SWD

• Awarded to the LDOE in 2016 for 5 years [February 1, 2017 – September 30, 2021]

• Funded by Office of Special Education Programs

• Project staff is employed by LSU

6

Literacy Goal: All students will be able to read, understand, and express their understanding of complex, grade level texts

State Systemic Improvement Plan Goal:

Increase ELA proficiency (basic and above) rates on statewide assessments for students with disabilities in grades 3-5 in 9 LEAs across the state

7

LASPDG Partners

• 9 LEAs & SPDG Staff

-Bossier & Sabine (Kala)

-Vermilion & Calcasieu (Monica)

-St. Bernard & Algiers (Pamdora)

-Pointe Coupee (Summer)

-WBR (Wendy)

• Institute of Higher Education (IHE) = Louisiana State University

• Louisiana Parent Training and Information Center (LaPTIC)

8

State

SPDG/SSIP

DLTs(9 LEAs)

SLTs(2-5

Schools per LEA)

PLCs with coaching

TeachersELA

Grades 3-5

SWDGrades 3-5

Families

of SWD

Systems of Support

9

LASPDG Goal

Improve literacy outcomes for SWD through the development of a systematic PD framework using evidence-based practices

Data Driven

Decision Making

Family

Partnerships

Coaching

Literacy

10

Leadership Team

Data Analysis

Action Plan

Implement

w/Fidelity

Assess Outcomes

• Create school & district leadership teams (SLT/DLT) that meet quarterly

• Support the implementation of the practices • Assess progress and outcomes of the practices• Make adjustment to plan as needed

Data Driven Decision Making

11

1st – Review School ELA Data SWD

2nd – Answer questions related to data on recorder sheet

Data Activity(handout)

Table

12

Coaching

Purpose is to provide on-going literacy support to general and special education teachers in grades 3-5

• Support will occur at a monthly Professional Learning Community (PLCs) meetings

• PLCs will be facilitated by SPDG Professional Learning Leader (PLL)

• PLCs will provide teachers the opportunity to practice the knowledge, skills, and application of evidence-based literacy practices

• We will discuss the Coaching Framework at the end of the day

13

Family Partnerships

• Family Partnership Goal is to support:

- Teachers in partnering with families of students of all abilities, as they support literacy practices at home

-School and district leadership teams to plan events & initiatives that engage families of students of all abilities around the goal of increasing literacy outcomes

-Families of students with disabilities in helping their child become stronger readers and writers

• Partner with the Louisiana Parent Training & Information Center (LAPTIC) | Mary Jacob, Director; LAPTIC Flyer (handout) 14

Overview

15

• The ELA goal is for all students to read, understand, and express their understanding of complex, grade-level texts

-Read: Use knowledge (decoding, background) and skill (automaticity and fluency) to read the words on the page and know what the text says; this is what we will focus on today

-Understand: Make meaning of the text

-Express Understanding: Speak or write about the meaning of a text clearly and coherently

• For SWD, we must ensure that they have access to complex, grade-level text and make progress toward independently reading complex, grade-level text

Goal

16

5 Year Framework

17

Framework for Literacy Instruction: Support for SWD

Read Understand Express Understanding

Word Recognition/Fluency Comprehension Speaking/Writing

• Decoding and encoding multisyllabic words

• Developing fluency and selecting text

• Selecting vocabulary words for instruction

• Evidence-Based Practices for Teaching vocabulary

• Understanding complex text• Evidence-Based Practices for

developing comprehension

• Writing mechanics• Writing process• Language and oral

expression• Adaptations/Modifications

of expression

Communication (e.g., writing, speaking, listening) will be integrated

18

Page 3

• The focus is on 2 main areas connected to the grade-level standards

-Decoding multi-syllabic words

-Fluency

• These 2 are the focus of support because they are the main reading foundational standards for grades 3-5

• Our goal as teachers is to ensure that all students access complex, grade-level texts and make progress toward grade level standards; this starts with making sure that we

(1) know the grade-level standards and (2) know how to ensure that all students meet those standards

How will we achieve this today?

19

• Participants will learn and practice a process for providing supports for students with disabilities ensuring that they have access to complex, grade-level text and make progress toward independently reading complex, grade-level text

• Participants will engage in various case studies to understand why, when, and how they will support students with disabilities using the diverse learners cycle

Training Approach

20

Resource: LDOE Diverse Learners Guide(refer to handout)

LDOE Guidebooks can be found at https://www.louisianabelieves.com/academics/ela-guidebooks 21

https://www.louisianabelieves.com/academics/ela-guidebooks

• Diverse Learners learn in a different way and at a different pace than their peers

• All students could be classified as a “diverse learner” at some point in the instructional process

• How can teachers support students with disabilities as diverse learners in their classroom?

What is a Diverse Learner?

22

Identify grade level standards

Compare current student performance

to the standards

Identify gaps between current performance

and standards

Establish support plan with set

outcomes

Deliver instruction to individuals or small groups of

students

Review student work

Page 423

• A process teachers can follow when providing support for students

• If we can get our core instruction and small group instruction connected to a high quality curriculum, we are likely to serve a majority of our students with disabilities better than they are being served now

• The purpose of the training is to show you when and how to support your students with disabilities with literacy

Diverse Learning Cycle

24

• Theory with a Capital T -- Description of how good readers read that is based on decades of research

• Why does it matter? -We need to know how good readers read so we can

*Identify where the process is breaking down (assess problem)*Provide instruction to address the problem

Foundations of Reading:

Overview of Reading Models

25

Fully Developed Readers Activity

Page 5

26

What are fully developed

readers able to do?

How does a fully developed

reader compare to a skilled

driver?

Models of Reading:

Compare & Contrast Scarborough & Adams Model

Similarities Differences

Page 7

View on your own

http://www.readingrockets.org/shows/launching/brain

27

http://www.readingrockets.org/shows/launching/brain

Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

The Many Strands that are Woven into Skilled Reading (Scarborough, 2001)

BACKGROUND KNOWLEDGE VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING LITERACY KNOWLEDGE

PHON. AWARENESS DECODING (and SPELLING) SIGHT RECOGNITION

LANGUAGE COMPREHENSION

WORD RECOGNITION

increasingly

automatic

increasingly

strategic

Skilled Reading- fluent

coordination of word

reading and comprehension

processes

3

28

How do good readers process words?True or False?

Page 8

1. Good readers USUALLY attend (without conscious effort) to every letter in a word

2. When reading carefully, good readers frequently skip words in sentences

3. Good readers usually attend to some of the letters in words and use the context to decide what a word is

29

Orthographic

Processor

Phonological

Processor

Meaning

Processor

Context

Processor

Print Speech

Adams, M.J. (1990). Beginning to read: Thinking and learning about print: Massachusetts Institute of Technology.

Background

Knowledge

Language

Modeling the Reading System:

Four Processors

Page 6

30

Orthographic

Processor

Phonological

Processor

Meaning

Processor

Context

Processor

Print Speech


Background

Knowledge

Language


Four Processors

31

Page 9

• Phoneme – smallest unit of sound

• The word “go” has 2 sounds -- /g/ /ō/

• The word “ate” has 2 sounds -- /ā/ /t/

• Phonology – system of how we use sounds in our SPOKEN language

Phonological Processor:

Terms

32

Orthographic

Processor

Phonological

Processor

Meaning

Processor

Context

Processor

Print Speech


Background

Knowledge

Language

Phonics


Where does phonics and meaning fit in?

Meaning

33

How do good readers recognize words?

• Good readers process words fully (attending automatically to all letters, complete spellings, of words)

• In other words, they have complete spellings of words in their memories (fully specified orthographic representations)

• Meaning confirms and increases speed, but good readers do not primarily use the meaning to recognize words

• GOAL of word learning: recognize words automatically, effortlessly, and fluently to enable the reader to focus on comprehension

34

Adams, M. J. (2013). Modeling the connections between word recognition and reading. In D. E. Alvermann, N. J. Unrau, & R. B. Ruddell (Eds.), Theoretical models and processes of reading (6th ed.). Newark, DE:

International Reading Association.

• “…research indicates that difficulties at the level of letter and word recognition are the single most pervasive and debilitating cause of reading disability (Perfetti, 1985; Stanovich, 1986; Vellutino, 1991; Vernon, 1971)

• There are many ways to support this learning – including writing, spelling, and phonics instruction; patience, encouragement; and lots of beneath-frustration-level reading and rereading (Adams, pages 792-793)

Adams (2013)

35

Instructional Implications

• Word level challenges (i.e. phonics) are the most common cause of reading problems, including dyslexia

• Building fluency is important because dysfluent reading leads to comprehension problems

• Encourage students to attend to complete spellings of words (i.e. notice individual letters and letter patterns)

• Teach students what to do when they come to a word they do not know (i.e. skipping words is not an effective strategy)

• If students do not learn early how to blend sounds together or segment words into individual sounds (phonemic awareness), these skills can be developed in later grades as you teach students to decode and encode (i.e. phonics)

• Build and reinforce connections among skills, including links between word recognition and meaning

36

Explicit instruction

• Overtly teaching each step through teacher modeling and many examples

Systematic instruction

• Breaking lessons and activities into sequential, manageable steps that progress from simple to more complex concepts and skills

Ample practice

• Providing many opportunities for students to respond and demonstrate what they are learning

Immediate feedback

• Incorporating specific feedback (from teacher or peers) during initial instruction and practice

Principles of Effective Instruction for SWD

Page 1037

Shaping Up Activity & Parking Lot Questions

Identify something that “squares” with what you already thought/knew

Identify something that makes you view something from a new angle

Identify something that is still “rolling around in your head” to go back and implement in your classroom

Adapted from http://www.theteachertoolkit.com/index.php/tool/triangle-square-circle

Page 11

38

http://www.theteachertoolkit.com/index.php/tool/triangle-square-circle

• The first part of the training will focus on learning how to identify and support students who have difficulties decoding multisyllabic words and the second part will focus on learning how to identify and support students who have difficulties with reading fluency

• Today we will be focusing on 3 students-let’s get to know them

Case Studies

39

Cameron (5th grade)

Joseph (4th grade)

Amari(3rd grade)

Students

40

Decoding &

Encoding

Multisyllabic Words

41

Goal

• Engage participants in a process for providing supports for students with disabilities ensuring that they have access to complex, grade-level text and make progress toward independently reading complex, grade-level text

42

Definitions

• Decoding is the process of converting printed words into their spoken forms by using knowledge of letter-sound relationships and word structure (sounding out)

-In other words, “the blending of letter sounds to generate pronunciations of written words” [O’Connor, p. 7 ]

• Encoding is the process of converting spoken words into their written forms (spelling)

• These are mutually supportive of one another

43

Meet Amari

• 3rd Grade, 9 years old

• IEP for Learning Disability in reading

• Strengths-Enjoys school-Works hard to complete work-Strong vocabulary-Thinks critically about concepts

• Weaknesses-reading below grade levelexpectations on oral reading fluency measure-Difficulty reading multisyllabic words

Page 12

44

Amari’s Reading on a Formal Assessment

Page 13

45

Amari’s Progress During First 8 Weeks of School

46

Amari’s Reading in Class (Informal Assessment)

She looked down at him and said, “He most certainly is a

large dog.”

“Yes ma’am,” I told her. “He has a large heart, too.”

“Well,” Miss Franny said. She bent over and gave Winn-Dixie

a pat on the head, and Winn-Dixie wagged his tail back and

forth and snuffled his nose on her little old-lady feet. “Let me

get a chair and sit down so I can tell this story properly.”

“Back when Florida was wild, when it consisted of nothing but

palmetto trees and mosquitoes so big they could fly away with

you,” Miss Franny Block started in, “and I was just a little girl

no bigger than you, my father, Herman W. Block, told me that

I could have anything I wanted for my birthday. Anything at

all.”

Miss Franny looked around the library. She leaned in close to

me. “I don’t want to appear prideful,” she said, “but my daddy

was a very rich man. A very rich man.” She nodded and then

leaned back and said, “And I was a little girl who loved to

read. So I told him, I said, ‘Daddy, I would most certainly love

to have a library for my birthday, a small little library would be

wonderful.’’

Page 14 https://learnzillion.com/resources/81648-3rd-grade-ela-guidebook-units47

https://learnzillion.com/resources/81648-3rd-grade-ela-guidebook-units

Amari’s Response

48

Page 15



to the standards


and standards


outcomes


students

Review student work

49



to the standards


and standards


outcomes


students

Review student work

50

What is Amari supposed to be doing in grade 3?

Grade 3 Standards

Know and apply grade-level phonics and word analysis skills in decoding words

-Identify and know the meaning of the most common prefixes and derivational suffixes

-Decode words with common Latin suffixes

-Decode multi-syllable words

-Read grade-appropriate irregularly spelled words


51



to the standards


and standards


outcomes


students

Review student work

52

How is Amari performing against that standard?

• What does it appear that Amari is having trouble with? Why? What information do you have to support that claim?

• What other information can a teacher gain about Amari? Are there quick assessments a teacher can do to gain more information about Amari?


to the standards


and standards

53

Amari-Informal Affixes Check

• Known Affixes: y, un, est,

• Amari sounded out all unknown words and usually gave up before reaching the end of the word

54

Amari’s Response

55

Page 15

56

Page 16

57

Page 16

Key Aspects of Multisyllabic Word Reading

• Knowledge of monosyllabic phonic elements-Can the student identify the most common sound of letters and common letter combinations?-Can the student write the letter or letter combination for the most common sounds?

• Knowledge of affixes-Can the student identify the most common sound of common prefixes and suffixes? -Can the student identify base words?

• Strategy for reading and writing multisyllabic words through breaking words into parts-Can the student read and write multisyllabic words?-Does the student apply an effective strategy for reading and writing multisyllabic words?

• Practice reading and writing multisyllabic words fluently with feedback-Does the fluently apply an effective strategy for reading and writing multisyllabic words?

• Practice reading multisyllabic words within text-Does the student self-correct multisyllabic word errors when reading text?-Does the student independently use common spelling patterns and affixes in writing?

58

Key Aspects: Guiding Questions Activity

Page 17

Review the following for Amari:

• Formal Assessment-Oral Reading Fluency (p.13)

• Reading passage with errors (p.15)

• Error analysis (p.16)

• Informal Affixes Check (p. 17)

59

• Amari seems to have knowledge of sounds in monosyllabic words but does not know how to use her knowledge to read larger words

• Students build on knowledge of monosyllabic word to identify known elements and words in larger words

distained

unimaginable

• Students understand that each syllable of a word contains one vowel sound

dis tain ed

un i mag in a ble

Amari’s Weakness

60

Basic phonic elements (page 19)Common Affixes and Sample Sequences (page 19)

Identifying Phonic Elements Activity

• captivate

• presoak

• delightfully

• impossible

• compromise

• reasonable

• bundle

• finished

• cheerful

• transportation

• collision

• presumption

Page 18

61



to the standards


and standards


outcomes


students

Review student work

62

How should you help Amari?

• Identify supports appropriate for Amari’s difficulties

• Identify when and how often supports should be provided

• Identify the format for providing support


outcomes

Research for SWD Related to Amari’s Difficulties (refer to handouts on table)

63



to the standards


and standards


outcomes


students

Review student work

64

A Strategy for Reading Multisyllabic Words (Archer, Vachon, & Gleason, 2016)

1. Circle the prefixes

2. Circle the suffixes

3. Underline the vowels

4. Say the parts of the words

5. Say the whole word

6. Make it a real word

disagreeable


students

65

Selecting Words for Instruction

• Multisyllabic

• Known phonic elements

• Words in students’ texts

• Scaffolded (systematic instruction) for strategy instruction-basketball, disagreeable, preexist-unavailable, precipitation-invisible, temperature

Activity: Selecting Words From Text

Text:Grade 3: Because of Winn Dixie (p. 14)Grade 4: Lightning Thief (p. 25) Grade 5: The Lion, The Witch, and The Wardrobe (p. 40)

66

Phasing Out Scaffolds

• Have students remind you of the steps and then apply them

• Have students look for the word parts in the strategy but not overtly circle or underline the parts

• Scoop the word parts as they say them aloud or place the word parts on different cards

• Have students scoop themselves but figure it out in their head before saying the whole word

in vest ment

67

Example Lesson

• Introduction of new affix

• Review of previously learned affixes and phonic elements

• Application of new affix and strategy to multisyllabic words

• Application of strategy to multisyllabic words with varying known elements

• Application to text reading

Activity:

Example lesson for multisyllabic words (page 20)

68

Adapted for Spelling

1. Say the parts of the word (dis a gree able)

2. Write the prefix, suffix, or sounds that go with each part

3. Read the word you wrote in parts

4. If you make a mistake, cross out the word andrewrite it

69



to the standards


and standards


outcomes


students

Review student work

70


students

Review student work

71

Curriculum Activity

Examine one lesson from your curriculum that addresses the ELA standard for phonics/word recognition. What additions or adaptations could you make to provide effective multisyllabic word instruction for a student like Amari within that lesson?

Page 21

72






Page 22

73


Meet Joseph• 4th Grade, 10 years old


• Strengths

-Gets along well with peers

-Works hard to complete work

-Strong vocabulary and expressive language

-Strong listening comprehension

• Weaknesses

-Word recognition skills are well below grade level; often uses context instead of phonics skills to guess words

-Oral reading is slow and laborious

-Difficulty reading and spelling single-syllable and multisyllabic words

-Difficulty reading and spelling irregular words

-Difficulty comprehending text he reads74

Page 23

Joseph’s Reading on a Formal Assessment (grade 4)

75

Page 24

Joseph’s Progress During First 8 Weeks of School

0

20

40

60

80

100

120

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

Joseph’s Oral Reading Fluency 4th Grade

correct words per minute

115 EOYGoal

76

Joseph’s Reading in Class (Informal Assessment)

Mr. Brunner led the museum tour.

He rode up front in his wheelchair, guiding us through the big echoey galleries, past marble statues and glass cases full of really old black-and-orange pottery.

It blew my mind that this stuff had survived for two thousand, three thousand years.

He gathered us around a thirteen-foot-tall stone column with a big sphinx on the top, and started telling us how it was a grave marker, a stele, for a girl about our age. He told us about the carvings on the sides. I was trying to listen to what he had to say, because it was kind of interesting, but everybody around me was talking, and every time I told them to shut up, the other teacher chaperone, Mrs. Dodds, would give me the evil eye.

https://learnzillion.com/resources/81653-4th-grade-ela-guidebook-unitsPage 25 77

https://learnzillion.com/resources/81653-4th-grade-ela-guidebook-units

Joseph’s Response

Page 26 78



to the standards


and standards


outcomes


students

Review student work

79



to the standards


and standards


outcomes


students

Review student work

80

What is Joseph supposed to be doing in grade 4?

Grade 4 Standards

Know and apply grade-level phonics and word analysis skills in decoding words

a. 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

If students are unable to decode and encode single syllables and single-syllable words, they will not be able to decode multisyllabic words


81



to the standards


and standards


outcomes


students

Review student work

82

How is Joseph performing against that standard?

• Describe Joseph’s performance against the standard

• What does it appear that Joseph is having trouble with? Why? What information do you have to support that claim?

• What other information can a teacher gain about Joseph? Are there quick assessments a teacher can do to gain more information about Joseph?


to the standards


and standards

83

• 4th grade level ORF (page 24)

-30 cwpm; 6 errors

• 2nd grade level ORF (page 27)

-45 cwpm; 6 errors

• Lightning Thief reading sample (page 25) and error analysis (page 26)

Joseph’s Assessments

84

• Why 2nd grade ORF?-Will show growth sooner than 4th grade level ORF since he is struggling so much

-Continue to give 4th grade ORF (could administer less frequently)

Joseph’s Reading on a Formal Assessment (grade 2)

85Page 27

Joseph’s Response

Page 26 86


0

10

20

30

40

50

60

70

80

90

100

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

Joseph’s Oral Reading Fluency 2nd Grade


87 EOYGoal

87


0

10

20

30

40

50

60

70

80

90

100

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

Joseph’s Oral Reading Fluency 2nd Grade Level


87 EOYGoal

88

• Describe Joseph’s performance against the standard

• What does it appear that Joseph is having trouble with? Why? What information do you have to support that claim?

-Review the Error Analysis Chart from Lightning Thief passage and ORF

• What other information can a teacher gain about Joseph? Are there quick assessments a teacher can do to gain more information about Joseph?

Page 29

Discussion Activity:

How is Joseph performing

against the standard?

90

What are the basic monosyllabic word

elements that Joseph should have learned prior to 4th grade?

• Next slides highlight information that should have been mastered prior to 4th grade

• Includes resources where you can go for additional information

• For students experiencing severe difficulties, we will provide assistance throughout the year to assist you in providing more support for these students

91

Basic Phonics Elements Activity

Page 30

1. Single consonants and short vowels _____________ ___________

2. Consonant digraphs _____________ ___________

3. Long vowels with silent e (CVCe pattern) _____________ ___________

4. Long vowels at end of words or syllables _____________ ___________

5. Y as a vowel _____________ ___________

6. R-controlled vowels _____________ ___________

7. Silent consonants _____________ ___________

8. Vowel digraphs _____________ ___________

9. Vowel diphthongs _____________ ___________

Use the word bank at the bottom of the page to match the description. Each description will have 2 answers but they will not be repeated.

flakeflylambfoilcornspy

basic spinemop chinspout seemshift knitblast floatme skirt 92

What should students know and be able to do?

• Single consonants (early)

• Short vowels (early)

• Consonant digraphs

• Long vowels with silent e (CVCe pattern)

• Long vowels at the end of words or syllables

• Y as a vowel

• R-controlled vowels

• Silent consonants

• Vowel digraphs

• Vowel diphthongs

• Irregular, high frequency words (e.g. said, was)

• Reading words with inflectional suffixes (e.g. s, es, ing, ed)

• Contractions

• Flexible strategies

93

Basic Phonics Elements

(O’Connor, 2014)

Letter Patterns in the 500 Most Common Words (possible sequence)

th that oy boy

or for ir girl

ee see ow how

wh which igh right

ch much ai main

al salt, all oo too

ou out aw saw

er her oa road

ay day ur turn

ea each au cause

ow grow kn know

ar car oi point

oo look qu quack

sh fish ph graph

ol old wr wrap

ing sing

Page 31

94

Syllable Types (defined by vowels)

Students may or may not know the names of the syllable types but skilled readers are able to read these various syllable types effortlessly

• closed syllable (CVC) (e.g., cap, cap-tion, pic-nic, mon-ster)

-Short vowels (cat, pet, pit, cot, cut)

• open syllable (CV) (e.g., me, so, ti-ger)

-Long vowels at the end of words or syllables

• vowel-consonant-silent "e" words (VCe) (e.g., cape, in-vite)

-Long vowels with silent e

• r-controlled vowels (e.g., burn, car, car-pet, cor-ner)

• vowel teams/vowel pairs (e.g., boy, boy-hood, oat, oat-meal)

-Vowel digraphs, diphthongs

• final stable syllable (e.g., tum-ble)

• http://www.readingrockets.org/article/six-syllable-types 95

http://www.readingrockets.org/article/six-syllable-types

High-Frequency Words

• High-frequency words (sometimes called sight words because students must be able to identify them by sight) are words that appear often in print

• 100 words account for almost 50% of the words used in text in schools and colleges

• They include function words (e.g. articles, prepositions, pronouns, conjunctions) that are critical for comprehension

• Almost 25% of these 100 words are irregular

96

• May be be “regular” -- decodable

• May be Irregular – not decodable

-Permanently irregular words: These contain one or more sound/spellings that are unique to that word or a few words and are not completely decodable. (e.g., was, said)

-Temporarily irregular words: These have one or more of the sound/spellings in the word that have not yet been introduced (or learned). Students lack sufficient letter/sound knowledge to decode the word. (e.g., paid is irregular until you learn the “ai” pattern)

High-Frequency Words

97

• Recommended sequence for teaching high frequency words

• Separated into those that are decodable and irregular; most of these are permanently irregular

• List is particularly useful for extremely low-performing students; use for informal assessment and lesson planning

• These words should be recognized quickly and easily (2 seconds each)

• Students should also be able to spell these words

Resource: Allor & Chard Word List

98

Resource: Allor & Chard Word List

• Informal High-Frequency Word Check (Joseph)

-Decodable Words Missed

*only a few short vowel words

*many long vowel and r-controlled words

-Irregular Words Missed

*carry, could, door, find, goes, most, o’clock, other, some, want, what

99

Page 32

Key Aspects of Single Syllable Reading

• Knowledge of monosyllabic phonic elements-Can the student identify the most common sound of letters and common letter combinations?-Can the student write the letter or letter combination for the most common sounds?

• Strategy for decoding and encoding monosyllabic phonic elements-Can the student read and write single syllables?-Does the student use a strategy for decoding single syllables and single syllable words when reading connected text?-Does the student use a strategy for spelling single syllables and single syllable words when writing?

• Practice reading and writing single syllables and single syllable words fluently with feedback

• Practice reading single syllables and single syllable words within text-Does the student self-correct monosyllabic word errors when reading text?-Does the student independently use common spelling patterns of single-syllable words in writing?

100

Key Aspects: Guiding Questions Activity

Review the following for Joseph:

• Formative Assessment-4th grade Oral Reading Fluency (p. 24)

• Formative Assessment-2nd grade Oral Reading Fluency (p. 27)

• Lightning Thief error analysis (p. 26)

• Basic Phonics Elements (p. 31)

• Informal High-Frequency Word Check (Joseph) (pp. 32-33)

-Decodable Words missed

*only a few short vowel words

*many long vowel and r-controlled words

-Irregular Words

*carry, could, door, find, goes, most, o’clock, other, some, want, what

Page 33

101



to the standards


and standards


outcomes


students

Review student work

102

How could you help Joseph?

• Identify supports appropriate for Joseph’s difficulties




outcomes

Research for SWD Related to Joseph’s Difficulties (refer to handouts on table)

103

Systematic and explicit phonics instruction (NPR, 2000):

-is more effective than non-systematic or no phonics instruction

-significantly improves reading comprehension

-is effective for students from various social and economic levels

-is particularly beneficial for students who are having difficulty learning to read and who are at risk for developing reading problems (including dyslexia)

-is most effective when introduced early

• Fewer studies have been conducted with upper-elementary age students, but interventions that include word level instruction have been found to be effective (Wanzek et al., 2010)

Additional Considerations for

Students Like Joseph

104



to the standards


and standards


outcomes


students

Review student work

105

Examples from Explicit, Systematic Phonics Programs

• These routines can be used to teach words selected specifically for individual students like Joseph

• Students need to use a strategy for decoding single syllables and single syllable words when reading connected text


students

106

Decoding Routine with Letter Sound/Letter Pattern Practice

1. Say underlined sound2. Say word

Strategy: During reading, students can underline and/or look for the letters that represent the vowel.

107

1. Say underlined sound2. Say word

Sound and Say Routine (more advanced example)

108

Video: Rewards Lesson 6, Saying Sounds for Vowel Combinations

• May be completed with flashcards

• May be tailored to practice specific skill deficits and skills from text

https://vimeo.com/user34643746/review/221206385/6d23709fc7 109

Page 34

https://vimeo.com/user34643746/review/221206385/6d23709fc7

• May be tailored to practice specific syllables from text and then read the whole words; could select one paragraph to practice

• Example: light, mark, sur, wheel, er, chair, vive, ning

(lightning, wheelchair, survive, marker)

Video: Rewards Lesson 6, Reading Single Syllables

https://vimeo.com/user34643746/review/221207391/8444e6f4d7110

Page 34

https://vimeo.com/user34643746/review/221207391/8444e6f4d7

0

10

20

30

40

50

60

70

80

90

100

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33

Oral Reading Fluency 2nd Grade Level


Rewards Multisyllabic Strategy

87 EOYGoal

Student in Video

Explicit phonics

Note: BOY 68

111

Example: Rewards Lesson 6, Vowel Sounds in Words

• May be tailored to practice specific skills/words from text

112

Teaching Irregular High-Frequency Words

• Memorize whole word

• Partial sounding out

• Spell and Say

• Need to be able to say these by “sight” (quickly)

• Should learn full spellings (eventually)

• Cumulative Review

113

• May be completed with flashcards

• May be tailored to practice specific words and/or words from text

Teaching Irregular High-Frequency Words

114

Teaching Letter Patterns through Encoding (Spelling):

Sound and Spell Sort Routine


students

Spelling

115

Teaching Letter Patterns Through Encoding: Sound and Spell Sort

Teacher calls out words in a random order.Student writes the word in the correct column.

Page 35 for additional examples 116



to the standards


and standards


outcomes


students

Review student work

117

0

10

20

30

40

50

60

70

80

90

100

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

Joseph’s Oral Reading Fluency 2nd Grade Level


87 EOYGoal

Review student work

118

0

20

40

60

80

100

120

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

Joseph’s Oral Reading Fluency 4th Grade


115 EOYGoal

Review student work

119

Curriculum Activity

Examine one lesson from your curriculum that addresses the ELA standard for phonics/word recognition. What additions or adaptations could you make to provide effective decoding and encoding instruction for a student like Joseph within that lesson?

Page 36

120






Page 37

121


Reading Fluency

122

Goal

• Engage participants in a process for providing supports for students with disabilities to ensure that all students are able to read complex, grade-level texts

123

What is Reading Fluency?

Reading Fluency: reading quickly, accurately, and with expression

• requires automaticity

• combines rate and accuracy

• Includes reading with prosody

• Is linked to comprehension

124

Meet Cameron

• 5th Grade, 11 years old


• Strengths

-Makes friends easily

-Word recognition

-Enjoys reading about history

• Weaknesses

-Reading below grade level expectations on oral reading fluency measure

-Slow to recognize words and read text

-Difficulty finishing homework due to slow reading

Page 38

125

Cameron’s Reading on Formal Assessments

Page 39 126

Cameron’s Progress During First 8 Weeks of School

0

20

40

60

80

100

120

140

Weeks

Cameron's Oral Reading Fluency

127

Cameron’s Reading in Class (Informal Assessment)

"What's that noise?" said Lucy suddenly. It was a far larger house than she had ever been in before and the thought of all those long passages and rows of doors leading into empty rooms was beginning to make her feel a little creepy.

"It's only a bird, silly," said Edmund.

"It's an owl," said Peter. "This is going to be a wonderful place for birds. I shall go to bed now. I say, let's go and explore tomorrow. You might find anything in a place like this. Did you see those mountains as we came along? And the woods? There might be eagles. There might be stags. There'll be hawks.“

"Badgers!" said Lucy."Foxes!" said Edmund."Rabbits!" said Susan.

Page 40

https://learnzillion.com/resources/81656-5th-grade-ela-guidebook-units 128

https://learnzillion.com/resources/81656-5th-grade-ela-guidebook-units

Cameron’s Responses





Page 41

129



to the standards


and standards


outcomes


students

Review student work

130



to the standards


and standards


outcomes


students

Review student work

131

What is Cameron supposed to be doing in grade 5?

Fluency Standards Grades 3-5

Read with sufficient accuracy and fluency to support comprehension

-Read on-level text with purpose and understanding

-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

-Use context to confirm or self-correct word recognition and understanding, rereading as necessary


132

Grade Percentile Fall WCPM Winter WCPM

Spring WCPM

3 755025

997144

1209262

13710778

4 755025

1199468

13911287

15212398

5 755025

13911085

15612799

168139108

Oral Reading Fluency Norms

Hasbrouck & Tindal, 2006

133

Page 43



to the standards


and standards


outcomes


students

Review student work

134

How is Cameron performing against that standard?

• Describe Cameron’s performance against the standard

• What does it appear that Amari is having trouble with? Why? What information do you have to support that claim?

• What other information can a teacher gain about Cameron? Are there quick assessments a teacher can do to gain more information about Cameron?


to the standards


and standards

Activity:Examples of Cameron’s Reading Passages (p. 41) 135

Observing Cameron’s Reading

• Cameron seems to read each word individually, taking 2-3 seconds per word; no phrasing or connection between words

• He sometimes sounds out the word, but sometimes he is just silent for 2-3 seconds before saying the word

• He usually gets the word correct on the first try

• When reading a fifth grade word list, Cameron reads very similarly (averaging 2-3 seconds per word with few errors)

136

Cameron’s Oral Reading Fluency Data

• Current Performance:

Total Number of Words Read – errors = Total Words Correct Per Minute (WCPM)

• Average oral reading fluency score over past 4 weeks is 37 WCPM

• Benchmark for end of the year fourth grade is 139 WCPM

• Needs improvement of 102 words correct (139 – 37) to meet grade level performance. There are 27 more weeks in the school year.

-Weekly goal: 102 ÷ 27 = 3.78 WCPM gain per week (on average)

137

Cameron’s Responses





Page 41

138



to the standards


and standards


outcomes


students

Review student work

139

How should you help Cameron?

• Identify supports appropriate for Cameron’s difficulties




outcomes

Research for SWD Related to Cameron’s Difficulties (refer to handouts on table)

140



to the standards


and standards


outcomes


students

Review student work

141

What can we do for Cameron?

• Fluency develops over time and with extensive reading of text

• Effective instruction can include:• Models of fluent reading

• Repeated reading of texts

• Continuous reading of text


students

142

What can we do for Cameron? (cont’d)

• Provides daily opportunities for students to hear models of fluent reading, to practice reading texts repeatedly, and to monitor their own reading fluency with real, high-success, high-volume reading experiences

• Always encourage students to do their BEST reading not their fastest reading

• Include fluency practice with words or sounds to help students become more automatic (fluent) with reading foundational skills that they can then apply to text reading


students

143

Resource:

LDOE Reading

Fluency Guide(see handout)

144

What can we do for Cameron? (cont’d)

Repeated Reading with a goal and feedback/guidance

• Paired reading with a more experienced reader

• Readers’ theater

https://www.youtube.com/watch?v=Z_g17OSAWso

• Timed Reading

https://www.youtube.com/watch?v=rrrLJR7Zbq0

Modeling of Fluent Reading

• Student rereads same passage trying to mimic the fluent reading

• Echo Reading

https://www.youtube.com/watch?v=e4Rid_Zn0uQ


students

145

https://www.youtube.com/watch?v=Z_g17OSAWso

https://www.youtube.com/watch?v=rrrLJR7Zbq0

https://www.youtube.com/watch?v=e4Rid_Zn0uQ

Partner Reading Strategy

1. Provide each partner the same text for reading

2. Partner A (more experienced reader) read the text for 1 min (modeling fluent reading). Partner B follows along

3. Partner B reads the same text for 1 min (repeated reading)

4. After both partners have read they complete a comprehension check. (retell, story grammar, etc.)

Adaptations:

• Each partner reads a page or a section instead of for 1 min

• Adjust the time for each partner’s reading (e.g., 2 min)

Handout X: Partner Reading Cue Cards (p. 42)146

Partner Reading Cue Cards

Page 42 147

Pairing StudentsProcedures:

1. Rank order students according to their

assessment scores

2. Split the list in half

3. Pair the highest student in the top half

of the class with the highest student in

the bottom half (continue until all

students have a partner)

4. If there are an odd number of

students, pair the lowest student with

the teacher or create a triad

5. Teach and regularly review with

students their roles within the pairs

Page 44 Name Oral Reading Fluency

Jenny 175

Amy 150

Alex 147

Brendan 134

Chris 129

Ashley 123

Jennifer 121

Dawn 115

Keith 105

Julia 101

Brandon 99

Ben 96

Timothy 94

Nicole 94

Courtney 87

Mark 72

Steven 66

Cally 56

Madison 55

Austin 42148

Pairing Students for Reading Text Activity

Page 45

Name Oral Reading Fluency

Paxton 150

Katherine 149

Alexis 143

William 139

Asa 135

Garrett 129

Sophie 125

Ryan 123

Nora 120

Michael 119

Amelia 115

Kaitlyn 105

Lucas 104

Abigail 104

Braylon 100

Julia 94

Henry 86

James 83

Sarah 70

Serenity 62

Pair Students in the Following Class:

149

Partner Reading Practice

Activity:

1) Find a partner

2) Assign one person as Partner A and one as Partner B

3) Select the grade level text for Partner B

4) Use the cue cards to practice partner reading

Partner Reading Cue Cards (p. 42)

Page 42

150

Scaffolding Grade Level Text Reading

How can I help Cameron with grade level text reading?

• Provided repeated reading with grade level texts

• Provide build-ups from easy to more difficult texts on a similar topic

• Provide practice with identifying difficult words (connect to earlier focus on word recognition) prior to fluency practice with the text

• Provide practice reading lengthy texts, building stamina

• Provide fluency practice with a text prior to comprehension work to allow students to get the “print to language” deciphering complete before reading for understanding.

• Provide phrase fluency practice using phrases in the text prior to reading the full text

REMEMBER – the more complex a text for an individual reader, the more support a student needs to comprehend the text 151



to the standards


and standards


outcomes


students

Review student work

152


students

Review student work

153

Curriculum Activity

Examine one lesson from your curriculum that addresses the ELA standard for fluency. What additions or adaptations could you make to provide effective fluency instruction for a student like Cameron within that lesson?

Page 46

154






Page 47

155


Next Steps for

Support

156

• There will be times when intensive interventions are necessary

• Intensive interventions often happen outside of regular classroom instruction using an intervention program

• A quality intervention program for reading foundation is

-Systematic and explicit

-Focused on individual skills based on assessment results

-While it is related to core instruction, it is often disconnected from the direct content being discussed in the regular classroom (e.g., reading a book chapter in class while working on recognizing letters in intervention)

• No supports are a “one-size-fits-all approach”

Intensive Intervention

157

Resources (refer to handout)

158

• The PLLs will help you implement what has been trained today

• They will also help track what is working and what is not. If trends start showing up that students additional support, then the PLLs will alert us and we can customize the online trainings to take you through a similar process today but focused on a different area of support

Professional Learning Leaders (PLLs)

159

SPDG PD Framework Components

Initial On-Site PD @ Annual Summer Literacy Training in June • Day 1 for General/Special Education ELA Teachers grades 3-5 • Day 2 for School Leadership Team (SLT)/ District Leadership

Team (DLT)

On-going PD throughout the school year• Online Modules – Webinars (about 30 minutes)• PLCs supported by SPDG PLL (Professional Learning Leader)

Follow-up support throughout the school year• Quarterly SLT/DLT Meetings• Targeted support (i.e. family liaison, internal school/district

coaches)• On-site/Virtual Technical Assistance

160

On-Going PD Components

SY17-18

Aug. Sept. Oct. Nov. Dec. Jan. Feb. March April May

OnlineModule

√ √ √ √

PLCs √ √ √ √ √ √ √ √

Online Module: Interactive webinars using Adobe Presenter to provide extended learning of knowledge and skills from the summer literacy training

Once a semester About 30 minutes to complete Completed individually or whole group (school decides structure)

PLCs: Provide teachers the opportunity to practice the knowledge, skills, and application of evidence-based literacy practices from the summer literacy training

Four times a semester facilitated by PLL (Professional Learning Leader) Date & time will be coordinated with school administrator and PLL

161

Contact Information

• Coordinator – Dr. Summer Whitmore | [email protected]• Evaluator – Monica Ballay | [email protected]• System Coach:

-Wendy Allen | [email protected] Burrell-Craft | [email protected] Williams | [email protected]

Visit us online at www.laspg.org

162

mailto:[email protected]





http://www.laspg.org/

June 2017 | WBR Conference Centerlaspdg.org/userfiles/files/Day 1 ELA ppt print copy.pdf · People...

Documents

Transcript of June 2017 | WBR Conference Centerlaspdg.org/userfiles/files/Day 1 ELA ppt print copy.pdf · People...