ELA Network #1

October 8th, 2019 w/ April Kelley

Please Check in with this form

bit.ly/esu6in

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Introductions

Logistics

• 9:00-3:00
• Morning break & afternoon break (prizes)
• Lunch Plans
• Restrooms
• http://bit.ly/AprilKelleySite
• Seasonal Partners
• Action/Communication Plan

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Agenda

• Strengthening Core Programs
• Understanding Big Ideas in Reading
• Strategies to Strengthen and Supplement Core Instruction
• Engaging Students with Response Techniques
• Picking & Choosing Content to Teach
• Additional Resources

Strengthening Core Programs

Big Ideas in Reading

Elementary

• Phonological Awareness
• Phonics
• Vocabulary
• Fluency
• Comprehension

Adolescent Readers

• Word Study
• Vocabulary
• Fluency
• Comprehension
• Motivation

Phonological Awareness

Skills

Phonological Awareness

Involves understanding how the sounds of spoken

language can be segmented, combined and

manipulated.

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Is an auditory skill that NEED NOT involve print.

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Is one strong predictor of children’s

later reading success.

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Phonological Awareness Skills

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Easiest Hardest

Word Bank:

• Syllable Blending & Segmenting
• Rhyming
• Onset & Rime Blending & Segmenting
• Phoneme Blending, Segmenting, & Manipulation
• Sentence Segmenting
• Alliteration

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Phonological Awareness Continuum

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Rhyming

Alliteration

Sentence

Segmenting

Syllable

Blending

& Segmenting

Onset-Rime

Blending

& Segmenting

Phoneme Blending,

Segmenting, &

Manipulation

Phonemic

Awareness

Levels of Phonological Awareness

Phoneme Segmenting,

Blending, and

Manipulation

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Onset-Rime Blending

And Segmentation

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Syllable Blending and

Segmenting

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Sentence Segmenting

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Alliteration

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Rhyming

Blending phonemes into words,

segmenting words into individual phonemes, and manipulating phonemes in spoken words

Blending/segmenting the initial consonant or

Consonant cluster (onset) with or from the vowel

and consonant sounds spoken after it (rime)

Blending syllables to say words or segmenting spoken words into syllables

Segmenting sentences into spoken words

Recognizing or saying words with common initial sounds

Matching the ending sounds of words

Phonemic

Awareness

Phonemic Awareness

Focus on the individual sounds (or phonemes) in spoken words

Phonemes are the smallest

units of sound in spoken words

/d/ /o/ /g/

1st phoneme 2nd phoneme 3rd phoneme

/sh/ /i/ /p/

Phonemic Awareness is…

• The ability to segment words into sounds, blend them back together, and manipulate the sounds to make new words.

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• The understanding that spoken words and syllables are made up of sequences of speech sounds.

Phonemic Awareness

• PA requires the ability to attend to one sound in the context of other sounds in the word. Makes it difficult because sounds overlap and merge in speech.
• Not necessary to speak and understand speech, but children need to be aware of those small parts to read and spell in an alphabetic language.

Phonological Awareness

A’s - I remember the following things about Phonological Awareness.

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B’s - Yes, and ……...

Phonics

Skills

Think of a time you learned something new…

• How did you learn to do it?
• After you learned it, what other tasks where you able to do at the same time?
• Why were you able to multitask?

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Theory of Automaticity

• Ultimate Goal = Comprehension
• Phonics Instruction = Prerequisite Skill for Comprehension
• If students are spending all their energy on decoding, they’ll have nothing left for comprehension.

Two Elements of Phonics

• Decoding - Converting letters into sounds and blending them to form words

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• Encoding - Segmenting words into sounds for spelling

Phonics Continuum

• CVC (rat, bet)
• Short Vowel/Digraphs (shot, chop)
• Consonant Blends (slam, clap)
• Long Vowels (mail, pay)
• R and L Controlled Vowels (stir, all)
• Variant Vowels (boil, hawk)
• Two and Three Syllable Words (happen, monitor)

Phonics

B’s - I remember the following things about Phonics.

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A’s - Yes, and ……...

Phonemic Awareness Fun

• How many speech sounds are in played?
• How many speech sounds are in street?
• How many speech sounds are in though?
• What is the 3rd sound in fixed? 4th?
• Take /m/ away from time. What word do you have left?
• Take /p/ away from splat. What word?

Phonemic Awareness Fun

• What is driver without the /v/?
• Say ice backwards.
• Say teach backwards.
• Say enough backwards.
• Write the letter groups that stand for each sound in church.
• Write the letter groups that stand for each sound in shrink.

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Fluency

Skills

Fluency Defined

The ability to read orally or silently with appropriate levels of word recognition, accuracy, phrasing, expression, and good comprehension of the text.

Bottom line from the NAEP study:

Students who are low in fluency may have difficulty getting meaning of what they read.

The Theory of Automaticity

Fluency helps enable reading comprehension by freeing cognitive resources for interpretation.

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(National Reading Panel Report, 2000)

Wrong Direction

So where have we gone wrong in education?

What have we over-emphasized in education?

Reading Speed!

Appropriate Rate

Limited Evidence… from research or theory or practice that suggests a benefit to reading significantly ABOVE the 50%ile. In some cases, it can actually be detrimental.

Significant Evidence.... that it is crucial to help students read with fluency solidly at or very near the 50%ile to support comprehension and motivation.

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Sweet Spot = 50 to 75%ile

Tindal Hasbrouck Norms

Reading Speed

Indicator of Word Recognition Automaticity,

Not Word Recognition Itself

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We don’t teach automaticity through instruction on reading speed.

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Reading Speed

Wagging a dog’s tail for them does not make the dog happy! It’s just an indicator.

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Teaching students to read fast does not improve their fluency! It’s just an indicator.

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Just like teaching students nonsense words does not improve their phonics skills! It’s just an indicator.

That’s the intention of fluency. We want reading to become so automatic that students can begin focusing their energy on other things while reading�(such as comprehension).�

Fluency

A’s - I remember the following things about Fluency.

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B’s - Yes, and ……...

Vocabulary

Skills

National Reading Panel Report ...

• Intentional instruction of vocabulary items is required for specific texts.
• Repetition and multiple exposures to vocabulary items are important.
• Vocabulary learning should entail active engagement in learning tasks.

WORD HIERARCHY

(Beck, McKeown, 1985)

Vocabulary

B’s - I remember the following things about Vocabulary.

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A’s - Yes, and ……...

Comprehension

Skills

NAEP Study Revealed...

Students who are low in fluency may have difficulty getting meaning of what they read.

How?

Theory of Automaticity

Fluency helps enable reading comprehension by freeing cognitive resources for interpretation.

~National Reading Panel Report, 2000

Comprehension Instruction

• Literal Comprehension
• Inferential Comprehension
• Text-Dependent Questions
• Close Reading - thoughtful, critical analysis of text

Progression of Text-Dependent Questions

General Understandings

Key Details

Vocab & Text Structure

Author’s Craft and Purpose

Opinions/Arguments, Intertextual Connections

Inferences

What does the text say?

What does the text mean?

How does the text work?

Initial Read

After at least 1 reading

Later readings of the text or related texts

Comprehension

A’s - I remember the following things about Comprehension.

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B’s - Yes, and ……...

Big Ideas in Reading

Elementary

• Phonological Awareness
• Phonics
• Vocabulary
• Fluency
• Comprehension

Adolescent Readers

• Word Study
• Fluency
• Vocabulary
• Comprehension
• Motivation

Reading Instruction for

Adolescent Readers

• Differs slightly from those for younger readers
• For most older readers, instruction in advanced word study, or decoding multisyllabic words, is a better use of time than instruction in the more foundational reading skills (such as decoding single-syllable words) which many older readers have accomplished.
• There may be older readers who would profit from instruction in the more foundational skills.

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Word Study

• Some students need phonemic awareness & phonics (decoding) instruction still
• Some students will need instruction in advanced word study instruction (flexible decoders who can access word analysis and word recognition strategies and recognize irregular words that do not fit predictable semantic or orthographic patterns)

Word Study

• When students use structural analysis to break words into meaningful parts they are likely to understand the word they are reading, and that understanding supports their text comprehension.
• Word study practices cue students to the orthography of words, or the letter patterns and structural features associated with predictable speech sounds.

Word Study

• Students learn how to identify and break words into syllable types (e.g., r-controlled vowels [-ar, ire], vowel-consonant-e) and to read by blending the parts together
• For example…”Mumble”
• Divide word into syllables
• mum- (closed syllable indicates a short vowel sound)
• -ble (final stable syllable with consonant-le)

Word Study

• Also involves analyzing words by the meaning and structure of their parts.
• Meanings of prefixes, suffixes, inflectional endings, roots, and important vocabulary.
• For example…”transplanted”
• break the word into three segments: trans-plant-ed
• associate the base word plant, with the prefix trans (across) and the suffix ed (happened in the past).

Word Study

B’s - I remember the following things about Word Study.

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A’s - Yes, and ……...

Action Plan

Communication Plan

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Motivation

• Increasing students’ reading motivation does not single-handedly improve reading skills.
• Those who enjoy reading, read more, and reading more improves reading outcomes.
• Those who are motivated to read in order to gather information needed also read more.
• Motivation and engagement make reading enjoyable, increase strategy use during reading, and support comprehension.

Improving Motivation

1. Provide content goals for reading
2. Support student autonomy
3. Use interesting texts
4. Increase opportunities for students to collaborate during reading

I use…...to motivate my students to read.

Motivation

A’s - I remember the following things about Motivation.

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B’s - Yes, and ……...

Discuss

(with district teaching partners or a shoulder partner)

What are the big ideas that are taught well in my core program/ instruction?

• Phonological Awareness
• Phonics/Word Study
• Vocabulary
• Fluency
• Comprehension
• Motivation

What core instructional skills do I need to supplement?

• Phonological Awareness
• Phonics/Word Study
• Vocabulary
• Fluency
• Comprehension
• Motivation

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Supplemental Lessons/Strategies to Enhance Core Instruction

Differentiated Round 1

K-2/3

• With April in here
• Supplemental Lessons for Phonemic Awareness & Phonics

3-12

• In Board Room
• Share Ideas to Supplement your Core Program in These Areas
• Explore Websites & Resources (see list)
• Be prepared to report out

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Differentiated Round 2

K-2/3

• In Board Room
• Share Ideas to Supplement your Core Program in These Areas
• Explore Websites & Resources (see list)
• Be prepared to report out

3-12

• With April in here
• Supplemental Lessons for Word Study & Comprehension

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Supplemental Strategies During Differentiated Time Today

Phonemic Awareness

Elkonin Boxes

• at
• be
• fit
• bite
• stop
• post

Phonemic Awareness

Activities on

Teacher Pay Teacher

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$7 Task Cards

Heggerty Phonemic Awareness

teacher directions & hand motions

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35 lessons

PreK-2

Interventions for older kids

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10-12 min/day

Heggerty Phonemic Awareness Curriculum

Action & Communication Plans

Supplemental Strategies During Differentiated Time Today

Phonics

Blending Techniques

• Sound-by-Sound (choppy)
• Sound-by-Sound (singing)
• Sound-by-Sound (scaffolding)

m a sh t a p

Making Words Lessons

• One of highest effect sizes

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• Get out the following letters:
• t, m, b, c, n, p, h, s a, o, u, i, e

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• Listen to the directions

Making Words Materials

• Letters written on paper and ripped apart
• Magnetic letters
• Tile letters
• Box Kits
• Paper Letters (slide sheets for storage)

Templates for Blending

• Extra practice with sound boards/blending boards
• Card 8: Sound-by Sound
• Card 9: Continuous Blending

Card 8: Sound-by-Sound

Card 9: Continuous Blending

Action & Communication Plans

Differentiated Round 2

K-2/3

• In Board Room
• Share Ideas to Supplement your Core Program in These Areas
• Explore Websites & Resources (see list)
• Be prepared to report out

3-12

• With April in here
• Supplemental Lessons for Word Study & Comprehension

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Supplemental Strategies During Differentiated Time Today

Word Study

Word Study

• Teach students…
• to identify and break words into syllable types.
• when and how to read multisyllabic words by blending the parts together.
• to recognize irregular words that do not follow predictable patterns.
• the meanings of common prefixes, suffixes, inflectional endings, and roots.

Word Study

• Teach students…
• ways in which words relate to each other (e.g., trans: transfer, translate, transform, transition).
• how to break words into word parts and to combine word parts to create words based on their roots, bases, or other features.
• how and when to use structural analysis to decode unknown words.

Prefix & Suffix List

From REWARDS Program

Supplemental Strategies During Differentiated Time Today

Comprehension

Teaching Reading Comprehension

How should reading comprehension strategies be taught?

1. Read
2. Check items you already do
3. Star items you would like to do better
4. Share in your table groups

Reading Comprehension Posters

Identifying Theme

2 Questions

• Was what happened good or bad?
• Why was it good or bad?

2 Statements

• The main character learned that he/she should ______.
• We should _____.

Identifying the Main Idea & Summarize

1. Find the topic - words that keep coming up
2. Double-Check - checkmark next to each sentence that has to do with that topic
3. Highlight keywords and key phrases - not sentences, only words and phrases
4. Synthesize with graphic organizer - fitting them together in a web to show how they’re related (add some, drop some) (or use Archer’s method of combine, cross out, & number)
5. Summarize orally - use web to orally summarize

Summarizing Main Idea

Getting the Gist by Paragraph Shrinking

(Dr. Anita Archer)

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1. Name the who or what the paragraph is about in a brief phrase.
2. Identify two or three important details about the topic.
3. “Shrink” the paragraph by stating or writing the main idea. (Say it in 10-15 words)

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How did it go?

Like?

Helped?

Dislike?

Challenge?

Bloom’s Critical Questions

Action & Communication Plans

What did we work on/learn in the other room?

Reflection Time

Action Plan

Communication Plan

Action Plan

Communication Plan

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Supplemental Strategies

Fluency

Fluency Instruction

• Direct Instruction and Feedback
• Repetition
• Modeling
• Support or Assistance

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FLUENCY INSTRUCTION INCREASES THE TIME STUDENTS SPEND WITH TEXT!

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Of these, what fluency instruction do you use during your core instruction?

Fluency Instruction

Direct Instruction & Feedback, Modeling, Support & Assistance

• Using Student-Friendly Rubrics & Samples
• Explicit Fluency Lessons
• Dolch Phrases

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ESP

E - Expression

S - Smoothness

P - Pacing

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Reading Fluency Rubric

Fluency Instruction

Repetition

• Lucky Listener
• Timed Readings
• Reader’s Theater

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Rereading is a strategy that increases fluency skills. These are motivators to reread.

Action & Communication Plans

Supplemental Strategies

Vocabulary

Direct Vocabulary Instruction

Dr. Anita Archer

1. Introduce Word
2. Student-Friendly Explanation
3. Examples
4. Optional Step: Non-Examples
5. Check for Understanding

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Dr. Jo Robinson

1. Introduce Word
2. Student-Friendly Definition
3. Examples
4. Non-Examples
5. Check Understanding
6. Review

Marzano Vocabulary Process

6 Critical Components:

1. Introduce Word
2. Students generalize meaning
3. Students create nonlinguistic representation
4. Engage students in word activities
5. Discuss words
6. Engage student “play” with words

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Initial

Word Learning

Distributive

Practice

Revise Your Word Lists

• More Tier 2 Words
• Program Word Lists (remember, not all words require the same amount of instructional time)
• Dr. Anita Archer’s Critical Terms List
• Dr. Robert Marzano’s Academic Terms
• ACT Top 150 Words
• Lexile.com

Action & Communication Plans

Action Plan

Communication Plan

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Picking and Choosing What To Teach

From Core Programs/Instruction

Prioritizing

Big Ideas in Reading

Local Curriculum

NE Standards (TOS for grades 3-8)

Formative Assessments

• NWEA MAP (RIT Scores - Ready to Learn)

Strengthen Core w/ Engagement

Get Students Talking

• Choral Response
• Partner Response
• Individual Response
• Additional Response Techniques

Word Introduction Experience

• Number off 1-4
• 1’s & 2’s - Students (Assign A’s & B’s)
• Be prepared to share out how you felt during lesson
• 3’s - Teacher Observers
• Response techniques used (choral, partner, individual responses & others)
• 4’s - Participant Observers
• Evidence of student learning (words, behaviors, products, etc.)

Ostentatious

(adjective)

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intended to attract notice or

display wealth

Ostentatious

intended to attract notice or

display wealth

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Plain

no unique quality

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Ostentatious Plain

Loud

Modest

Splashy

Grandiose

Conspicuous

Calm

Reserved

Show me the look you’d have on your face if you were ostentatious.

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Show me the look on your face if you were being modest.

Ostentatious

(adjective)

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intended to attract notice or

display wealth

Word Introduction Observations

• 1’s & 2’s - Students (A’s & B’s)
• How did you feel during the lesson?
• 3’s - Teacher Observers
• What techniques were used (choral, partner, individual responses & others)?
• 4’s - Participant Observers
• What words, behaviors, evidence of student learning did you notice?

Strengthen Core w/ Engagement

Handout On:

• Choral Response
• Partner Response
• Individual Response
• Additional Response Techniques

Action Plan

Communication Plan

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Additional Resources

Program Comparison Chart

http://nemtss.unl.edu

>Resources

>Program Comparison Chart

Research Organizations

bit.ly/AprilKelleySite

>MTSS

>3. Curriculum, Instruction, Intervention, & Assessment

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NE Condensed Practice Guides

bit.ly/AprilKelleySite

>MTSS

>Additional Resources

>Guiding Documents

Lexile Levels

Lexile.com

>Lexile Tools

>Analyzer

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Action Plan

Communication Plan

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# between 10-20

Next Meeting

• Feb 11th
• Interventions
• Share Ideas/Strategies
• More in-depth in any area so far?
• Others?

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Action & Communication Plans

I hope you’ll use these to take action on some items when you get back to your districts.

(Check-Up Survey in 2 Weeks)

bit.ly/esu6out

Please provide some feedback on the day with this form.