Effective Tier 1 Instruction December 2008 Presented by Office of Literacy Based on presentation 90-Minutes Plus Eastern Regional Reading First Technical Assistance Center By Ruth Gumm& Sheryl Turner •Organization of Literacy Block•Managing the Literacy Block•Differentiating Instruction for All Objectives What does research evidence tell us? Effective reading instruction requires: •At least 90 uninterrupted minutes per day •Density –Systematic delivery of explicit instruction –Scaffolding –Differentiation •Intensive intervention in addition to initial instruction Instructional Density The Reading Block Building Student Reading Proficiency 90 –120 minutes per day Increased Time Cumulative Effects Grades K-3 720 days Student Reading Proficiency •Lunch •Special Area (art, music, physical education, media, etc.) •Exceptional Student Education pull-out •Mentoring during whole group instruction •Trips to the library •Counseling •Recess •English Speakers of Other Languages pull-out •Computer Lab pull-out •School Assemblies •All-call What constitutes an What constitutes an interruptioninterruption?? The Reading Block: Phonemic Awareness Instruction GUIDING PRINCIPLE •Systematically deliver explicit instruction HOW •Establish instructional routines in blending, segmenting, and manipulating sound. •Scaffold introduction of new phonemic skills from simple to more complex •Provide ample practice opportunities that directly align with the phonemic awareness instruction •Link phonemic awareness instruction to phonics ElkoninBoxes The Reading Block: Phonics Instruction GUIDING PRINCIPLE •Systematically deliver explicit instruction HOW •Carefully scaffold introduction of new phonics skills from simple to more complex letter-sound correspondences •Provide ample practice opportunities that directly align with the phonics instruction •Link phonics instruction to word recognition and spelling activities •Explicitly address patterns in irregular words and provide amplepractice to build sight word recognition of irregular words •Relate phonetic elements to all types of text •Establish instructional routines for development of phonetic decoding efficiency •By third grade, continue instruction in complex sound-symbol relationships and morphemes from words that appear in academic texts at third grade text andthe intermediate grades The Reading Block: Vocabulary Instruction GUIDING PRINCIPLE •Systematically deliver explicit instruction HOW •Provide robust vocabulary instruction: –oral language development in grades K-1 –both oral language and reading vocabulary in grades 2-3 •Promote dialogue in various contexts using robust words already taught •Promote wide reading of a variety of texts for student reading vocabulary development. •Read aloud every day for oral language development •Establish instructional routines for: –Before reading –During reading –After reading •Establish instructional routines using graphic organizers to expand vocabulary development The Reading Block: Fluency Instruction GUIDING PRINCIPLE •Systematically deliver explicit instruction HOW •Carefully scaffold student fluency practice from the sub-word level, word level, sentence level, and to the text level. •Provide daily opportunities for student fluency practice with text at the student’s independent reading level. By the end of: –1st grade: 40 WCPM –2ndgrade: 90 WCPM –3rdgrade: 110 WCPM •Promote wide fluency practice with a variety of different types of texts. •Establish a variety of instructional routines for student fluency development such as: –Word-level fluency –Choral reading –Partner reading –Reader’s Theatre The Reading Block: Comprehension Instruction Assessment vsInstruction Much is done to assess comprehension but, in comparison, little comprehension instruction goes on in the classroom. -Delores Durkin Bloom’s Taxonomy The Reading Block: Comprehension Instruction Knowledge Analysis Application Comprehension Synthesis Evaluation Compare/Contrast Predict Clarify Summarize Locate details (RELEVANCE: who, what, when, where, why, how) Generalize Bloom’s Taxonomy Task SamplesText Box: Evaluate; judgment Task Levels Which language arts componentsare linked to reading instruction? •Spelling (orthographic) –expansion of phonics instruction in letter-sound correspondences •Writing –expansion of spelling(spelling conventions) –comprehension activity(write-a-response to reading) •Listening & Speaking –oral language activities for vocabulary development How do I organizethe reading block? CLASSROOM CHARACTERISTICS •Academically engaged •Accountability ELEMENTS •Whole Group Instruction •Differentiated Instruction with Learning Centers –Small group instruction –Several Student Centers (group, pair, cooperative, individual) –Differentiated Intervention with at-risk students in small, flexible groups How do I organizethe reading block? •It is critical to analyze group size (from 3-8 students) •Keep high-risk group sizes small (3-5 students) •It is important to work with each small group differently based on instructional need as determined by results of the various reading assessments. •Monitor progress of those most at-risk students more frequentlyfor making instructional changes to accelerate learning: –Size of the small group –Group members –Level of explicitness –Amount of scaffolding –Length of time for targeted instruction Layers of intervention responding to student needs Preventive InstructionPreventive Instruction Each layer provides more intense Each layer provides more intense & supportive intervention& supportive interventionEach layer aims at preventing Each layer aims at preventing reading disabilitiesreading disabilitiesTIER II“The best intervention is effective instruction.” -National Research Council Whole group instruction -core reading program Preventive InstructionPreventive Instruction TIER II“The best intervention is effective instruction.” -National Research CouncilDifferentiated instructionDifferentiated instruction--small group rotationssmall group rotations--core & supplementary reading programscore & supplementary reading programsDifferentiated classroom interventionDifferentiated classroom intervention--small, flexible group(s)small, flexible group(s) --supplemental & intervention programssupplemental & intervention programs Text Box: Benchmark testing of students is conducted at least three times a year to determine instructional needs. How do I differentiate instruction? What is differentiated instruction? •Differentiation is instruction planned and delivered with precisionin small, flexible groups of students. Which students receive differentiated instruction? •All students in the classroom How do I differentiate instruction? When is differentiated instruction delivered?Text Box: How can a teacher plan in order to differentiate? How do I plan for differentiated instruction? •Assessment Results•Reading Components•Resources•Instruction How do I plan fordifferentiated instruction? What could a reading block schedule look like? CCRP= Comprehensive Core Reading Program SRP= Supplementary Reading Program Student Centers Word Work –extends phonics, word study, spelling, and vocabulary skills •word practice w/Elkonin boxes •word sorts w/ six common spelling patterns Writing –extends all components of reading through writing activities •writen response to reading Investigations –extends student questioning •question probe w/graphic organizers Reading corner –extends student practice reading to comprehend variety of texts •partner reading •independent reading •small group “whisper”choral reading How do I managethe reading block? •Room Arrangement –large group area –small group areas •Rules versus Procedures –plan procedures –teach procedures –consistently enforce procedures Points of Decision •How do I organizethe classroom during the reading block in order to manage differentiated instruction? –what will each group do at the small group instruction? –how much time will be spent at the teacher-led center? –what will the other students do at each of the student centers? Resources & References •Florida Center for Reading Research, fcrr.org •Greene, J.F. (1997).Sounds and Letters. Frederick CO: SoprisWest. •Hiebert, E.H., Ph.D. (2003). Quick Reads. Parsippany, NJ: Pearson Education, Inc. •National Institute for Literacy (2001). Put Reading First: The Research Building Blocks for Teaching Children to Read.Jessup, Maryland. •Texas Center for Reading and Language Arts (2002). Teacher Reading Academy (TRA) binder. Austin, Tx: University of Texas College of Education.