Video #1, Anita Archer: Active Participation



90 Minute Reading Block

Handouts

[pic]

Carol Dissen

cdissen@uoregon.edu

December 2008

90 Minute Reading Block Planning

|Instruction |Range of Time |Class Configuration |Activity Ideas: |

| | |Whole Group |CORE Program Work: |

| | | |Phonemic Awareness: |

| | | |Segmenting sounds |

| |TOTAL TIME: | |Blending sounds |

| | | |Phonics and Fluency: |

|Initial Reading Block |____ min. daily | |Sound-letter relationships |

| | | |Blending & Decodables |

|90+ minutes minimum | | |Dictation and Spelling |

|daily | | |Structural Analysis |

| | | |Vocabulary and Comprehension: |

|_____ scheduled minutes | | |Robust Vocabulary Instruction |

| | | |Pre-reading Strategies |

| | | |During reading Strategies |

| | | |After reading Strategies |

| | |Small Groups (Teacher-Led Instructional Focus Groups) |Focus 1: Mastery of grade-level Core with |

| |TOTAL ROTATION |(Include objectives, modeling, guided practice, feedback, pre-teaching, re-teaching, etc.) |extension activities. |

| |TIME: | | |

| | | | |

| |____ min. daily | | |

| |

|Assessment/Differentiation: |

|Phonological Awareness: |

|Alphabetic Principle: |

|Vocabulary: |

|Comprehension: |

|Fluency: |

Video #2, Anita Archer: Word and Sentence Dictation

List Instructional Routines:

List Good Instructional Practices (include active participation procedures):

|ing |un |ture |

|[pic] |Open Syllable |Usually has a long vowel sound. |

| | | |

| |A syllable that ends in a vowel (not a vowel team or | |

| |r-controlled vowel). | |

|[pic] |r-Controlled Syllable |The syllable will contain the r-controlled |

| | |vowel sound. |

| |A syllable that contains an r-controlled vowel. | |

|[pic] |Vowel Team Syllable |The syllable will contain the vowel team sound.|

| | | |

| |A syllable that contains a vowel team. | |

|[pic] |Vowel-Silent e Syllable |Usually has a long vowel sound. |

| | | |

| |A syllable that contains a VCe pattern. | |

|[pic] |Consonant-le Syllable |A syllable that contains a consonant-le |

| | |pattern. |

Word:

Is it a compound word? If yes, write the two words.

Can you read the word?

Do you recognize any prefixes or suffixes in the word?

Prefixes: Word Part Left: Suffixes:

Can you read the word?

If not, chunk the word.

Syllables:

Blend the parts.

Can you read the word?

Rewrite the Word:

Does it make sense in the sentence?

Word:

Is it a compound word? If yes, write the two words.

Can you read the word?

Do you recognize any prefixes or suffixes in the word?

Prefixes: Word Part Left: Suffixes:

Can you read the word?

If not, chunk the word.

Syllables:

Blend the parts.

Can you read the word?

Rewrite the Word:

Does it make sense in the sentence?

Video #3, Anita Archer: Vocabulary Instruction

List the Instructional Routine used to introduce each word:

List any other Good Instructional Practices Observed:

Complete Word Diagram or Four Square Page with 4 new vocabulary words.

Write the meaning of your vocabulary words.

|WORD |MEANING |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

Write a 7-up sentence using each of our vocabulary words.

1._________________________________________

2._________________________________________

3._________________________________________

4._________________________________________

5._________________________________________

6._________________________________________

7._________________________________________

8._________________________________________

Write your vocabulary words in ABC order.

1._________________________________________

2._________________________________________

3._________________________________________

4._________________________________________

5._________________________________________

6._________________________________________

7._________________________________________

8._________________________________________

[pic]

[pic]

General Performance Pattern and Instructional Recommendations based on Nonsense Word Fluency Assessment

(list students in appropriate column -- only list students once!)

| |Sound by Sound |Sound by Sound |Sound by Sound with Recoding |Sound by Sound with Recoding |Whole Word Reading |Whole Word Reading |

| | | | | | | |

| | | |Not Accurate |Accurate |Not Accurate |Accurate |

| |Not Accurate |Accurate | | | | |

|List Student Names | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

| | | | | | | |

|Description of NWF |Student makes many letter-sound|Student reads sound by sound |Student reads letter-sounds and|Student reads letter-sounds and|Student reads whole nonsense |Student reads whole nonsense |

|Performance |errors (less than 90% accuracy)|and has minimal sound errors |then reads nonsense words with |then reads nonsense words with |words with good speed but makes|words with good speed and |

| |or is prompted by the examiner |(over 90% accuracy). |many letter-sound or blending |over 90% accuracy. May also |many letter-sound or blending |accuracy (more than 90% |

| |to move on to the next letter | |substitution errors (less than |have hesitations, repetitions |substitution errors (less than |accuracy). |

| |sound. | |90% accuracy). |and slow pace. |90% accuracy). | |

|Instructional |Focus on accuracy instruction |Focus on blending fluency |Focus on accuracy instruction |Focus on blending fluency |Focus on accuracy instruction |Focus instruction on accuracy |

|Implications |at the letter-sound level. |practice at the word level. |at the letter-sound level and |practice at the word level. |at the letter-sound level and |and fluency in connected text. |

| |Identify known and unknown |Instruction in “reading words |then accuracy instruction at |Instruction in “reading words |then accuracy instruction at | |

| |letter-sound combinations. |the fast way”. |the blending level. |the fast way”. |the blending level. | |

|Example Activities |Continued Phonics Instruction |Blending practice in reading |Continued Phonics Instruction |Blending practice in reading |Continued Phonics Instruction |Fluency building activities in |

| |in Reading Program |words accurately “the fast |in Reading Program |words accurately “the fast |in Reading Program |connected text. |

| |Fluency with known sounds: |way”. |First, Fluency with known |way”. |First, Fluency with known |*Repeated Reading |

| |*1-Minute Dash |*No Peeps |sounds: |*No Peeps |sounds: |Strategies |

| |*Rapid Read Sounds |Fluency with known words. |*1-Minute Dash |Fluency with known words. |*1-Minute Dash |*Partner Reading |

| | |*5 x 5 Matrix |*Rapid Read Sounds |*5 x 5 Matrix |*Rapid Read Sounds |Strategies |

| | |*Rapid Read Words |Then, blending practice in |*Rapid Read Words |Then, Fluency in reading words | |

| | |*Paired Peer Practice |reading words accurately “the |*Paired Peer Practice |accurately “the fast way”. | |

| | | |fast way”. | |*No Peeps | |

| | | |*No Peeps | | | |

Example Activity: 1 Minute Letter/Sound Dash

1. Select a set of letter sounds students can accurately identify

Guidelines for selecting letter-sounds to practice:

o Select high-priority and high-utility sounds

o Select sounds students are able to identify accurately?

o Separate highly similar examples

▪ separate sounds with auditory similarity (i.e., b/d) and visual similarities (v and w)

o begin with lower case letters and move to uppercase as students demonstrate fluency

Guidelines for the flash-card practice activity:

• Include multiple examples in the practice set

• Systematically decrease “think time” for answering (3-2-1 seconds)

• Remove letter-sounds that students have identified correctly for 2 consecutive weeks

• Review errors from previous lesson.

2. Make cards for each letter/sound:

• Include multiple cards of each letter in the set.

3. Set goal for progress monitoring

• Ultimately, students should be able to identify 1 letter/sound per second

• Set goal depending on previous fluency and number of sounds. For example

o 30 cards that students accurate but not fluent with: goal might be 30 sounds in 1 minute

o if students have practiced the sounds and are building fluency, a goal might be 30 sounds in 30 seconds

4. Do a 1-minute small-group practice. Position cards so all can see.

5. Start the stop watch and time for the selected goal time (ie., 30 seconds or 1 minute)

6. Present the first letter so that all students answer together.

7. Provide quick corrective feedback on errors.

▪ If students do not answer correctly:

• “My turn, this sound is ____. What sound?____Yes, _____”. (You do not need to go back because there are multiple examples of sounds in the set)

8. Continue presenting letters adjusting the pace of presentation systematically.

9. Letter-sounds correctly identified go in one pile. Place errors in a second pile.

10. At the end of 1 minute, tally the number correct.

11. Review errors and repeat activity for again.

|No Peeps |

| |

|Teaching |

| |

|1. Model |

|“ You are going to learn how to sound out these words |

|without saying the sounds out loud. |

|Watch my mouth. I’ll say the sounds to myself. then |

|I’ll say the word out loud.” |

|Teacher mouths the sounds and then says the word out loud. |

|“ What word- man” |

| |

|2. Instructions |

|“Your turn. When I point to the letters, sound out this word |

|without making a peep.” |

| |

|3. Focus and think time |

|Point next to the word and check to see if students are looking. |

| |

|4. Verbal cue |

|“ Get Ready “ |

| |

|5. Pause 2 seconds |

| |

|6. Single |

|Loop under the first letter and hold for 1 1/2 sec., then loop under |

|the next letter and hold |

|for 1 1/2 sec. |

| |

|7. What word? |

| |

|8. Encourage |

|“All right, you sounded out, ----------“ |

5 X 5 Dash

12. Select a set 5 words students can accurately identify

Guidelines for selecting words to practice:

o Select high-priority and high-utility words

o Select words students are able to identify accurately

o Separate highly similar examples

▪ very/every

▪ there/where/here

13. Make page with 5 X 5 matrix:

Example matrix on 8.5 X11 paper:

|our |there |what |were |the |

|there |what |were |the |our |

|what |were |the |our |there |

|were |the |our |there |what |

|the |our |there |what |were |

14. Do a 1-minute small-group practice. Position paper so all can see.

Name the words

This word is “our”. What word? (pause, tap) ____Yes, “our”.

This word is “there”. What word? (pause, tap) Yes, “there”

Repeat for each word in the row.

Activity Directions

I am going to time us for one-minute. If we make a mistake, we will have to go back to the beginning of the row. Answer together when I tap the word. If we don’t answer together, we will go back to the beginning of the row.

Let’s see how far we can get!

Activity

Start timer. What word? pause, tap What word? pause, tap etc…eventually, you can omit “what word” and simply tap. Stop at 1 minute.

Correction procedure:

“That word is ____. What word? ____yes, ____. Let’s go back.”

General Performance Pattern and Instructional Recommendations based on Oral Reading Fluency Assessment

(list students in appropriate column- only list students once)

| |Not Accurate |Accurate but Slow |Fast but Not Accurate |Fluent Reading |

|List student names | | | | |

| | | | | |

|Description of ORF |Student makes many word reading errors or is|Student reads words with over 90% accuracy; |Student is fast but makes many word reading or word |Student reads with good speed and |

|performance |provided words after the 3-second wait. |however, many hesitations and repetitions. |substitution errors. |accuracy. |

|Instructional |Administer intervention program placement |Fluency building activities that include |Administer intervention program placement assessment to |Continue to provide practice |

|Implications |assessment to appropriately place students |practice in material with at least 90% |appropriately place students in an intervention program, OR |opportunities in fluency and |

| |in an intervention program, OR administer a |accuracy. |administer a phonics screener to determine target skills for |applying comprehension strategies |

| |phonics screener to determine target skills | |small group instruction. |to various genres of text. |

| |for small group instruction. | |If students have mastered all phonics skills, provide | |

| | | |instruction (with incentives) for accurate reading first and | |

| | | |then fluency (rate) instruction. | |

Whole Group and Small Group Oral Reading Practice Strategies

← The following strategies are designed to engage as many students as possible while group reading.

← Provide daily, multiple opportunities for all students to practice oral reading!!

← Mix it up! Use a variety of strategies—change by the page and day.

Popcorn Reading:

← Place 3 different colored sticky notes on the table (one for each student, or, one on each table group in the classroom). Write the letters A and B on the different colored sticky notes (see example below).

Call on different groups of students to read (Change by the sentence, in the middle of sentences or at a page—be unpredictable!) Examples: “Popcorn! A group”, “Popcorn! B group”, “Popcorn! Pink group”, “Popcorn! Girls”, “Popcorn! Boys”, “Popcorn! Table 1”, etc.

← Note: This strategy could also be used without the colored sticky notes.

| |

| |

| |

Jump In! Reading

← Follow directions for “Popcorn” reading.

← Call on different groups of students to “jump in” and read together

Examples: “Pink group begin reading” “blue group jump in” “yellow group jump in” etc…

Choral Reading

← Everyone reads together.

← “Everyone, finger under the first word, read…” or “Everyone, ready? Read…”

← If students begin reading “like robots”, say “Stop. I want you to read like this…”(model pacing). “Your turn, everyone, ready? Read…”

Cloze Reading

← Teacher reads and stops intentionally at words that students should practice (ie., words with the target phonic element or vocabulary words)

← “Today I went to the _____. I saw a big _____.”

Partner Reading

← When partner reading, make sure that both students have jobs (i.e., one student is pointing while the other is reading).

Echo Reading

← Students repeat what the teacher reads. “My turn…..Your turn….”

← Note: the purpose of this activity is to practice fluency of expression

← Not appropriate for the first time the students are reading the text.

Silent Reading

← When asking students to silent read for a few sentences or pages, give them a purpose for the reading. Example: Find out who this story is about, etc.

← Ask students to point to what they are reading with their finger and to point to the spot where they find the answer.

[pic]

|Week |1st read |2nd read |3rd read |Middle score |Did Middle score improve? Yes or No |

|1 | | | | | |

|3 | | | | | |

|4 | | | | | |

|5 | | | | | |

|6 | | | | | |

Whole Class Fluency Practice Activity:

1. Prepare Motivational Chart (on large poster board, or tag board, write all of the students’ names down the left side of the board) and place on the classroom wall (clearly visible).

2. Explain to the students that the focus is on accuracy!! The student goal is to read their selection (a re-read of familiar text that they have already read in their small reading group) without making any errors.

3. The students whisper read independently, or with a partner, their familiar text (partners need to be pre-determined by the teacher and stay the same for 4-6 weeks).

4. The teacher moves around the classroom listening to individual students read their selection (one page if there is enough text or the entire book if there is minimal text).

5. If the student reads with 100% accuracy (or less than 3 errors per 100 words if the text is large), the teacher puts a star, sticker, etc. next to their name on the motivational chart.

6. If the student reads with errors, the teacher immediately uses error correction (my turn...your turn...), the student finishes the page/story, and the teacher encourages continued practice and makes sure to come back to that student in the next day or two to check for accuracy again.

7. Work on the accuracy goal until ALL students understand that this is the #1 expectation for reading!

8. When students are ready, switch to expression and rate fluency practice (AND keep the goal of 100% accurate reading). As the teacher moves around the classroom, they will time individual students for 30 seconds to one minute (depending on the length of the text). Count # of words read correctly. If the student read without making errors, record the number of words read next to their name on the motivation chart (the motivation is to read more words each time).

-----------------------

| |Introduce the Word |Example |

|Step 1 |Write the word on board. | |

| |Read word. Students repeat. |“This word is reluctant.” |

| |Repeat for unfamiliar words. |“What word?” |

| |Present a Student-Friendly Definition | |

|Step 2 |Tell students explanation, or, |“Reluctant means you are not sure you want to do something.” |

| |Have students read explanation with you. |“When you are not sure you want to do something, you are …” |

| |Illustrate the Word with Examples | |

|Step 3 |• Concrete examples |“If your mother asked you to try a new food, you might be |

| |• Visual representations |reluctant.” |

| |• Verbal examples |“You may be reluctant to watch a scary movie.” |

| |Check Students’ Understanding | |

|Step 4 | |“Why would a student be reluctant to go to a new school?” |

| |Option 1: Deep processing |“Would you be reluctant to go to recess on a warm, sunny day?” |

| |questions |“Tell your partner something you would be reluctant to do.” |

| |Option 2: Examples/Nonexamples |“Tell your partner something a cat might be reluctant to do. |

| |Option 3: Students generate |Start your sentence by saying, ‘A cat might be reluctant to . . |

| |examples |.’ Then tell why.” |

| |Option 4: Sentence starter | |

Western Regional Reading First Technical Assistance Center

Instructional Routine for Teaching

Critical, Unknown Vocabulary Words

B * (T)

D

A

V

A

A

B

B

A

A

B

Fluency

Fridays

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download