Instructional Decision Making Session Five

1. Instructional Decision MakingSession Five

2. Who is here today? Have 1 person from school share who they are. Have 1 person from school share who they are.

3. Logistics Facilities Breaks Parking Lot Today will be interactive, ask questions whenever you want Use the parking lot to post questions Contacts Wendy Robinson (1-800-362-2720 Ext. 14548) Shannon Harken(Cell: 641-891-1651)

4. Reminder: DRAKE CREDIT Drake Credit Payment is due on Day 6 Fill out paperwork on that day! 2 Credits = $180.00 ($90per credit) Attendance, participation, and IDM Action Plan required.

5. Outcomes: IDM Day 5 Teams will be able to: Review the big picture of IDM trainings Reflect on Day 4 Home Play activities Sort Early Literacy Skills Data (k-1) into 3 columns to assist with appropriate instructional match Sort 1st-6th grade oral reading fluency and accuracy data into 4 boxes Determine if there is a need for additional diagnostic testing Gain diagnostic information on their students that are less than proficient Identify specific strategies to be used for core, supplemental, and intensive instruction that match student needs. Continue to determine the action steps for addressing the core, supplemental and intensive.

6. RECAP of where we have been and where we are going! :) STILL in INFRASTRUCTURE DEVELOPMENT� PLANNING for the implementation of IDM� NEED TO BEGIN to talk �time-lines� � RECAP of where we have been and where we are going! :) STILL in INFRASTRUCTURE DEVELOPMENT� PLANNING for the implementation of IDM� NEED TO BEGIN to talk �time-lines� �

7. IDM: Differentiated Trainings Need to Come Together IDM Elementary Days 4 and 5 Focus on Less than Proficient Readers IDM Adolescent (MS/HS) Days 4 and 5 Focus on Less than Proficient Readers IDM: Advanced Proficiency Focus- 2 Day Class Opportunity Dates: Jan. 26 and March 9 Making links to those that did go to Advanced Proficiency class that Mary held in January this year. Day 2 to coming in March. If others want to attend an �advanced proficiency IDM class�, please have them contact Mary Schmidt to show there is interest. In the past, she has offered classes in the summer if there was enough interest. Making links to those that did go to Advanced Proficiency class that Mary held in January this year. Day 2 to coming in March. If others want to attend an �advanced proficiency IDM class�, please have them contact Mary Schmidt to show there is interest. In the past, she has offered classes in the summer if there was enough interest.

8. IDM: Differentiated Trainings Need to Come Together Future Activity: 1) Discuss the similarities and differences in planning considerations/needs Less than Proficient Readers Advanced Proficient Readers Everyone Else in Between 2) Discuss the �District�s Plan� for district-wide implementation of IDM See ACTION PLAN for Day 5!

9. Review: Day 4 Home Play � �Finding� Vocabulary Activity Using a text of your choice:(May work with a partner or grade level teams) 1) List all the words that are likely to be unfamiliar to students. 2) Analyze the word list: � Which words are Tier 2 words? � Which ones are critical to understanding the major concepts? � Which words are well-explained within the text, thus requiring brief attention? 3) Be prepared to share IDM Day 5 6 Step �Planning for Comprehension of Text� Format Activity IF oral reading fluency/accuracy is available, as a team place 5 students within the boxes. One may do more students if they would like! Remind the participants that the vocab. And comprehension activities were still when we were focusing on CORE� :) Remind the participants that the vocab. And comprehension activities were still when we were focusing on CORE� :)

10. Home Play Reflection: PCI Reflect on Home Play Activities (from Day 4): � Finding Vocabulary Activity 6 Step �Planning for Comprehension of Text� Format Activity IF oral reading fluency/accuracy is available, as a team place 5 students within the boxes. Complete the PCI on these 3 activities individually.

11. Home Play: SHARE OUT! Find two �unfamiliar� people in the room, and share out your PCI documents.

12. How healthy is the core?

13. Iowa Core Curriculum (ICC) Iowa Core Curriculum (ICC) A state-wide effort to improve teaching and learning to ensure that all Iowa students engage in a rigorous & relevant curriculum Provides a comprehensive picture of effective curriculum that addresses: 1) content 2) instruction and 3) assessment www.iowamodelcore.org Essential Skills and Concepts Technical Assistance HELP IS ON IT�S WAY� ICC WILL BE EXTREMELY HELFUL TO DISTRICTS THAT WISH OR NEED TO ADDRESS CORE.. IT WILL CLEARLY DEFINE- WHAT AND HOW- ONE NEEDS TO TEACH THE ESSEENTIAL READING SKILLS. NO LONGER WILL DISTRICTS PONDER WHETHER OR NOT THEY ARE COVERING ALL OF THE ESSENTIAL KNOWLEDGE AND SKILLS. HELP IS ON IT�S WAY� ICC WILL BE EXTREMELY HELFUL TO DISTRICTS THAT WISH OR NEED TO ADDRESS CORE.. IT WILL CLEARLY DEFINE- WHAT AND HOW- ONE NEEDS TO TEACH THE ESSEENTIAL READING SKILLS. NO LONGER WILL DISTRICTS PONDER WHETHER OR NOT THEY ARE COVERING ALL OF THE ESSENTIAL KNOWLEDGE AND SKILLS.

14. The Water� THE WATER ANALOGY COMES FROM OUR DEAR FRIENDS IN PASCO COUNTY FLORIDA. AMELIA HAS EMBEDDED IN HER TRAINING THE VISUAL OF CLEAR/HEALTHY WATER THAT ALLOW �FISH� TO GROW� THE BALANCES WITHIN THE WATER MUST REMAIN JUST RIGHT, FOR THE FISH TO HAVE A HEALTHY �ENVIRONMENT�� CHILDREN ARE THE SAME WAY� INSTEAD OR WORRYING ABOUT THE INDIVIDUAL �FISH� , ONE SHOULD FIRST START WITH THE �WATER� TO MAKE SURE IT IS BALANCED AND CONTAINS EVERYTHING IT SHOULD! :) IN MY OPINION, THE IOWA CORE CURRICULUM IS GOING TO HELP US CONCENTRATE ON THE WATER! :) THE WATER ANALOGY COMES FROM OUR DEAR FRIENDS IN PASCO COUNTY FLORIDA. AMELIA HAS EMBEDDED IN HER TRAINING THE VISUAL OF CLEAR/HEALTHY WATER THAT ALLOW �FISH� TO GROW� THE BALANCES WITHIN THE WATER MUST REMAIN JUST RIGHT, FOR THE FISH TO HAVE A HEALTHY �ENVIRONMENT�� CHILDREN ARE THE SAME WAY� INSTEAD OR WORRYING ABOUT THE INDIVIDUAL �FISH� , ONE SHOULD FIRST START WITH THE �WATER� TO MAKE SURE IT IS BALANCED AND CONTAINS EVERYTHING IT SHOULD! :) IN MY OPINION, THE IOWA CORE CURRICULUM IS GOING TO HELP US CONCENTRATE ON THE WATER! :)

15. Handout provided! DAY 3 we spent time learning about sufficient core components, and how to answer these questions. Handout provided! DAY 3 we spent time learning about sufficient core components, and how to answer these questions.

16. Food Pyramid Healthy, balanced diet to ensure good physical health

17. Literacy Diet Powerful literacy diet to ensure good literacy health Upper Grades

18. Literacy Diet Powerful literacy diet to ensure good literacy health Lower Grades

19. Unhealthy Literacy Diet Detected CORE EMERGENCY! 2nd Grade DIBELS: 49%- Low Risk 30%- Some Risk 21%- At Risk 5th Grade ITBS: 52% Proficient (41st %ile+) 48% Non-Proficient

20. Dr. Dave Tilly�s 11th Commandment

21. IDM Training: Continue Spinning Two Plates Infrastructure Building has to have two focuses: Core Cycle: Keep working on our core cycle(Questions 1-5) Supplemental/Intensive cycles: Determine students� needs and plan for additional levels of support (Questions 6-10)

22. Food Pyramid: Sometimes Not Enough Eating a healthy, balanced diet to ensure good physical health, sometimes isn�t enough!

23. When eating out of the food pyramid is not enough � Need to add iron pills, or vitamins, but do not stop eating from the food pyramid.

24. IDM: Full Continuum of Support

25. Handout provided! Handout provided!

26. Find the Students Belowthe Proficiency Guide Point

27. Diagnostic Assessment Questions �Why is the student not performing at the expected level?� �What is the student�s instructional need?�

28. How Does it Fit Together?IDM At A Glance Visual to represent that we are moving from Screening and core focus to Supplemental and Intensive cycles with diagnostic assessments� DIGGING DEEPER! On a few students to match instruction to their needs. :) Visual to represent that we are moving from Screening and core focus to Supplemental and Intensive cycles with diagnostic assessments� DIGGING DEEPER! On a few students to match instruction to their needs. :)

29. Digging Deeper In order to be �diagnostic� Teachers need to know the sequence of skill development Content knowledge may need further development Assessing the �enabling skills� only makes sense when one understands �WHY?�

30. Enabling Skills Enabling skills are skills that could be considered prerequisite skills for the demonstration of proficient performances on larger assessments measures They represent the sub-skills of higher order performance demonstration Deficiencies in enabling skills will often result in lower performance on assessments Review from Day 4Review from Day 4

31. Checking �Enabling Skills�: Begin with Reading Fluency and Accuracy Review from Day 4Review from Day 4

32. Review of Day 4Review of Day 4

33. What About Early Literacy Skills Prior to ORF? Kindergarten and Early 1st grade - may wish to use a different tool than the 4-Boxes Today Begin with Early Literacy Skills then Move Back to the 4 Boxes

34. Don�t want to forget K-1 (before we go on with Oral Reading fluency, we�re going to take a look at early lit skills!Don�t want to forget K-1 (before we go on with Oral Reading fluency, we�re going to take a look at early lit skills!

35. Early Literacy Skills Phonemic Awareness Letter Naming Letter Sounds Beginning Decoding Skills Sight Words

36. Instructional �Focus� Continuum

37. For students with Supplemental and Intensive instructional needs The goal is to accelerate student learning : Instruction must be provided in smaller groups (resource) More time spent in instruction (resource) Explicit and systematic instruction in the area of need (teacher knowledge and skills) Why core instruction alone will not be sufficient!

38. Phonemic AwarenessHigh Priority Skills Sound isolation � identifies first sound in a one syllable word Orally blends three and four sounds into words Segments three and four sounds words into individual sounds

39. PA Developmental Continuum Word comparison Rhyming Sentence segmentation Syllable segmentation and blending Onset-rime blending and segmentation Blending and segmenting individual phonemes Phoneme deletion and manipulation

40. PA Developmental Continuum Word comparison Rhyming Sentence segmentation Syllable segmentation and blending Onset-rime blending and segmentation Blending and segmenting individual phonemes Phoneme deletion and manipulation

41. PA Assessments PA CBE Assessment Tool Digging Deeper Questions Wendy Robinson

42. Instructional �Focus� Continuum

43. K-1 Activity Resource/Material Inventory BEGINNING Based on the 3 column approach, begin to determine what materials/strategies that you currently have to match the needs of students falling in each of the 3 columns. Suggestions: Label skill at the top of the page. Examples: Phonemic Awareness Letter Sounds Beginning Decoding Skills (CVC) Sight Words

44. Sight Words Model

45. K-1 Practice Activity Decoding CVC: Turn to a neighbor, place each activity within the correct column.

46. K-1 Practice Activity Decoding CVC:

47. Get educators thinking!Instructional �Focus� Continuum

48. Vince Knows Learning

49. Back to ORF: Checking �Enabling Skills

50. Digging Deeper Data Is the student fluent? Must define fluency expectation Fluency Measuring Tools: Curriculum-Based Measures (CBM) AIMSWeb (grades 1 - 8) Fuch�s reading probes (grades 1 - 7) Jamestown reading probes (grades 4 and up) DIBELS (grades K - 6) Make your own reading probes Is the student accurate? Must define accuracy expectation Consensus in reading research is 95%


54. How Does it Fit Together?IDM At A Glance Visual to represent that we are moving from Screening and core focus to Supplemental and Intensive cycles with diagnostic assessments� DIGGING DEEPER! On a few students to match instruction to their needs. :) Visual to represent that we are moving from Screening and core focus to Supplemental and Intensive cycles with diagnostic assessments� DIGGING DEEPER! On a few students to match instruction to their needs. :)

57. Did this activity on Day 4Did this activity on Day 4

58. Activity: Resource Inventory Resource/Material Inventory BEGINNING Based on the 4-Box Instructional Recommendations, BEGIN determining what materials/strategies that you currently have to match the needs of students falling in each of the 4 boxes We will be adding to this list throughout the day! :) See handout!

60. Supplemental and Intensive Question 6: For which students is the core instruction sufficient and not sufficient, and why? Step 1: List students for whom the core is not sufficient. (Significantly exceeding or less than proficient) Step 2: Determine diagnostic assessment tool(s)/process to identify instructional need. Step 3: Determine expectations of performance for the diagnostic tool(s)/process. Step 4: Plan logistics and collect diagnostic data Step 5: Organize, summarize, display results

63. Phonics Assessment Tools Examples Multi-Syllabic Word lists, Rewards Quick Phonics Screener, Texas A & http://www.lubbockisd.org/LanguageArts/ELAScope/4th/Lessons/QuickPhonicsScreener.pdf

64. Phonics Assessment Sample: Quick Phonics Screener-Texas A & M University

65. Phonics Assessment Sample: Quick Phonics Screener-Texas A & M University Know which phonics skills you expect your students to know. Approximate grade level suggestions are provided on teacher�s form above the boxes. TEST BACK VERSION is provided for Adolescents

66. Multi-Syllabic Word Sample Impression Communism Bedazzle Conference Refreshments Taken from Rewards Generalization Test (Archer, Gleason, Vachon, 2000)

67. TRUE Box 2 Kids Slow and Accurate on ORF AND/OR Accurate on Phonics Assessments INSTRUCTIONAL MATCH = FLUENCY BUILDING

68. Fluency What Students Need to Learn: How to read words (in isolation and in connected text) accurately and quickly with little attention or effort How to automatically recognize words (decoding) How to increase speed (or rate), improve accuracy, and read with expression (prosody)

69. Fluency Fluency is not an end to itself but is the �gateway to comprehension.�

70. Fluency Continuum Practice needs to occur at the appropriate level(s).

71. Fluency How We Teach It: Provide opportunities for oral repeated reading with support and feedback Match reading texts and instruction to students� reading levels Provide opportunities to read narrative and expository texts Monitor students� progress in both rate and accuracy

72. Teaching Fluency at the Phrase and Connected Text Level Instructional Recommendations for Building Fluency Repeated readings Paired readings Assisted readings Choral reading Fluency below connected text-WORDS and Phrases.. Comprehension Checks/Strategies should be a routine part of any work on fluency.

74. Comprehension-Focused Fluency Instructional Routine First Read Second Read Third Read

75. Fluency Building Routines Many routines to choose from Match to appropriate reading levels Do not want to practice errors Match to the level of intensity Certain routines are more intensive than others.

76. Fluency Building Instructional Routines: Repeated VS Re-Reading Repeated Reading Reading the same material, several times in a row, within a single intervention time slot. (Daily) Re-Reading Reading the same material, one time only each day, for several days in a row

77. Automatic Acquisition of Words Typical learners have to read a word 4-12 times meaningfully to learn it automatically At-risk learners have to read a word 12-42 times meaningfully to learn it automatically For some students with serious reading difficulties they have to read a word up to 1400 times to learn it automatically

78. Harnessing the Power of the Literacy Diet Identify critical features of instruction (what does the research say) Identify high priority skills for each grade level (what is critical for literacy outcomes) Establish class-wide instructional routines around high priority skills Match instructional strategies for struggling students in the areas of reading that will have the highest impact on literacy- LINK to class-wide routines! Make instruction more explicit Instructional focus may shift

79. Data Indicates Need: Where is your response targeted? Building Level Grade Level Classroom Level Small Group Level Individual Student Level

80. Question 7: What specific supplemental and intensive instruction is needed? Step 1: Identify current resources to match instructional needs.- Step 2: Identify additional resources needed to match instructional needs.- ADD any NOTES to Box 2: Strategies, Materials, & Important things to remember. Activity :Resource Inventory Sheet

82. Supplemental and Intensive Question 6: For which students is the core instruction sufficient and not sufficient, and why? Step 1: List students for whom the core is not sufficient. (Significantly exceeding or less than proficient) Step 2: Determine diagnostic assessment tool(s)/process to identify instructional need. Step 3: Determine expectations of performance for the diagnostic tool(s)/process. Step 4: Plan logistics and collect diagnostic data Step 5: Organize, summarize, display results

86. Error Location on the Continuum Instruction needs to occur at the appropriate level(s).-ALL MOVE TO CONNECTED TEXT!

87. Phonics Study What Students Need to Learn: The alphabetic principle Phonic elements (e.g., letter-sound correspondences, spelling patterns, syllables, word parts) How to apply and generalize phonics elements as they read and write in connected text and content area classes

88. Phonics Study How We Teach It: Provide explicit, systematic phonics instruction in: A set of letter-sound relations Blending sounds to read words Include practice reading texts Give substantial practice applying phonics as students read and write Monitor students� progress to inform instruction Teach GENERALIZATION in connected text

89. What Skills Does Phonics Include? Progression of Regular Word Reading

90. Group 3 Considerations Link Error Samples to Specific Instruction� Is there a need for a specific instructional tool/program or just systematic explicit instruction with practice? For example: If only error pattern is silent �e�, probably doesn�t need Corrective Reading..

91. Building Words Video

92. Continuum of Instruction Instruction needs to occur at the appropriate level(s).-ALL MOVE TO CONNECTED TEXT!

94. If presenters have internet, please go to this site and watch this video�. The cell card does NOT work for playing this site. :( Otherwise, Highly encourage teams to go on and watch!If presenters have internet, please go to this site and watch this video�. The cell card does NOT work for playing this site. :( Otherwise, Highly encourage teams to go on and watch!

95. Phonics Based Programs Reading Mastery Phonics for Reading (1,2, &3) Corrective Reading Decoding Strand: Levels: A, B1, B2, and C Has a placement test. Rewards Intermediate & Rewards Great Leaps-Fluency Building KU Word Identification Strategy Language! Etc.

106. Adding More �Encoding� Practice to Sight Word Instruction Have the students write each sight word in a phrase and add the phrase to the back of the flashcard Have the students write 1-3 �teacher given� sight word(s) by his/her name every time an assignment is given (Multiple practice opportunities throughout the day!)

107. For Older Students:Grade Level Sight Words Lack of exposure to those words Need to provide additional opportunities to get those words into �automatic recall mode�� Example: Pull out potential problematic grade level words and pre-teach/practice prior to passage reading.




112. Question 7: What specific supplemental and intensive instruction is needed? Step 1: Identify current resources to match instructional needs.- Step 2: Identify additional resources needed to match instructional needs.- ADD any NOTES to Box 3: Strategies, Materials, & Important things to remember. Activity :Resource Inventory




119. Back to Group 1 Questions: *Is the student performance on an every day basis consistent with this data? (Accurate and Fluent Reader) If NO, further assess IF YES, ask *Does the student have problems with reading comprehension on a regular basis? If No, work to determine cause of poor performance.(i.e. motivation, attention, etc.) Yes-Dig deeper reading comprehension

122. Comprehension What Students Need to Learn: How to read both narrative and expository texts How to understand and remember what they read How to relate their knowledge or experiences to text How to use comprehension strategies to improve their comprehension

123. Comprehension How We Teach It: Explain, model, and teach comprehension strategies Provide comprehension instruction before, during, and after reading narrative and expository texts Promote thinking and extended discourse by asking questions and encouraging student questions and discussions Monitor students� progress to inform instruction Teach GENERALIZATION in content areas

124. ComprehensionCritical Features of Instruction Explain, model and teach comprehension strategies Use of multiple strategies as opposed to a single strategy Provide comprehension instruction before, during and after texts Active involvement of students

125. Planning to Teach Comprehension of a Text 6 Step Format: (LETRS-Module 6) 1) Summarize the understanding you want children to take away from this reading. (Theme or topics) 2) Text problems to be addressed. (Are there inferences to be made? Figurative language to be interpreted?) 3) Key vocabulary and concepts to be taught before reading. (What words must be known to comprehend the text.)

126. Planning to Teach Comprehension of a Text 6 Step Format: (LETRS-Module 6) 4) Before reading preparation for students. (How will you activate prior knowledge? Build prerequisite knowledge?) 5) During guided oral reading. (Where will you stop and ask queries? What will those queries be? What thought processes might you �think aloud?�) 6) After reading (What are your follow up tasks?: writing responses, completing graphic organizers and outlines, retell and summarization opportunities, and applying what has been learned to new reading.)

127. Activity : Comprehension with Vocabulary 6 Step Format 1) Summarize the understanding you want children to take away from this reading. 2) Text problems to be addressed. 3) Key vocabulary and concepts to be taught before reading. 4) Before reading preparation for students. 5) During guided oral reading. 6) After reading PRIMARY Grades Harry the Dirty Dog Lesson Beyond Primary Grades: Explicit Instructional Sequence for Teaching a New Word- United States Citizenship Setting the stage for two different groups to work on two different activities. Setting the stage for two different groups to work on two different activities.

128. Recommendations for primary children Teacher chooses 2-5 words Teacher reads the story Teacher contextualizes the word Teacher explains the meaning of the word Students say the word Teacher gives examples beyond the passage context Student interact with vocabulary word, multiple time Student use the words Teachers will need to find these in the HARRY the Dirty Dog activity on the next slide� Teachers will need to find these in the HARRY the Dirty Dog activity on the next slide�

129. Activity : Harry the Dirty Dog Comprehension with Vocabulary 6 Step Format 1) Summarize the understanding you want children to take away from this reading. 2) Text problems to be addressed. 3) Key vocabulary and concepts to be taught before reading. 4) Before reading preparation for students. 5) During guided oral reading. 6) After reading Primary Grades Vocabulary Planning Teacher chooses 2-5 words Teacher reads the story Teacher contextualizes the word Teacher explains the meaning of the word Students say the word Teacher gives examples beyond the passage context Student interact with vocabulary word, multiple time Student use the words

130. Explicit Instructional Sequence for Teaching a New Word Contextualize the word for students Present the word in writing (on the board, overhead, computer) - visual imprint Pronounce the word several times & then have students pronounce the word a few times - auditory imprint Clarify the part of speech Provide a familiar synonym or �sort of like� word(s) before explanation When teaching a word that you want students to add to their expressive vocabulary not just recognize but be able to use effectively in speech and writing there are several important steps that should be followed: See the word intended to learn-often students are sitting staring at the teacher and listening instead of decoding the targeted word (heuristic/lipstick/dipstick) Once students are clear on the pronunciation of the word and have an accurate auditory and visual imprint they can start their vital comprehension work When teaching a word that you want students to add to their expressive vocabulary not just recognize but be able to use effectively in speech and writing there are several important steps that should be followed: See the word intended to learn-often students are sitting staring at the teacher and listening instead of decoding the targeted word (heuristic/lipstick/dipstick) Once students are clear on the pronunciation of the word and have an accurate auditory and visual imprint they can start their vital comprehension work

131. Explicit Instructional Sequence for Teaching a New Word Provide a relatively brief, accessible explanation using familiar vocabulary Provide examples and non-examples Connect to prior knowledge/experiences Structure use in speaking & writing With focused questions/tasks Well constructed sentence frame provided in writing and modeled by teacher helps students visualize how a word is used correctly Distinguish between explanation and definition-definitions tend to be precise & concise and often are not successful in helping the student construct meaning Eg. categorize=to place in categories/classify (less commonly used than verb categorize) Need to compliment our clear explanations with examples within students background experiences Students see how a word is used correctly both syntactically and grammatically For students to develop expressive word knowledge teacher needs to consciously plan for instruction and factor in the time and support necessary to guide both comprehension and application. MORE OFTEN THEN NOT THE ONLY INDIVIDUAL USING THE VOCABULARY IS THE TEACHER-THE ONE WHO ALREADY HAS THE ABILITY TO USE THE WORD CONFIDENTLY AND COMPETENTLY INSTRUCTIONAL PROCESS ACTIVELY INVOLVES LEARNERS IN THE CONSTRUCTION OF WORD KNOWLEDGE WHILE GUIDING THEIR EXPRESSIVE USE??Distinguish between explanation and definition-definitions tend to be precise & concise and often are not successful in helping the student construct meaning Eg. categorize=to place in categories/classify (less commonly used than verb categorize) Need to compliment our clear explanations with examples within students background experiences Students see how a word is used correctly both syntactically and grammatically For students to develop expressive word knowledge teacher needs to consciously plan for instruction and factor in the time and support necessary to guide both comprehension and application. MORE OFTEN THEN NOT THE ONLY INDIVIDUAL USING THE VOCABULARY IS THE TEACHER-THE ONE WHO ALREADY HAS THE ABILITY TO USE THE WORD CONFIDENTLY AND COMPETENTLY INSTRUCTIONAL PROCESS ACTIVELY INVOLVES LEARNERS IN THE CONSTRUCTION OF WORD KNOWLEDGE WHILE GUIDING THEIR EXPRESSIVE USE??

132. Structured Speaking and Writing Deepen Understanding and Coach Students� Academic Oral Language: Speaking Task: Would you receive an A on a History report if some of the details from you Internet search were not accurate? Response Scaffold: I would/would not receive an A on a History report if some of the details were not accurate because�

133. Structured Speaking and Writing Review and Coach Students� Use in Academic Writing: Writing Task: Identify one television show that provides and accurate/inaccurate view of teens� lives Response Scaffold: In my opinion, the TV show ____ presents an accurate view of teens� lives because ____ (reason:complete sentence). On the other hand, the TV show ____ presents an inaccurate view because ___

134. Explicit Instructional Sequence for Teaching a New Word Give it a try�With a partner United States Citizenship Document Plan to teach the word �citizen� Work through the suggested steps on the previous slides.

135. Before, During, and After Reading Strategies Five �Moves� of Explicit Teaching of Comprehension Strategies An explicit description of the strategy and when and how it should be used. Teacher and/or student modeling of the strategy in action Collaborative use of the strategy in action Guided practice using the strategy with gradual release of responsibility Independent use of the strategy

136. Paragraph Shrinking: Explicit Description & When and How It Should Be Used Sample introduction to Paragraph Shrinking � Today I am going to demonstrate the strategy Paragraph Shrinking. When you paragraph shrink you think about the most important idea in the paragraph you have just finished reading. The most important idea is usually called the main idea.�

137. What is the strategy? Paragraph shrinking helps you figure out the most important idea in what you just read. First, you think about the �who� or �what� the paragraph was mostly about and then you figure out the most important ideas about the who or what and say this in ten words or less.

138. When do you use Paragraph Shrinking? You use paragraph shrinking after reading each paragraph or section of text.

139. Why is it important to use the strategy? Paragraph shrinking is important because it helps you check whether you understand what you just finished reading. It also helps you remember what you just read.

140. How do you do it? There are three steps to Paragraph Shrinking. First, name the who or what that the paragraph is mostly about. Second, tell the most important thing about the who or what. Third, tell or write a sentence of ten words or less, leaving out details.

141. Paragraph Shrinking - Teacher Modeling Read a paragraph out loud to the students and model Paragraph Shrinking for them. Be sure to think out loud and tell how you do each step.

142. Paragraph shrinking - Teacher modeling example Read the following paragraph out loud: �A seabird is any bird that spends most of its time at sea and depends on the sea and its islands for all its basic needs. The sea provides food, and its remote islands and rocky outcroppings provide safe nesting and resting places. For 60 million years, these highly specialized and diverse birds have adapted to life on the world�s vast oceans.�

143. Model �I am going to show you how to paragraph shrink for the paragraph I just read. First, I figure out if the paragraph is about a �who� (a person) or a �what� (a place or thing). Then I will name the who or what the paragraph was mostly about. We will call this the topic.�

144. Tell the students the who or what the paragraph you just read was mostly about. Explain how you determined that answer and write the answer down (optional). Model your thinking!

145. Example for Seabirds �This paragraph was about a what. That what was seabirds. I figured it out by reading the beginning sentence. It was a topic sentence telling what a seabird was. The rest of the sentences gave information about seabirds.�

146. �Second I will tell the most important information about the who or what. I Iearned that seabirds live, get food, rest and nest at the sea.�

147. �Third, I will say the main idea sentence in 10 words or less leaving out the details. There are three important things I need to remember about the main idea: 1)The main idea must be a complete sentence. 2) The main who or what only counts as one word. 3) A good main idea sentence contains information that will help you remember the important details in a paragraph.

148. �Seabirds get everything they need from the sea.�

149. Continue the modeling process ... Continue to read the next paragraph out loud and model the Paragraph Shrinking strategy.

150. Paragraph Shrinking - Main Points Review Reviewing Paragraph Shrinking - Ask students the following questions: 1)What do we do when we paragraph shrink? Answer: We tell about the most important idea in the paragraph or section of text.

151. Paragraph Shrinking - Main Points Review 2) When do you Paragraph Shrink? Answer: After reading each paragraph or section 3) Why is Paragraph Shrinking important? Answer: It helps you check whether you understand what you read and helps you remember what you read.

152. Paragraph Shrinking - Main Points Review 4)When we Paragraph Shrink, what do we leave out? Answer: The details!

153. Paragraph Shrinking - Main Points Review 5) What are three important things to remember when we Paragraph Shrink? Answer: It must be a complete sentence. The main who or what only counts as one word A good main idea sentence contains information that will help you remember the important details in a paragraph.

154. Guided PracticeHandout:�The Cave Trip� Story p.19 Read the first paragraph (or section) in the day�s passage (or ask the students to) Ask the students if the paragraph is about a who or a what. After you have established whether the passage is about a who or what, ask the students to identify who or what it is about (the topic)

155. Guided Practice After students have determined the �topic� for the main idea, ask them to identify the most critical information about the �who� or �what.� Be sure to emphasize that the students are looking for the most essential information -- not details.

156. Guided Practice Next, students need to think about the who or what, what is important about the who or what and generate a main idea sentence in 10 words or less. Do a check whether the main idea sentence meets the criterion that a good main idea sentence contains information that will help students remember the important details in a paragraph.

157. Guided Practice Repeat this process for the remaining paragraphs.

158. Paragraph Shrinking - Independent Phase Read a paragraph (section of the text) aloud or have the students do this. Ask the students to work in pairs. Give the students a certain amount of time to Paragraph Shrink the paragraph just read.

159. Paragraph Shrinking - Independent Phase Help students if they are having trouble. After the time is up, either have the students share out or continue on to the next paragraph. Continue with this cycle until the passage is done. Have students share out their main idea sentences and explain how they got them.

160. Helpful Tips Do not assume students know how to identify paragraphs. You may have to teach them to identify the beginning and end of a paragraph. Some students may need help to figure out if the paragraph is about a who or what. Teaching them that if it is a fiction text or story, it usually is a who and if it is informational text, it is usually a what.

161. Helpful Tips The texts the students are reading need to be at their independent level or instructional level (with teacher support). Make sure you provide enough modeling and guided practice before you expect students to use strategy on their own.

162. Links to Reading PALS PALS: Peer Assisted Learning Strategies- K, 1st, 2-6, High School Pals available 2-6 Pals-45 minutes- Min. 3 X Week Formal Heartland Training Available Practices fluency, accuracy, and comprehension Intervention idea: Pull-out Specific Components of PALS Provide Explicit Instruction of Comprehension Strategies: Paragraph Shrinking and Prediction Relay

163. Empowering Teachers Florida Center of Reading Research Handouts Examples of Lesson Designs in the area of comprehension

165. Starting Points: Start with these three: Prediction Clarifying Questions Summarization THINK CORE!!!



168. Alterable Components Time Instruction Practice Distribute across the day

169. Alterable Components Teaching Instructional priority Instructional focus Instructional strategy

170. Alterable Components Practice Practice what is taught Must be accurate at practice skill/strategy

171. Home Play: Day 5Application Practice Find 5 students that are �less than proficient� Collect Fluency/Accuracy Data Determine which box the students fall into Determine whether or not additional diagnostic data is needed If so, collect diagnostic data Based on data, determine the students �instructional needs� Determine which strategy/materials could be used to instruct these students

172. Professional Development Survey Example Components of Reading Instruction Teacher Response Options: �I am confident in this area.� �I would like some help in this area.� I would like a lot of help in this area.� Adapted from Vacca, J.L., & Mraz, M. (2002) Professional development. In S. B. Wepner, D.S, Stickland, & J.T. Feeley(Eds.), The administration oand supervision of reading programs (3rd ed.). New York: Teachers College Press. Handout available. Handout available.

173. Quote of the Day

174. Heartland AEA Contact for IDM - Academic Building - External coach Regional - Professional Learning and Leadership Consultant, Partnership Director Agency-wide Wendy Robinson (1-800-362-2720 Ext. 14548) Shannon Harken (641-891-1651) Cell

Instructional Decision Making Session Five

Instructional Decision Making Session Five

Presentation Transcript

Problem Solving and Decision Making Session 8

Problem Solving and Decision Making Session 7

Instructional Decision Making Session One

Session 3B: Financial Decision Making

Instructional Decision Making Update

Instructional Decision Making Session One

Instructional Decision Making Session Six

Data-Based Instructional Decision Making

Instructional Decision Making for Students in Advanced Proficiency

Session 4 Workplaces, Older people, decision making

Assessment Cycles: Formative Assessment and Instructional Decision Making

Session five

Individual Decision Making Session 6

Session Five

Data-Based Instructional Decision Making

Session Five

SESSION FIVE:

Instructional Decision Making Session One

HCLA – Session Five Effective Decision Making: The Science & the Art

Instructional Technology Resource Teachers: Using Data for Instructional Decision Making

The Instructional Decision-Making Process

Progress Monitoring: Data to Instructional Decision-Making

Instructional Decision Making Session Five