After the Benchmark – Then What?<br />Providing Effective Intervention<br />October 30, 2009 <br />Shannon HahnShannon.hah...
Comprehension conversation
It is a conversation, we can tell a lot from the students retelling
Three areas of questions – match AFL
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After the benchmark


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After the benchmark

  1. 1. After the Benchmark – Then What?<br />Providing Effective Intervention<br />October 30, 2009 <br />Shannon<br />Fountas & Pinnell – Leveled Literacy Intervention<br />3 things to love about the benchmark:<br /><ul><li>Vocabulary assessment
  2. 2. Comprehension conversation
  3. 3. It is a conversation, we can tell a lot from the students retelling
  4. 4. Three areas of questions – match AFL
  5. 5. Fiction and nonfiction
  6. 6. Kids do not do as well as nonfiction.
  7. 7. Kids do not have the skills to read nonfiction – we need to teach them how to read nonfiction</li></ul>F&P Benchmark<br /><ul><li>Tested kids, then what do we want to do
  8. 8. 10 half time ‘coaches’ work with small groups of students to provide intervention, they are teachers.
  9. 9. Early intervention can change the path of a child’s journey to literacy
  10. 10. Students who are reading below grade level at the end of grade 1 are likely reading below grade level for the rest of their formal education
  11. 11. Reading difficulties can not only be preventable, but with effective intervention can be reversed.</li></ul>LLI goes up to Level N right now – it will eventually go up to grade 8.<br />For the levels above N – teachers have more work to do to find the text, but they do follow the same structure – poetry for the upper grade is appropriate. Text selection - check book wizard<br />10 Successful Intervention tips:<br /><ul><li>Daily intervention - schedule it every day
  12. 12. Every day vs every other day
  13. 13. Timetable options
  14. 14. Missed classes</li></ul>Not pulled out of Math or ELA – if they are pulled out of SS, then it is ALL ss classes, not a science, a math, a health etc. The child will miss that particular class for 10 weeks – they are not responsible for content missed.<br /><ul><li>Small groups
  15. 15. Research for group sizes of 2-6 (groups of 3 or 4 is optimal) two is too few, 5 or 6 become behavior issues. This way 3-4 kids can go faster and more progress. Get 3-4 through quickly.
  16. 16. Individual learning
  17. 17. Faster progress
  18. 18. Short and Fast
  19. 19. Twelve to twenty weeks (usually around 16 weeks)
  20. 20. Grade level expectation
  21. 21. “Slowed down “ teaching not supported – we need a quick lesson for them, not slower speed
  22. 22. Timer on hand
  23. 23. Deep Comprehension
  24. 24. Re-reading and new reading must be supported comprehension strategy
  25. 25. Comprehension focus – in list of key understandings for each book</li></ul>Rereading every book – the lesson is for deep comprehension<br /><ul><li>Writing
  26. 26. Well rounded curriculum
  27. 27. Compose, construct and develop deeply essential strategies for writing in the classroom. – these skills are needed to go back into the classroom and use it in the classroom
  28. 28. Many systems miss this part
  29. 29. Fluency
  30. 30. Rereading is one of the best ways to improve fluency
  31. 31. Not fluent-do not move on to the next level
  32. 32. Critical for low-achieving students(before they become discourages and perpetuate slow processing)</li></ul>Kids buy in more<br /><ul><li>High Quality Texts
  33. 33. Not used in regular classrooms
  34. 34. Texts in LLI have been specifically written for the system
  35. 35. Detailed analysis of each book is provided.</li></ul>Older student s will need a buy in – high interest text<br /><ul><li>Communication
  36. 36. Classroom connections
  37. 37. Home connection
  38. 38. Help enhance self-esteem – share successes at home.</li></ul>Letters, calls home, share progress with parents. With home, children will read with mom and dad, not ‘do homework’<br />Learning Achievement Coaches – 3 / 4 periods of the day is working with intervention<br />Tier 1 – is the support (the fourth period) helps the teacher be effective, one period for help with the classroom teacher – share what is working with the classroom teacher<br /><ul><li>Structured Framework
  39. 39. Learn framework early= more efficiency
  40. 40. Day one – rereading, phonics, new book, word work
  41. 41. Day two – rereading/assessment, phonics, writing and reading, new book, word work
  42. 42. Stick to the time frame
  43. 43. The structure works with ALL grades – 1-9!
  44. 44. In 6 days you will have a running record with all kids – updates levels frequently because every second day you have done an assessment on a child while the other group members are rereading. Communication of increased level goes back to classroom teacher to keep levels consistent.</li></ul>Transferred to math – reread – review last day problem//phonics – the building skills//new book – new concept// word work<br /><ul><li>Intervention is a Supplement
  45. 45. Classroom small group is critical
  46. 46. Fountas & Pinnell suggest a teacher contract
  47. 47. Teacher signs a contract – teacher to provide small group or Guided Reading</li></ul>Christ the Teacher Catholic School Division results<br />Some kids increased 8 levels between <br />Grade 1 – March to June Tier 2 Intervention, half were at level by the end of June (ex, after 3 months, only half were still below level)<br />