This document discusses Response to Intervention (RtI) and creating effective Tier 2 and 3 literacy interventions for adolescents. It provides validation for RtI approaches, outlines practical strategies and resources for implementation, and discusses information to further refine RtI programs. Key points include organizing interventions in tiers of increasing intensity based on student need, using data to drive decision making, and matching interventions to assessed student needs in domains like word study, fluency, vocabulary, and comprehension. Direct and explicit instruction is emphasized along with intensive small group work for struggling readers.
The REWARDS intervention program is a reading and writing program aimed at teaching intermediate and secondary students a flexible strategy for decoding long words. It focuses on improving decoding abilities, oral and silent reading fluency, and supporting success in content areas like science and social studies. REWARDS uses an explicit and systematic approach including 25 scripted lessons that incorporate guided instruction and scaffolding to help struggling readers improve comprehension, vocabulary, and fluency. Research studies show students who completed the REWARDS program made significant gains in reading compared to control groups.
This document provides guidance on how to provide meaningful feedback to ESL students. It discusses principles for fair student assessment including ensuring assessments are valid, individualized, and understandable. It also outlines various formative and summative assessment strategies that are effective for ESL students, such as learning journals, concept maps, anecdotal records, conversations, portfolios, and rubrics. Specific guidance is given on assessing the four language skills of speaking, listening, reading, and writing in a way that lowers anxiety and communicates high expectations.
This document provides an overview of various English language teaching methodologies. It describes the key principles and typical techniques of the Grammar Translation Method, Direct Method, Audiolingual Method, Community Language Learning, Silent Way, Suggestopedia, Total Physical Response, Natural Approach, and Communicative Language Teaching approach. Each methodology section explains its fundamental principles and then lists example teaching techniques used in that approach.
Exploring the Effect of the Self-Directed English Learning on the English Spe...engedukamall
Kim, J. (2014, September). Exploring the Effect of the Self-Directed English Learning on the English Speaking Test Scores of Korean College Students. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
Most Korean adult learners of English desire to achieve a high level of
English speaking proficiency because they value communicative competence in
their various work places. To obtain this goal, Self-Directed English Learning
(SDEL) supported through multimedia has great potential to help English
learners manage their learning process. This presentation explored the effect
of the capability of Korean college students to utilize SDEL on their English
speaking proficiency. Both the English speaking test and the SDEL
Questionnaire were administered by means of computer and mobile
technologies.
At the beginning of the spring of 2014, 90 students responded to the
online SDEL Questionnaire at a university in Daejeon, Korea. They also took
the computer based English Speaking and Writing Test (ESWT). The pertinent
information of these participants is as follows: 37 males and 53 females, ages
ranging from 20 to 30 years old, all possessing diverse English levels, and all
of whom were TESOL majors.
The questionnaire was developed by means of the Google Docs survey.
The ten features of self-directedness are: (1) interpersonal ability, (2)
self-esteem, (3) self-confidence, (4) anxiety with English, (5) goals, (6)
motivation, (7) self-directedness, (8) information process ability, (9)
self-understanding, and (10) overall level. They were measured using seven
scales. Most students filled out the online questionnaire with their
smartphones. In addition, the learners were required to practice their English
speaking using two multimedia English programs. These were DynEd and
Reading Assistant. DynEd is a conversation program or application, while
Reading Assistant is an online read aloud program. The students were
required to study English with the speaking programs for up to 200 hours as part of their graduation requirement as stipulated by their department. The
seven scoring criteria of the ESWT include (1) task completion, (2) coherence,
(3) pronunciation, (4) fluency, (5) language use, (6) grammar, and (7) overall
scores. They were rated using five scales including 0.5 units. Two raters rated
the speech samples after receiving appropriate rater training. [....]
Alternative teaching strategies.pptxaaAbby Magnaye
The document describes an alternative teaching strategy called "Concept Review Game" where students work in pairs to review concepts and terms. Each pair is given a term written on a small slip of paper. The student must give a one-word clue to their partner, who tries to guess the term. If guessed correctly, the pair earns a point. The game continues until all terms have been reviewed, with the pair with the most points winning.
The document discusses several alternative teaching strategies including brainstorming, demonstration, class discussion, debate, presentation, role playing, simulation, sociodrama, K-W-L strategy, and tri question approach. It provides the objectives and steps to conducting each strategy, with brainstorming involving generating solutions to a problem, demonstration showing skills, and class discussion improving thinking through student involvement.
The document discusses the Communicative Orientation of Language Teaching (COLT) scheme, which is an observation instrument used to analyze classroom activities and verbal interaction. The COLT scheme contains two sections (Part A and Part B) and five categories. Four studies are mentioned that used the COLT scheme, two being process-oriented and two being process-product oriented. The implications discussed are the need for continued teacher training in communicative methodologies and effective instruction.
This document discusses formative and summative assessment. Formative assessment helps teachers and learners understand what has been learned and how to improve, while summative assessment measures learning progress through tests and projects. Formative assessment involves seeking evidence of learning to identify strengths, weaknesses, and next steps. Teachers use techniques like quizzes and activities. Wordwall, Learningapps, Classtool, and Jeopardylabs are tools to support formative assessment. The document also discusses concept checking questions and instruction checking questions that teachers use to check student understanding of new content and instructions.
The REWARDS intervention program is a reading and writing program aimed at teaching intermediate and secondary students a flexible strategy for decoding long words. It focuses on improving decoding abilities, oral and silent reading fluency, and supporting success in content areas like science and social studies. REWARDS uses an explicit and systematic approach including 25 scripted lessons that incorporate guided instruction and scaffolding to help struggling readers improve comprehension, vocabulary, and fluency. Research studies show students who completed the REWARDS program made significant gains in reading compared to control groups.
This document provides guidance on how to provide meaningful feedback to ESL students. It discusses principles for fair student assessment including ensuring assessments are valid, individualized, and understandable. It also outlines various formative and summative assessment strategies that are effective for ESL students, such as learning journals, concept maps, anecdotal records, conversations, portfolios, and rubrics. Specific guidance is given on assessing the four language skills of speaking, listening, reading, and writing in a way that lowers anxiety and communicates high expectations.
This document provides an overview of various English language teaching methodologies. It describes the key principles and typical techniques of the Grammar Translation Method, Direct Method, Audiolingual Method, Community Language Learning, Silent Way, Suggestopedia, Total Physical Response, Natural Approach, and Communicative Language Teaching approach. Each methodology section explains its fundamental principles and then lists example teaching techniques used in that approach.
Exploring the Effect of the Self-Directed English Learning on the English Spe...engedukamall
Kim, J. (2014, September). Exploring the Effect of the Self-Directed English Learning on the English Speaking Test Scores of Korean College Students. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
Most Korean adult learners of English desire to achieve a high level of
English speaking proficiency because they value communicative competence in
their various work places. To obtain this goal, Self-Directed English Learning
(SDEL) supported through multimedia has great potential to help English
learners manage their learning process. This presentation explored the effect
of the capability of Korean college students to utilize SDEL on their English
speaking proficiency. Both the English speaking test and the SDEL
Questionnaire were administered by means of computer and mobile
technologies.
At the beginning of the spring of 2014, 90 students responded to the
online SDEL Questionnaire at a university in Daejeon, Korea. They also took
the computer based English Speaking and Writing Test (ESWT). The pertinent
information of these participants is as follows: 37 males and 53 females, ages
ranging from 20 to 30 years old, all possessing diverse English levels, and all
of whom were TESOL majors.
The questionnaire was developed by means of the Google Docs survey.
The ten features of self-directedness are: (1) interpersonal ability, (2)
self-esteem, (3) self-confidence, (4) anxiety with English, (5) goals, (6)
motivation, (7) self-directedness, (8) information process ability, (9)
self-understanding, and (10) overall level. They were measured using seven
scales. Most students filled out the online questionnaire with their
smartphones. In addition, the learners were required to practice their English
speaking using two multimedia English programs. These were DynEd and
Reading Assistant. DynEd is a conversation program or application, while
Reading Assistant is an online read aloud program. The students were
required to study English with the speaking programs for up to 200 hours as part of their graduation requirement as stipulated by their department. The
seven scoring criteria of the ESWT include (1) task completion, (2) coherence,
(3) pronunciation, (4) fluency, (5) language use, (6) grammar, and (7) overall
scores. They were rated using five scales including 0.5 units. Two raters rated
the speech samples after receiving appropriate rater training. [....]
Alternative teaching strategies.pptxaaAbby Magnaye
The document describes an alternative teaching strategy called "Concept Review Game" where students work in pairs to review concepts and terms. Each pair is given a term written on a small slip of paper. The student must give a one-word clue to their partner, who tries to guess the term. If guessed correctly, the pair earns a point. The game continues until all terms have been reviewed, with the pair with the most points winning.
The document discusses several alternative teaching strategies including brainstorming, demonstration, class discussion, debate, presentation, role playing, simulation, sociodrama, K-W-L strategy, and tri question approach. It provides the objectives and steps to conducting each strategy, with brainstorming involving generating solutions to a problem, demonstration showing skills, and class discussion improving thinking through student involvement.
The document discusses the Communicative Orientation of Language Teaching (COLT) scheme, which is an observation instrument used to analyze classroom activities and verbal interaction. The COLT scheme contains two sections (Part A and Part B) and five categories. Four studies are mentioned that used the COLT scheme, two being process-oriented and two being process-product oriented. The implications discussed are the need for continued teacher training in communicative methodologies and effective instruction.
This document discusses formative and summative assessment. Formative assessment helps teachers and learners understand what has been learned and how to improve, while summative assessment measures learning progress through tests and projects. Formative assessment involves seeking evidence of learning to identify strengths, weaknesses, and next steps. Teachers use techniques like quizzes and activities. Wordwall, Learningapps, Classtool, and Jeopardylabs are tools to support formative assessment. The document also discusses concept checking questions and instruction checking questions that teachers use to check student understanding of new content and instructions.
This document discusses the differences between large-scale educational assessments and classroom assessments. Large-scale tests are developed for national or international use and must ensure validity and reliability through independent test items. Classroom assessments have a different context, focusing on learners' knowledge, skills, and interactions over time rather than isolated test performance. While large-scale tests aim to measure constructs through many independent items in a single short session, classroom assessments observe learners' development through interrelated learning activities and tasks undertaken gradually over an extended period.
The document discusses different approaches to language teaching methodology. It describes Mackey's method analysis framework, which focuses on analyzing teaching materials based on the concepts of selection, gradation, presentation, and repetition of language items. It also discusses Halliday, McIntosh, and Strevens' related methodics framework for analyzing curriculum development, implementation, and evaluation. The document examines various attempts to develop conceptual frameworks for analyzing language teaching methods.
This document discusses language teaching and introduces concepts related to approaches, methods, and techniques in language education. It begins by stating the aim of today's lesson is to reflect on education and language education. It then asks questions about whether teachers are born or made and can teaching be taught. The document goes on to define key terms like approach, method, and technique, explaining that approaches reflect models or paradigms, methods are sets of procedures for teaching a language, and techniques are classroom activities. It encourages writing and reflection on what makes a good teacher.
There are three main hierarchical elements in language teaching methodology: approach, method, and technique. Approach involves assumptions about language and learning, method is an overall plan for presentation, and techniques are classroom activities. Richards and Rogers proposed redefining method as a set of specifications to achieve objectives, with approach and procedures as related elements. Current usage defines methodology as the study of teaching practices, approach as theoretical positions on language and learning, method as classroom specifications, and technique as any classroom exercise. Techniques can be categorized on a continuum from controlled to free, and include drills, role-plays, games, and more. Textbooks, audio/visual aids, and computers can all serve as supporting materials in a language classroom.
This lesson plan focuses on teaching fourth grade students vocabulary words related to fluency and phonics. The lesson uses think-pair-share activities, a PowerPoint presentation, and flashcards to introduce key words like privilege, outcome, theory, examine and method. Students will demonstrate their understanding by reading passages containing the vocabulary words and retelling them to confirm comprehension. The plan provides for differentiation of instruction to meet different learning styles and needs. Student understanding will be formatively assessed through an activity requiring them to use the vocabulary words in descriptions of a story.
This document provides tips for reading intervention in three main sections. The first section discusses setting up student groups by mixing abilities and avoiding putting friends together. The second section recommends using curriculum-relevant vocabulary in workshops to improve reading comprehension and writing. The third section offers in-class tips, such as assigning lower-level spelling to struggling readers, using whole-class reading instead of round robin, having one-on-one reading sessions, and incorporating targeted vocabulary into discussions.
The document summarizes a study on cross-cultural encounters between Taiwanese EFL students and their native English-speaking teachers. It outlines the purpose of studying differences in expectations, teaching methods, and students' worries. The methodology section describes administering questionnaires to 600 students across six colleges to analyze differences and adjustments from the students' perspectives. Suggestions for teachers are also discussed.
This document discusses developing listening and speaking skills in young learners through task-based language teaching. It defines communicative language teaching (CLT) and task-based language teaching (TBLT) and compares their merits and limitations. The document then describes a case study conducted at South Point School in Kolkata comparing the effectiveness of CLT and TBLT methods with very young learners and young learners. Research questions, methodology, tasks used, assessment parameters, and results are presented. The results showed TBLT improved speaking skills more than CLT, as scores increased from the initial to follow up task for young learners, while very young learners scores did not improve as much.
The document discusses differentiating instruction to meet the needs of diverse students. It defines differentiated instruction as a systematic approach that considers how students differ in their backgrounds, readiness, interests and learning styles. The document outlines Florida's reading endorsement competencies regarding differentiated instruction and providing support for struggling readers. It also discusses assessing students, grouping students flexibly, scaffolding instruction, and creating lessons that engage and challenge students at their ability levels.
Rockdale School lacks a comprehensive literacy plan to serve its students. A new plan should include vocabulary instruction across all grade levels, literacy instruction in all content areas using culturally relevant texts, and explicit vocabulary lessons in texts. A sample literacy lesson teaches students to use text evidence to answer comprehension questions about a culturally relevant text. Students will read and annotate the text, discuss unfamiliar words, and work with partners to complete prompts citing evidence from the text.
English language teacher education curriculumaghchay
This document outlines the curriculum for an English Language Teacher Education program. It discusses the core competencies the curriculum aims to develop, including general knowledge, content knowledge, pedagogical knowledge, and pedagogical content knowledge. The curriculum uses an integrative and competency-based approach. It allocates credits and hours across the different competency areas, with the majority going to pedagogical content knowledge and content knowledge. Various courses are described that develop these competencies through both theoretical and practical learning opportunities.
The document discusses task-based language teaching (TBLT). It defines TBLT as an approach that integrates the four language skills through meaningful, practical tasks. These tasks engage learners in authentic language use to develop communicative competence. The document outlines benefits of TBLT like allowing student freedom and a natural context. It defines tasks and characteristics like student-centeredness and creative language use. Frameworks for analyzing tasks and checklists for evaluating tasks are also presented.
Oral Language Assessment In The Classroom 20080415Elly Lin
This document discusses approaches to assessing students' oral language skills in the classroom. It describes using oral language profiles to track students' development of communicative competence over time through informal observations and structured tasks like book talks and group discussions. These assessments provide information to guide teaching and help students set goals. The key is using varied, developmentally appropriate measures in natural settings and involving students in understanding the evaluation criteria.
This document discusses approaches and methods for teaching English as a foreign language. It defines an approach as a set of assumptions about language teaching and learning, while a method is the procedural implementation of an approach. Some example approaches mentioned are the grammatical translation approach, direct approach, and audio-lingual method. The document also discusses concepts like techniques, which are specific classroom activities, and methods for designing syllabi and lesson plans. Overall, the document provides an overview of different philosophies and frameworks for instructing English as a second language.
CLL is an instructional approach that uses cooperative learning activities in small groups. It is based on the idea that language learning is a social process that occurs through interaction. The key aspects of CLL include positive interdependence among group members, individual accountability, appropriate group roles and structures, and a focus on developing critical thinking and communicative skills through group work. The teacher takes on the role of facilitator by structuring collaborative tasks and monitoring groups.
This study describes and examines the
implicit and explicit teaching in second language acquisition in,
in this study English as the second language. This study also tries
to find out which method is more suitable for teaching second
language. Different language classes of a renowned institution are
being observed to get the authentic results
This document discusses using textual enhancement to improve grammar learning. Textual enhancement involves manipulating text, such as underlining, bolding, or italics, to make grammatical forms more noticeable. The goal is to draw learners' attention to linguistic patterns without explicit instruction. The document provides background on the difference between input (what learners are exposed to) and intake (what is processed in the mind). It also discusses theories that noticing and understanding grammatical rules is important for second language acquisition. Textual enhancement is presented as an implicit, external method of input enhancement aimed at helping learners notice grammatical patterns in context.
This document outlines steps for unpacking essential standards and creating learning targets:
1. Identify key words in standards like verbs and nouns.
2. Map out what students will do, with what knowledge, and in what context based on Bloom's Taxonomy levels.
3. Create learning targets specifying expectations for student performance, context, complexity, and exemplars.
4. Establish guiding questions for instruction.
5. Determine assessments and timelines to check student understanding.
The example standard is about engaging in discussions, and the learning target has students citing evidence using "According to..."
This document discusses the differences between large-scale educational assessments and classroom assessments. Large-scale tests are developed for national or international use and must ensure validity and reliability through independent test items. Classroom assessments have a different context, focusing on learners' knowledge, skills, and interactions over time rather than isolated test performance. While large-scale tests aim to measure constructs through many independent items in a single short session, classroom assessments observe learners' development through interrelated learning activities and tasks undertaken gradually over an extended period.
The document discusses different approaches to language teaching methodology. It describes Mackey's method analysis framework, which focuses on analyzing teaching materials based on the concepts of selection, gradation, presentation, and repetition of language items. It also discusses Halliday, McIntosh, and Strevens' related methodics framework for analyzing curriculum development, implementation, and evaluation. The document examines various attempts to develop conceptual frameworks for analyzing language teaching methods.
This document discusses language teaching and introduces concepts related to approaches, methods, and techniques in language education. It begins by stating the aim of today's lesson is to reflect on education and language education. It then asks questions about whether teachers are born or made and can teaching be taught. The document goes on to define key terms like approach, method, and technique, explaining that approaches reflect models or paradigms, methods are sets of procedures for teaching a language, and techniques are classroom activities. It encourages writing and reflection on what makes a good teacher.
There are three main hierarchical elements in language teaching methodology: approach, method, and technique. Approach involves assumptions about language and learning, method is an overall plan for presentation, and techniques are classroom activities. Richards and Rogers proposed redefining method as a set of specifications to achieve objectives, with approach and procedures as related elements. Current usage defines methodology as the study of teaching practices, approach as theoretical positions on language and learning, method as classroom specifications, and technique as any classroom exercise. Techniques can be categorized on a continuum from controlled to free, and include drills, role-plays, games, and more. Textbooks, audio/visual aids, and computers can all serve as supporting materials in a language classroom.
This lesson plan focuses on teaching fourth grade students vocabulary words related to fluency and phonics. The lesson uses think-pair-share activities, a PowerPoint presentation, and flashcards to introduce key words like privilege, outcome, theory, examine and method. Students will demonstrate their understanding by reading passages containing the vocabulary words and retelling them to confirm comprehension. The plan provides for differentiation of instruction to meet different learning styles and needs. Student understanding will be formatively assessed through an activity requiring them to use the vocabulary words in descriptions of a story.
This document provides tips for reading intervention in three main sections. The first section discusses setting up student groups by mixing abilities and avoiding putting friends together. The second section recommends using curriculum-relevant vocabulary in workshops to improve reading comprehension and writing. The third section offers in-class tips, such as assigning lower-level spelling to struggling readers, using whole-class reading instead of round robin, having one-on-one reading sessions, and incorporating targeted vocabulary into discussions.
The document summarizes a study on cross-cultural encounters between Taiwanese EFL students and their native English-speaking teachers. It outlines the purpose of studying differences in expectations, teaching methods, and students' worries. The methodology section describes administering questionnaires to 600 students across six colleges to analyze differences and adjustments from the students' perspectives. Suggestions for teachers are also discussed.
This document discusses developing listening and speaking skills in young learners through task-based language teaching. It defines communicative language teaching (CLT) and task-based language teaching (TBLT) and compares their merits and limitations. The document then describes a case study conducted at South Point School in Kolkata comparing the effectiveness of CLT and TBLT methods with very young learners and young learners. Research questions, methodology, tasks used, assessment parameters, and results are presented. The results showed TBLT improved speaking skills more than CLT, as scores increased from the initial to follow up task for young learners, while very young learners scores did not improve as much.
The document discusses differentiating instruction to meet the needs of diverse students. It defines differentiated instruction as a systematic approach that considers how students differ in their backgrounds, readiness, interests and learning styles. The document outlines Florida's reading endorsement competencies regarding differentiated instruction and providing support for struggling readers. It also discusses assessing students, grouping students flexibly, scaffolding instruction, and creating lessons that engage and challenge students at their ability levels.
Rockdale School lacks a comprehensive literacy plan to serve its students. A new plan should include vocabulary instruction across all grade levels, literacy instruction in all content areas using culturally relevant texts, and explicit vocabulary lessons in texts. A sample literacy lesson teaches students to use text evidence to answer comprehension questions about a culturally relevant text. Students will read and annotate the text, discuss unfamiliar words, and work with partners to complete prompts citing evidence from the text.
English language teacher education curriculumaghchay
This document outlines the curriculum for an English Language Teacher Education program. It discusses the core competencies the curriculum aims to develop, including general knowledge, content knowledge, pedagogical knowledge, and pedagogical content knowledge. The curriculum uses an integrative and competency-based approach. It allocates credits and hours across the different competency areas, with the majority going to pedagogical content knowledge and content knowledge. Various courses are described that develop these competencies through both theoretical and practical learning opportunities.
The document discusses task-based language teaching (TBLT). It defines TBLT as an approach that integrates the four language skills through meaningful, practical tasks. These tasks engage learners in authentic language use to develop communicative competence. The document outlines benefits of TBLT like allowing student freedom and a natural context. It defines tasks and characteristics like student-centeredness and creative language use. Frameworks for analyzing tasks and checklists for evaluating tasks are also presented.
Oral Language Assessment In The Classroom 20080415Elly Lin
This document discusses approaches to assessing students' oral language skills in the classroom. It describes using oral language profiles to track students' development of communicative competence over time through informal observations and structured tasks like book talks and group discussions. These assessments provide information to guide teaching and help students set goals. The key is using varied, developmentally appropriate measures in natural settings and involving students in understanding the evaluation criteria.
This document discusses approaches and methods for teaching English as a foreign language. It defines an approach as a set of assumptions about language teaching and learning, while a method is the procedural implementation of an approach. Some example approaches mentioned are the grammatical translation approach, direct approach, and audio-lingual method. The document also discusses concepts like techniques, which are specific classroom activities, and methods for designing syllabi and lesson plans. Overall, the document provides an overview of different philosophies and frameworks for instructing English as a second language.
CLL is an instructional approach that uses cooperative learning activities in small groups. It is based on the idea that language learning is a social process that occurs through interaction. The key aspects of CLL include positive interdependence among group members, individual accountability, appropriate group roles and structures, and a focus on developing critical thinking and communicative skills through group work. The teacher takes on the role of facilitator by structuring collaborative tasks and monitoring groups.
This study describes and examines the
implicit and explicit teaching in second language acquisition in,
in this study English as the second language. This study also tries
to find out which method is more suitable for teaching second
language. Different language classes of a renowned institution are
being observed to get the authentic results
This document discusses using textual enhancement to improve grammar learning. Textual enhancement involves manipulating text, such as underlining, bolding, or italics, to make grammatical forms more noticeable. The goal is to draw learners' attention to linguistic patterns without explicit instruction. The document provides background on the difference between input (what learners are exposed to) and intake (what is processed in the mind). It also discusses theories that noticing and understanding grammatical rules is important for second language acquisition. Textual enhancement is presented as an implicit, external method of input enhancement aimed at helping learners notice grammatical patterns in context.
This document outlines steps for unpacking essential standards and creating learning targets:
1. Identify key words in standards like verbs and nouns.
2. Map out what students will do, with what knowledge, and in what context based on Bloom's Taxonomy levels.
3. Create learning targets specifying expectations for student performance, context, complexity, and exemplars.
4. Establish guiding questions for instruction.
5. Determine assessments and timelines to check student understanding.
The example standard is about engaging in discussions, and the learning target has students citing evidence using "According to..."
The document discusses four perspectives on models of listening and language instruction: (1) listening and repeating, (2) listening and answering comprehension questions, (3) task listening, and (4) interactive listening. It also covers principles of teaching listening such as exposing students to different processing modes, types of listening tasks and texts, considerations of text difficulty and authenticity, teaching listening strategies, and checking comprehension.
This document discusses macro language skills including receptive skills like listening and productive skills like speaking, reading, and writing. It focuses on teaching methods for listening, speaking, reading and writing. For listening, it describes factors that influence learning and various teaching methods like bottom-up, top-down, and task-based approaches. For speaking, it outlines functions, types, and factors that influence learning. For reading, it discusses strategies, text organization, and phases in a reading lesson. For writing, it describes what writers need to know and approaches like process and product approaches.
Here are some key points about investigations task cards in a post-CLT classroom:
- Investigations task cards provide students with choice and autonomy in their learning. They allow students to follow their own interests and pursue topics that engage them.
- The tasks are open-ended and allow for multiple solutions or outcomes. They encourage creative and critical thinking rather than a single right answer approach.
- Students can work collaboratively or independently on the tasks. This supports differentiated instruction and accommodates different learning styles.
- The tasks integrate language learning with real-world topics and problems. They make the learning relevant and authentic by connecting to students' lives outside the classroom.
- Inquiry and research are at the core of
This lesson plan is for a 1st grade English/Language Arts class. The objective is for students to identify the main events of the story "The Giving Tree" after a whole class reading. Assessment will involve think-pair-share and hand signals to check students' understanding of main events and vocabulary. The lesson uses the gradual release of responsibility model, beginning with an introduction reviewing main events, a reading of the story, and a closing discussion of why identifying main events is important. Formative assessments during each part will check comprehension.
Training Novice Teachers
Things that novice teachers have to know about teaching English in Algeria :
1) Goals of Teaching English at Middle School :
1)To help our society to live in harmony with modernity by providing the learner with linguistic tools essential for efficient communication
- 2) To promote national and universal values
– 3) To develop critical thinking, tolerance and openness to the world
-4) To contribute to the shaping of a good citizen , aware of the changes an
d challenges of today and tomorrow
- 5) To give every learner the opportunity to have access to science , technology and world culture while avoiding the dangers of acculturation – curriculum page 4
2)2G program ( 2G = 1G + 4 Values - national identity /citizenship/national conscience /openess to the world - + Cross Curricular competences = “ Know how to learn?” is an interrelated set of attitudes, skills and knowledge that are drawn upon and applied to a particular context for successful learning )
3) CBA approach (It is an approach aiming at establishing a link between the learning acquired at school and the context of use outside the classroom. This approach enables the learner to learn how: to learn, to share, to exchange and to cooperate with others
4) The project work ( final production of one or two didactic units- CBA without project work is meaningless)
Pedagogic project ( number of sequences – the number of sequences depend on the number of learning objectives –each sequecne is formed of sessions or lessons – each lesson is formed of tasks and activities page 16 of support document²
5) The 4 Learning Situations ( initial problem solving situation – input situation – integrated situation– evaluation )
6) Initial problem solving (It's the starting point of your lesson where you involve your learners from the first moment you are in class - you put them in real life situation conform to the official approach (CBA) which is learner centered one.- Using selected aids , you invite your learners to guess,.......
7) VARK Learning Styles
8) PIASP inductive grammar and pronunciation teaching method
9) Importance of Using the School Manual
10) Adapting the School Manual
Mr.Samir Bounab (Teacher Trainer)
This document provides information about literacy and numeracy instruction at STM school. It discusses the components covered in the literacy and math blocks, including decoding, comprehension, handwriting, spelling, and number sense. It describes the structure of classes, including whole class instruction, tasks, and reflection. The document also outlines how the school caters to individual student needs through data-driven grouping, collaboration with support staff, and intervention programs like Reading Recovery and ERIK. It shares developments in spelling and personalizing learning. Finally, it lists ways for parents to stay informed, such as blogs that will replace curriculum newsletters.
This document outlines 10 essential elements for maximizing student achievement in schools. It discusses providing dynamic skills training for all students, implementing school-wide systems for increasing academic learning time, incorporating a rich academic curriculum, applying appropriate pedagogical techniques, collecting and reviewing student performance data, training student focus and brain function, engaging parents as partners, promoting independent student reading and knowledge acquisition, developing student character, and ensuring administrative support clears obstacles from teachers' paths.
This document describes key principles for effective teaching and learning. It discusses that the role of teachers is to facilitate learning rather than focus on teaching. Teachers should involve students in the learning process and get them actively participating. The document also covers characteristics of good learners, such as being willing to make mistakes and constantly looking for patterns in the language. It emphasizes that learning should be both useful and enjoyable for students.
The document outlines a 5-step process for unpacking and planning instruction around essential standards:
1) Identify key words in standards like verbs and nouns.
2) Map out what students will do, with what knowledge, and in what context based on the standard.
3) Analyze the level of thinking required by the standard.
4) Determine learning targets and exemplars to communicate expectations.
5) Establish guiding questions and plan assessments to check for understanding.
An example standard and target are provided, focusing on participating in discussions and following discussion rules.
Training Novice Teachers
Things that novice teachers have to know about teaching English in Algeria :
1) Goals of Teaching English at Middle School :
1)To help our society to live in harmony with modernity by providing the learner with linguistic tools essential for efficient communication
2) To promote national and universal values
3) To develop critical thinking, tolerance and openness to the world
4) To contribute to the shaping of a good citizen , aware of the changes an
d challenges of today and tomorrow
5) To give every learner the opportunity to have access to science , technology and world culture while avoiding the dangers of acculturation – curriculum page 4
2)2G program ( 2G = 1G + 4 Values - national identity /citizenship/national conscience /openess to the world - + Cross Curricular competences = “ Know how to learn?” is an interrelated set of attitudes, skills and knowledge that are drawn upon and applied to a particular context for successful learning )
3) CBA approach (It is an approach aiming at establishing a link between the learning acquired at school and the context of use outside the classroom. This approach enables the learner to learn how: to learn, to share, to exchange and to cooperate with others
4) The project work ( final production of one or two didactic units- CBA without project work is meaningless)
Pedagogic project ( number of sequences – the number of sequences depend on the number of learning objectives –each sequecne is formed of sessions or lessons – each lesson is formed of tasks and activities page 16 of support document²
5) The 4 Learning Situations ( initial problem solving situation – input situation – integrated situation– evaluation )
6) Initial problem solving (It's the starting point of your lesson where you involve your learners from the first moment you are in class - you put them in real life situation conform to the official approach (CBA) which is learner centered one.- Using selected aids , you invite your learners to guess,.......
This document discusses strategies for teaching high school mathematics and science. It covers four sessions:
1. Familiarizing teachers with science and math standards documents and identifying key concepts.
2. Deconstructing standards into clear learning targets and instructional strategies for teaching language of math and science.
3. Developing student understanding of key concepts through targets and evidence-based instruction.
4. Designing balanced assessments to inform teaching and learning.
The document provides examples of mapping concepts, identifying learning targets, developing lessons, and using formative assessments to guide instruction.
This document provides information about literacy and numeracy instruction at STM school. It discusses the components covered in literacy and math blocks, and the structure of whole class and small group instruction. It describes how the school caters to individual student needs through data-driven grouping, collaboration with support staff, and differentiation of lessons. Intervention programs like Reading Recovery and ERIK are outlined. The document also discusses spelling and personalised learning initiatives being developed, and ways for parents to stay informed about their child's learning.
Reading intervention programs aim to prevent or address reading failure by targeting students' specific needs. Effective interventions identify whether a student struggles with decoding, fluency, comprehension, or vocabulary and provide instruction tailored to their phase of learning. The response to intervention model uses increasingly intensive tiers of support. Tier 1 involves core instruction, Tier 2 adds more time and intensity, and Tier 3 provides individualized intervention. Successful programs explicitly teach phonics, include reading with comprehension, and can be implemented in small groups or by paraprofessionals especially in early grades. Evaluating programs ensures they adapt to student needs and include alphabetic knowledge, phonemic awareness, vocabulary and text reading.
The document discusses the history and development of listening instruction. It summarizes that listening was incorporated into language instruction in the 1980s and became an important area of study in the 1990s. However, listening is still regarded as the least important skill. It then outlines different models of listening instruction, including listening and repeating, listening and answering comprehension questions, and listening and carrying out tasks. The focus has shifted from pattern drills to developing communicative competence.
What Classroom Practices Best Promote ELLs Writing Development?guestf5a4ef
This document discusses strategies for promoting writing development for English language learners (ELLs) in kindergarten. It describes the student population which includes one ELL student who is Korean and new to the US. It poses essential questions about involving all students in supporting ELL oral language development and whether ELL students should learn letter-sound relationships before communicating in English. It then describes four strategies: 1) supporting oral language development through peer interaction, 2) teaching phonemic awareness using activities like "Turtle Talk", 3) integrating technology to engage students and support organization, vocabulary, and fluency, and 4) using ongoing assessment like portfolios to provide continuous feedback on student growth and tailor instruction. Standards for each strategy from N
The document discusses needs analysis for language course design. It provides frameworks for analyzing the target situation and learning needs. Target situation analysis examines why, how, what, who, where, and when English will be used. Learning needs analysis considers why learners are taking the course, how they learn, available resources, the learners' characteristics, and course logistics. Proper needs analysis through appropriate data collection methods is presented as the foundation for developing an effective ESP curriculum.
The Incas lived in the Andes Mountains of South America. They invented many musical instruments and calendars. Machu Picchu, discovered in 1911, was a city high in the Andes Mountains containing temples, palaces, and a royal tomb. The document also describes visiting the Amazon rainforest and using a time machine to travel to different places and times in history. It includes several links to websites about Inca geography, history, government, and daily life.
Many students struggle with literacy and reading complex texts required for learning. Only 26% of 8th graders read at a proficient level, and literacy demands continue increasing. Content teachers must help students develop content literacy skills like making connections, understanding context, and teaching vocabulary. Effective general education programs and content teacher involvement are needed to improve student achievement in reading to learn. Teachers will learn strategies to develop students' metacognition, comprehension, and dimensions of literacy in various content areas.
This document provides definitions and explanations of various literary genres and story elements. It defines genres such as fiction, nonfiction, biography, autobiography, historical fiction, and realistic fiction. It also explains the typical story map structure including exposition, rising action, climax, falling action, and resolution. Finally, it outlines different types of conflict such as man vs. man, man vs. nature, man vs. society, and man vs. supernatural.
This document provides instructions for a webquest on Charles Dickens' A Christmas Carol. It includes 7 questions that require the reader to: 1) Identify Tiny Tim's disease, 2) Explain what a Union Workhouse was like based on two provided links, 3) Identify the main ingredients and container of Plum Pudding and Smoking Bishop, 4) Create a timeline of 6 important events in Charles Dickens' life from a provided website, 5) List 5 hardships faced by child laborers in Victorian Times, 6) Explain how the parlor game "Twenty Guesses" was played, and 7) Print their answers to receive a surprise.
This document outlines the requirements for a multi-part project on a novel. Students must: analyze conflicts in the novel; relate songs to the conflicts; create 3 posters depicting key events; write 6-7 poems on conflicts, characters, setting/theme; create a newspaper with stories and sections; conduct a character interview with detailed questions and answers; make a 8-slide PowerPoint on the plot; design an 8-10 page scrapbook; and build a 10-entry character blog. Creativity is encouraged across formats to demonstrate understanding of the novel's elements.
Over the next three weeks, students will read a book of their choosing and complete one of several project options to present to the class. The projects include creating musical themes for conflicts in the story, making posters depicting main events, writing poems related to the book, designing a newspaper about the book's events and characters, interviewing a character, making a PowerPoint about the plot, or designing a scrapbook for a character. Students will read a required number of pages each day to finish their selected book by the deadline and present a book talk to the class, reading an excerpt and encouraging others to read the full book.
Over the next three weeks, students will read a book of their choosing and complete one of several project options to present to the class. The projects include creating musical themes for conflicts in the story, making posters depicting main events, writing poems related to the book, designing a newspaper about the book's events and characters, interviewing a character, making a PowerPoint about the plot, or designing a scrapbook for a character. Students will read a required number of pages each day to finish their selected book by the deadline and present a book talk to the class, reading an excerpt and encouraging others to read the full book.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
1. RTI: Creating Effective
Tier 2/3 Interventions,
Applying the Research
ESU #3 Omaha Region
Adolescent Literacy Project
January 11, 2012
Dr. Kevin Feldman
www. scoe.org/reading kfeldman@scoe.org
2. Literacy: It’s EVERYONES’
Responsibility
√ reading, writing AND speaking, listening
√ across the grades, content area disciplines
√ “having competence or knowledge” valued in the discipline
6. 1.) Validation/Motivation - explore the critical
aspects of RtI2 & how they relate to
overall improved secondary achievement.
2.) Practical strategies/resources to apply within
your school setting to ensure ALL students receive
effective Tier 2/3 interventions who need them.
3.) Information/resources to investigate/inquire/
explore beyond today as you continue to refine
your RtI2 program.
7. What is RtI2?
(and what’s with the “squared” business?)
Response to Intervention
Response to Instruction
“Really Terrific Instruction”
8. What do we mean
by “intervention”?
“Insanity: doing the same things over
and over and expecting DIFFERENT results”
or
“If you keep doing what you’ve been doing,
you’ll keep getting what
you’ve been getting...”
9. RtI2 Organizes Interventions in Tiers
If progress is
inadequate, mo Tier 1: Primary Intervention
ve to next level. Enhanced general education,
improve core instruction
Tier 2: Secondary Intervention
- additional time (e.g. 1 period.)
- matched to assessed needs.
Tier 3: Tertiary Intervention
- even more time, (e.g. 2 period)
- more specialized curricula, etc.
Clear exit
criteria - avoid “lifers”
if possible!
www.rti4success.org
10. 75-80% Should Be Meeting Benchmark in Tier 1 - CORE
3-5%
15-25 % AT-
RISK
75-85 %
MEETING BENCHMARKS
“Gut Check”: As of this Winter where is your school
by grade level (% in Tier 1 at benchmark?)
11. Bottom Line: Improving Secondary
Literacy Requires Some Viable Form of:
1) School-wide Content Literacy Focus
- “responsive instruction” used across the curriculum (Tier 1)
- academic vocabulary, academic writing across the curriculum
- comprehension strategies taught across the curriculum
2) Provide Literacy Intervention Classes -
- matched to assessed student needs
- Tier 2: 1 period supplemental “strategic” classes
- Tier 3: 2 period, often replacement or “intensive care”
3) Focused Collaboration (PLC)
- data/evidence based cycle of inquiry
- change practices based on student progress/results
- regular data-based meetings/plan-revise-improve
12. Research Informed Resources
for Improving Adolescent Literacy
1) Research reports, summaries & program evaluations:
√ What Works Clearinghouse: http://ies.ed.gov/ncee/wwc/
√ Best Evidence Encyclopedia: http://www.bestevidence.org/
√ Center on Instruction: http://www.centeroninstruction.org/
√ RTI National Center: http://www.rti4success.org/
2) Instructional Strategies/Tools/Resources
√ SIM – U of Kansas Strategic Instruction Model:
http://www.ku-crl.org/sim/
√ Project CRISS: http://www.projectcriss.com/
√ Teach Like a Champion: http://uncommonschools.org/
√ Explicit Instruction (Archer & Hughes):
http://explicitinstruction.org/
√ All About Adolescent Literacy: http://www.adlit.org/
√ Doing What Works: http://dww.ed.gov/
16. A Simple Truth
There is NO intervention or ELD program
powerful enough to make up for an ineffective
General Ed program - the heart of improving
student achievement in RtI2/ERIA is in
improving Tier 1 Gen Ed instruction.
17. A Comprehensive Literacy Solution for
Middle and High School – Dr. Joe Torgesen
1. Remember that the thinking and knowledge
demands for literacy increase every year
Content area teachers must be part of the
solution (Tier 1 – Content Enhancement)
2. Remember the most struggling readers are far
behind their peers in many areas
Reading teachers must teach them basic and
advanced reading skills as intensively and
skillfully as the school can manage
19. Self Assessment re: IES Recommendations
Across Content Areas in grades 4-12
1) Provide explicit vocabulary instruction
2) Provide direct & explicit comprehension strategy
instruction Tier One
3) Provide opportunities for extended discussion of
text/content meaning and interpretations
4) Increase motivation and engagement in literacy
learning (e.g. connections, choice, applications, etc)
5) Make available intensive individualized interventions
for struggling readers that can be provided by
Tiers Two & Three
qualified specialists. (i.e. “tiered interventions”)
* We know what to do... our challenge is mustering the
will, courage, and coherent focus to do the job...
21. Essential Components of
Reading/Literacy for Adolescents
ALL struggling students need direct and explicit instruction in:
Vocabulary
Comprehension
Motivation and Engagement
Speaking & Writing
SOME struggling students need direct and explicit instruction in:
Advanced Word Study
(a very few basic phonics/decoding)
Fluency (to promote comprehension)
22. Direct & Explicit Instruction
is Unambiguous – Clear - Focused
Ask Anita Archer!
I do it
We/Y’all do it
You do it
23.
24. Structured Engagement “tool kit”:
Ensure ALL Are Responding
1) Choral Responses -pronounce it together
- teacher cues students to respond (e.g. hand signal, voice, eyes)
- physical responses too; fingers under the word, chart,etc.
- “thumbs up when you know” (think time)
2) Partner Responses/Small Group (if warranted)
- teacher assigns - provide a label/role “1’s tell 2’s”
- alternate ranking (high with middle, middle with lower)
- thoughtful questions/prompts/up & down Bloom’s taxonomy
3) Written Responses
- focused prompts increase thinking, accountability, focus
- structure academic language (e.g. sentence starters)
4) Individual Responses (AFTER rehearsal/practice)
- randomly call on individuals, use “public voices”
- complete sentences, using new vocabulary
26. How Effective Have Our
Interventions Been for
Seriously Struggling Readers?
Are we narrowing/closing the gap?
** Why or Why not???
What Does Your
**Implications?? Local Data Say?
28. Reading instruction in the resource room:
Set up for failure.
Exceptional Children, Moody, S. W., Vaughn,
S., Hughes, M. T., & Fischer, M. (2000). 66, 305–316.
Why? How is it set up for failure?
Groups far too diverse (i.e. diff. levels with diff. needs)
Too many students at once (lack of small group inst.)
Too much silent seat work, work sheets, while research
consistently finds to close the gap, students require:
- Intensive, Interactive, Instructional Level
TEACHING
29. While it is true we have little replicated research
re: secondary RtI...we have an emerging database
re: Adolescent Literacy–Including Struggling Readers.
What is currently known about
proving effective remedial
interventions for older students
with serious reading difficulties?
30. KEYS to Effective Reading
Interventions: Research Conclusions
“It’s ALL About the Match”
1) TIME - allocated & engaged
2) GROUPING - based on assessed needs/group size
3) CURRICULUM - matched to assessed student
needs & research based “tools”
4) INSTRUCTION - active, language rich,
Responsive - “I do it, We do it, You do it”
** Driven by Assessment to Guide Your Decision Making
31. Reading Intervention Domains for
Adolescent Struggling Readers
Word Study
Fluency
Basic Intervention Options:
Vocabulary
1) Targeted intervention of one
or more domains (Tier 2)
Comprehension
2) Comprehensive intervention
Writing addressing ALL domains (Tier 3)
Motivation/
Engagement
32. Matching Intervention to Assessed Needs:
Targeted & Comprehensive Levels
- Adapted from Drs. Anita Archer & Mary Gleason
Tier 3 Tier 2 Tier 1
0-5. Comprehensive inter. 5-8 Targeted Inter. 8.0 Content Enhancement
√ Intense Word Recognition √ Strategies for decoding √Study Skills
- basic phonics longer polysyllabic words
- word study/spelling .
- affixes . √ Content Reading Strat.
√Phonemic awareness - complex vowel patterns - text structure
- summarizing
√ Fluency Building √Passage Reading/Fluency - inference
√Vocabulary/Academic Lang √ Academic writing - preteach vocabulary
√Comprehension Strat. √Test taking strategies
√ Independent reading √ Academic vocab. √ Academic Writing
√ Writing √ Study skills/note taking √ Research/Project skills
2-3 periods 1 period Embedded Core
Formative assessments/progress monitoring are the
“coin of the realm” - data drives the train!
33. A Few Practical Distinctions for Tier 2 & 3
(note: generalizations NOT rigid rules)
Tier 2 Tier 3
Time 1 – period 2 periods
Targeted instruction Comprehensive
Focus instruction - may
1-2 specific areas
* always supplemental be an ELA replacement
to ELA Core Program for ELA (w/credit HS)
Progress every 4 weeks every 2-3weeks
Monitoring
34. E. G. Creekside Middle School
RTI Literacy Support Model
Tier 3: INTENSIVE
√ 2 period block - replaces Lang. Arts
√ READ 180 Curriculum
√ Smaller classes *English Credit
Tier Two: (A) STRATEGIC - #1
√1 period supplement to Lang. Arts
√ Targeted Programs (e.g. REWARDS, RN)
Tier Two (B): STRATEGIC - #2
√ 1 period supplement to Lang. Arts
√ Skills for School Success curriculum
√ REWARDS plus, What’s Happening?
35. One Example: Mountain Ridge
Middle School - Paradise (Chico, CA.)
Structure: Added a 7th period to the day by cutting 7 min. from the
other 6 periods - WHOLE SCHOOL is in a “reading class”.
Content: 4 Levels Based on Assessed NEEDS - NOT labels
Tier 3 Tier 2 Tier 1
Intensive Strategic -1 Strategic -2 Benchmark
√2 periods is √ advanced √ REWARDS + √ Content
their ELA decoding (content lit) elaborations
√ decoding (REWARDS) √ academic √ vocabulary
(Language!) √ fluency writing √ writing
√ fluency √ comp. strat √Study skills √ research
√ oral comp. √ vocabulary √ vocabulary projects
√ vocabulary
36.
37. Assessment is A KEY to An
Effective RtI System
3 Key Questions Assessment Must Address
Screening: Who needs help?
- set your “cut point” for support (e.g. statelocal scores, Credits/Grades)
- use data you already have (State/Dist tests, Grades, Credits)
Brief Diagnostics: What help do they need?
- rule in/out decoding (Is decoding impairing comprehension?)
- use ORF – 3 passages, mid score, meaning distorting errors?
Progress Monitoring: “is the help helping?
- evaluate the effects of our instruction via data
- Is it working? If not - Do Something Different!!
38. Big Idea: Rule In or Rule Out
Q: Does the student need
Word Level intervention;
i.e. decoding/fluency work?
No silent test (e.g. State Tests, AR, SRI, Gates, etc)
can tell us this – we must listen to them read...
39. Sources for ORF Passages Gr. 6-8
* Use 8th Gr. for 9-12 *
√ Benchmark Fluency Assessor
www.readnaturally.com
√ Aimsweb
http://www.aimsweb.com/
√ CORE - Assessing Reading Multiple Measures
http://www.corelearn.com/
40. Compare Score to ORF Norms
Grade %tile Fall Winter Spring *Expected Growth
√ Is there a fluency problem? Severe or Moderate?
√ Is there a decoding problem (lots of errors, esp.
meaning distortion errors (not ELLs dropping a tense
marker like /ed/) ?
- if an issue, may add Phonics/Decoding Assessment
Why 8th Gr. Passage for HS ? - Fluency/Decoding difficulty is not
significantly different in 9-12 (diff. is all vocab/sentence complexity)
41. PHS - 2006/7 - Gr. 9
Totals
Class of Approx 450
79
1st Cut - Students Scoring “Below/Far Below” CSTs
Level 1 - Intensive Decoding/Fluency Needs/(ELD) 12
* fluency well under 100 WRC & 7+ errors (meaningful)
Level 2 - Moderate Decoding & Fluency Needs
* fluency 100-120, 4-7 errors 35
Level 3 - Modest - Moderate Fluency Needs
* fluency 120 - 140 0-5 errors 20
Level 4 - No Significant Fluency/Decoding
All Vocab/Comp/Writing 140+, 0-5 errors 12
42. Differentiate Interventions Based
on Brief Diagnostic (Rule in/out process)
Rule In – Need Word Study (decoding/fluency)
Most severe – Tier 3 Intervention 2 per. (e.g. READ 180, L! etc.)
- 12 students combined w/existing SpecEd
*need it all; decoding/fluency/vocab. & comp
Moderate A – Tier 2 Intervention (e.g. REWARDS, RN,
etc.)
- 55 students need 1 period
- decoding/fluency w/vocab/comp focus
Rule OT – Does NOT Need Word Level Intervention
Moderate B – Tier 2 Intervention (SIM, RT, L, etc.)
- 12 students need 1 period
- vocab/comp/writing strategy focus
43. Word Reading/Decoding Diagnostic Assessments
Assessing Reading Multiple Measures
www.corelearn.com
- San Diego Quick/Core Phonics Survey
- Vocab/Comp/Fluency & more
Quick Phonics Screener
www.readnaturally.com
- 3 forms, detailed decoding diagnostics
TOWRE (Test of Word Reading Efficiency)
-www.proedinc.com
44. Progress Monitoring Assessment
for Secondary Students
Data Source Question Answered
√ ORF (Oral Reading
Is the gap closing?
Fluency) – Decoding needs
Is the rate of progress
√ MAZE (Cloze vocab/comp
adequate -should we keep
measure)
“doing what we are doing?”
√ Scholastic Reading Inventory
STAR - other quick comp
measures
* Some interventions (e.g. READ 180) have PM tools built in
* Best source: www.rti4success.org - click on tools
45. Grouping Students by Instructional Need
“It’s all about the match”
Key Question/Decision: (Rule in- Rule out)
“Do they need word study/fluency intervention?”
How many students demonstrated serious fluency
(ORF) & decoding (errors- number & type)?
* below 120 WCPM suggests fluency/decoding issues
* below 95% accurate suggests decoding issues
* error type – if EL and dropping ed/ing/es NOT
changing meaning – is a English structure issue NOT
decoding
47. What Kind of Support Can Specialized
Teachers Provide to Struggling Readers?
Specialized teachers (e.g., intervention teachers,
reading specialists, special education teachers) can
use the strategies covered in this Meta-analysis with
struggling students during small-group instruction or
intervention classes. (Tier 2/3)
Specialized teachers can also coordinate/co-
teach with content-area teachers to provide
guidance on instructional strategies that may
assist struggling readers in their content-area
classes as they learn to read expository text. (Tier
1)
48. Selecting Research Validated
Intervention Tools & Programs
•First assess & determine student needs
•Examine efficacy data using objective sources:
√ What Works Clearinghouse
http://ies.ed.gov/ncee/wwc/
√ National RTI Website
http://www.rti4success.org/instructionTools
√ Best Evidence Encyclopedia
http://www.bestevidence.org/reading/mhs/top.htm
√ Florida Center for Reading Research
http://www.fcrr.org/fcrrreports/creportscs.aspx?rep=supp
49. Please remember....
Well designed and research supported
programs matter, but in the final analysis
it is PEOPLE not programs that make the
difference...
√ does it match the student’s needs?
√ right teachers for the job?
√ adequate time allocated?
√ fidelity of implementation?
√ “tweak” based on PM data?
50. RTI Interventions Self Audit
1) Individually reflect upon, fill out the Self-Audit
assessment form
2) Share/compare rankings and perception...
3) Agree upon 1-3 concrete “next steps” to
improve the range of interventions implemented
at your site.
51.
52. Word Study is…
Instructional practices that
improve word-level reading.
Research indicates that…
Older students in need can benefit from word
study instruction (Edmonds et al., 2009;
Scammacca et al., 2007).
53. Why is Effective Word Study
Instruction Important for
Some Students?
Some students have not reached the level
of word-reading ability typical for their
grade (Daane et al., 2005).
Poor word-reading ability can
consequently affect fluency rates and
overall comprehension of text.
54. Word Study
Successful Readers Struggling Readers
Read multisyllabic words and use strategies to Often read single-syllable words effortlessly but
figure out unknown words. have difficulty decoding longer, multisyllabic
words.
Make connections between letter patterns and May lack knowledge of the ways in which sounds
sounds and use this understanding to read words. map to print.
Break words into syllables during reading. Have difficulty breaking words into syllable parts.
Use word analysis strategies to break difficult or Often do not use word analysis strategies to break
long words into meaningful parts such as words into parts.
inflectional endings, prefixes, suffixes, and roots.
(Bhattacharya & Ehri, 2004; Nagy, Berninger, & Abbott, 2006; Boardman et al., 2008)
55. Reasons for Word
Study Difficulties
Students might not have been effectively taught
how to decode in the earlier grades.
Students might not have been given adequate
opportunities to practice.
Students may struggle to understand letter-
sound correspondences or the “rules of the
English language.”
56. COI Meta-analysis
Word Study Intervention
FINDING IMPLICATION
Interventions For older students
focused on word struggling at the word
study had a level, specific word
study intervention is
moderate overall
associated with
effect. improved reading
outcomes.
57. Highlighted Study:
Bhattacharya & Ehri (2004)
Participants
60 struggling readers (non-LD),
grades 6 through 9
Received one of two interventions Received
provided by a researcher for current school
four sessions totaling 110 minutes. instruction.
Whole (Comparison Group)
Syllable Word n = 20
Chunking Reading
n = 20 n = 20
58. Which Strategy do You Think
was Most Effective? Why?
Study Findings
Syllable training enhanced readers’ decoding
ability on transfer tasks.
Syllable training enhanced readers’ ability to
retain spellings of words in memory.
Whole word training was not found to help
struggling readers on any of the decoding or
spelling transfer tasks.
59. Conclusions About
Word Study Instruction
For adolescent readers who struggle at the
word level, instruction in word study skills can
improve word identification skills.
There are a variety of instructional methods for
this purpose, but most involve teaching
students to decode words by recognizing
syllables types or by analyzing parts of words
(e.g. prefixes, suffixes, roots)
Targeted Curricula Include:
√ REWARDS - http://www.sopriswest.com
√ SIPPS (Challenge Level) - http://www.devstu.org/sipps
60. For example: brief simulation
The Most Common Prefixes in English
Prefix Meaning % of prefixed example
words
un not; reversal of 26% uncover
re again, back, really 14% review
in/im in, into, not 11% insert
dis away, apart, negative 7% discover
en/em in; within; on 4% entail
mis wrong 3% mistaken
pre before 3% prevent
pro in favor of; before 1% protect
a not; in, on, without 1% atypical
61. Teaching Prefixes
Clarify the function
Usually changes the MEANING of the base
or root word.
Read
preread (before)
reread (again)
misread (wrong)
pseudoread (fake)
62. Systematic Practice in Identifying, Reading,
& Understanding Prefixed Words
preview pre
reform re
misplace mis
uncover un
Find the word in the list above that means to
put something in the wrong place. ___________
63. The Most Common Suffixes in English
Suffix Meaning % of suffixed example
words
s, es more than one 31% characters
verb marker
ed in the past; quality/state 20% walked
ing when you do something; 14% walking
quality, state
ly how something is 7% safely
er, or one who, what/that 4% drummer
which
tion, sion state, quality; act 4% action/mission
able, ible able to be 2% disposable,
reversible
al, ial related to, like 1% final, partial
64. Teaching Suffixes
Clarify the function
A Suffix usually changes the part of speech,
verb tense, plural, of the base word (sometimes
changes the meaning)
to read (v) meaningless
read-er (n)
read-ing (n)
read-able (adj)
read-ability (n)
65. Systematic Practice in Identifying, Reading,
& Understanding Suffixed Words
viewing ing
completeness ness
comfortable able
vacation tion
Find the word in the list above that means to
feel good or at ease: ___________
66. A Strategy for Reading Longer Words
Directly teach students to apply this (after 10-15 “preskill” lessons”
& fade to covert application... Release of responsibility)
* Initial Strategy Instruction - Explicitly Taught -Overt to Covert 1.
Circle any word parts at the beginning & end of a word:
independent
2. Underline the vowels in the rest of the word
independent
3. Say the parts - looping your finger under each part
in de pen dent
4. Say the whole word - make it a real word/does it
make sense in the sentence?
independent
69. Dr. Anita Archer Teaching Polysyllabic Decoding
to 7/8th Graders in Intervention: REWARDS (SoprisWest)
70. Technology For Decoding/Word
Study IF Students Need It
Low tech, useful, effective
http://www.lexialearning.com/
“SOS” - Strategies for Older Students
SKILLS REINFORCED INCLUDE:• Levels 1, 2 and 3: Word-attack and
contextual strategies necessary for automatic word recognition (practice with
one- to two-syllable words, sentences and paragraphs)• Level 4: Word-attack
strategies for multi-syllable words containing open and consonant -le syllables
as well as hard and soft "c" and "g"• Level 5: Word-attack strategies for refining
Anglo-saxon prefixes and suffixes, recognition of Latin prefixes and suffixes,
division of words into prefix, root and suffix, advanced decoding and
comprehension skills (practice with two- to four-syllable words containing
special accent patterns), vocabulary and word recognition and practice with
common Greek combining forms
71. Why Technology w/ Secondary Intervention?
Provide 1-1 on level instruction w/feedback,
allowing teachers to differentiate - not a
“one size fits all”, but personalized
Adolescents tend to react positively to
using technology - it’s “hip and happening”
Don’t need to publicly “advertise” various
limitations/lack of skill-knowledge
Easy to track progress - show growth
Avoids some class mgt. issues
72.
73. Caveat: A Note About Fluency
We currently do not have adequate research to
recommend fluency instruction for adolescents. For this
reason, we do not describe fluency instruction for older
students with reading difficulties. (COI report)
This does not mean that fluency instruction for older
readers with reading difficulties is NOT effective. It means
that we do not have adequate research to indicate that it
IS effective.
When additional research becomes available, the Center
on Instruction will develop guidance on fluency instruction
for struggling adolescent readers.
* meanwhile we suggest....
74. Fluency: Differing
Instructional Needs
Adolescents whose oral reading rate on grade-level
text is:
Below 70 wcpm* need more practice with word
recognition in addition to possible fluency practice;
Between 70 and 120 wcpm* may benefit from some
fluency instruction; and
Greater than 120 wcpm* may benefit more from
increased vocabulary and comprehension instruction
rather than increased fluency instruction.
* Ranges are approximations.
75. Wide Reading vs. Repeated Reading
Which is More Effective?
More research is needed in the area of fluency
instruction for older students.
Recommendation IF You Choose to Provide Fluency
Instruction:
Use a combination of repeated reading and wide reading.
Repeated reading provides opportunities for students to
improve and automate their sight vocabulary.
Wide reading exposes students to new and different content,
vocabulary, and text types.
76. Guided Oral Repeated Reading
At Your Instructional Level
4 Elements That Must Be Present
To Effectively Build Fluency
Guided - Teacher, CD, Tape
Oral - Not Silent
Repeated - more than twice (“6 +/- 3”)
Instructional level - in your “zone”
77. READ NATURALLY Steps
1. Pick a selection and get the tape/log on
computer
2. Write a prediction/question.
3. Time yourself (cold) reading.
4. Mark your graph in blue.
5. Read along with the tape/CD ROM.
6. Practice reading without the tape/CD.
7. Answer the comp. questions.
8. Pass the story.
9. Mark your graph in red.
10. Write a retell or summary.
78. Fluency Instruction:
Conclusions
The level of fluency required for secondary struggling
readers to read effectively and understand text is not
entirely clear.
For some students, fluency may help build a link
between decoding and comprehension, but fluency
does not cause comprehension.
Teachers should not spend a lot of time on fluency
instruction and should pair it with instruction in
decoding and/or vocabulary and comprehension-
enhancing practices (e.g. REWARDS does this)
79.
80. Vocabulary
Successful Readers Struggling Readers
Are exposed to a breadth of vocabulary words Have limited exposure to new words.
in conversations and print at home and at May not enjoy reading and therefore do not
school from a very early age. select reading as an independent activity.
Understand most words (at least 90 percent) Read texts that are too difficult and thus are not
when they are reading and can make sense of able to comprehend what they read or to learn
unknown words to build their vocabulary new words from reading.
knowledge.
Learn words incrementally, through multiple Lack the variety of experiences and exposures
exposures to new words. necessary to gain deep understanding of new
words.
Have content-specific prior knowledge that Often have limited content-specific prior
assists them in understanding how words are knowledge that is insufficient to support word
used in a particular context. learning.
(Boardman et al., 2008)
81. COI Meta-analysis
Vocabulary
FINDING IMPLICATIONS
Vocabulary interventions We know that directly
had the largest overall teaching students the
effect size. meaning of words and how
to use strategies to uncover
meanings of words can
improve students’
knowledge of the words
taught.
What we don’t know is
whether or how vocabulary
instruction influences global
comprehension.
82. COI Meta-Analysis:
Vocabulary
FINDING
Vocabulary interventions had the largest overall
effect size.
CAVEAT
Standardized measures are not typically
used for measuring vocabulary knowledge and use.
Only researcher-developed measures were used
in the studies in the meta-analysis.
83. Explicit Vocabulary
Instruction
Direct instruction of specific words
Direct instruction of strategies to
promote independent vocabulary
acquisition
(Kamil et al., 2008)
84. Explicit Instruction of Specific
Words
What is it?
Instruction on the meaning of specifically selected high
leverage academic words
Instructional Recommendations
Devote a portion of time each day to instruction on
specific words
Provide repeated exposures to new words in multiple
contexts (Beck et al., 1982)
Supplement explicit instruction with opportunities to use
new vocabulary in a variety of contexts (during
discussion, while writing, during extended reading)
(Kamil et al., 2008)
85. heuristic
heu•ris•tic n. 0-1-2-3-4-5
Synonym Explanation/Example Image
framework process or model for
problem solving(e.g. literacy),
Greek root: guidelines, a method or
heuriskein - to approach
find
To effectively develop critical academic literacy skills with all types
of students, secondary educators need a powerful research
informed/classroom tested ________. heuristic
86. Now it’s your turn....
One example of a heuristic
I commonly use is
________________.
87. Analyze – Synthesize - Evaluate
What did I do as a teacher in terms of:
1) Specific attributes of direct/explicit
instruction – engagement, etc. to increase
the odds that learning would occur?
2) Specific attributes of effective vocabulary
instruction/academic language development?
Implications for EVERY teacher 6-12
concerned w/improving literacy?
88. A Instructional Heuristic
for Explicitly Teaching a New Term
1) Introduce (say together, syllables,
identify part of speech, morphology, etc.)
2) Explain BEFORE Define
3) Provide Examples
--------------- “Quick Teach”
4) Deepen Understanding
5) Review & Coach Use
89. Bottom Line Summary?
Effective vocabulary/academic language
instruction comes down to:
Connection – new to the known, building that
“semantic network” in the mind/brain
Use – academic speaking and writing as we construct
and apply knowledge (not simply memorize or
match, multiple choice etc.)
No single correct method or strategy – it will depend
on how important the term is, how difficult it is to grasp,
level of your students, content area etc. ...but the same
essential architecture is there – Connect & Use
90. 8th Grade Literacy Intervention: Tier 2
Providing Explicit Vocabulary Instruction
100% of the students are ELLs (Sara Tweist)
91. Additional Research on
Vocabulary Instruction
Teachers should provide explicit
vocabulary instruction in all content-
area classes.
Strong evidence supports this
recommendation (Kamil et al., 2008).
*Optimal RTI scenario – close collaboration with intervention AND
Gen Ed content area teachers... Tiers 2 & 3 can only do so much...
can’t “move the dial” on whole school achievement without a
significant and relentless focus on Tier 1 improvement
92. Direct Instruction of Strategies to
Promote Independent Vocabulary Acquisition
What is it?
Instruction of word meanings through examination of
different word parts and word families
Instructional Recommendation
Provide students with strategies/practice to make them
independent vocabulary learners; e.g.
affixes, roots, contextual analysis.
(Kamil et al., 2008)
93. High Frequency Latin/Greek Roots
(Stahl, 1999)
Key: contextualized practice, connections to other words
students know (e.g. spec – spectrum, inspect, spectacles)
94. Selecting Words for Direct/
Explicit Vocabulary Instruction
Criteria to consider:
1) Drive comprehension of key BIG ideas in
the text/lesson (e.g. circadian)
2) High Use academic words, needed for long term
academic proficiency (e.g. evident, analysis)
3) Words that are abstract and require thorough
explanation – context alone is not sufficient.
95. Practice Word Selection
Alexander Graham Bell is known as the inventor
of the telephone. His assistant was named
Thomas A. Watson. Together, Bell and Watson
discovered how sound, including speech, could
be transmitted through wires, and Bell received
a patent for such a device. In 1876, the
telephone was officially invented and the first
telephone company was founded on July
9, 1877.
97. Conclusions About
Vocabulary Instruction
Effective vocabulary instruction is not asking students to
memorize definitions or teaching students unfriendly and
complex descriptions of words.
Effective vocabulary instruction:
√ assures that students have opportunities to know what words mean and
how to use them in oral and written language (i.e. connection & use)
√ is explicit and includes 1) direct instruction of word meaning and 2) direct
instruction of strategies to promote independent vocabulary acquisition.
Teachers should carefully select specific words to target
during vocabulary instruction based on student needs, goal
of the lesson, and future academic success.
98.
99. What is Reading Comprehension?
“the process of simultaneously extracting
and constructing meaning through
interaction and involvement with written
language” (RAND, 2002, p. 11)
“Reading is an active and complex
process that involves
Understanding written text
Developing and interpreting meaning; and
Using meaning as appropriate to type of
text, purpose, and situation” (NAEP Framework, 2009)
100. Word recognition, vocabulary,
Text structure, vocabulary, genre background knowledge, strategy
discourse, motivating features, use, inference-making abilities,
print style and font motivation
TEXT READER
ACTIVITY
Purpose, social relations,
Environment,
school/classroom/peers/
cultural
families
norms
Heuristic for reading comprehension (Sweet & Snow, 2003; Rand Reading Study Group, 2002).
101. Why is Effective Comprehension
Instruction Important for All Students?
Many adolescent students have a difficult time
comprehending content-area textbooks.
Many students are passive readers.
Comprehension strategy instruction promotes
active participation in the comprehension
process, thus improving students’ ability to
monitor their understanding while reading.
102. Comprehension Strategies
Successful Readers Struggling Readers
Continuously monitor reading for Fail to use meta-cognitive strategies as they read.
understanding.
May not be aware when understanding breaks
down.
Link content with their prior knowledge. May lack subject-specific prior knowledge.
Do not readily make connections between what
they are learning and what they already know.
Use a variety of effective reading strategies Have limited knowledge and use of strategies for
before, during, and after reading. gaining information from text.
Set a purpose for reading and adjust their Often do not enjoy reading and lack
rate and strategy use depending on the text understanding of the utility of reading.
and content.
(Boardman et al., 2008. Adapted from Denton et al., 2007; Pressley, 2006.)
103. COI Meta-analysis
Comprehension Strategies
FINDING IMPLICATIONS
The effect for reading Reading comprehension
comprehension strategy interventions can have a
significant impact on
interventions was
adolescent struggling
medium to large. readers.
Providing comprehension
strategy instruction
throughout the day
provides opportunities for
multiple exposures and
use of strategies with a
variety of texts.
104. What is a Comprehension
Strategy?
“A Plan for
Thinking”
105. Direct and Explicit Comprehension
Strategy Instruction
Asking and
Main Idea &
Answering Summarization
Questions
Using Multiple-
Graphic Strategy
Organizers Instruction
(Kamil et al., 2008)
106. Active Student Engagement
Many researchers think that it is not
the specific strategy taught, but rather the
students’ active participation in the
comprehension process
that makes the most difference
in students’ comprehension.
(Gersten et al., 2001; Pressley et al., 1987)
107. Direct and Explicit
Comprehension Strategy Instruction
Instructional Recommendations
Carefully select text
Show students how to apply strategies to different
texts (model thinking)
Ensure that text is at appropriate reading levels
Use direct and explicit instruction (I/We/Y’all/You do it)
Provide appropriate guided practice/feedback
Promote understanding of the text’s content
(Kamil et al., 2008)
108. Main Idea & Summarization
What is it?
Strategies to help students identify
the most important elements of what they read and
synthesize those elements into a meaningful
summary.
Why is it important?
Enhances ability to synthesize large amounts
of information during and after reading.
Enables students to process and learn new information
from text.
109. Main Idea & Summarization
Strategy Instruction: When & Where?
WHEN?
Main idea strategies can be used DURING
reading to find the most important information
from a short section of text.
Summarization strategies can be used AFTER
reading to synthesize larger amounts of text.
WHERE? (Everywhere!! - Tier 1, 2 & 3)
Reading/English/Language Arts classes
(narrative texts and expository texts)
Content-area classes (expository texts)
110. Identifying the Main Idea/Summarize
One Validated Strategy
“Paragraph Shrinking”
Identify the most important “who” or “what”.
Identify the most important information
about the “who” or “what.”
Write this information in one short sentence
(e.g., 10 words or less).
Fuchs & Fuchs; 1988
111. Another Version... U of Kansas SIM Project (Deshler et al.)
The “RAP” Strategy
R – Read a paragraph or section of text
A – Ask yourself what was the BIG idea and
2-3 important details
P – Put this into your own words – state
the “gist”
112. Tier 3 Intervention (READ 180) w/Tonya Ward-Singer
Teaching Vocabulary & Academic Language
How is Tonya taking care to structure engagement,
thinking/comprehension, and academic language?
114. Same Strategy - Gen Ed - 8th Gr. History
Tier 1 w/Dr. Anita Archer
115. Teaching Students to
Ask & Answer Questions
Level 3: Making Connections
Cannot be answered by looking in text alone
Level 2: Putting it Together
Put pieces of information
from text together to come up with answer
Level 1: Right There
Easier questions, one- or two-word answers
(Simmons, Rupley, Vaughn, & Edmonds, 2006; UTCRLA, 2003; Blachowicz & Ogle, 2001; Bos & Vaughn, 2002;
NIFL, 2001; NRP, 2000; Raphael, 1986)
116. Goals of Using Leveled
Questions
• Help students ask and answer increasingly
sophisticated types of questions.
• Help students become better consumers of text
by being able to ask and answer both simple and
complex questions.
• Show students how to approach different types of
questions.
(Simmons, Rupley, Vaughn, & Edmonds, 2006)
117. Explicitly Teach Each Question Level
“I do it, We do it, You do it”
Introduce one level of question at a time.
Model how to answer each level of question.
Provide guided practice.
Provide supported, independent practice.
Provide immediate feedback to students.
(Simmons, Rupley, Vaughn, & Edmonds, 2006; UTCRLA, 2003; Blachowicz & Ogle, 2001; Bos & Vaughn, 2002;
NIFL, 2001; NRP, 2000; Raphael, 1986)
118. Multi-component CSR “Collaborative Strategic
Reading” (Vaughn & Klingner)
Manual from www.sopriswest.com
Before reading
CSR Map After reading
1. PREVIEW 4. WRAP UP
- brainstorm - ask/generate questions
- preread - review
- predict - record in learning log
During Reading
2. CLICK & CLUNK 3. GET THE GIST
- summarize/paraphrase
- note hard parts
- compare/contrast
- fix clunks
- note in learning log
- clarify
119. Conclusions About
Comprehension Instruction
Reading comprehension instruction can have a significant
impact on the reading ability of adolescent struggling readers.
Teachers should provide adolescents with direct and explicit
instruction w/plenty of practice & feedback –
** Not simply asking comprehension questions **
Students should have an active role in the comprehension
process (e.g. thinking/speaking/writing/comparing/revising)
Remember that the ultimate goal is to understand the text.
Eventually, show students how to combine strategies and use
them concurrently. (e.g. summarization & note taking)
120. Age/Level Appropriate Texts are
Essential for Tier 2/3 Comp Interventions
Must haves:
√ Non-fiction – issue based if possible
√ Age appropriate (no “kiddy” or cute allowed!)
√ Appropriate level (length and difficulty)
Sources: (a very partial list of favs)
√ Time for Kids (grades 4-8)
√ Language 3D (Scholastic)
√ What’s Happening (CA/US/World) – Gr. 7-12)
√ Published curricula (e.g. REWARDS Science,
Word Generation, Soar to Success, etc.)
121. Providing Tier 2 Instruction:
What Might Instruction Look Like
During a Typical Lesson/Day?
Opening/Introduce lesson/review or warm up (10 min).
Lecture/model/demonstration (model
and guided practice w/pairs – vocab/comp) (15 min).
Small-group work/partner practice (guided
or independent practice) (15-20 min).
Wrap Up – review/re-teach/ etc. (5-10 min.)
122. Continue to Learn/Collaborate
Use Center on Instruction resources to build your
background knowledge of reading instruction for older
struggling readers.
Academic Literacy Instruction for Adolescents: A
Guidance Document from the Center on Instruction
Adolescent Literacy Resources: An Annotated
Bibliography
Interventions for Adolescent Struggling Readers: A
Meta-Analysis With Implications for Practice
Effective Instruction for Adolescent Struggling Readers:
A Practice Brief
Continue to seek out other sources of support and knowledge.
Visit www.centeroninstruction.org
123. Based on Your Experience Today:
What?
So What?
Now What?
124. Thank You !
Please send questions, concerns,
etc. re: your Tier 2/3 Interventions
to me at: kfeldman@scoe.org