Planning NeedsBased Instruction, Part 2

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Planning Needs-Based Instruction, Part 2

• Sharon Walpole
• Michael C. McKenna
• Georgia Reading First

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Goals for the day

• Examine data from the most recent DIBELS
  benchmarking
• Build knowledge of SBRR strategies for
  needs-based instruction in fluency, vocabulary,
  and comprehension
• Think about what you can do to support your
  teachers

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Summary of Effectiveness Reports

• General question How are the groups moving?
• Instructional Recommendation is a combined,
  weighted score used as a starting point
• Specific subtests are targeted at middle and end
  of year
• Two reports each grade level each year
  Beginning to Middle, Middle to End

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How do you find the data?

• We asked Wireless to generate state-level reports
  from last year
• Now that the bridge is finished to the DIBELS
  site, you can get these reports from the site
• You can start to evaluate changes from last
  years trends

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What are they tracking?
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Kindergarten Fall to Winter
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Kindergarten Fall to Winter
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Kindergarten Fall to Winter
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First Grade Fall to Winter
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First Grade Fall to Winter
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First Grade Fall to Winter
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Second Grade Fall to Winter
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Second Grade Fall to Winter
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Second Grade Fall to Winter
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Third Grade Fall to Winter
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Third Grade Fall to Winter
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Third Grade Fall to Winter
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Todays Strategy

• Needs-based instruction
• Strange materials again?
• We are still working from the draft of our new
  book
• We have more instructional videos to share
• Strategy Listen, Read, Discuss

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Program design issues

• Select core program materials
• Set an instructional schedule
• Choose and use a diet of whole-group and
  small-group instruction
• Evaluate and reevaluate the instructional
  schedule
• Observe to provide differentiated support to
  teachers
• Analyze student data to determine effectiveness
• Implement intensive interventions

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Three-Tiered Instruction
Tier 3 Intervention
Tier 2 Needs-Based Instruction
Tier 1 Whole-Group Instruction
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Step One Gather your resources

• Find and examine the scope and sequence of
  instruction in your core and supplementary
  materials for phonics skills, high-frequency
  words, oral vocabulary, and comprehension
  strategies.
• Locate and organize any informal achievement or
  placement tests that are associated with your
  materials.
• Locate and organize any informal assessments
  provided in the professional books that your
  grade level is reading.

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Step Two Consider your childrens needs

• Review the most recent grade-level data and
  determine whether additional informal data are
  needed.
• Choose two areas to target for differentiation in
  a given session (e.g., phonemic awareness and
  phonics, phonics and fluency, fluency and
  comprehension, comprehension and vocabulary).
• Choose differentiation strategies in those areas.
• Gather or make materials for three weeks
  needs-based instruction.

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Step Three Try it out!

• Pilot your plan for three weeks.
• Gather to evaluate and fine-tune, considering the
  changing needs of children and teachers.

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We worked on phonics and phonemic
awareness.Did anyone try to plan needs-based
instruction?What did you learn?
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Lets review fluency
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Research Reviews

• What exactly is guided oral reading?
• What is the best way to build fluency during
  needs-based instruction?
• Read pages 38 and 39 to find out!

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Who and How?

• Remember the cognitive model? Under what
  conditions are fluency strategies likely to work?
• If students are ready for oral reading fluency
  work, what text levels should you use?
• Read page 40 to find out

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Phonological Awareness
Decoding
Sight Word Knowledge
Fluency Context
Automatic Word Recognition
Vocabulary
Language Comprehension
Reading Comprehension
Background Knowledge
Knowledge of Structure
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
Print Concepts
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When is each of these techniques appropriate
during needs-based instruction?
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Monitor Student ProgressWords Correct per Minute
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Preview for 2nd grade Fluency Video

• When providing support with grade-level text, we
  need to gradually release responsibility to the
  students.
• This begins with the teacher modeling.
• Watch the following video to see how Sara
  releases responsibility to the students as their
  fluency increases

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After viewing 2nd-grade video

• What did you notice about managing needs-based
  fluency practice?
• What was the emphasis of the lesson?
• How did Sara maintain student attention to the
  purpose of the lesson?

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Preview for 3rd-grade fluency video

• Notice the difference in student knowledge when
  Sara asks what reading with fluency means
• Notice the additional focus on comprehension
  before the fluency work really begins
• Notice the procedure used for partner reading

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Now that youve watched both videos

• What did you notice about the rate of Saras
  reading when she was modeling?
• How did she know when to release the students to
  partner reading?
• How did she provide feedback to the students?
• What was the difference in terms of support for
  tracking between 2nd and 3rd grade?

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Read pages 43 - 50

• Choose one strategy that would work in your
  school and commit to three implementation steps

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Lets move on to vocabulary
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Research Reviews

• Exactly which words should we teach at each grade
  level?
• How do vocabulary strategies apply to ELLs?
• Whats the role of explanation and discussion
  during read-alouds and building vocabulary?
• Read pages 51-53 to find out!

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Who and How?

• Remember the cognitive model? Under what
  conditions should you choose vocabulary
  development for needs-based time?
• If students need additional vocabulary
  development, what are the best texts to use?

39
Weve read Isabel Becks book on vocabulary

• To what extent are your teachers selecting and
  teaching tier two words during read aloud?

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First-Grade Vocabulary Video

• Sara taught a lesson on developing a story map
  during reading and ended the lesson teaching two
  vocabulary words from the story.
• At the end of the day she pulled a group of
  students who struggled with the story map and
  vocabulary and repeated the lesson.

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While watching the video notice

• How does Sara set the purpose for the lesson?
• How does she maintain a focus on enjoying the
  story and learning?
• How does she plan for students to talk during the
  reading?
• How does she maintain focus on the purpose of the
  lesson?

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Before the small group

• When Sara repeats the same lesson with the same
  book on the same day with a group of students
  struggling with comprehension and vocabulary,
  what do you think will happen?

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After the 1st-grade video

• What are the similarities and differences between
  the whole-group and small- group lesson?
• How did she introduce the purpose for revisiting
  the book again with the small group?

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Preview for the 3rd-grade video

• Notice the difference in level of independence in
  completing a story map
• What evidence do we have that the children need
  the graphic organizer?

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After viewing both videos

• How are the whole group read-alouds similar and
  different in the first- and third-grade classes?
• What opportunities could Sara provide in the
  small group that she could not provide in the
  whole-group setting?
• What evidence do you have that the children
  actually do need re-teaching?

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Building it into instruction

• How could you build re-readings into your
  needs-based time?
• What would you have to do as a leadership team to
  support teachers?

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Read pages 54 - 59

• How is the ELL storybook intervention similar to
  and different from the tier 2 vocabulary
  approach?
• How could you build in vocabulary work for your
  ELLs?

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Lets move on to comprehension
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Research Reviews

• When we consider children with special needs, how
  are recommendations for instruction different?
• Are single-strategy or multiple-strategy
  approaches more effective?
• To what extent is content area instruction an
  appropriate context for comprehension work?
• Read pages 60 and 61 to find out!

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Who and How?

• So now that you recall the cognitive model
  under what conditions should you choose
  comprehension development for needs-based time?
• If students need additional comprehension
  development, what are the best texts to use?

51
Gradual-Release-of-Responsibility
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Read pages 63 - 65

• To what extent are teachers in your school
  employing Duffys model of direct explanation?
• What can we do to help teachers who struggle to
  explain reading?

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Read page 66

• To what extent are your teachers asking
  higher-order questions?
• What could you do to help teachers who struggle
  with asking these types of questions?

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Kindergarten Prediction

• Sara models using the strategy of making a
  prediction to a class of kindergarten students.
  The students are familiar with the strategy but
  need additional experiences.
• A few days later she returns to read the same
  story with a small group of students who
  struggled with the strategy

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Kindergarten Video - Making Predictions

• How does Sara keep students focused on the
  instructional goal?
• How does she ensure that everyone has a chance to
  participate and practice using the strategy?

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After viewing the whole-group lesson

• How can you tell the students have experience
  with the strategy but need additional help?
• To what extent did the students apply the
  strategy on their own appropriately?

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Before viewing the small group

• How will the students respond when asked to make
  predictions for a book theyve already heard?

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After viewing the small group

• How does she make prediction meaningful in a
  previously read text?
• What opportunities does she have with the small
  group that she did not have with the whole group?
• What additional modeling does she do?

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Application

• Look at the copy of The Hickory Chair. Choose
  one strategy from pages 63 - 65 and decide where
  in the text you could model the strategy.
• Repeat with a different strategy. Notice how the
  same text can lend itself to multiple lessons
  with a different strategy focus.

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1st-Grade VideoDrawing Conclusions

• Now watch!
• Sara read The Hickory Chair with the purpose of
  teaching students how to use the strategy of
  drawing conclusions.

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2nd-Grade Drawing Conclusions

• Think about how the strategy instruction is
  similar to the kindergarten lesson even though
  the strategy focus is different

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After 2nd-Grade Video

• What did Sara do to reinforce the students
  understanding of both the text and the strategy
  of drawing conclusions?

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3rd Grade Drawing Conclusions

• Watch to see the similarities and differences
  between the 1st- and 3rd- grade students
  strategy use and text comprehension. Do you
  notice developmental differences?

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Read pages 67-76

• To what extent are your teachers ready to expand
  their repertoire of needs-based comprehension
  strategies beyond direct explanation?
• What could you do to help teachers move forward?

65
Step One Gather your resources

• Find and examine the scope and sequence of
  instruction in your core and supplementary
  materials for phonics skills, high-frequency
  words, oral vocabulary, and comprehension
  strategies.
• Locate and organize any informal achievement or
  placement tests that are associated with your
  materials.
• Locate and organize any informal assessments
  provided in the professional books that your
  grade level is reading.

66
Step Two Consider your childrens needs

• Review the most recent grade-level data and
  determine whether additional informal data are
  needed.
• Choose two areas to target for differentiation
  (e.g., phonemic awareness and phonics, phonics
  and fluency, fluency and comprehension,
  comprehension and vocabulary).
• Choose differentiation strategies in those areas.
• Gather or make materials for three weeks
  needs-based instruction.

67
Step Three Try it out!

• Pilot your plan for three weeks.
• Gather to evaluate and fine-tune, considering the
  changing needs of children and teachers.

68
Where do your data lead you?

• In planning support for needs-based instruction,
  should you
• Work with phonemic awareness and phonics?
• Work with phonics and fluency?
• Work with comprehension and vocabulary?