Increasing Rigor in Read Well Kindergarten

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Increasing Rigor in Read Well Kindergarten Whole
Group and Small Group Deanna Stewart Reading
First Regional Coordinator dstewart_at_donobi.net
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Washington State DIBELS Spring 2006Kindergarten
-- Continuously Enrolled
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• Part I
• Read Well Kindergarten
• Whole Group and Small Group
• Vocabulary
• Comprehension Instruction

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Calendar

• Our discussions today are based on the
  perception that you are teaching an uninterrupted
  90 minute reading block, with at least thirty
  minutes of small group instruction time daily.

Sample Calendar
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Goal of Training

• Participants will learn strategies to more
  explicitly teach vocabulary, comprehension,
  phonemic awareness and phonics using Read Well
  Kindergarten materials.
• Participants will learn to use formal and
  informal assessment data to target skills to be
  reviewed explicitly in Read Well Kindergarten.

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Table Talk Activity

• Select a person at your table to record
  responses.
• Select a person to share responses with the
  group.
• Brainstorm how you currently determine which Read
  Well vocabulary words to teach explicitly?

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vocabulary comprehension

• Marrying vocabulary and comprehension
  instruction.
• Using assessment data to drive review/preview
  cycle of your groups.

Your small group informal and formal assessment
data should be informing your whole group
instruction.
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What does the National Reading Panel tell us?

• Direct instruction was found to be highly
  effective for vocabulary learning (Tomeson
  Aarnouste, 1998 White, Graves Slater, 1990
  Dole, Sloan, Trathen, 1995 Rinalid, Sells
  McLaughlin, 1997.
• Pre-instruction of vocabulary in reading lessons
  can have significant effects on learning
  outcomes (Brett, Rothlein, Hurley, 1996
  Wixson, 1986 Carney, Anderson, Blackburn, et al,
  1984).

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Kindergarten Vocabulary G.L.E.s

• 1.2 Use vocabulary (word meaning) strategies
  to comprehend text.
• 1.2.1 Understand how to use resources to learn
  new word meanings.
• (picture dictionary, with teacher guidance)
• 1.2.2 Apply vocabulary strategies in grade
  level text.
• (oral, with teacher guidance)
• 1.3 Build vocabulary through wide reading.
• 1.3.1 Understand and apply new vocabulary.
• (oral, read alouds)
• 1.3.2 Understand and apply content/academic
  vocabulary.
• (class discussions)
• 1.4 Apply word recognition skills and
  strategies to read fluently.
• 1.4.1 Know common sight words appropriate to
  grade-level.

The relationship between reading comprehension
and vocabulary knowledge is strong and
unequivocal. (Baker, Simmons, Kaméenui, 2004)
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Where do I find Read Well Kindergarten word lists?

• Getting Started A Guide to Implementation
  (whole small group)
• Page 182 Whole Class Reading Spelling Words by
  Unit -- pattern words tricky words
• Page 184 Small Group Reading Words by Unit --
  pattern words tricky words

How have you used these pages?
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Whole Class Small Group Word Lists
When I work with schools, I often find that paras
and teachers are not doing the small group
dictation. What are the implications for our
students?
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Word Speed Program
If you do not have this program, sign up to
receive it by e-mail.
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Which words do I choose to teach explicitly teach
(target words)?

• Words that are unknown to students.
• Words critical to understanding the text.
• Words with general utility that are likely to be
  encountered many times in the future. (high
  frequency words, tier 2 words)
• (Beck, McKeown, Kucan, 2002)

What are the implications for our ELL
students? Think-Pair-Share
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How can I use the small group assessment data to
drive my vocabulary instruction?

• Activity
• Break into six groups. Each group is
  responsible for one prelude assessment. The task
  is to determine which vocabulary words from the
  prelude lesson the students will need to
  understand in order to answer the comprehension
  question correctly.

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If you ask the question in Spanish, can your
Spanish speaking ELLs answer correctly?
soccer futbol ball pelota sing -
cantar song - cancion cow - vaca horse -
caballo pig cerdo rooster- gallo

• large farm-hacienda
• small farm granja
• friend amiga, amigo
• friendship amistad
• jump rope cueda de saltar
• ride on a bicycle - montar
• draw -dibujar
• together - juntos

Question words where dondé who quién what
qué when cuando why - porqué
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Whole group lap book

• Lap Book 1, What a Wonderful, Wonderful School
• Lap book 1 is used with Whole Group Units 1, 2,
  3.
• There is a total of 30 Whole Group units.
• Each unit is designed for a five day plan.
• Units 1 26 introduce a new letter/sound
  association.
• There is an optional review unit after 1-9 10
  18.
• There are two optional vowel units after Unit 26.
• Getting Started Guide, pg. 52, By Unit 4, many
  teachers and children are ready to add Small
  Group instruction.

It is best to set up your calendar to include the
review units.
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• How do the lap book comprehension instruction
  questions tie to the small group comprehension
  questions??
• Book 1-What a Wonderful, Wonderful School (Units
  1, 2, 3)
• Unit 1 Hello What a Wonderful, Wonderful
  Class
• Chapter 1 Welcome
• friends (who, what, where questions)
• Chapter 2 Getting Acquainted
• friends (who, what, where questions)
• Unit 2 What Do You See? Mrs. Bs Guessing
  Games
• Chapter 1 What Do You See?
• what (what and where questions)
• Chapter 2 Where Might We Be?
• where, soccer balls, jumping rope (where and
  what questions)
• Unit 3 What Do You Hear? The Field Trip
• Chapter 1 Barnyard Sounds The Barnyard Rhyme
• farm, cow, horse (where and what questions)
  
• Chapter 2 Mrs. Bs Action Game
• Mrs. Bs Action Rhyme
• farm, pig (where question)

Activity Share with your partner the
implications of this information. How have you
used this information in the past? Does it change
the way you would teach these units in the
future?
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Vocabulary Semantic Map
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What a Wonderful School(Lap Book Units 1 3)

• PossibleTier II Words
• important
• special
• wonderful

important special wonderful

• Introduce the word.
• Provide student friendly explanation.
• Active engagement
• Example, nonexample
• Choices
• 4. Students generate own example

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Student Ownership of Vocabulary

• The authors of the Read Well Kindergarten
  program have provided explicit questions to guide
  teachers in their small and whole group story
  questioning. These questions do meet the grade
  level expectations. However, if the students do
  not own the basic vocabulary words, they will
  not benefit from those questions.

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• Comprehension G.L.E.s
• 2.1 Demonstrate evidence of reading
  comprehension.
• 2.1.1 Understand how to ask questions about
  text.
• 2.1.2 Understand how to create mental imagery.
• 2.1.3 Understand that some parts of the text are
  more important than others.
• 2.1.4 Understand how to use prior knowledge.
• 2.1.5 Understand how to infer/predict meaning.
• 2.2 Understand and apply knowledge of text
  components to comprehend text.
• 2.2.1 Know story sequence.
• 2.2.2 Understand features of printed text and
  electronic sources.
• 2.2.3 Understand story elements.
• 2.3 Expand comprehension by analyzing,
  interpreting, and synthesizing information and
  ideas in literary and informational text.
• 2.3.1 Understand similarities within and between
  informational/expository text and
  literary/narrative text.
• 2.3.2 Understand concept of categories.

We use words to think the more words we know,
the finer our understanding is about the world.
(Stahl 1999)
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Comprehension G.L.E.s continued

• 2.4 Think critically and analyze authors use
  of language, style, purpose, and perspective in
  informational and literary text.
• 2.4.1 Understand how to give personal responses
  and make connections to text.
• 2.4.2 Understand purposes of simple text.
• 3.1 Read to learn new information.
• 3.1.1 Understand that resources contain
  information needed to answer questions and solve
  problems.
• 3.2 Read to perform a task.
• 3.2.1 Understand that signs and labels convey
  information.
• 3.4 Read for literary/narrative experience in
  a variety of genres.
• 3.4.1 Understand different perspectives of
  family, friendship, culture, and traditions found
  in literature.
• 3.4.1 Understand traditional and contemporary
  literature written in a variety of genres.
• 3.4.2 Understand that literature represents
  different cultures and traditions.
• 4.2 Develop interests and share reading
  experiences.
• 4.2.1 Understand how readers choose books.

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Table Talk

• Select a person at your table to record
  responses.
• Select a person to share responses with the
  whole group.
• Create a T-Chart for comprehension. Title one
  side, How I am with teaching comprehension now
  and the other side How I would like to teach
  comprehension.

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• Part II
• Read Well Kindergarten
• Whole Group and Small Group
• Error Correction Procedures
• Using Assessments to Inform Review

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Objectives

• Participants will be able to use signaling
  procedures for error corrections in Read Well
  Kindergarten.
• Participants will learn strategies for providing
  explicit, immediate, corrective feedback for
  errors in whole group and small group Read Well
  Kindergarten.

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• Word Recognition G.L.E.s
• 1.1 Use word recognition skills and strategies
  to read and comprehend text.
• 1.1.1 Understand and apply concepts of print.
• 1.1.2 Understand and apply phonological
  awareness and phonemic awareness.
• 1.1.3 Apply understanding of oral language
  skills to develop reading skills
• 1.1.4 Apply understanding of phonics.

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G. L. E. 1.1.4 Apply understanding of
phonics. Identify letters of the
alphabet. Identify common consonant sounds and
short vowel sounds. Use common consonant sounds
and short vowel sounds to decode three and four
letter words. Use knowledge of phonics to read
unfamiliar words in isolation and in context.
Identifying Letters of the Alphabet
There is a common misperception that kindergarten
students are not responsible for identifying the
letter names until they have reached the small
group RW unit that focuses on that letter
name. From Unit 1, Day 1 on, students chant the
alphabet while the teacher signals which letter
to say. The students are responsible for
learning the letter names. However, they are
only responsible for those sounds that have been
introduced during whole and small group time. It
is similar to us asking a student to segment the
sounds in a word before they have mapped a letter
name to that sound.
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Phonology Sentences Words Syllables Onset-Rime Pho
neme Blending Segmentation
Teach letter names
Sound11 Letter
Connect letters to sounds
Digraphs Blends/Vowel Teams Onset-Rime Syllable
types Morphemes / Roots / Affixes Word
Origin Orthography
Presented by Dr. Carol Tolman
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How can we increase student achievement?

• Immediate, corrective feedback
• Planned, additional practice
• Automatic, immediate review for low unit passes

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Effective Instructional Techniques

• Unison oral responding
• Signaling
• Pacing
• Monitoring
• Correcting errors and teaching to mastery
• Teaching for accuracy, fluency automaticity

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Why Automaticity?

• Children need to go from accuracy, to fluency, to
  automaticity in order to free up space in the
  brain for the process of comprehension.

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Working Memory and AutomaticityColorado Reading
First
Working Memory
Less Fluent Reader
More Fluent Reader
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Signaling

• What is signaling?
• Why do we use signals when instructing?
• Tell a partner about a signal that you use in
  your classroom.

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Signaling for Choral Response Letter Name

• Focus point just to the left of the letter,
  say Name?
• 2 second wait time
• Tap finger under word to elicit response from
  students

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Immediate, Corrective Feedback

• Letter Recognition
• My turn.
• Signal Teacher points to left of letter Name? (2
  seconds wait time), taps under letter. M
• Your turn.
• Use signaling procedure above.
• Back up two letters and continue.

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Practice with a Partner

• With a partner, go through the letter name
  cards.
• Be sure to make occasional errors, so you each
  can practice the error correction procedure.
• Think of any questions or concerns you can bring
  back to the group after practice.

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Signaling for Letter Sound

• Focus point just the left of the letter, say
  Sound?
• 2 second wait time
• Tap finger under the letter to elicit response
  from students for quick/stop sounds (ex. d, t,
  k).
• Touch finger under the letter for two seconds for
  slow/continuous sounds
• (ex. s, a, m).

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Immediate, Corrective Feedback Letter Sound

• My turn.
• Signal Teacher points to left of letter Sound?
  (2 seconds wait time), taps under letter for stop
  sound touch for two seconds for continuous
  sounds. / m/
• If students struggle Say it with me. Sound?
  /m/
• Your turn.
• Use signaling procedure above.
• Back up two letters and continue.

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Practice with a Partner

• With a partner, go through the letter sound
  cards.
• Be sure to make occasional errors, so you each
  can practice the error correction procedure.
• Think of any questions or concerns you can bring
  back to the group after practice.

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Signaling for Choral Response Tricky Words

• Focus point just the left of the word, say
  Word?
• 2 second wait time
• Slide hand under word quickly.

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Immediate, Corrective Feedback Tricky Words

• Tricky Words/Irregular Words
• All students need to be accurate before working
  on rate.
• Error Correction
• My turn. The word is _______.
• Signal Teacher points just to the left
  of the word
• (2 seconds wait time), slide hand under
  word quickly.
• Your turn. Word?
• Spell _________. Tap under each letter as
  students spell the word aloud.
• Word?
• Back up two words and continue.

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Practice with Partner

• With a partner, go through the tricky word cards.
  
• Be sure to make occasional errors, so you each
  can practice the error correction procedure.
• Think of any questions or concerns you can bring
  back to the group after practice.

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Diagnostic Corrections Immediate, Corrective
Feedback

• Demonstrate
• Guide
• Group/individual turns without teacher voice
• Practice other examples
• Return to difficult sound/word
• Praise!

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Planned, Additional Practice

• Remember, regardless of the skill
• 1st--build accuracy
• Then, work on rate
• Help students recognize the feeling of mastery.
  Lets read that one more time. This time listen
  to how easily you read it. Remember how that
  feels.

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Teacher Voice

• The teachers voice is necessary for modeling,
  corrective feedback, and guided practice.
• Students need sufficient opportunities to
  practice without the teachers voice in order to
  reach mastery.
• For example, if the teacher models guides for 3
  or 4 repetitions, the students needs at least 5
  repetitions without the teachers voice.

X 5 Rule
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Write down student errors

• These are opportunities for additional
• practice in small or whole group.
• Write the sound/word down on a Post-It note or
  note card. The student can take this with
  him/her back to his/her desk, homeroom, and home.
  The procedure to review these with the student
  needs to be taught and consistently implemented
  in the homeroom as well as with the parents.
• Practice these throughout small group
  instruction.

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Discussion

• What methods have you used in your classroom to
  provide additional word practice for the students
  you teach?

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Smooth Bumpy Blending Cards

• Bumpy Blending make sure students pause between
  sounds
• Smooth Blending make sure students do NOT pause
  between sounds

This is a perfect place to add practice with
phoneme segmentation by having children put up
one finger for each sound.
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• Smooth Bumpy Blending (cont.)
• Build fluency once students can sound out
  smoothly.
• Have students go back to the top of the card.
  Tell them to keep the word a secret in their
  head. Have them read the word after you count to
  3. This is whole word reading.
• In the end of unit assessment, the student should
  not stop between sounds for words marked for
  smooth blending. If the student stops between
  sounds, this is marked incorrect. The student
  needs to sound out smoothly, and then read the
  word.

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Practice with a Partner

• Using the smooth blending card in your packet,
  take turns being the student and teacher.
• Start with how you would introduce the card at
  the initial instruction, and end with instruction
  for automaticity.
• Notice if this feels different than your current
  method of teaching blending cards. Bring any
  differences back for group discussion.

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Stretch and Shrink

• Continuous sounds are held for 2 seconds.
• When a stop sound is followed by a continuous
  sound, the stop sound is co-articulated with
  continuous sound.
• Provide an additional model(s) when students are
  not accurate work to 100 accuracy.
• Provide additional practice from a previous day
  for groups who struggle.

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• Stretch and Shrink
• My turn. Listen, /ssseeed/ Shrink it up, seed.
• Lets stretch shrink it together.
• Your turn.

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Extra Practice for
Stretch Shrink

• Use previous blending word cards as a resource
  for choosing additional words for practice.
• Listen carefully to determine the types of
  errors, i.e., co-articulating a stop sound and
  continuous sound.

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Decoding Magazine Cover

• Use double finger tracking
• Teacher models rate
• By Unit 3 the guided practice is removed, Say
  the sounds and words without me.

Handout Page 3
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Smooth Blending Decoding Practice

• Say the dotted sound first, next smooth blend the
  word, finally say the word. This is introduced
  in
• Unit 5. In the following units, the sound or
  sounds to be said first are underlined.

Handout-Page 4
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• Tricky Word Error Correction
• (Decoding Magazine Row)
• Error Correction
• My turn. The word is _______.
• Monitor, make sure students have finger under
  word.
• Your turn. Word?
• Spell _________. Have students tap under each
  letter as students spell the word aloud.
• Word?
• Have students go back to the beginning of the row
  and reread.

Handout Page 5
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• Tricky Words
• Build accuracy first, then develop rate.
• Highlight difficult word when students come to
  that word they read it three times.
• Provide additional dictation practice.

Handout Page 5
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Accuracy Fluency Building

• The underlined part of the word is read first,
  next smooth blend the word, finally read whole
  word
• It is critical that students are able to blend
  smoothly. For students having difficulty with
  this emphasize really stretching the word out
  when blending the word.
• If students continue to have difficulty stretch
  and shrink the word, then blend the word.
• Once students can sound out smoothly with
  accuracy, you can build rate.

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• Accuracy Fluency Building (contd)
• Students should not stop between sounds.
• Underlined part dad What sound? Sound out
  smoothly. Word?
• If the student struggles with transitioning from
  blending to whole word reading
• 1. Have the student/group stretch and shrink
  the word.
• 2. Go back to blending the word
  smoothly.
• 3. Read the whole word.

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Extra Practice for Accuracy Fluency Building

• Point to the first word. Tell the student
  Sound it out in your head, but keep it a secret.
  Ill count to three and you say the word.
• Big voice, little voice, squeaky voice, whisper
  voice.
• Say words/sounds in rhythms 2x, 3x, 5x

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Accuracy Fluency Building (contd)

• Set a pace that increases the students previous
• rate. For students continuing to struggle, it
  often helps to have a signal such as tap finger
  on desk, word, etc. Move away from this step
  quickly.
• For students having difficulty with vowel
  discrimination identify the letter/sound, have
  the student highlight the vowels and teach them
  to look at the vowel first before sounding the
  word out smoothly.

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Dictation

• S.O.S Method Simultaneous Oral Spelling
• (Gillingham Stillman 1960)
• Student looks and listens to the teacher say the
  word.
• Student repeats and finger segments the word
  (nondominant hand).
• The student names the letter.
• The student names and writes the word.
• The student reads to check the word.
• The teacher provides appropriate feedback.

Use data from read well small groups to inform
whole group dictation.
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• Solo/Duet Story
• Decodable Text Error Correction
• Stop. The word is _______. Your turn. What
  word? Go back to the beginning of the sentence.
  Begin.

Handout Page 7
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• Solo/Duet Story
• Tricky Word Error Correction
• My turn. The word is _______.
• Your turn. Word?
• Spell _________. Word?
• Go back to the beginning of the sentence. Begin.

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Practice with Partner

• With a partner, practice reading the Magazine 13
  Solo Story in your handout. Be sure to make
  errors so that you can practice the error
  correction procedure.

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Ongoing Additional Practice

• A practice strategy for students that arent
  sufficiently accurate
• Set up practice sessions. When reading with the
  student, star each sound/word the student reads
  accurately the first time. The student then goes
  back and practices words without a star.
• A practice strategy for students who are accurate
  but slow
• Set up regular timed readings. Have the student
  read Solo Stories or Decoding Magazine from a
  previous unit. The student should read each
  story 2-4 times. Chart the highest score for
  each passage practiced.

Jell-Well Intervention Planning Form
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Decoding Magazine Building Automaticity

• You can have students practice as a group or with
  partners using a previous Decoding Magazine, page
  4.
• You can write the rows/columns on a chart, number
  the lines, roll die, mix choral and individual
  turns.

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Whole Group

• Complete all optional review units.
• Provide additional practice for difficult sounds.
• Dictation
• Make sure dictation is as explicit as possible.
• Alphabet Routines
• Have students track letters as you point.
• Play instrument only during the instrument
  section.

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• Provide additional opportunities to
• practice Tricky Words
• Add difficult Tricky Words to dictationmake sure
  they have been introduced first!
• Make a Tricky Word wall. This can be put up on a
  wall or even put in a pocket chart that remains
  up. This may be reviewed daily with your reading
  group or your home room. Make sure to change the
  order of the words periodically.

What are some ways that you display or use tricky
words in your classroom?
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Homework

• In addition to the homework in the magazine, you
  can also begin a homework review cycle by sending
  home previous homework. For example, when you
  assign Unit 7, you also can send home homework
  for Units 5 and 3.
• You can send corresponding Solo Stories from Read
  Well First Grade.
• Small group homework page in Spanish.

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• References
• National Reading Panel, 2000. Washington, D.C
  National Institute of Child Health and Human
  Development.
• Beck, I. L., M. G. McKeown, , and L. Kucan, 2002.
  Bringing Words to Life Robust Vocabulary
  Instruction. New York Guilford.