Instructional Templates

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Instructional Templates

• Pam Cavenee and Evelyn Probert
• Reading First Coordinators

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Purpose

• Review what research tells us about intervention
  (in-class or pull-out)
• Look at specific data to determine instructional
  needs
• Provide participants with intervention strategies
  which will enhance classroom instruction and
  provide extra practice for struggling students
• Area of focus phonemic awareness, phonics,
  vocabulary and use of decodables

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Joe Torgesen, Ph.D., Director of the Florida
Center for Reading Research and Eastern Regional
Reading First Technical Assistance Center

• Instruction must be made more powerful for
  students at risk for reading difficulties. More
  powerful instruction means
• Clear and more detailed explanations
• More systematic instructional sequences
• More opportunities for guided practice
• More opportunities for error correction and
  feedback
• Working Memory and Automaticitywhen you are
  working on fluency of any sort, you are laying
  structures to improve comprehension!

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Effective Instructional Techniques

• Unison choral response
• Signaling
• Pacing
• Monitoring
• Correcting errors and teaching to mastery
• All designed to eliminate teacher talk and
  increase student response!

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Using Data to Make Decisions
Using Data to Make Instructional Decisions

• Program Assessments
• Read Well unit, decoding diagnosis for
  units 19,23,26,28,30,34 in Notebook 1, Pg.4
  decoding folder which reviews previous skills
• Open Court First Grade Skill
  Assessments
• CORE Phonics Survey
• Quick Phonics Screener
• DIBELS Progress Monitoring/Benchmarks

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To help build accuracy with letters or
soundstemplate 1 (letter names) and 2 (sound
review)

• Activity You practice! Use a cling sheet to list
  up to four names or sounds that students need to
  work on. Repeat the four in four different rows
  in random order.
• Practice the procedure. Use the script. Listeners
  support and coach the person practicing.
• Suggested letters (or practice sounds)
• p n t s
• t p s n
• n t p s
• t s n p

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To help build accuracy with sight
vocabularytemplate 3

• Activity You practice! With a partner, find a
  cling sheet and choose words from your program or
  use these samples. Limit choices to four or five
  words and repeat them randomly in four rows.
• comes wanted
  said where
• where said
  wanted comes
• comes where
  said wanted
• said comes
  wanted where

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To build accuracy with onset/rime (PA)template 4

• Materials White board marker
• Work with a partner to practice this technique.
  Use the script. Here are some sample words
• mat dog rig bell nose box fix ten
  fun
• sweep team rabbit water palace seven

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To build accuracy with phoneme blendingtemplate 5

• Activity You practice! With a partner, practice
  using these words
• cat /c/ /a/ /t/ swim /s/ /w/ /i/
  /m/ list /l/ /i/ /s/ /t/
• fit /f/ /i/ /t/ farm /f/ /ar/
  /m/ pace /p/ /a/ /s/
• spill /s/ /p/ /i/ /l/ race /r/ /a/ /s/
  twin /t/ /w/ /i/ /n/

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To build accuracy with phoneme segmentationtempl
ate 6

• Activity You practice! Turn to a partner,
  practice using these words
• hit /h/ /i/ /t/ swam /s/ /w/ /a/ /m/
  jack /j/ /a/ /k/
• rain /r/ /a/ /n/ flat /f/ /l/ /a/ /t/
  flame /f/ /l/ /a/ /m/
• float /f/ /l/ /o/ /t/ black /b/ /l/ /a/ /k/
  train /t/ /r/ /a/ /n/
• turn /t/ /ur/ /n/ through /th/ /r/ /oo/
  hard /h/ /ar/ /d/

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To help build accuracy with sound
spellingstemplate 7

• Activity You practice! With a partner, find a
  cling sheet and use one of these sound spellings
  sets
• ay ou igh ai
• ou ay ai igh
• igh ai ou ay
• ou ay igh ai

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To build accuracy with sound by sound
blendingtemplate 8

• Activity You practice! With a partner, use these
  words to practice sound by sound blending
• fit tame flight serve phone
  hill dream match ran might
  shout pack which

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To help build accuracy with spelling focused
blendingtemplate 10

• Practice template 10 technique with the following
  words
• bark past think brown
  first
• boat may near church oil
  slow

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Multisyllabic Decoding

• Procedure varies for type of word
• Two syllable words with no affixes (char/coal)
• Two syllable words containing an inflectional
  ending (paint/ed)
• Two syllable words with a prefix (dis/like)
• Two syllable words containing a suffix
  (weak/ness)
• One syllable words containing an inflectional
  ending (hug/ged)
• Two syllable words containing two suffixes
  (play/ers)

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Intervention Scenario for 30-Minute Small Group
How might a 30 minute session look using
templates? Using data to determine need 5
Minutes--Work on letter names (m, b, t, w)
Card 1 5 Minutes--Work on letter sounds (/s/
/d/ /ee/) Card 7 5 Minutes--Work on words
(from, the, been, are) Card3 10 MinutesWork
with current decodable Card 11,12
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Using templates for decodable text instruction

• Templates for Decodable Books
• Card 11 Introductory
• Card 12 Intermediate
• Card 13 Advanced 1
• Card 14 Advanced 2

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Template Card 11 Introductory
Activity You practice! With a partner, use a
decodable story to practice introductory
decoding instruction.
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Template Card 12 Decodable Text Instruction -
Intermediate

• Activity You practice! With a partner, use a
• decodable story to practice intermediate decoding
  
• instruction.

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Template Card 13Decodable Text Instruction -
Advanced 1
Activity You practice! With a partner, use a
decodable story to practice advanced decoding
instruction.
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Template Card 14Decodable Text Instruction -
Advanced 2

• Activity You practice! With a partner, use a
  decodable story to practice advanced decoding
  instruction.

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• Extending Decodable Books
• First Read
• Introduce/review any non decodable high-frequency
  words (use template 3)
• Introduce story words
• Practice words that may have sound/spelling
  problems (use template 10)
• Teacher and or students read the title and any
  chapter titles
• Browse the story students comment on what they
  notice and what they think the story will be
  about (optional)
• Students whisper read one page at a time/teacher
  drops and listens, collects data
• Words missed teacher blends/spells with students
• Students/teacher chorally read the same page
• Correction procedure if students have
  difficulty with word, stop, blend word and repeat
  chorally reading the page
• Repeat this procedure until book is completed
• Reread story chorally
• Repeated Readings
• Read with partner as entry task the following day
• Read independently or with partner during
  intervention time
• Read with an instructional assistant

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To Sum It Up

• Use data to drive instruction.
• Templates can be used to reinforce core
  instruction and provide extra practice.
• Always follow template signals, explanation,
  modeling, and correction procedures exactly as
  written.