SELECTING AND ADOPTING EFFECTIVE SUPPLEMENTAL AND INTERVENTION PROGRAMS

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SELECTING AND ADOPTING EFFECTIVE SUPPLEMENTAL
AND INTERVENTION PROGRAMS
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Understanding the Purpose of Different Programs
Programs are tools that are implemented by
teachers to ensure that children learn enough on
time.
(Vaughn et al. 2001)
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Core Program
A core program is the base reading program
designed to provide instruction on the essential
areas of reading for the majority of students
schoolwide. In general, the core program should
enable 80 or more of students to attain
schoolwide reading goals.
Kameenui Simmons
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Supplemental Programs

• Support and extend the critical elements of a
  core reading program.
• Provide additional instruction in one or two
  areas (e.g., phonological awareness, fluency) and
  
• Provide more instruction or practice in
  particular area(s) of need.

Kameeuni Simmons
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Supplemental Programs

• K 1 2 3
• Phonemic Awareness v v
• Phonics v v v v
• Fluency v v v
• Vocabulary v v v v
• Comprehension v v v v

National Reading Panel, 2000
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Phonemic Awareness

• What Students Need to Learn

• That spoken words consist of individual sounds or
  phonemes
• How words can be segmented into sounds and how
  these sounds can be blended together
• How to use their phonemic awareness to blend
  sounds to read words and to segment words into
  sounds to spell them

UTCLRA, TEA, UT-Austin Implementing the 3-Tier
Reading Model
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Phonemic Awareness (cont.)
How We Teach It

• Provide explicit and systematic phonemic
  awareness instruction that teaches segmenting and
  blending
• Begin with auditory phonemic awareness activities
  and link phonemes to letters as soon as possible
• Use letters to manipulate phonemes and help
  students apply their knowledge of phonemic
  awareness when reading and writing
• Monitor students progress to inform instruction

UTCLRA, TEA, UT-Austin Implementing the 3-Tier
Reading Model
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Phonics and Word Study
What Students Need to Learn

• Accurate and rapid identification of the letters
  of the alphabet
• The alphabetic principle
• Phonic elements (e.g., letter-sound
  correspondences, spelling patterns, syllables,
  word parts)
• How to apply phonics elements as they read and
  write

UTCLRA, TEA, UT-Austin Implementing the 3-Tier
Reading Model
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Phonics and Word Study (cont.)
How We Teach It

• Provide explicit, systematic phonics instruction
  in
• A set of letter-sound relations
• Blending sounds to read words
• Include practice reading texts
• Give substantial practice applying phonics as
  students read and write
• Monitor students progress to inform instruction

UTCLRA, TEA, UT-Austin Implementing the 3-Tier
Reading Model
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Fluency
What Students Need to Learn

• How to read words (in isolation and in connected
  text) accurately and quickly with little
  attention or effort
• How to automatically recognize words (decoding)
• How to increase speed (or rate), improve
  accuracy, and read with expression (prosody)

UTCLRA, TEA, UT-Austin Implementing the 3-Tier
Reading Model
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Fluency (cont.)
How We Teach It

• Provide opportunities for oral repeated reading
  with support and feedback
• Match reading texts and instruction to students
  reading levels
• Provide opportunities to read narrative and
  expository texts
• Monitor students progress in both rate and
  accuracy

UTCLRA, TEA, UT-Austin Implementing the 3-Tier
Reading Model
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Vocabulary
What Students Need to Learn

• The meanings for most of the words in a text so
  they can understand what they read
• How to apply a variety of strategies to learn
  word meanings
• How to accurately use words in oral and written
  language

UTCLRA, TEA, UT-Austin Implementing the 3-Tier
Reading Model
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Vocabulary (cont.)
How We Teach It

• Provide instruction in the meanings of words and
  in word-learning strategies
• Actively involve students in making connections
  between concepts and new vocabulary in both oral
  and written language
• Provide many opportunities for students to read
  in and out of school
• Promote wide reading (reading a lot and reading a
  variety of different types of texts)

UTCLRA, TEA, UT-Austin Implementing the 3-Tier
Reading Model
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Comprehension
What Students Need to Learn

• How to read both narrative and expository texts
• How to understand and remember what they read
• How to relate their knowledge or experiences to
  text
• How to use comprehension strategies to improve
  their comprehension

UTCLRA, TEA, UT-Austin Implementing the 3-Tier
Reading Model
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Comprehension (cont.)
How We Teach It

• Explain, model, and teach comprehension
  strategies
• Provide comprehension instruction before, during,
  and after reading narrative and expository texts
• Promote thinking and extended discourse by asking
  questions and encouraging student questions and
  discussions
• Monitor students progress to inform instruction

UTCLRA, TEA, UT-Austin Implementing the 3-Tier
Reading Model
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Features of Effective Instruction

• Explicit instructionOvertly teaching each step
  through teacher modeling and many examples
• Systematic instructionBreaking lessons and
  activities into sequential, manageable steps that
  progress from simple to more complex concepts and
  skills
• Ample practice opportunitiesProviding many
  opportunities for students to respond and
  demonstrate what they are learning
• Immediate feedbackIncorporating feedback (from
  teacher or peers) during initial instruction and
  practice

UTCLRA, TEA, UT-Austin Implementing the 3-Tier
Reading Model
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Intervention Programs

• Designed for children who demonstrate reading
  difficulty and are performing below grade level.
• Provide more explicit, systematic instruction to
  accelerate learning and bring the learner to
  grade-level performance.
• Focus on more than one area (e.g., phonics,
  fluency, and comprehension).
• May focus exclusively on one essential reading
  area.
• Allow teachers to meet the needs of individual
  students who are struggling in their classrooms.
• Specialized, intense, and typically delivered in
  small group settings.

Kameenui Simmons
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What role does each essential component play in
the reading process?
Support the reader in constructing meaning from
the text
Supports automatic word recognition, freeing
memory and attention resources to focus on the
meaning of the text
Provides the foundation for identifying words
Fundamental for mapping the sounds of language to
print so the reader can make sense of phonics
elements within words
Vaughn Gross Center for Reading and Language Arts
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Evaluating Lessons
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Comprehension

• Tell students the main idea of a story tells the
  most important part of the story. Reread
  Dinosaurs together and ask students to tell the
  main idea of the story.

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Comprehension

• Tell students the main idea of a story tells the
  most important part of the story. Tell them the
  main idea names who or what the story was about
  and the most important thing that happened to the
  who or what.
• Model stating the main idea for the story just
  read, Dinosaurs. Jacob is the who or what in
  the story. The most important thing about Jacob
  is he learned to cooperate. So, the main idea is,
  Jacob learned to cooperate.
• Let me read you a short story. (Read paragraph
  about Sarah cooking ham.) Who or what is in this
  story? (Sarah) What is the most important thing
  about Sarah? What is the main idea of that story?
  
• Repeat with other short paragraphs.

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Phonics

• Vce rule
• Words with an e at the end have the long vowel
  sound. This word (make) has an e at the end so it
  has the long sound a. The word is make. Lets
  read some more words with e at the end. Remember
  to say the long vowel sound.

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Phonics

• Vce Rule
• (Students can say name of vowel letters and sound
  of vowel letters)
• Teach letters that are vowels.
• Teach rule (An e at the end of a word tells us to
  say the first vowels name).
• Teach students to recognize words with e at end.
• Teach students to say correct vowel sound in
  words with and without e.
• Have students read the word.

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Phonics

• Decoding words with ending ed
• Say the following sentences and write the verbs
  on the chalkboard. Compare the two forms of the
  verbs and tell children ed at the end of a verb
  usually shows that the action happened in the
  past.
• Sarah went to play at the park today.
• Sarah played at the park yesterday.

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Phonemic Awareness

• Listen to all of the sounds in this word. Hold
  up one finger for each sound as you say it
• /k/ /a/ /t/.
• How many sounds are in this word?
• Now, Ill say the sounds and you will blend
  them for me /k/ /a/ /t/. Whats the word?

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Comprehension

• Have the students read the passage. Use choral
  reading and individual reading turns. Pause
  during reading to ask the following questions
• Where is John going?
• Why do you think John wanted to go to the park?
• What do you think will happen next?

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Fluency

• Have students chorally read the passage aloud as
  a whole group. Then, ask students to read the
  same text silently on their own.

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Vocabulary

• Write the following words on the board
• was
• listen
• book
• Read the words to students. Ask students to write
  each word as you read it. Have students read the
  words to you. Point to words in random order and
  call on individual students to read the words.

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Phonics

• Review the sounds of a and m
• What sound does a make?
• What sound does m make?
• Write the word am on the board or overhead and
  ask
• What is this word?

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Phonemic Awareness

• Say the three words pig, dip, spit. Ask students
  what sound all of the words have in common.

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Comprehension

• Conduct a picture walk before students read the
  story. Stop on each page and ask students to
  describe what they think is happening. Then ask
  them to predict what they think will happen on
  the next page. As you turn each page, ask
  students to relate what they see happening in the
  picture to their earlier predictions. At the end
  of the story, ask students to predict how they
  think the story will end and what they might
  learn from it.

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Vocabulary

• Write the ten pre-selected vocabulary words from
  the story on the board. Have students look up the
  words in the glossary, write definitions, and use
  the words in sentences.

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Phonics

• If students write the word incorrectly say The
  sounds in trap are /t/ /r/ /a/ /p/. Watch as I
  write the first sound /t/. Watch as I write the
  next sound /r/. Watch as I write the third
  sound /a/. Watch as I write the last sound
  /p/. What word did I spell? Yes, trap.

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Fluency

• Choral read the text on the board
• When Jake was little he did not know how to
  cooperate.
• When Jake was older he learned to cooperate.

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Phonics

• Have students scan the text to find words with
  double consonants. Have them write the words they
  find on paper.
• After students are finished, invite individual
  students to share words they found. Ask students
  to identify what vowel sound all the words have
  in common. Explain that words with a double
  consonant often have the short vowel sound.

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Vocabulary

• Ask students to read the words on the board.
• Ask students to give synonyms or antonyms for
  each of the words.
• List the synonyms and antonyms on the chart under
  the appropriate column heading.

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Phonemic Awareness

• Students review segmenting words with recently
  introduced sounds and new sound (r). Provide
  blank tiles to students. Say one word. Ask
  students to say the sounds in the word moving one
  tile for each sound they say. What are the sounds
  in hid? Move a tile for each sound that you say.
  (/h/ /i/ /d/). Point to the tile you moved when
  you said /d/. (students point to the last tile).
  Repeat with several words.
• Provide the students with the letter tiles r, u,
  s, t in order. What are the sounds in rust? Move
  one letter tile for each sound you say. (/r/ /u/
  /s/ /t/). Point to the tile you moved when you
  said /r/. (students point to the r tile). Repeat
  with rot.

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Phonics

• Use letter cards to build words. Lay the letter
  cards to spell lump on the table.
• What sounds do each of these letters say? (point
  to each letter as students say the sound).
• Remember we can use the sounds we know to make a
  word. The sounds in this word are /l/ /u/ /m/
  /p/. What word is /l/ /u/ /m/ /p/? (lump). Lets
  look at this word. (Lay the letters for rug on
  the table). This word has our new sound. What
  sound does r make? (/r/). Lets say the sounds in
  this new word. Point to each letter as students
  say the sound. What word does that make? (rug)
• Repeat with several more words.

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INSTRUCTIONAL DESIGN AND EMPHASIS