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ISPIC Academic Intervention Showcase
WELCOME
Please have a seat near the front make
yourselves comfortable!
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Academic Intervention Showcase Context,
cautions, and considerations
Thank you to the many experts from whom I have
stolen many slides in this presentation! Some,
but not all, people to thank include Madi
Phillips, George Batsche, Mark Shinn, Kari
Cremascoli, Barb Curl, Christine Martin, etc..
Christine MaleckiNorthern Illinois
University753-1836cmalecki_at_niu.edu
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A Big Idea in RTI

• What we do for all
• should be effective for most.

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Evaluate School Improvement Over TimeGrade 1 and
2 in a School
Courtesy of Christine Martin, Indian Prairie
School District, IL
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Accommodations or Interventions?

• preferential seating
• providing notes
• teaching sentence writing strategy/techniques
• using taped or highlighted text books
• oral testing or open-book tests
• using repeated reading strategy
• shortened assignments
• behavioral management plan
• longer test-taking time
• practicing math facts w/flashcards
• teaching text pre-reading strategies
• general education curriculum and instruction

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Core/Tier 1

• Ideally, a strong core curriculum would reduce
  the need for the supplemental interventions
  presented today. Better to make your core
  curriculum more systematic, more explicit, and
  more responsive to data than to implement any of
  these supplemental curricula.
• However, for the students for whom the core is
  not enough, these interventions may be
  appropriate. Additionally, if your core needs a
  systematic boost, these interventions may be
  appropriate to use as a Tier 1, general education
  intervention.

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Interventions

• Think comprehensive, robust, effective
• Think EFFICIENT
• Bandages, not band-aids

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Starting with Tier 1

• Tier 1
• Assess all students skills
• Identify percentage of students hitting
  benchmarks
• Is what you are doing for ALL effective for MOST?
• If not, evaluate curriculum/instruction at Tier 1
• Make some changes, supplement

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If there is a Tier 1 concern

• There are generally 3 ways to address this
  concern
• Implement your Tier 1 curriculum with higher
  integrity
• Explore and adopt a new core curriculum
• Supplement your core curriculum with robust,
  research-based interventions

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Tier 1 Should Include

• Explicit Teacher-Led Instruction
• Scaffolded Instruction
• Opportunities to Respond with Corrective Feedback
• Language Support, Especially Vocabulary
• Motivational Strategies
• Progress Monitoring (3x a year)

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Tier 2 is MORE

• (More) Time
• (More) Explicit Teacher-Led Instruction
• (More) Scaffolded Instruction
• (More) Opportunities to Respond with Corrective
  Feedback
• (More) Language Support, Especially Vocabulary
• (More) Intensive Motivational Strategies
• (More) Frequent Progress Monitoring

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Tier 3 is MOST

• (Most) Time
• (Most) Explicit Teacher-Led Instruction
• (Most) Scaffolded Instruction
• (Most) Opportunities to Respond with Corrective
  Feedback
• (Most) Language Support, Especially Vocabulary
• (Most) Intensive Motivational Strategies
• (Most) Frequent Progress Monitoring

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No Guarantees

• None of the interventions presented today are
  guaranteed to work with any particular student.
  However, the interventions (or the instructional
  principles underlying the interventions) have
  been shown to be effective for students needing
  the targeted skills.

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The Proof is in the Pudding

• If you have data showing that an intervention is
  working for a student, you have some evidence
  that it is an effective intervention for that
  student! If you have NO data showing that it is
  effective for a particular student, even the
  strongest stamp of approval is not evidence
  that it is working for that student.
• The moral of the story progress monitor,
  progress monitor, progress monitor! (And dont
  forget to use the progress monitoring data to
  make instructional decisions.)

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So, as you enjoy

• Keep in mind
• research based is only as good as the data
• Intervention requires progress monitoring
• Tier 2 and Tier 3 interventions that are
• Powerful
• Comprehensive
• Complementary to Tier 1

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• Kate Gioia

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Introduction

• Part of Jolly Learning (http//www.jollylearning.c
  o.uk/)
• Jolly Phonics utilizes synthetic phonics practice
• Teaches phonics in a creative way that is fun and
  enjoyable for children and teachers

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Introduction Continued

• Tier 1 - Can be used in regular education
  classrooms as part of the curriculum
• Tier 2 Can be used as a supplemental
  intervention in small groups
• Can be used as an extension at home

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Five Basic Skills

• Jolly Phonics incorporates five basic skills for
  reading and writing
• Learning letter sounds
• Learning letter formation
• Blending
• Identifying sounds in words
• Spelling the tricky words
• Skills taught simultaneously

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1. Learning Letter Sounds

• The 42 main sounds of English are taught
• Sounds are grouped into 7 categories
• Body movements
• Storyline
• Picture in color
• Digraphs are taught
• R-AI-N
• Letter names eventually
• taught

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42 Main Sounds

1. s a t i p n
2. ck e h r m d
3. g o u l f b
4. ai j oa ie ee or
5. z w ng v oo oo
6. y x ch sh th th
7. qu ou oi ue er ar

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Fun with Letters

• Each sound has an action that helps children
• One letter sound per day can be taught
• Initially, children learn the letter sound to
  assist with blending later on
• NOT the letter name

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Jolly Phonics video
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Examples of Letter Sound Actions

• s Weave hand in an s shape, like a snake, and
  say ssssss
• t Turn head from side to side as if watching
  tennis and say t, t, t.
• a Wiggle fingers above elbow as if ants crawling
  on you and say a, a, a.
• i Pretend to be a mouse by wriggling fingers at
  end of nose and squeak i, i, i.
• p  Pretend to puff out candles and say p, p, p.
• n Make a noise, as if you are a plane - hold
  arms out and say nnnnnn. 
• c k Raise hands and snap fingers as if playing
  castanets and say ck, ck, ck. 

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2. Learning Letter Formation

• The pencil should be held in the tripod grip
  between the thumb and first two fingers
• Letter formations are categorized
• Sticks above the body b d f h k l t
• Tails that go below the line g j p q y
• Catepillar c letters a d o g q
• Teach cursive eventually as joined-up writing
  (cursive)
• The Jolly Phonics DVD, Jolly Stories and
• Finger Phonics books provide correct
• letter formation

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3. Blending

• Process of saying individual sounds in a word and
  then running them together to make the word
• Students should already know digraphs
• Rain is R-ain-N Feet is F-ee-t
• Irregular parts have to be remembered and are
  called tricky words
• Sight words such as was one

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4. Identifying Sounds in Words

• Phonological Awareness
• Start by having students listen for the first
  sound in a word
• Then listen for end sound in word, then middle
• Begin with three-letter words (cat, hot)
• Tap out the sounds (f-i-sh)
• Jiglets Jolly Songs

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A Jolly Song Sing-A-Long

• T to the tune of The Muffin Man
• When I watch the tennis game
• t t t
• t t t
• When I watch the tennis game,
• My head goes back and forth

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5. Spelling the Tricky/Sight Words

• There are several ways of learning tricky
  spellings
• 1) Look, Cover, Write and Check
• 2) Word Wall
• 3) Say it as it sounds
• 4) Mnemonics
• laugh - Laugh At Ugly Goat's Hair.

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Materials

• Starter Kit 295.25
• Includes Jolly Phonics Handbook, Word Book, Vides
  1 2, Finger Phonics Big Books 1 7, Wall
  Frieze, Alternative Spelling and Alphabet Poster,
  Tricky Word Wall Flowers, Cards, Letter Sound
  Strips
• Puppets Jolly Songs sold separately
• Can be purchased individually

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Supplemental Materials

• Jolly Stories
• Join the adventures of Inky Mouse and her
  friends. Follow them through seven stories as
  they learn the 42 letter sounds. The board book
  has 40 spreads, each covering one or two letter
  sounds. Each spread has a number of words for
  reading and for spelling, and Jolly Phonics
  action. A large letter is embossed, so that it
  can be felt by children.
• Jolly Phonics DVD
• The DVD covers all the letter sounds and the five
  basic skills for reading and writing. There are
  fun bonus activities for children, the Using
  Jolly Phonics footage for adults and a section
  explaining the letter sounds of English, ideal
  for those learning English as a foreign or second
  language.
• Jolly Phonics CD-ROM
• Enter the interactive world of Inky Mouse and her
  friends as they help your child to learn to read
  and write. With 20 fun activities, children will
  be able to practice the five skills in Jolly
  Phonics. The games come in different levels,
  easy, medium or hard, ideal for children (ages
  3-6 years) at all levels of early reading.

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Research Support

• National Reading Panel Conclusions
• Teaching Phonemic Awareness significantly
  improved students reading when compared to
  instruction without any attention to phonemic
  awareness
• Teaching Phonics systematic phonics
  instruction led to significant positive benefits
  for students in kindergarten through sixth grade
  and for children with difficulty learning to
  read leads to greater understanding
• Research on Jolly Phonics (Sumbler Willows,
  1996 Johnston Watson, 1997)
• Researchers found significant differences between
  children learning to read using Jolly Phonics and
  those learning with the Whole Language/Eclectic
  approach

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Conclusion

• Motivating program that is worth the investment!
• The E-N-D

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My Sidewalks on Reading Street

• Travis Flewelling

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My Sidewalks

• 6 Levels are available (Grades K-5)
• Students complete a placement test to determine
  which level is right for them
• Designed for students who need intensive reading
  instruction (Tier 3)

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Academic Skill Areas Targeted

• Concepts of Print and Print Awareness
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Text Comprehension

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Distinctions Between Levels

• Early Reading Intervention (Level A)
• Phonemic Awareness
• Letter Names
• Consonants
• Vowels
• Blending words fluent word reading
• High-frequency words
• Oral vocabulary
• Fluency Building (40 60 wpm)
• Passage reading retelling

• Grades 4 5 (Levels D E)
• Decoding multisyllabic words, including words
  with one or more affixes
• Phonics Less frequent vowel patterns, such as
  vowel dipthongs
• Concept vocabulary
• Fluency Building (120 140 wpm)
• Passage Reading Summarizing

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What Strategies Does My Sidewalks Use?

• Fast Paced Instruction
• Direct Instruction of Concepts
• Teacher Modeling
• Immediate Corrective Feedback
• Scaffolding
• Frequent Progress Monitoring

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My Sidewalks

• Uses Text from Content Areas (Social Studies and
  Science)
• Heavy emphasis on vocabulary development
• Provides strategies for reading multisyllabic
  words

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Frequency and Intensity

• Designed as a Tier 3 intervention for struggling
  readers
• Best delivered in small group (3-5 students)
• Designed to be administered daily for 30-45
  minutes

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Comprehension Strategies

• Students receive explicit instruction in how to
  use the following comprehension strategies
• Previewing the text
• Activating prior knowledge
• Making predictions
• Asking questions as the student reads
• Identify main ideas
• Retelling the story

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Amazing Words

• The following list a list of vocabulary words
  from one unit of a Level A (Grade 1) workbook
• Adult
• Growth
• Healthy
• Infant
• Measurement

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Cost

• Grade level packages (1-5) are available for
  981.97 per grade
• Grades 1-5 are available for 3,926.97
• Kindergarten package is available for 1,310.47
• Packages Include
• Student activity books, teacher guides, practice
  books, benchmark readers, assessment book,
  vocabulary cards, audio CDs

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READ 180 Reading Intervention Program
Christine Fallon Becky Pérez
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Evidence-based

• Has been used in classrooms since 1999
• Met the criteria for Moderate Evidence of
  Effectiveness in review of 14 reading programs
  (Slavin, Cheung, Groff, Lake, 2008)
• READ 180 is the most thoroughly researched
  reading intervention program in the world
• 37 studies have proven that READ 180 has a
  positive impact on student achievement

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Who is Read 180 appropriate for?

• READ 180 is designed to meet the needs of
  students in grades 4-12 who are reading below
  grade level.
• Elementary (Stage A)
• Middle school (Stage B)
• High School (Stage C)
• English Language Learners
• Special Education

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Skills targeted

• READ 180 targets skill development in the
  following
• areas
• Phonemic Awareness
• Phonics
• Fluency
• Text Comprehension
• Vocabulary
• Spelling
• Writing

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Instructional Model

• 90-minute periods
• 20 minutes in whole-group instruction
• three 20-minute rotations
• independent reading time,
• small-group instruction, and
• reading instruction via the READ 180 software
• 10 minutes for whole-group wrap-up

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Teaching System Components

• Core instructional materials
• Resources for differentiating instruction
• Assessment tools
• Professional development support
• Installation software and guides

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rBooks

• Teacher manual provides a clear instructional
  path for teachers with explicit day-to-day
  instruction for Whole- and Small-Group
  Instruction
• Student materials These interactive worktexts
  provide daily instruction in reading
  comprehension, vocabulary, and writing and
  grammar skills

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Sample lesson from Teachers rBook
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Sample page from Students rBook, level C
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Instructional Software

• Targets reading fluency, spelling, phonemic
  awareness, phonics, and vocabulary
• Analyzes, monitors, tracks, and reports on
  student accuracygt errors and time elapsed
• Continually adjusts instruction offering students
  immediate feedback
• Differentiates instruction through 4 Learning
  Zones

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4 Levels of Learning

• Reading Zone Phonics, fluency, vocabulary, and
  comprehension are the key skills developed
  w/practice
• Word Zone decoding and word recognition to build
  automaticity, with more than 6,000 words
• Spelling Zone students practice spelling and
  receive immediate and corrective feedback
• Success Zone comprehension is the main focus

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Content-based Topics

• Sports
• Technology
• Animal science
• Historical events and civil rights movement
• Thrills and chills
• Heroes

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Independent ReadingPaperback books

• Books are leveled using lexile ranges.
• Reading paperback books, with or without
  audiobooks, targets reading fluency and
  comprehension
• Audio-books are grade level material

• Some are also available as audiobooks

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Examples of Titles

• LEVEL 1
• Lexile 200-450
• Confessions of a Gym-Class DropoutPlay by Chuck
  Ranberg and Patrick Daley
• The OdysseyGraphic classic based on the epic
  poem by Homer
• War of the Worlds Graphic classic by Tod Olson
  and Terry West
• LEVEL 2
• Lexile 400-700
• Dangerous GameFiction by Tracey West
• Dracula/Romeo and Juliet Plays based on the
  novel by Bram Stoker and on the play by William
  Shakespeare
• StargirlFiction by Jerry Spinelli
•  

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Sample Page
From Survivors True Stories about Real Kids,
level 1
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Data-Driven Program

• Scholastic Achievement Manager
• Scholastic Reading Inventory- monitors progress
  toward grade level proficiency
• rSkills Tests- Curriculum-based assessments
  monitor student understanding of key,
  standards-aligned skills covered during Small-
  and Whole-Group Instruction
• Scholastic Reading Count!- quizzes that help
  monitor independent reading, plan instruction,
  and match students with appropriate texts
• Reports for group, individual, and district-wide

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Experiences in HS classroom

• Strengths
• Independent work for students, frees teacher for
  small group work
• Immediate correction for students
• Equipped with multi-modal learning styles
• Students enjoy computer work and whole group
• Weaknesses
• Motivation on independent reading
• Worksheets for comprehension dont target
  pre-reading skills
• Scoring results are difficult to report to
  individual students

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Peer Assisted Learning Strategies (PALS)Reading

• Esther Ko Yvonne Martinez

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PALS

• Peer Assisted Learning Strategies
• Class wide peer tutoring intervention for either
  Reading or Math skills
• Different types of PALS for different grade
  levels/subject areas (KPALS, 1st Grade PALS, and
  PALS 2-6)
• Main focus in on immediate feedback
• All PALS use the pairing of lower and higher
  functioning students

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PALS

• KPALS
• Engages entire class in learning early reading
  skills (i.e. phonics, phonemic awareness and
  fluency)
• Highly scripted
• Repetition of games and session format
• Peer pairings based on skill level (coach and
  reader)
• Reproducible Game sheets for each lesson

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PALS

• KPALS
• Highly scripted
• Repetition of games and session format
• Peer pairings based on skill level (coach and
  reader)
• Reproducible Game sheets for each lesson

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KPALS

• KPALS
• 4 games played each session
• Program contains 6 games
• What Letter?
• Rhyme Time
• Say the Word
• Stretch it
• Whats the First Sound?
• Whats the Last Sound?
• Games are phased in/out as skills progress

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PALS

• KPALS

• Teacher-led games model more advanced skills
• Letter sounds (M,A,C,T,S,R,F)
• Sounding out simple words with the above letters
  only
• Points given for good behavior/ hard work to
  class as a whole or to individual pairs
• Session ends with positive affirmation between
  partners
• 20 min. sessions, 3-4 times per week

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PALS

• PALS 1
• Same format as KPALS but expands to include
  reading and comprehension skills
• Literature presented to pair is at
  lower-performing students reading level
• 35 min. sessions 3 times per week
• Sounds and Words activities and Story Sharing
  activities

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• PALS 1
• Sounds and Words activities (15 minutes)
• Letter sounds
• Hearing sounds
• Sounding out
• Sentences and Stories
• Story Sharing activities (20 minutes)
• Pretend read
• Read aloud
• Retell

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PALS

• PALS (2-6)
• Engages entire class in learning and enhancing
  reading fluency and comprehension skills
• Each reader reads same passage three times and
  graphs number of words read correctly and
  comprehension at the end of the readings

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PALS

• PALS (2-6)
• The less skilled student is always the Coach
  first, where the more skilled reader will be the
  reader first. This is to give the less skilled
  reader exposure to the passage and extra practice
  before they read.
• Three reading activities
• After reading, the reader is asked to recall as
  many facts from the story to focus on
  comprehension

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PALS

• PALS (2-6)
• Each reader reads same passage three times and
  graphs number of words read correctly and
  comprehension at the end of the readings
• Implementation 3 times a week for 35 min. per
  session

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PALS Math

• Crystal Carroll
• Rene Staskal

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Basic Principles

• Two components
• Peer Coaching
• Repeated Practice
• Grades Kindergarten Sixth
• Frequency
• K-PALS -2 times a week, 30 minutes per session
• First-Grade - 3 times a week, 30 minutes per
  session
• Grades 2-6 - 2 times a week, 30 minutes per
  session

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Setting Up Intervention

• Students selected for intervention complete
  screening
• Students paired by skill level
• Each session targets specific skill (more vs
  less, single digit addition, fractions, etc.)

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Intervention Steps

• 1st Teacher training of students
• 2nd Coaching Peer reads Coachs Question Sheet
• 3rd Worksheet Practice Student completes
  worksheet while coach checks work
• 4th Switch Roles
• 5th Additional worksheet practice
• 6th Students grade worksheets

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Examples
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Example
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Evaluating Intervention

• Math CBM probes may be used weekly to progress
  monitor students growth
• PALS math does not recommend specific stop point
  for intervention

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Research

• Fuchs et al. (1995) studied a 25-week PALS
  program
• Grades two through four in nine schools in an
  urban school district in the Southeast.
• 20 teacher-mediated instruction with PALS and 20
  control group
• Each teacher identified three students in his or
  her class
• (1) one student who was low achieving and
  classified as learning disabled,
• (2) one student who was low achieving but never
  referred for special education
• (3) one student whose math performance was near
  the middle of the class (an average-achieving
  student).
• Students in the PALS group outperforming students
  in the control group across each type of student,
  including learning-disabled students,
  low-performing students, and average-achieving
  students.

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Research

• Fuchs et al. (2001)
• 168 kindergarten students in five schools
• Twenty classrooms within the schools were
  randomly assigned to PALS or control groups.
• Treatment effects were estimated on a subset of
  students, who were identified by scores on a
  pretest of mathematics achievement, and outcomes
  analysis was done separately for special
  education students and for non-disabled low-,
  middle-, and high-achieving students.
• No significant differences between treatment and
  control groups on Stanford Early School
  Achievement Test (SESAT) scores, and no
  significant interaction of treatment group by
  student type.
• The growth on SESAT scores of PALS students from
  pre-test to post-test significantly exceeded that
  of control students.

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Local Example

• Students identified for tier II intervention
  using AIMSweb math probes, ISAT scores, and
  teacher nomination
• Completing diagnostic

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Lexia

• Shelly Johns
• Daniel Krenzer

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General Information

• Lexia is a computer based reading intervention
  that can be used with beginning readers.
• Lexia allows students to work independently.
• Progress monitoring is built into the program.
• Useful for students in Tier 2 or 3.

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Academic Skill Areas

• Lexia uses interactive games to reinforce reading
  skills such as
• Letter sounds
• Segmenting
• Sight words
• Decoding
• These skills are important for developing
  phonemic awareness and phonics.

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Level 1 Activities Overview
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Example Consonant Castle
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Level 5 Activities Overview
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Example Add It!
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Pricing

• Early Reading 1 program--300, 5
  programs--1000, 10 programs--1500
• Primary Reading Strategies for Older Students
  1 program--500, 5 programs1450, 10
  programs--2500
• See representatives Chris Cook or Allison Eldert
  for more information

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Intermission

• 10 minutes!

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Great Leaps Reading Program

• Larissa Morlock Jennifer Reynolds

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Great Leaps Reading

• 4 levels are available
• K-2
• 3-5
• 6-8
• 9-12
• Designed as a one-on-one intervention for Tier 2
  or Tier 3

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Academic Skill Areas

• The program includes materials for practice in 3
  content areas
• Sound awareness/letter recognition/phonics
• High-frequency words and phrases
• Oral reading of stories
• Students work on one page from each content area
  during a session.

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Great Leaps Reading

• The student reads each probe for one minute.
• Each page is designed for an average proficient
  reader to complete in one minute or less
• The teacher records the students performance and
  gives corrective feedback.
• When the student reads the entire probe in one
  minute with two or fewer errors, he/she moves on
  to the next probe.

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Great Leaps Reading

• What strategies make Great Leaps effective as a
  reading intervention?
• Immediate corrective feedback
• Repeated readings
• Progress monitoring

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Sample 3-5 Phonics
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Sample 3-5 Phrases
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Sample 3-5 Story (Probe 6)
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Sample 3-5 Story (Probe 65)
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Great Leaps Reading video
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Research Cost

• Reviewed by the Oregon Reading First Center and
  the Florida Center for Reading Research
• Instructor Manual - 66 per level
• Instructor Manual and Student Edition - 110 per
  level

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Earobics

• Allison Freidrich Anne Walsh

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Earobics

• It helps students develop the foundational skills
  to become successful readers.
• It gives teachers effective strategies for
  practice in the development of key skills that
  enhance the core curriculum.
• This is done through the combined use of
  software, teacher-directed activities,
  manipulatives, and books.

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Earobics

• Earobics consists of two main levels
• Foundations for pre-kindergarten, kindergarten,
  and first grade students
• First Story Rhyme series
• Sound Starters series

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Earobics

• Connections for second and third graders, and
  other struggling readers
• Second Story Rhyme series
• Sound Blend series
• Sound Rhymes series
• Harper Trophy I-Can-Read-Books

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Teach-Practice-Apply

• Teach
• Each lesson includes a Teach section that
  provides teachers with specific modeling examples
  and strategies for explicitly teaching key
  literacy objectives.
• Practice
• The Practice section of the lesson systematically
  builds on Teach by presenting engaging
  teacher-guided activities to help students
  practices the learning objective introduced in
  Teach.
• Apply
• In the Apply section, each Earobics lesson
  provides teachers with effective, multisensory
  opportunities for students to work independently,
  in small groups, or a whole class to apply and
  master the objective.

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Robust Resources

• Earobics includes a variety of tools and
  resources to support independent, small, and
  whole group activities
• Big and little books
• Music
• Manipulatives (alphabet mat and letters
  sets/picture word cards/letter-sound review deck)
• Audiocassettes
• Video tapes
• Talking CD-ROMs

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Earobics

• What strategies makes Earobics effective as a
  reading intervention?
• Highly engaging
• Automatically adjusts to skill level of each
  child in groups or individually
• Teacher materials provide explicit instruction in
  vocabulary, phonological awareness, phonics,
  fluency, comprehension and writing through
  creative activities.
• Progress monitoring

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Earobics

• Demonstration

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Earobics
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Earobics
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Earobics
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Collaborative Strategic ReadingStrategies for
Improving Comprehension

• Michelle Kozey

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CSRKlingner, J.K., Vaughn, S., Dimino, J.,
Schumm, J.S., Bryant, D. (2001)

• Focus on Reading Comprehension
• Text comprehension is the primary purpose of
  reading
• Students of all levels need to learn skills to
  facilitate effective comprehension of text
• Comprehension strategies are mental tactics to
  use during the reading process

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Basics

• Can be used as a whole-class instructional
  program for grades 3 through 6
• Also used as an intervention (Tier 2) for
  children in grades 7 through 12 who need help in
  comprehension
• Structured to teach students skills in how to
  comprehend text to assess that comprehension.
• Uses techniques of collaborative learning to
  facilitate and motivate learning among students

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Comprehension Skills Instruction

• Skills taught under four main strategies
• Seventeen lessons created to teach strategies
• Lesson 1 is an overview of the CSR process
• Lessons 2-16 are divided into sets of three to
  teach strategies
• First models strategies, second is
  teacher-assisted, third is independent (with
  partner)
• Lesson 17 puts it all together

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Comprehension Strategies 1 Preview

• Strategy to use before reading a text
• Examine the materials to activate background
  knowledge and create predictions
• Two steps
• Brainstorming Think up and discuss information
  students know about the topic
• Predicting Finding clues from materials to guess
  what will happen in the text

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2 Click and Clunk

• Strategy to be used during reading to monitor
  comprehension and figure out words or phrases
  that are hard to understand
• When everything clicks the student understands
  the text
• Clunks are words the student does not
  understand
• Strategies are taught to understand clunks
• Context clues
• Breaking down words

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3 Get the Gist

• Strategy used during reading after every
  paragraph/section to aid in identifying important
  information in preceding section
• Steps are taught to identify the main idea of the
  paragraph/section but identifying the important
  who or what and what information is important
  about it
• Students rephrase in their own words in as few
  words as possible

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4 Wrap Up

• Strategy used at the end of the entire text to
  understand main ideas of the entire reading
• Two Steps
• Generate Questions Create questions based on the
  readings main ideas. Think of questions that
  they could be tested on and have classmates
  answer them.
• Review Mentally organize important information
  and write down main ideas of passage as a whole

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Cooperative Learning

• Groups of 4 or 5 students are formed to read a
  text as a group.
• Goal is to have students learn how to comprehend
  text, work with others, and learn content
  material
• Each child given one to two roles during group
  read
• Leader Guides groups through all steps
• Announcer Calls on students and makes sure
  everyone participates
• Clunk Expert Help students understand difficult
  words
• Gist Expert Leads group to determine main ideas
• Encourager Let members know when they do a good
  job
• Timekeeper Makes sure groups keeps on task and
  completes steps in a timely manner

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LANGUAGE!

• Martha Fraire

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Academic Skill Areas

• Addresses all 5 Big Areas of Reading
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension

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Setting

• Typically this curriculum is administered in
  small groups or to individuals
• However, it can also be used in a classroom
• Flexible, small instructional groups are formed
  within a classroom based on mastery performance.
• While the teacher is working with a small group
  of students, other students could read
  independently at their individual reading level
  or write in their journal, for example.

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Tiers

• Typically used as an intervention at Tier 2 or
  Tier 3.
• Can be used at Tier 1 as the core curriculum (as
  described on previous slide).

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Population

• Curriculum is designed for students in 3rd
  through 12th grade.
• LANGUAGE! is designed to help
• Struggling readers more than 2 years behind grade
  level in reading
• English Language Learners
• At-risk students

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Levels

• LANGUAGE! is comprised of 6 levels, Books A-F
• Students test into Level A or C based on the
  assessment tool in the curriculum.

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Content

• Within each lesson, 6 literacy areas are covered
• Step 1 Phonemic Awareness and Phonics
• Step 2 Word Recognition and Spelling
• Step 3 Vocabulary and Morphology
• Step 4 Grammar and Usage
• Step 5 Listening and Reading Comprehension
• Step 6 Speaking and Writing

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Sample Teacher Lesson Plan from Book A, Unit 5,
Lesson 1
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Sample Student Lesson from Book A, Unit 5, Lesson
1
Phrase Fluency Example
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Sample Student Lesson from Book A, Unit 5, Lesson
1Interactive Text Example
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Illinois Language Arts Standards

• The LANGUAGE! Curriculum is aligned with the
  Illinois Language Arts Standards for Early
  Elementary through Early High School.
• It gives examples of where each of the standards
  are covered in the curriculum.

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Empirical Evidence

• The Florida Center for Reading Research has
  reviewed this curriculum and provides a summary
  of research
• www.fcrr.org
• The Sopris West website also cites relevant
  research on the Language! curriculum.

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Implementation

• 90 minute instructional block
• Cover all areas in 1 day

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Implementation

• Two 45 minute instructional blocks
• Cover first 4 areas in one day and the last 2
  areas the next day

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REWARDSMultisyllabic Word Reading Strategies

• Jillian Janus Jennifer James

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REWARDS

• Reading
• Excellence
• Word
• Attack
• Rate
• Development
• Strategies

• Who can benefit?
• Slow readers
• 4th grade or later

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REWARDS The basics

• Fluency intervention
• Direct-Instruction type approach
• Individual or small-group delivery
• Completely scripted

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REWARDS How it works

• Students are taught strategies for breaking down
  long words and reading their parts
• Exercises in the workbook focus on training
  students to use overt strategies, such as
  circling affixes and underlining vowels
• Allows student to consider each part before
  attacking the whole word

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REWARDS How it works

• Later lessons feature gradual shift away from use
  of overt methods
• Encourages automaticity in recognizing word parts
  and breaking them down
• Every lesson also includes sections on vocabulary
  and spelling both help students spend less time
  reading each word

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REWARDS

• Lessons build up from reading words and parts of
  words to reading lengthy passages
• Develops confidence in word attacking abilities
  prevents students from shutting down when
  confronted with daunting text

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REWARDS

• What strategies make REWARDS effective as a
  reading intervention?
• Use of simple strategies to make long words more
  manageable
• Multidimensional approach to increase fluency
  (decoding, vocabulary, spelling, sentence
  reading)
• Large amount of practice for each sub-skill

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• Sample
• Lesson TeacherVersion

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• Sample
• Lesson Review

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• Sample
• Lesson Strategies

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• Sample
• Lesson Spelling Sentences

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REWARDS plus

• Expands on the strategies introduced in the
  original REWARDS program
• Provides additional practice to cement these
  skills
• Two application books
• Science
• Social Studies

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REWARDS plus

• Designed to take middle and high school students
  closer to grade-level expectations
• Introduces them to multisyllabic words found in
  science and social studies
• Previews content of materials and provides
  practice with difficult words prior to
  introducing reading passages
• Includes challenging multiple-choice items to
  give practice improving comprehension

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REWARDS plus

• What strategies make REWARDS plus effective as an
  intervention?
• Same proven strategies used in the original
  REWARDS programs, plus
• practice with words and reading materials
  specific to science and social studies
• additional fluency exercises
• practice with answering comprehension questions
• learn additional writing strategies

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REWARDS plus

• Sample lesson Vocabulary

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REWARDS plus

• Sample lesson BackgroundKnowledge

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REWARDS plus

• Sample lesson ComprehensionQuestions

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REWARDS plus

• Sample lesson WritingExercise

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REWARDS plus

• Sample lesson WritingExercise

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REWARDS - Support

• Reviewed by Florida Center for Reading Research
  (http//www.fcrr.org)
• Research conducted by developers indicates
  favorable results for increasing fluency
• No research found on Science and Social Studies
  programs

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REWARDS
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Math Word Problems Made Easy

• Anna Hamilton Amy Horwitz

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Why It Works

• Direct Instruction techniques to teach how to
  break down math word problems.
• Step by step introduction and scaffolding leading
  to independence

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Setting/Tier

• Designed as a class-wide intervention for Tier 2
• Could be implemented as one-to-one Tier 3

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Population and Levels

• Two levels
• Grades 1 3
• Grades 4 - 6

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Materials

• Blackline masters and answer keys.
• Homework practice books are available.
• Games are also available.

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Description

• A direct instruction-type program developed by
  Don Crawford (Otter Creek) for developing
  proficiency and fluency with math word problems
• There are 160 daily lessons in each level.
• Students practice each strategy for 10 days, test
  for mastery, do two more days of practice, and
  then either review or move forward.
• Pre tests and post tests are available to
  demonstrate effectiveness.

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Implementation

• Daily lessons average 10-15 minutes. Scripted
  instructions are followed teaching or reviewing
  the current strategy.

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5 Research-Based Instructional Features

• Distributed practices vs. massed practice
• Each problem type is taught for a few minutes a
  day for 12 days in a row and frequently reviewed
  thereafter
• Clear, concise explanations of procedures
• Explicit set of steps provided
• No more than 8 strategies a year are introduced,
  allowing students time to master each
• Guided practice used daily
• Prompts are gradually faded.
• Complete set of prompts used for each procedure
  for 3 days, a shortened set for 3 days, and then
  the prompts are gone

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Level 1 Day 25- Counting on to find the sum
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Level 3 Day 61- Mixed multi-step problems
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Level 6 Day 144 Comparing ratio tables
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Cost

• Word Problems Made Easy (Grades 1-3 OR Grades
  4-6)
• Each Teacher Training video program 249
• Each Teacher Training video program site
  license 799
• Blackline Masters
• For each Grade (e.g. Grade 1) 69
• For all grades (1 to 6) on CD 399
• Several options available such as homework books,
  games, and site licenses per grade level. See
  Otter Creek website for ordering information.

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Where to Purchase

• Otter Creek Institute
• http//www.oci-sems.com/
• bookstore/prod_mastering_orderform.asp
• Phone [phone]
• Fax [phone]
• E-mail info_at_oci-sems.com

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