PLANNING AND ORGANIZING

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PLANNING AND ORGANIZING FOR 90 MINUTES PLUS OF
APPROPRIATE INSTRUCTION FOR EACH STUDENT
KATHRYN B. HOWE WRRFTAC
Kathryn Howe David Howe 2005
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• Premises of the presentation
• Instructional needs of your student population
• Differentiation of instruction
• Schoolwide organization and problem solving

Kathryn Howe David Howe 2005
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LEAVE NO CHILD BEHIND
The goal of Reading First is to have all students
and each student reading at grade level by the
end of grade 3.

• Instruction must be powerful and sufficient to
• keep students who are performing at grade
• level at grade level.
• bring students who are performing below
• grade level to grade level within 1-2 years.

Kathryn Howe David Howe 2005
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DIFFERING INSTRUCTIONAL NEEDS
Effective instruction must be at or close to each
students and all students instructional level.
90 minutes plus of instruction appropriate for
the needs of each student
90 minute block of allotted time for the grade
VS.
Kathryn Howe David Howe 2005
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VARIABLES THAT EFFECT INSTRUCTIONAL PLANNING
1. NEEDS OF STUDENTS

• What percent of students are in each group?
• at or above grade level
• somewhat below grade level
• significantly below grade level
• What percent of students within each group
• are making adequate progress?

Kathryn Howe David Howe 2005
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VARIABLES THAT EFFECT INSTRUCTIONAL PLANNING
2. INSTRUCTIONAL PROGRAMS

• Who will get which instructional programs?
• What does it mean to teach the core program
• with fidelity?
• What does it take in terms of time and
  materials
• to teach with fidelity?
• How will we fit supplemental instruction into
• the day for those who need it?
• What about students who are significantly
• below grade level?

Kathryn Howe David Howe 2005
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VARIABLES THAT EFFECT INSTRUCTIONAL PLANNING
3. PROFILE OF EACH SCHOOL

• How many classrooms are there per grade?
• What organization of instruction is being
• used by the district/school?
• Which teachers and paraprofessionals
• are available during reading instruction?
• How much instructional time is available?

Kathryn Howe David Howe 2005
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• Premises of the presentation
• Instructional needs of your student population
• Differentiation of instruction
• Schoolwide organization and problem solving

Kathryn Howe David Howe 2005
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DIFFERING INSTRUCTIONAL NEEDS
Adams Elementary Grade 3 - Fall
Washington Elementary Grade 3 - Fall
Jefferson Elementary Grade 3 - Fall
35
40 25
70
20 10
15 20 65
Significantly Below Grade Level
Somewhat Below Grade Level
At Grade Level
Scott Baker 2005
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4 WAYS TO DEFINE ADEQUATE PROGRESS
FALL
SPRING
Significantly Below Grade Level
Somewhat Below Grade Level
At or Above Grade Level
Scott Baker 2005
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• Premises of the presentation
• Instructional needs of your student population
• Differentiation of instruction
• Schoolwide organization and problem solving

Kathryn Howe David Howe 2005
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Initial Instructional Placement - Grades K-3
At Grade- Level
Somewhat Below Grade Level
Implementation of support is dependent on site
resources
Edward Kameenui, Jennifer Ashlock, Sally
Wirthman, Kathryn Howe, Jerry Silbert Linda
Carnine 2005
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Initial Instructional Placement - Grades K-1
Significantly Below Grade Level
Implementation of support is dependent on site
resources
Edward Kameenui, Jennifer Ashlock, Sally
Wirthman, Kathryn Howe, Jerry Silbert Linda
Carnine 2005
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Initial Instructional Placement - Grades 2-3
Significantly Below Grade Level
Implementation of support is dependent on site
resources
Edward Kameenui, Jennifer Ashlock, Sally
Wirthman, Kathryn Howe, Jerry Silbert Linda
Carnine 2005
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INSTRUCTIONAL VARIABLES
large group instruction
small group instruction
VS.
teacher directed instruction
independent practice
VS.
Kathryn Howe David Howe 2005
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Small Groups
Small groups allow for

• more opportunities to respond
• closer monitoring of student responses
• immediate error correction
• keeping inattentive students engaged

Kathryn Howe David Howe 2005
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Small Groups
Small groups work well for

• initial instruction, especially in phonemic
• awareness and phonics
• reteaching or pre-teaching skills from
• current lessons
• teaching unmastered content from
• previous grades or lessons

Kathryn Howe David Howe 2005
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Teacher Directed Instruction
Teacher directed instruction is the most
efficient way to provide the explicit instruction
needed to accelerate the learning of new skills.
Kathryn Howe David Howe 2005
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Independent Activities
Independent activities are appropriate for
practice on skills at which students are accurate.
Independent activities are not appropriate for
teaching new skills or for practicing skills at
which students are not accurate.
Kathryn Howe David Howe 2005
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TYPICAL DAY 1 - 2nd GRADE
How many minutes?

• Teacher Read Aloud -
• Explicit Phonics Lesson -
• PA Warm-Up -
• Teaching of Sound/Spelling -
• Blending -
• Application in Decodable Text -
• Dictation -

15 minutes
75 minutes
5 minutes
15 minutes
20 minutes
20 minutes
15 minutes
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ANALYSING THE INSTRUCTION

• What can we leave out of this instruction?
• Which of these are priorities for your students?
• Which tasks may be more difficult for your
  students?
• Which pieces need to be teacher directed and
  which can be learned independently?
• What do the answers to these questions tell us
  about how we use instructional time for reading?

Kathryn Howe David Howe 2005
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TYPICAL DAY 2 - 2nd GRADE
How many minutes?

• Building Background -
• Story Vocabulary -
• High-frequency Word Lesson -
• Introduce Reading Strategy -
• Introduce Comprehension Skill -
• Explicit Instruction in Reading Strategies -

5 minutes
15 minutes
15 minutes
10 minutes
10 minutes
30 minutes
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ANALYSING THE INSTRUCTION

• What can we leave out of this instruction?
• Which of these are priorities for your students?
• Which tasks may be more difficult for your
  students?
• Which pieces need to be teacher directed and
  which can be learned independently?
• What do the answers to these questions tell us
  about how we use instructional time for reading?

Kathryn Howe David Howe 2005
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STUDENTS AT OR ABOVE GRADE LEVEL
Adequate progress Students at grade level must
remain at grade level. We must provide
appropriate time and instruction.

• Effective instruction of the grade level core
• Generally, less time spent reteaching these
• students than students below grade
  level.

Kathryn Howe David Howe 2005
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EFFECTIVE INSTRUCTION OF THE GRADE LEVEL CORE

• explicit instruction
• many opportunities to respond
• distributed review
• brisk pacing
• immediate correction

Kathryn Howe David Howe 2005
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STUDENTS SOMEWHAT BELOW GRADE LEVEL
Adequate progress Students somewhat below grade
level should be at grade level within one year.
We must provide appropriate time and instruction
to accelerate learning.

• Effective instruction of the grade level core
• Daily pre-teaching and reteaching of grade
• levels skills (perhaps within reading
  block)
• 3. Daily instruction targeted at unmastered
• skills from previous lessons and grades
• (most likely outside of reading block)

Kathryn Howe David Howe 2005
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EFFECTIVE INSTRUCTION OF THE GRADE LEVEL CORE

• explicit instruction
• many opportunities to respond
• distributed review
• brisk pacing
• immediate correction

Kathryn Howe David Howe 2005
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Pre-teaching Grade Level Skills Daily for 15
Minutes

• An extra 15 minutes for preteaching can be found
  by
• deleting something from each days whole
• group lesson so preteaching small group
• can be done in the 90 minutes.
• doing the pre-teaching outside of the
• reading bock.
• extending the reading block.

Kathryn Howe David Howe 2005
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TYPICAL DAY 1 - 2nd GRADE
How many minutes?

• Teacher Read Aloud -
• Explicit Phonics Lesson -
• PA Warm-Up -
• Teaching of Sound/Spelling -
• Blending -
• Application in Decodable Text -
• Dictation -

15 minutes
75 minutes
5 minutes
15 minutes
20 minutes
20 minutes
15 minutes
30
TYPICAL DAY 2 - 2nd GRADE
How many minutes?

• Building Background -
• Story Vocabulary -
• High-frequency Word Lesson -
• Introduce Reading Strategy -
• Introduce Comprehension Skill -
• Explicit Instruction in Reading Strategies -

5 minutes
15 minutes
15 minutes
10 minutes
10 minutes
30 minutes
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10-45 MINUTES OF DAILY TARGETED INSTRUCTION BASED
ON SKILL ASSESSMENT

• Instruction to fill in gaps in knowledge
• Homogeneous small groups
• The time needed for this instruction is
• based on individual student need as
• indicated by the data.

Suggestion - During this time students who have
phonics gaps should receive a complete explicit
decoding lesson at their level.
Kathryn Howe David Howe 2005
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EXPLICIT DECODING LESSONS

• Phonemic Awareness warm-up
• A sound/spelling lesson
• Instruction and practice in blending words
• High frequency word instruction and practice
• Application of skills to decodable text
• Dictation

Kathryn Howe David Howe 2005
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TARGETED SKILLS INSTRUCTION OUTSIDE OF THE 90
MINUTES

• Back to walk to read teacher, OR
• 2. Extra personnel can come into each
• classroom, OR
• A single teacher will teach skills in
  heterogeneous class, OR
• 4. Students come out of classes to support
  teachers

Kathryn Howe David Howe 2005
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K-1 Students Significantly Below Grade Level
Adequate progress K students significantly below
grade level should be brought to grade level
within one year and 1st graders to grade level
within a year or slightly more. We must provide
appropriate time and instruction to accelerate
learning.

• Intensive instruction in the grade level core or
  
• replacement core as needed.
• Instruction in groups of 3-10.
• Reteaching grade level skills when indicated by
  the data.

(continued on next slide)
Kathryn Howe David Howe 2005
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K-1 Students Significantly Below Grade Level

• 4. Extra instruction may be up to 90 minutes.
• 5. Extra instruction in same materials used
• during the 90 minute block or in highly
  
• aligned materials.
• 6. Explicit language instruction may be required
  for many students (outside reading block).

Kathryn Howe David Howe 2005
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2-3 Students Significantly Below Grade Level
Adequate progress 2nd 3rd graders
significantly below grade level should be brought
to grade level within two years. We must
provide appropriate time and instruction to
accelerate learning.

• Intensive instruction in a replacement core with
  emphasis on phonemic awareness, phonics, and
  fluency.
• Oral comprehension and vocabulary instruction
  from the core or supplemental program.
• Group size varies depending on data

(continued on next slide)
Kathryn Howe David Howe 2005
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2-3 Students Significantly Below Grade Level

• Reteach skills when indicated by the data.
• 5. Extra instruction in the replacement core
  and/or
• aligned materials. May require as much as
  90 minutes.

Kathryn Howe David Howe 2005
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STUDENTS SIGNIFICANTLY BELOW GRADE LEVEL
Effective instruction of the grade level core or
replacement core

• explicit instruction
• many opportunities to respond
• distributed review
• brisk pacing
• immediate correction

Kathryn Howe David Howe 2005
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• Premises of the presentation
• Instructional needs of your student population
• Differentiation of instruction
• Schoolwide organization and problem solving

Kathryn Howe David Howe 2005
40
ADAMS ELEMENTARY PROFILE

• Students
• 100 students K-3, approximately 25 per grade
• 15 significantly below grade level
• 20 somewhat below grade level
• 65 at grade level
• Adams benchmark students tend to stay strong
• Adams below grade level students tend not to
  catch up
• 15 ELLs
• Staff
• 1 classroom teacher per grade level
• 1 paraprofessional
• 1 special ed. teacher, 1 reading teacher, 1/2
  ELL teacher
• Time

Kathryn Howe David Howe 2005
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ADAMS ELEMENTARY SCHEDULE

• See Handouts

Kathryn Howe David Howe 2005
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WASHINGTON ELEMENTARY PROFILE

• Students
• 400 students K-3, approximately 100 per grade
• 35 significantly below grade level
• 40 somewhat below grade level
• 25 at grade level
• Grade level students tend to lose ground
• Below grade level students tend not to catch
  up
• 30 ELLs
• Staff
• 4 classroom teachers per grade in K-3
• 8 paraprofessionals (2 special ed., 5 Title 1,
  1 ELL)
• 1 special ed teacher, 1 reading teacher, 1 ELL
  teacher

Kathryn Howe David Howe 2005
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WASHINGTON ELEMENTARY SCHEDULE

• See Handouts

Kathryn Howe David Howe 2005
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SCHOOLWIDE MODEL
Each Teacher
Goals
All Students
Instruction
Assessment
Each Student
All Teachers
Kathryn Howe David Howe 2005
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GRADE LEVEL TEAM MEETING
Data - Needs of Students
Schools Resources
Program Requirements
Grade Level Team Meeting (Problem Solving)
Planning
Monitoring
Delivering
Effective Differentiated Reading Instruction
Kathryn Howe David Howe 2005