Instructional Model

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Instructional Model
Product Demo
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Learning Sequence
INSTRUCT Direct instruction explains and models
the skill
PRACTICE Guided practice while the student learns
how and when to apply the skill
APPLY Students apply the skill independently in a
new context
INDIVIDUALIZE Pre- and post-tests are given to
individualize the content for each student
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Instruction

• In reading, achievement gains are associated with
  direct instruction of reading strategies
  (Guthrie, 1996).
• Effective instruction includes
• What the strategy is
• How to do it
• When to do it
• What it looks like in practice ? Modeling or
  Think Aloud Protocol

"the most important thing we can teach our
students is how to learn. Or, put another way,
the most powerful thing we can teach is strategic
knowledge, a knowledge of the procedures people
use to learn, to think, to read, and to write"
Wilhelm Jeffry 2002 (p.7).
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Guided Practice

• In addition to explicit instruction, learners
  must have personal, active experiences in
  practicing and applying new concepts to master a
  new strategy.
• Links between confidence comprehension1
• Audio scaffolding for struggling learners2
• Technology has been shown effective in
  encouraging students to persist in solving
  problems and take greater risks3
• Perception of success and completion promotes
  intrinsic motivation4
• Academically heterogeneous classrooms--struggling
  gifted readers. Comprehension abilities are
  impacted if a student has not reached a threshold
  of fluency, vocabulary, non-linguistic abilities,
  engagement, purpose, domain knowledge, and
  cognitive/metacognitive strategy development 5

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Application

• Using the concept independently in a different
  context. Another context could be
• another section of the same text used in the
  practice
• the same concept addressed in the practice but
  now practiced in a different activity type
• writing, using the writing tool (including
  graphic organizer with input)
• Application involves the performance of the
  just-learned skill in connection with a new
  example. (Gagne, 1985). This application is the
  one of the most challenging design elements and
  one of the most important for differentiating
  RVDP products from other instructional resources.
  
• Application expands the sense of usefulness of
  information and skills. In other words, this
  creates the context for knowledge transfer. This
  creates the context for higher-order
  decision-making skills.

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Learning SequenceDR III IV
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Learning SequenceReflected in Unit Structure
(I)NSTRUCT  Direct instruction explains concepts
models the concepts (P)RACTICE  Guided
practice as the student learns how and when to
apply strategies (A)PPLY  Students apply the
strategy independently in a new context
LESSON 1 (Pre-Reading) Genre Vocabulary LESSON 2 (Pre-Reading) Reading Comprehension I LESSON 3 Strategic Reading LESSON 4 (Application) Reading Comprehension II
Learning Objectives Learning Objectives Learning Objectives Learning Objectives
Genre Study (I) Comprehension Skill (IP) Reading Passage (1 or 2) Comprehension Skill (IA)
Build Background (I) Comprehension Strategy (IP) Comprehension Quiz Comprehension Strategy (IA)
Vocabulary Strategy (IPA) -Short Text Passage
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Assessment
Product Demo
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Assessment

• New design Questions appear on the screen!
• NEW reading passages
• Help students transfer strategic knowledge (more
  like classroom and high stakes tests)
• Complete RP per test
• Passages always travel with the item
• Same theme (background knowledge)
• Same genre
• Tests
• Course
• 3 tests for each course
• 20 questions per course test
• Unit
• 2 tests per unit (60 unit tests per course)
• 15 questions per unit test
• Lesson
• 2 tests per lesson (240 lesson tests per course)
• 10 questions per lesson test
• Prescription Model ? Whole Strand

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Webbs Depth of Knowledge
Depth of Knowledge Definition Example Reading
Level 1 (Easy) knowledge recall recalls facts, information, procedures, definitions support ideas by reference to details in text identify figurative language in a reading passage
Level 2 (Medium) comprehension basic application of a skill or concept translates, comprehends, or interprets information summarize, organize, compare, use context clues to identify the meaning of unfamiliar words predict a logical outcome based on information in the text, identify and summarize the major events in a narrative
Level 3 (Hard) distinguishes, classifies, uses reasoning, develops a plan or sequence of steps, has some complexity explain, generalize, connect ideas, determine authors purpose, analyze and describe characteristics of various types of literature
analysis strategic thinking distinguishes, classifies, uses reasoning, develops a plan or sequence of steps, has some complexity explain, generalize, connect ideas, determine authors purpose, analyze and describe characteristics of various types of literature
  distinguishes, classifies, uses reasoning, develops a plan or sequence of steps, has some complexity explain, generalize, connect ideas, determine authors purpose, analyze and describe characteristics of various types of literature
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Prescription Logic

• Reading passages always travel with prescribed
  activities
• Assumes a low-touch implementation
• Unit prescription Assign all resources from
  that unit that can help the student master a
  concept
• Lesson prescription Assign units from that
  lesson or prior to help students master a concept

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Unit Prescription Logic
Genre Strand  
Lesson 1 1.1 Recognize distinguishing features of mysteries Genre Strand
Lesson 1 1.2 Recognize the author's purpose in writing mysteries Genre Tutorial
Vocabulary Strand Context Clues  
Lesson 1 1.3 Learn the meanings of grade-level and content Vocabulary words in context Vocabulary Strand o        Vocabulary Tutorial o        Vocabulary Practice Game o        Vocabulary Apply Game  
Lesson 1 1.4 Use context clues to determine the meanings of unfamiliar words Vocabulary Strand o        Vocabulary Tutorial o        Vocabulary Practice Game o        Vocabulary Apply Game  
Lesson 1 1.5 Write a paragraph about a mysterious event that includes context clues for grade-level Vocabulary Vocabulary Strand o        Vocabulary Tutorial o        Vocabulary Practice Game o        Vocabulary Apply Game  
Lesson 3 3.4 Use context clues while reading a mystery to improve comprehension of Vocabulary Vocabulary Strand o        Vocabulary Tutorial o        Vocabulary Practice Game o        Vocabulary Apply Game  
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Unit Prescription Logic
Comprehension Strand  
Lesson 2 2.1 Recognize the purpose for drawing conclusions Comp Skill Strand o        L2 Comp Skill Tutorial o        L2 Comp Skill Practice Game o        L3 Strategic Reading Passage o        L3 SR Quiz o        L4 Comp Skill Intro (mini-tutorial) o        L4 Comp Skill Practice Game o        L4 Comp Skill Apply (if exists)  
Lesson 2 2.2 Identify reasonable conclusions based on evidence in a mystery Comp Skill Strand o        L2 Comp Skill Tutorial o        L2 Comp Skill Practice Game o        L3 Strategic Reading Passage o        L3 SR Quiz o        L4 Comp Skill Intro (mini-tutorial) o        L4 Comp Skill Practice Game o        L4 Comp Skill Apply (if exists)  
Lesson 2 2.3 Identify evidence, or clues, to support a reasonable conclusion Comp Skill Strand o        L2 Comp Skill Tutorial o        L2 Comp Skill Practice Game o        L3 Strategic Reading Passage o        L3 SR Quiz o        L4 Comp Skill Intro (mini-tutorial) o        L4 Comp Skill Practice Game o        L4 Comp Skill Apply (if exists)  
Lesson 3 3.1 Read a mystery to build Vocabulary, fluency, and comprehension Comp Skill Strand o        L2 Comp Skill Tutorial o        L2 Comp Skill Practice Game o        L3 Strategic Reading Passage o        L3 SR Quiz o        L4 Comp Skill Intro (mini-tutorial) o        L4 Comp Skill Practice Game o        L4 Comp Skill Apply (if exists)  
Lesson 3 3.3 Draw conclusions while reading a mystery Comp Skill Strand o        L2 Comp Skill Tutorial o        L2 Comp Skill Practice Game o        L3 Strategic Reading Passage o        L3 SR Quiz o        L4 Comp Skill Intro (mini-tutorial) o        L4 Comp Skill Practice Game o        L4 Comp Skill Apply (if exists)  
Lesson 4 4.1 Draw conclusions using evidence from a mystery text Comp Skill Strand o        L2 Comp Skill Tutorial o        L2 Comp Skill Practice Game o        L3 Strategic Reading Passage o        L3 SR Quiz o        L4 Comp Skill Intro (mini-tutorial) o        L4 Comp Skill Practice Game o        L4 Comp Skill Apply (if exists)  
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Teacher Support
Product Demo
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Teacher Support

• User Guides Located Directly in LMS
• DR III IV User Guides

• Research basis
• Comprehension skills, vocabulary strategies, and
  genres in SS
• Best practices for classroom implementation
  including instruction assessment
• Letter home introducing the program
  (Spanish/English) so that parents and caregivers
  can connect with the student on the learning
• Use of courseware tools, for example
• Sticky notes use while you read to answer
  prompts, etc.
• Printed stories use them for fluency
  assessments (running records). Mark the following
  paragraphsetc.
• Description of writing tools, saving, and how to
  evaluate student work
• Offline/online connections
• Each Unit
• Unit Opener (2 pages)
• 1 or 2-page lesson plan for each lesson
• Blackline masters

• Lesson Plans

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Lesson Plans

• Graphically laid out lesson plans (those found in
  the DR III IV user guides) are now available
  when PDF is selected

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Summary

• Creates a rich, interactive media experience,
  engaging and motivating todays student.
• Uses research-based methodologies outlined in the
  National Reading Panel and the Alliance for
  Excellent Educations Reading Next report.
• Effectively links assessment with your state
  standards to individualize instruction to meet
  the needs of all learners from struggling
  readers to ELL to gifted and talented.
• Includes a wide variety of nonfiction and fiction
  genres while building competency in other
  subjects.
• Leverages multiple approaches to building
  understanding by structuring lessons with a blend
  of explicit instruction, exploration and practice
  elements.

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Team Activity

• Favorite Activity
• Best Reading Prompt
• Activity Demonstrating Best Modeling
• Activity Demonstrating Best Example I-P-A
• Favorite Activity To Do In Whole Class
• Most Motivating/Engaging Part Of The Unit
• Rewards?
• Best Electronic Interaction
• Best Sticky Note Cue

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Appendix
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A Literacy Crisis in Grade 4-12

• The number of students in grades 4-12 classified
  as struggling readers is greater than 8 million1
• Only 39 of white eighth graders are proficient
  in reading
• Only 15 of Hispanic eighth graders are
  proficient in reading
• Only 12 of African American eighth graders are
  proficient in reading2
• Students performing in the lowest 25 of their
  class are 20 times more likely to drop out of
  school than the higher performing students3
• Our struggling readers are not illiterate, they
  can read. They just cant comprehend/understand
  what it is they are reading.4

1U.S. DOE, 2003 2National Assessment of
Educational Progress 3Carnevale, 2001 4Alliance
for Excellent Education, 2003
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Who Are These Students?

• Tech-savvy
• 90 of children ages 5-17 use a computer1
• Over 75 of children ages 9-12 use the internet1
• 81 of kids in grades 6-12 have an e-mail address
  2
• 43 of children ages 4-18 own at least one
  wireless device (cell phone, pda) 3
• 24 have created their own websites4
• 3 billion text messages a day5
• 77 of public schools had a majority of teachers
  who used the Internet for instruction during the
  0304 school year (up from 54 in 1998-99)5

This generation of students is more likely to be
armed with cell phones, laptops, and iPods than
with spiral notebooks and 2 pencils. -
Edutopia, October 2005
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What are they doing outside of school?

• An average day 1
• 6.5 hours with media
• Given a choice of media, what is your favorite2
• 33 of students picked the Internet
• 26 chose television
• 21 telephone
• 15 radio
• 2.25 hours hanging out with parents and friends
• 74 report getting along with their parents3
• 1.5 hours physical activity
• Basketball, soccer and baseball/softball are
  favorites4
• 50 minutes doing homework
• 1/3 of teenagers multi-task while doing homework5
• 30 minutes doing chores
• 20 minutes reading non-school-related books (time
  on all mediabooks, magazines, and newspapers 40
  minutes)6

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Why Engagement?

• Engaged readers have been shown to
• Ask more questions as they read2
• Decide when and how to use strategies as they
  read3
• Have learning experiences that are more permanent
  and internalized (rather than temporary and
  superficial)4
• Engagement is cited as a primary concern of many
  teachers5
• Motivation was identified as a top component of a
  successful adolescent literacy program6
• Disconnected
• As they get older, many students see reading as
  disconnected from their lives7
• They dont understand the purpose for learning
• Reading is not an authentic activity for them,
  and as a result uninteresting and unimportant4

todays youth are not ADD but EOEEngage me Or
Enrage me. - Mark Prensky
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Characters

• Experts provide instruction
• Buddies Model struggles readers face connect
  concepts to daily life interact with students
• Course III Kori Jordan
• Course IV Abby Mike

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Wide Variety of Genres

• Informational text
• Magazine Article
• Newspaper Article
• Brochure
• Encyclopedia Entry
• Persuasive Text
• Letter to the Editor
• Editorial
• Speech
• Advertisement
• Historical Nonfiction
• Scientific / Technical Nonfiction
• Narrative Nonfiction
• Biography
• Autobiography
• Graphic Sources
• Reference Sources

• Fiction
• Drama (Play)
• Adventure Fiction
• Realistic Fiction
• Classic Fiction
• Historical Fiction
• Mystery
• Science Fiction
• Fantasy
• Tall Tale
• Folk Tale

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Meeting the Need for Individualization

• Measure
• Formative Assessment
• Data-Driven Instruction
• NCES Reports that on a weekly basis, teachers use
  a variety of instructional approaches
• 98 whole group
• 96 individualized instruction
• 86 small group instruction

Technology has provided the hub that links
pertinent data from individual learners.... -
Jacobs 2003
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Vocabulary

• Many studies, in fact, report positive
  correlations between background knowledge and
  achievement. (Nagy, Anderson, Herman, 1987
  Bloom, 1976 Dochy, Segers, Buehl, 1999
  Tobias, 1994 Alexander, Kulikowich, Schulze,
  1994 Schiefele Krapp, 1996 Tamir, 1996
  Boulanger, 1981)
• ? Build background multimedia slide shows and
  videos to inform inspire
• The National Reading Panel outlined recommends
  the pre-teaching of vocabulary (NICHD, 2000b,
  p.14).
• ? DR includes 6-9 high utility and/or academic
  vocabulary terms per unit.
• As important to pre-teaching vocabulary is
  modeling and teaching students to use vocabulary
  strategies while reading (Blachowicz, C.,
  Fisher, P. 1996).
• ? Vocabulary strategies (indirect instruction)
  are found in every unit
• Present words in context. Provide multiple
  exposures to words (McKeown, Beck, Omanson,
  Pople, 1985).
• ? Vocabulary is always introduced in context
• ? Students get multiple exposures to words
• lesson passages (100-150 words. Same theme)
• central passages
• assessment