Transcript From curriculum to instruction: Designing and implementing

From curriculum to instruction:
Designing and implementing
sound instructional diets
Don’t be overly concerned with your weight,
it’s just a number!
DIBELS Benchmark Test
Low Risk
Some Risk
Core
At Risk
Core +
Core +
Small-Group Intensive
Core Intervention
Intervention
Core
Assessments
Core Intervention
Assessments
Intervention
Assessments
DIBELS Progress Monitoring
Discontinue
Intervention
Yes
Low Risk?
No
Continue
Intervention
Goals of this session:
Predict needs based on reading
development
Plan for sensible instructional blocks,
including whole-group and needs-based
time
Establish initial priorities for classroom
instructional schedules
And in our classrooms . . .
We can do the “teacher-centered”
modeling for all children
We can share responsibility during needsbased groups . . . but what are the other
children going to do?
We can release responsibility to children
to practice and apply what we are teaching
But who needs what?
We can anticipate that all children will
benefit from explicit and systematic
instruction in
vocabulary (K-3),
phonemic awareness (K-1),
word recognition and decoding (K-3),
fluency (K-3), and
comprehension (K-3)
The strengths of the new core programs
Explicit: they include teacher talk and
modeling of cognitive processes in reading
There is “how to” talk rather than only “what to”
Systematic: they establish a reasonable
scope and sequence for each grade level
Review previous grade level’s accomplishments
Introduce, review, and assess new
accomplishments
Why isn’t that enough?
We can anticipate, based first on
knowledge of reading development and
then on actual assessment data, certain
log jams. Most children will need
additional practice. Many children are
likely to need additional instruction. A
small number of children are likely to need
intensive intervention.
And in your core
What are the strengths for use in wholeclass instruction?
What provisions are made for small-group
instruction? Are there any differentiated
materials?
What provisions are made for providing
children with reading practice?
Some pretty safe bets
Decoding: Many kindergarten and first grade
children and some second grade children
will need extra instruction
Fluency: Many children will need extra
instruction and practice
Comprehension: Many second and third
grade children will need extra instruction
How can we have well managed
classrooms and teach small groups?
Establish a cycle so that while teachers are
providing extra instruction, other children
are getting important practice
Where’s the teacher?
Whole class, grade level reading instruction
Needs-based instruction Practice with vocabulary Practice with decoding and
with teacher
and comprehension
fluency
Practice with vocabulary Needs-based instruction Practice with vocabulary
and comprehension
with teacher
and comprehension
Practice with decoding and Practice with decoding and Needs-based instruction
fluency
fluency
with teacher
Whole class, grade level writing instruction
Some other variables
How much time do you have for
instruction?
Are other adults available so that you can
have two instructional groups at once?
How many groups are indicated in the
data? How large are they?
And how much time should we spend in
each area of the curriculum?
There is no SBRR answer to this question,
but think about the concept of a healthy
diet
It is harder to get started than to maintain
It allows you to choose specific foods you like within
broader categories
The rules change as you get older
Some people need very specialized diets to
maximize their good health
If there’s no SBRR answer, why ask?
Pacing matters
Even with new materials, teachers choose
how much time and emphasis they place
on specific activities
In general, we always feel rushed
A kindergarten diet
Phonemic awareness
10 minutes
Phonics/Decoding
20 minutes
Fluency and
automaticity
Vocabulary
Comprehension
20 minutes
40 minutes
A first grade diet
Phonemic awareness 15 minutes
Phonics/Decoding
25 minutes
Fluency
25 minutes
Vocabulary
Comprehension
25 minutes
A second grade diet
Phonemic awareness
Phonics/Decoding
10 minutes
Fluency
40 minutes
Vocabulary
Comprehension
40 minutes
A third grade diet
Phonemic awareness
Phonics/Decoding
10 minutes
Fluency
30 minutes
Vocabulary
Comprehension
50 minutes
School-based scenarios
These are real examples that combine
attention to curriculum areas, time, and
staffing.
How are you going to use the people and
the minutes and the materials you have?
Kindergarten
2 hours for literacy
1 hour for content (including reading and
writing)
4 heterogeneous classrooms
Paraprofessionals in each classroom
2 intervention providers
8:15
9:15
Class A, Class B
Class C, Class D
Whole Group Core
Phonemic Awareness
Read Aloud
Fluency
Small group rotation
Reading (intervention)
Guided writing (parapro)
Word study (teacher)
9:15 Small group rotation
Whole Group Core
Reading (interventionist)
Phonemic Awareness
10:15 Writing for sounds (parapro)
Read Aloud
Phonics (teacher)
Fluency
1:00
2:00
Content area vocabulary
Content area reading
Content area writing
Content area vocabulary
Content area reading
Content area writing
First Grade
2 hours 15 minutes for reading
45 minutes for writer’s workshop
4 heterogeneous classrooms
2 intervention providers
Class A, Class B
8:00
9:30
Small group rotation (with
help)
2 groups with teachers for
phonics and fluency
1 group in phonics and
fluency center
9:30 Whole group basal
Phonemic awareness
10:15 Read aloud and dictation
Vocabulary and
comprehension
Phonics
10:15 Writer’s Workshop
11:00
Class C, Class D
Whole group basal
Phonemic awareness
Read aloud and dictation
Vocabulary and comprehension
Phonics
Writer’s Workshop
Small group rotation (with help)
2 groups with teachers for
phonics and fluency
1 group in phonics and fluency
center
Second Grade
1 hour for needs-based fluency work
1 hour for whole-group instruction
1 hour for writer’s workshop
3 heterogeneous classrooms
1 intervention provider
Class A
8:00
9:00
Small group
rotation (with
help)
1 group in phonics
1 group in reading
1 group in fluency
center
Class B
Class C
Whole group core Whole group core
Comprehension
strategies
Vocabulary
Fluency
9:00 Whole group
basal
10:00
Small group
rotation
Writer’s Workshop
10:00 Writer’s
Workshop
11:00
Writer’s
Workshop
Small group rotation
Third Grade
20 minutes for read aloud
30 minutes for writer’s workshop
30 minutes for content
90 minutes for needs-based reading
Whole Group
8:10
9:30
9:30
11:00
Small Group
Independent
Reading group #1
Reading group #2
Reading group #3
Writing about
reading
Fluency
center
Listening
center
Core instruction
Read aloud
Writer’s Workshop
Content
What should you do?
Work to understand the possibilities within
your core for teacher directed, shared
responsibility, and student practice
Watch your teachers and think about the
instructional diets that they are providing
to children
Help teachers think and rethink their
classroom instructional schedules
Always try to see the glass half full.