Transcript Instructional Design: Increasing Explicitness

Increasing Explicitness in
Fluency Instruction
Sharon Walpole
University of Delaware
Michael C. McKenna
University of Virginia
Speed test . . .
ready?
The Herdmans were absolutely the
worst kids in the history of the
world. They lied and stole and
smoked cigars (even the girls) and
talked dirty and hit little kids and
cussed their teachers and took the
name of the Lord in vain and set
fire to Fred Shoemaker’s old
broken-down toolhouse.
Rate = 265 words per minute
Is speed reading real? Take a minute to
read about Mike McKenna’s experience
with a speed-reading course.
Today’s Goals
Review the relationship between
decoding, automatic word recognition,
and fluency for beginning readers
Read about instructional procedures for
combining attention to decoding and
automaticity
Back in School
Apply concepts from today’s work to plan
needs-based instruction that includes
both individual word reading and
decodable text reading or reading for
accuracy, comprehension, and rate
Test your plan for three days
Consider strategies to share what you
learned with the rest of your
instructional team; be prepared to share
at our next regional meeting.
“In its beginnings, reading fluency is the
product of the initial development of
accuracy and the subsequent
development of automaticity in
underlying sublexical processes, lexical
processes, and their integration in
single word reading and connected text.
These include
perceptual [letter recognition?]
phonological [segmentation and blending?]
orthographic [graphemes and spelling patterns?]
and
morphological [grammatical morphemes?
prefixes and suffixes?]
Processes at the letter, letter-pattern, and word
levels, as well as semantic and syntactic
processes at the word level and connected-text
level.
After it is fully developed, reading fluency
refers to a level of accuracy and rate
where decoding is relatively effortless;
where oral reading is smooth and accurate
with correct prosody; and where attention
can be allocated to comprehension.”
(Wolf & Katzir-Cohen, 2001)
Fluency requires the child to
use phonics and spelling
knowledge automatically
Fluency requires the child to
automatically integrate phonics
and spelling knowledge to
recognize entire words
Fluency requires the child to
link recognized words into
natural phases, with
appropriate enunciation and
emphasis
Fluency in Connected Text
(textual)
Fluency at the Word Level
(lexical)
Fluency within Words
(sublexical)
Coaches’ Corner
What does that complex definition of
fluency actually mean?
Can you think of examples of children in
your school who get stuck at the first,
second, or third level in the pyramid?
Some GARF Assumptions
 Beginning readers may be able to work with
words and sounds in isolation, but have
trouble with oral reading fluency
 Your core program includes some materials
designed to help students apply phonics
knowledge in decodable text
 Teachers tend to rely on traditional guided
reading procedures when they use these
texts in small groups
 We can use more explicit strategies to direct
children to coordinate their early word
recognition strategies with their early text
reading
What about the NRP report that said
that guided oral reading procedures
were effective?
We have noticed that
teachers’ guidance is typically
limited to choral, echo, and
repeated reading procedures.
We want to consider word
recognition guidance as well.
Remember direct instruction?
 Tasks, even complex tasks, can be
decomposed into specific components.
 Each component can be taught and
practiced to mastery.
 Components can then be coordinated to
accomplish higher-order tasks.
A Closer Look at Direct Instruction
During the 1970s and 80s, researchers worked to identify the
characteristics of effective teaching. They asked two key
questions:
1. What do more-effective teachers do that less-effective
teachers don’t?
2. If less-effective teachers learn and apply these
techniques, will the learning of their students increase?
In 1986, a now-classic article by Barak Rosenshine
appeared in Educational Leadership. In it, he
summarized the findings of the huge body of
effectiveness research.
The result is a teaching model called “explicit instruction,” or
sometimes “direct instruction.”
The explicit teaching model is sometimes divided into
three phases:
1
Introduction of new
material, organized
into clear objectives,
tied to previous
learning, and accompanied by modeling
and monitoring by the
teacher
2
Guided
Practice
3
Independent
Practice
Keep in mind that most of the researchers who
studied effective teachers were not specifically
interested in reading instruction. This is why the
model sounds generic. It can be applied to nearly
any content subject!
When reading researchers, such as the National
Reading Panel, say that research favors “explicit,
systematic” instruction, this is the model they
mean.
Now let’s look more closely at the characteristics
Rosenshine extracted from the research.
For your teaching to be explicit, you should …
 Begin the lesson with a short statement of goals.
 Begin the lesson with a short review of previous, prerequisite
learning.
 Present new material in small steps, with student practice after each
step.
 Give clear and detailed instructions and explanations.
 Provide active practice for all students.
 Ask many questions, check for student understanding, and obtain
responses from all students.
 Guide students during initial practice.
 Provide systematic feedback and corrections.
 Provide explicit instruction and practice for seatwork exercises and,
where necessary, monitor students during seatwork.
 Continue practice until students are independent and confident.
– Rosenshine (1986), pp. 60, 62
Direct
Explicit
Some confusion can occur when the phrase, “direct
instruction” is used interchangeably with “explicit
instruction.” This is because a publishing company
has long used “Direct Instruction” in the name of its
commercial products. One way to avoid confusion
is to say “Little d-i” when referring to explicit
teaching and “Big D-I” when referring to the
product. Of course, you can also avoid confusion
by using the phrase “explicit instruction.”
Our book study today is
designed for teachers who
want to apply specific
procedures from “little d-i”
to their own core scope
and sequence.
Some of the authors have
been associated with “Big
D-I” curriculum design,
and they have written this
book specifically for an
audience not using DI.
Jigsaw Procedure
 Break into an even number of groups of
4-5 members
 Pair the groups together, with one group
assigned to chapter 12 and one to chapter 13
 Plan 45 minutes to read and prepare the
chapter presentation and 1 hour to share the
summary and demonstrate the lesson
 During the share time, the paired groups will
be working together to share what they’ve
learned
Beginning Reading Groups
1. Read chapter 12, pp. 145-161.
2. Discuss the main ideas in the chapter, and
prepare a chart paper summary to share.
3. Prepare a teaching demonstration for
needs-based instruction including both word
reading in isolation and reading of
decodable text. You can use procedures in
the chapter to make up your own decodable
text.
Primary Reading Groups
1. Read chapter 13, pp. 163-179 .
2. Discuss the main ideas in the chapter, and
prepare a chart paper summary to share.
3. Prepare a teaching demonstration for
needs-based instruction that includes
reading for accuracy, for comprehension,
and for fluency. Consider whether you can
accomplish this without round-robin reading.
Let’s Plan . . .
Critically examine the materials and strategies
your teachers use for needs-based fluency work.
Consider ideas from the teaching demonstrations
and the book to increase explicitness in those
lessons.
Use data and your core to decide what to teach.
Use procedures we’ve reviewed today to decide
how to teach – if improvements are necessary.
Back in School
Apply concepts from today’s work to plan
needs-based instruction that includes
both individual word reading and
decodable text reading or reading for
accuracy, comprehension, and rate
Test your plan for three days
Consider strategies to share what you
learned with the rest of your
instructional team; be prepared to share
at our next regional meeting.
References
Carnine, D. W., Silbert, J., Kame’enui, E. J.,
Tarver, S. G., & Jungjohann, K. (2006).
Teaching struggling and at-risk readers: A
direct instruction approach. Upper Saddle
River, NJ: Pearson.
Rosenshine, B. V. (1986). Synthesis of research
on explicit teaching. Educational Leadership,
43(7), 60-69.
Wolf, M., & Katzir-Cohen, T. (2001). Reading
fluency and its intervention. Scientific Studies
of Reading, 5, 211-239.