Sharon Walpole, University of Delaware Michael C. McKenna, University of Virginia Differentiated Reading Instruction: Fluency and Comprehension.
Download ReportTranscript Sharon Walpole, University of Delaware Michael C. McKenna, University of Virginia Differentiated Reading Instruction: Fluency and Comprehension.
Sharon Walpole, University of Delaware Michael C. McKenna, University of Virginia Differentiated Reading Instruction: Fluency and Comprehension BUILDING WORD RECOGNITION AND FLUENCY Team reads the overview Coach uses a checklist Theory Feedback Demonstration Practice Teachers use the coach’s plan Coach shows a sample plan BUILDING WORD RECOGNITION AND FLUENCY Coach shows the planning template Coach uses a checklist Theory Feedback Demonstration Practice Teachers use their own plans Teachers work together to plan Overall Goals: 1. Consider how to address the needs of children who would benefit from a focus on fluency and comprehension 2. Explore how to plan such instruction 3. Commit to improvements A Stairway to Proficiency Vocabulary & Comprehension Fluency and Comprehension Word Recognition and Fluency PA and Word Recognition Which children belong in this group? Let’s start by considering their needs. What are our targets for the third step? Children on this step have achieved general decoding proficiency. Some may require attention to decoding multi-syllabic words. Most of small-group time will be devoted to fluency practice. Comprehension will be fostered by questions that prompt inferences and summaries. Now let’s use the Cognitive Model to identify them. THE COGNITIVE MODEL Phonological Awareness Decoding and Sight Word Knowledge Print Concepts Vocabulary Knowledge Fluency in Context Automatic Word Recognition Background Knowledge Language Comprehension Knowledge of Text and Sentence Structures General Purposes for Reading Specific Purposes for Reading Strategic Knowledge Knowledge of Strategies for Reading Reading Comprehension Think about your assessments. Let’s translate the model into a series of guiding questions. Think about the data you will need to answer these questions. Is the child at benchmark in oral reading fluency? Is the child at benchmark in oral reading fluency? Yes Vocabulary and Comprehension (Children Read) Is the child at benchmark in oral reading fluency? No Are all or nearly all decoding skills mastered? Yes Vocabulary and Comprehension (Children Read) Is the child at benchmark in oral reading fluency? Yes Vocabulary and Comprehension (Children Read) Yes Fluency and Comprehension No Are all or nearly all decoding skills mastered? Is the child at benchmark in oral reading fluency? Yes Vocabulary and Comprehension (Children Read) Yes Fluency and Comprehension No Are all or nearly all decoding skills mastered? Which assessments can help us answer these questions in Georgia’s Reading First schools? THREE KEYS TO PLANNING 1. Select appropriate books. 2. Choose instructional approaches. 3. Formulate comprehension questions. GUIDING QUESTIONS FOR SELECTING BOOKS Is the book written at grade level but toward the upper end of that level? Is the book likely to interest the children? Does the book contain authentic, natural prose rather than decodable or patterned language? Does the text incorporate a limited number of challenging multisyllabic words? Can the children complete the book within a threeweek cycle? LEXILES CAN HELP Lexile Range 200-320 330-360 370-420 430-490 500-610 620-690 Approximate Readability Grade 1 Grades 1-2 Grade 2 Grades 2-3 Grade 3 Grades 3-4 CHOOSING INSTRUCTIONAL METHODS Should the lesson begin with an activity devoted to multisyllabic words? Should the first reading of the text segment be done through echo or choral reading? Should the second reading of the text segment be done through partner or whisper reading? Let’s look at each technique more closely. Echo Choral Partner Whisper Echo Reading SUGGESTIONS FOR ECHO READING Practice with short segments if students are unfamiliar with the process. Read one or more entire sentences before pausing. (Try not to pause within sentences.) Read enough material that students cannot rely on memory alone. Make sure that children finger point as they read. Monitor to ensure attention to print and tracking. Choral Reading SUGGESTIONS FOR CHORAL READING Keep an eye on the clock and stop after five minutes. Do not pause to ask questions or elicit input from children. Make sure that children finger point as they read. Monitor to ensure attention to print and tracking. Partner Reading KEY QUESTIONS FOR PARTNER READING Which students should be paired? How should partners be changed over time? How shall the partners sit? How shall the partners read? SUGGESTIONS FOR PARTNER READING Assign partners based on compatibility. Do not change partners during the threeweek cycle. Seat children so that they are next to their partners at the beginning of the lesson. Use any of the three basic seating arrangements for partner work. PARTNER SEATING ARRANGEMENTS Face to Face Love Seat Side by Side SUGGESTIONS FOR PARTNER READING Make sure that children understand the procedure, which includes these rules: Take turns. Listen and follow along in the book while your partner reads. Be polite if you help your partner. Follow the (teacher-made) rule about how much to read. Don’t talk about other things. Tell the teacher if there are problems. Monitor each pair, offering help as needed. Whisper Reading SUGGESTIONS FOR WHISPER READING Make a rule about how to ask for help. Be sensitive to the possibility that whisper reading may be too hard, and be ready to use partner reading instead. Remind students to attend only to their own voices. Remind students to use whisper voices. Monitor one child at a time. Provide pronunciations as needed. What about comprehension? We will focus on inferring and summarizing. INFERENTIAL QUESTIONS FOR LITTLE RED RIDING HOOD Skill Prediction Cause and Effect Detail Main Idea Sample Question What do you think would have happened if the hunter hadn’t arrived? Why did the wolf pretend to be Little Red Riding Hood’s grandmother? Why do you think the wolf didn’t eat Little Red Riding Hood when he met her in the woods? How could we tell this story in just a few sentences? Fluency Instruction Provides Many Opportunities The beauty of these lessons is that every pupil response is a built-in feature of the fluency activities. Each type of reading–echo, choral, partner, and whisper–requires students to be actively engaged at all times. ASSESSING FLUENCY GROWTH OVERALL STEPS IN PLANNING Step What Do You Do? 1 Use student performance data to formulate (or reformulate) all groups. 2 Select books for the entire cycle based on comparable difficulty and interest. Choose one book from the set you have selected for a three-week cycle. Determine segments for each day’s lesson based on the time they are likely to require. For each text segment, write several inferential comprehension questions. Based on the proficiency of group members, decide whether to take one or two minutes to practice multisyllabic decoding. Based on the proficiency of group members, decide whether the initial reading of the segment should involve echo or choral reading. Decide whether the second reading of the segment should involve partner of whisper reading. 3 4 5 6 7 8 Fluency and Comprehension Group Every Day for 3 Weeks Preteach Difficult Words 2 Minutes Choral or Echo Read New Text Portion 5 Minutes Partner or Whisper Read Same Text Portion 5 Minutes Summary or Inference Questions 3 Minutes Let’s look at some sample lessons. First Grade These children require no additional work with decoding. During small-group time, they will benefit most from practice to improve fluency. Comprehension is prompted by key inferential and summary questions. Lexile = 420 (Mid 2nd) Second Grade These children may benefit from practice with multi-syllabic words. The advanced decoding component of each lesson consists of a list of two-syllable words. The words in each list contain two of the six major syllable types. Let’s review them. Second Grade Type Closed Open Vowel Team Description Example Short vowel followed by one or more consonants Vowel is at end of syllable and has its long sound trash Two vowels (and sometimes w or y) working together to represent one sound contain remote Second Grade Type Consonant-l-e VowelConsonant-e Description Always comes at the end of a enable word and is never accented Can come at the end of a enrage word OR can come earlier in the word and is affected by the dropped e when a suffix is added R-controlled Example blaming Link a vowel and r to make a shark vowel sound that is neither long nor short Lexile = 560 (Mid 3rd) Third Grade Like the second graders, these children may or may not require additional work with decoding. During small-group time, they will benefit most from practice to improve fluency. The texts are more challenging than those we use with second graders. Again, comprehension is prompted by key inferential and summary questions. Lexile = 600 (High 3rd) Think a minute. How do these model lessons differ from guided reading as it is currently envisioned by your teachers? Is the current approach working? What would you have to do to change it? OBSERVATION CHECKLIST Dimension Integrated Targets o Screening assessments used with all of the children in a class are used to identify children for this group. o The targeting of fluency benchmarks reflected in the state curriculum for English language arts connects differentiated instruction to meaningful goals. Dimension Explicit Targets o The targets for this group are only fluency and comprehension; no word recognition is necessary, with the possible exception of some limited work in multisyllabic words. o The teacher models fluency during each lesson. o The teacher specifies procedures for all portions of the lesson. Dimension Scaffolded Targets o Fluency activities proceed from more to less teacher support. o The teacher provides continuing word recognition support during all activities. Dimension Systematic Targets o The teacher has a plan for a series of fluency lessons of similar length and difficulty o The teacher has a plan for progress monitoring using established fluency assessment methods. YOUR WORK TOMORROW Read to review today’s concepts Plan a full support cycle for a group of your teachers Theory Feedback Demonstration Practice YOUR WORK BACK IN SCHOOL Implement a full support cycle for a group of your teachers Decide exactly what you will do to build theory, demonstrate, support teacher practice, and provide feedback. Theory Feedback Demonstration Practice