Transcript Differentiating Instruction for Word Recognition and Fluency Sharon Walpole Michael C. McKenna Agenda     Who needs this type of instruction? What data must be gathered? What planning.

Differentiating Instruction for
Word Recognition and Fluency
Sharon Walpole
Michael C. McKenna
Agenda
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Who needs this type of instruction?
What data must be gathered?
What planning decisions must be
made?
What are some tricks of the trade?
We are combining
ideas from
Chapters 4 and 5
Remember our plan
Remember our plan
What are we trying to teach?
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These children still need to work on decoding, but they can
segment and blend phonemes to read some words.
They will work on coordinated activities to learn new letter
patterns and review patterns previously taught.
They will work with words and with phonics-focused texts
during small-group time.
How will we know when we’ve
accomplished our goal?
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When children’s initial readings of their phonics-focused
texts are accurate, we can redirect our tier 2 time to
fluency and comprehension.
Remember that our goal is to make each of our groupings
temporary and targeted.
In our tiered system,
who is likely to need
this type of
differentiated
instruction?
What data can we use
to identify the children?
Qui ckTi me™ and a
TIFF (Uncompressed) decompressor
are needed to see this pictur e.
DIBELS KLNF and PSF low risk
DIBELS KNWF high risk or some risk
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We KNOW: These children are not quite
on track for achieving the spring first-grade
ORF goal.
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We NEED to know: Which letter sounds
and patterns they need and whether they
have been taught.
Qui ckTi me™ and a
TIFF (Uncompressed) decompressor
are needed to see this pictur e.
Let’s find out
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Give a phonics inventory or a spelling
inventory to see which sounds and patterns
they need.
Use your phonics scope and sequence to
see whether they’ve had an opportunity to
learn them yet!
DIBELS First-Grade PSF low risk
NWF some risk or high risk
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We KNOW: These children are not on track for
achieving the spring first-grade ORF goal.
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We NEED to know: Which letter sounds and
patterns they need and whether they have been
taught.
Qui ckTi me™ and a
TIFF (Uncompressed) decompressor
are needed to see this pictur e.
Let’s find out

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Give a phonics inventory or a spelling
inventory to see which sounds and patterns
they need.
Use your phonics scope and sequence to
see whether they’ve had an opportunity to
learn them yet!
DIBELS Second-Grade ORF
high risk or some risk
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We KNOW: These children are not on
track for achieving end-of-third-grade goals.
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We NEED to know: Whether it is strictly a
fluency problem, or whether there are
underlying word recognition problems.
Qui ckTi me™ and a
TIFF (Uncompressed) decompressor
are needed to see this pictur e.
Let’s find out
Give a phonics or spelling inventory to see
which patterns they need.
 Do a high-frequency word inventory to see
which words they need to learn.
 If these data are adequate, then you will
know that you need to focus on fluency and
comprehension rather than word
recognition and fluency.
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Now you’re ready!
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Do you have one group or two?
Think about the word recognition data; group children
with similar specific needs (e.g., consonant blends, or
short vowels, or r-controlled vowels).
Think about how low their oral reading fluency is. Will
you be able to use any of the grade-level materials, or
will you have to use materials designed for an earlier
grade level?
Combine all of the items that they don’t know onto one
list.
Assessment Data (grouped for all)
Unknown Patterns
High-Frequency Words
Text Level
Phonics controlled?
Below grade level
On grade level
Combining these results will provide you a
collection of known and unknown items for
each child; their needs will probably not be
exactly the same. However, group so that
unknown patterns are as similar as possible.
To make your plan, start with the
patterns
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Rank order them according to the order in which
they were taught in the scope and sequence, so
that we teach the simpler ones first.
Link them into like sets of two (and then you can
add a review pattern each day to make three).
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For example, you could link two specific initial consonant
blends (bl-, cr-).
For example, you could link short a and short e.
For example, you could link -or and -ar.
For example, you could link -ai and -ea.
Now find your texts
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Gather all of the phonics-controlled texts
that come with your core or supplemental
materials. Work with your coach and your
team to find specific titles that are the best
match to the phonics items that you need to
teach. Consider texts for your grade level
and also for the grade below yours.
Let the phonics items you have selected
provide the order for the texts you will use.
Now choose your strategies
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Read pages 58 to 69. Letter names and
sounds (earlier in the chapter) should be
too simple for this group. Choose sounding
and blending if the phonics data show
intensive needs. Choose letter patterns or
teaching by analogy if the needs are
isolated to vowel patterns.
All children are likely to benefit from the
high-frequency word strategy.
Vary how your students respond
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Remember that there are many ways for
students to respond to instruction in small
groups. Build in variety to increase
engagement.
In addition to oral responses, children can
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spell words
signal their answers in an “every pupil response”
format (e.g., holding up one finger or two against
the chest).
Sounding and Blending Script
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We are going to start today by sounding and
blending some words. The way that you do that
is to look at each letter, say each sound out loud
and then say them fast to make a word.
Listen to me. /p/ /i/ /g/ pig. Now you try: /p/ /i/
/g/ pig.
When you come to a word that you don’t know
you can sound and blend it.
Letter Patterns Script
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Today we will work on reading and spelling three vowel
patterns. The /at/ pattern is the sound at the end of the
word cat. It is spelled a-t. The /et/ pattern is the sound at
the end of the word pet. It is spelled e-t. The /it/ pattern
is the sound at the end of the word sit. It is spelled i-t.
First I want you to listen to words and tell me whether
they sound like cat, pet, or sit.
Let’s look at the spellings for all of the words that sound
like cat. Notice that words with the /at/ sound have the
a-t pattern. You can use that pattern when you read or
spell a-t words.
Decoding by Analogy Script
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When I don’t know a word, I look for the first
spelling pattern (the vowel and what comes
after). I think about my clue words and find a
word with the same pattern. The clue word
might be located on the word wall under the
vowel letter. I tell myself that if I know this clue
word, the new word must sound like it. Then I
look for the next spelling pattern. When I’ve
come to the end, I blend the syllables together
and check to see that my word makes sense.
Example of a Decoding-by-Analogy Word Wall
Child
encounters:
shrill
Teacher:
Start with the vowel. Do you see a
chunk you know?”
Student:
ill
Teacher:
Right! And can you find a word on
the wall with that chunk? Remember
to look under the letter i.
Student:
pill
Teacher:
Yes, and if take off the p and put shr
at the beginning, how would you say
it?
Student:
shrill
High-Frequency Word Script
Today we are going to learn to read and spell some really
useful words. The first word is from. Say that word.
Now watch me count the sounds in from. /f/ /r/ /u/ /m/.
We hear four sounds. Say the sounds with me. Now
watch me spell the word from. The first sound we hear in
from is /f/, and it is spelled with the letter f. The second
sound we hear in from is /r/, and it is spelled with the
letter r. The third sound we hear in from is /u/, and it is
spelled with the letter o. The last sound we hear in from
is /m/, and it is spelled with the letter m.
High-Frequency Word Script (cont.)
Three of the letters and sounds in from are
easy to remember. The only one that is
tricky is the o. Remember that in the word
from, the /u/ sound is spelled with the
letter o. If you remember that, you can
easily read and spell from.
Now think about fluency
procedures
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Read pages 70-79. You will need to
consider several things: your level of
support and strategies for organizing
repeated readings.
Remember that your goal is to allow the
children to practice using the phonics
patterns that they are learning; these texts
will not likely lend themselves to
discussion.
Most support
Echo The teacher reads a sentence and
reading then the group rereads it aloud.
Choral The teacher leads the entire group
reading reading aloud in unison.
Partner Pairs of readers alternate reading
reading aloud by following a specific turntaking procedure.
Least support
Whisper Each child reads aloud (but not in
reading unison) in a quiet voice.
Since your goal is to allow the children a
chance to practice decoding, try to start at the
bottom, with whisper reading.
Gather or make all of your
materials
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Word lists, word cards, phonics-controlled
books, teaching scripts, white boards,
notebooks – everything you need
(Hint: Use books with word lists in them;
it’s faster.)
Remember that our goal is that you plan for
three weeks at a time
The very weakest group*
3 minutes
Whisper read the previous day’s text
3 minutes
Sounding and blending
3 minutes
High-frequency words
3 minutes
Whisper read a new book
3 minutes
Partner read the new book
*Minute allocations are simply an example based on a 15-minute session.
A more typical group*
5 minutes
Letter patterns
3 minutes
High-frequency words
7 minutes
Whisper read, then partner read
*Minute allocations are simply an example based on a 15-minute session.
A more advanced group*
6 minutes
Decoding by analogy
2 minutes
High-frequency words
7 minutes
Whisper read, then partner read
*Minute allocations are simply an example based on a 15-minute session.
Try it out!
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Remember that we are hoping for a cycle, with
teacher reflection. Your goal is to move these
children into a fluency and comprehension group,
but you’ve got to be successful here first.
You may need to repeat a particular lesson for
two days. That’s fine. You also may need to step
in with echo or choral reading. That’s fine too.
At the end of the three weeks, you can use data
collected as part of the instruction to inform your
next moves.