Planning Needs-Based Instruction, Part 2

Sharon Walpole Michael C. McKenna Georgia Reading First

Goals for the day

Examine data from the most recent DIBELS benchmarking Build knowledge of SBRR strategies for needs-based instruction in fluency, vocabulary, and comprehension Think about what you can do to support your teachers

Summary of Effectiveness Reports General question: How are the groups moving?

“Instructional Recommendation” is a combined, weighted score used as a starting point Specific subtests are targeted at middle and end of year Two reports each grade level each year: Beginning to Middle, Middle to End

How do you find the data?

We asked Wireless to generate state level reports from last year Now that the bridge is finished to the DIBELS site, you can get these reports from the site You can start to evaluate changes from last year’s trends

What are they tracking?

K 1 2 3 Beginning Instructional Recommendation Instructional Recommendation Instructional Recommendation ORF Middle ISF NWF ORF ORF End PSF ORF ORF ORF

Kindergarten: Fall to Winter

100 90 80 70 60 50 40 30 20 10 0 57 41 3 2004 Starting Fall at Benchmark 72 27 1 2005 Starting Fall at Benchmark Benchmark Strategic Intensive

Kindergarten: Fall to Winter

30 20 10 0 100 90 80 70 60 50 40 34 54 12 2004 Starting Fall at Strategic 49 44 6 2005 Starting Fall at Strategic Benchmark Strategic Intensive

Kindergarten: Fall to Winter

100 90 80 70 60 50 40 30 20 10 0 18 52 30 2004 Starting Fall at Intensive 30 49 21 2005 Starting Fall at Intensive Benchmark Strategic Intensive

First Grade: Fall to Winter

30 20 10 0 100 90 80 70 60 50 40 58 36 6 2004 Starting Fall at Benchmark 76 22 2 2005 Starting Fall at Benchmark Benchmark Strategic Intensive

First Grade: Fall to Winter

100 90 80 70 60 50 40 30 20 10 0 28 54 18 2004 Starting Fall at Strategic 47 44 9 2005 Starting Fall at Strategic Benchmark Strategic Intensive

First Grade: Fall to Winter

30 20 10 0 100 90 80 70 60 50 40 15 41 44 2004 Starting Fall at Intensive 23 42 36 2005 Starting Fall at Intensive Benchmark Strategic Intensive

Second Grade: Fall to Winter

100 90 80 70 60 50 40 30 20 10 0 92 7 1 2004 Starting Fall at Benchmark 95 5 0 2005 Starting Fall at Benchmark Benchmark Strategic Intensive

Second Grade: Fall to Winter

30 20 10 0 100 90 80 70 60 50 40 29 41 30 2004 Starting Fall at Strategic 43 39 18 2005 Starting Fall at Strategic Benchmark Strategic Intensive

Second Grade: Fall to Winter

100 90 80 70 60 50 40 30 20 10 0 88 10 2 2004 Starting Fall at Intensive 81 15 5 2005 Starting Fall at Intensive Benchmark Strategic Intensive

Third Grade: Fall to Winter

30 20 10 0 100 90 80 70 60 50 40 83 16 1 2004 Starting Fall at Benchmark 91 9 0 2005 Starting Fall at Benchmark Benchmark Strategic Intensive

Third Grade: Fall to Winter

100 90 80 70 60 50 40 30 20 10 0 22 58 20 2004 Starting Fall at Strategic 30 57 13 2005 Starting Fall at Strategic Benchmark Strategic Intensive

Third Grade: Fall to Winter

100 90 80 70 60 50 40 30 20 10 0 18 81 1 2004 Starting Fall at Intensive 24 74 2 2005 Starting Fall at Intensive Benchmark Strategic Intensive

Today’s Strategy

Needs-based instruction – Strange materials again?

• We are still working from the draft of our new book – We have more instructional videos to share – Strategy: Listen, Read, Discuss

Program design issues

Select core program materials Set an instructional schedule – Choose and use a diet of whole-group and small group instruction Evaluate and reevaluate the instructional schedule – Observe to provide differentiated support to teachers – Analyze student data to determine effectiveness Implement intensive interventions

Three-Tiered Instruction

Tier 3 Intervention Tier 2 Needs-Based Instruction Tier 1 Whole-Group Instruction

Step One: Gather your resources 1. Find and examine the scope and sequence of instruction in your core and supplementary materials for phonics skills, high-frequency words, oral vocabulary, and comprehension strategies. 2. Locate and organize any informal achievement or placement tests that are associated with your materials.

3. Locate and organize any informal assessments provided in the professional books that your grade level is reading.

Step Two: Consider your children ’ s needs 1. Review the most recent grade-level data and determine whether additional informal data are needed.

2. Choose two areas to target for differentiation in a given session (e.g., phonemic awareness and phonics, phonics and fluency, fluency and comprehension, comprehension and vocabulary).

3. Choose differentiation strategies in those areas.

4. Gather or make materials for three weeks ’ needs-based instruction.

Step Three: Try it out!

1. Pilot your plan for three weeks.

2. Gather to evaluate and fine-tune, considering the changing needs of children and teachers.

We worked on phonics and phonemic awareness.

Did anyone try to plan needs based instruction?

What did you learn?

Let’s review fluency

Research Reviews

What exactly is guided oral reading?

What is the best way to build fluency during needs-based instruction?

Read pages 38 and 39 to find out!

Who and How?

Remember the cognitive model? Under what conditions are fluency strategies likely to work?

If students are ready for oral reading fluency work, what text levels should you use?

Read page 40 to find out

Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Print Concepts Vocabulary Knowledge of Structure Background Knowledge General Purposes for Reading Specific Purposes for Reading Automatic Word Recognition Language Comprehension Reading Comprehension Strategic Knowledge Knowledge of Strategies for Reading

Most Support Least Support Echo Reading Choral Reading Partner Reading Whisper Reading When is each of these techniques appropriate during needs based instruction?

Monitor Student Progress: Words Correct per Minute

Grade 1 2 3 4 5 6 7 8 Rasinski (2003) 60 94 114 118 128 145 167 171

Spring Benchmarks

DIBELS ORF GPS Hasbrouck & Tindal (2005) (50th percentile rank) 40 90 110 60 90 120 53 89 107 123 139 150 150 151

Preview for 2nd grade Fluency Video

When providing support with grade-level text, we need to gradually release responsibility to the students. This begins with the teacher modeling. Watch the following video to see how Sara releases responsibility to the students as their fluency increases

After viewing 2nd-grade video

What did you notice about managing needs-based fluency practice? What was the emphasis of the lesson?

How did Sara maintain student attention to the purpose of the lesson?

Preview for 3rd-grade fluency video

Notice the difference in student knowledge when Sara asks what reading with fluency means Notice the additional focus on comprehension before the fluency work really begins Notice the procedure used for partner reading

Now that you’ve watched both videos …

What did you notice about the rate of Sara’s reading when she was modeling?

How did she know when to release the students to partner reading?

How did she provide feedback to the students?

What was the difference in terms of support for tracking between 2nd and 3rd grade?

Read pages 43 - 50

Choose one strategy that would work in your school and commit to three implementation steps

Let’s move on to vocabulary

Research Reviews

Exactly which words should we teach at each grade level?

How do vocabulary strategies apply to ELLs?

What’s the role of explanation and discussion during read-alouds and building vocabulary?

Read pages 51-53 to find out!

Who and How?

Remember the cognitive model? Under what conditions should you choose vocabulary development for needs based time?

If students need additional vocabulary development, what are the best texts to use?

We’ve read Isabel Beck’s book on vocabulary

To what extent are your teachers selecting and teaching tier two words during read aloud?

First-Grade Vocabulary Video

Sara taught a lesson on developing a story map during reading and ended the lesson teaching two vocabulary words from the story.

At the end of the day she pulled a group of students who struggled with the story map and vocabulary and repeated the lesson.

While watching the video notice …

How does Sara set the purpose for the lesson?

How does she maintain a focus on enjoying the story

and

learning?

How does she plan for students to talk during the reading?

How does she maintain focus on the purpose of the lesson?

Before the small group …

When Sara repeats the same lesson with the same book on the same day with a group of students struggling with comprehension and vocabulary, what do you think will happen?

After the 1st-grade video

What are the similarities and differences between the whole-group and small group lesson?

How did she introduce the purpose for revisiting the book again with the small group?

Preview for the 3rd-grade video

Notice the difference in level of independence in completing a story map What evidence do we have that the children need the graphic organizer?

After viewing both videos

How are the whole group read-alouds similar and different in the first- and third-grade classes?

What opportunities could Sara provide in the small group that she could not provide in the whole-group setting?

What evidence do you have that the children actually do need re-teaching?

Building it into instruction

How could you build re-readings into your needs-based time?

What would you have to do as a leadership team to support teachers?

Read pages 54 - 59

How is the ELL storybook intervention similar to and different from the tier 2 vocabulary approach?

How could you build in vocabulary work for your ELLs?

Let’s move on to comprehension

Research Reviews

When we consider children with special needs, how are recommendations for instruction different?

Are single-strategy or multiple-strategy approaches more effective?

To what extent is content area instruction an appropriate context for comprehension work?

Read pages 60 and 61 to find out!

Who and How?

So now that you recall the cognitive model … under what conditions should you choose comprehension development for needs-based time?

If students need additional comprehension development, what are the best texts to use?

Gradual-Release-of Responsibility

Teacher Control Modeling Shared Control Scaffolding Student Control Applying

Read pages 63 - 65

To what extent are teachers in your school employing Duffy’s model of direct explanation?

What can we do to help teachers who struggle to explain reading?

Read page 66

To what extent are your teachers asking higher-order questions?

What could you do to help teachers who struggle with asking these types of questions?

Kindergarten Prediction

Sara models using the strategy of making a prediction to a class of kindergarten students. The students are familiar with the strategy but need additional experiences.

A few days later she returns to read the same story with a small group of students who struggled with the strategy

Kindergarten Video - Making Predictions

How does Sara keep students focused on the instructional goal?

How does she ensure that everyone has a chance to participate and practice using the strategy?

After viewing the whole-group lesson …

How can you tell the students have experience with the strategy but need additional help?

To what extent did the students apply the strategy on their own appropriately?

Before viewing the small group

How will the students respond when asked to make predictions for a book they’ve already heard?

After viewing the small group

How does she make prediction meaningful in a previously read text?

What opportunities does she have with the small group that she did not have with the whole group?

What additional modeling does she do?

Application

Look at the copy of The Hickory Chair. Choose one strategy from pages 63 65 and decide where in the text you could model the strategy.

Repeat with a different strategy. Notice how the same text can lend itself to multiple lessons with a different strategy focus.

1st-Grade Video Drawing Conclusions

Now watch!

Sara read

The Hickory Chair

with the purpose of teaching students how to use the strategy of drawing conclusions.

2nd-Grade Drawing Conclusions

Think about how the strategy instruction is similar to the kindergarten lesson even though the strategy focus is different

After 2nd-Grade Video

What did Sara do to reinforce the student’s understanding of both the text and the strategy of drawing conclusions?

3rd Grade Drawing Conclusions

Watch to see the similarities and differences between the 1st- and 3rd grade students’ strategy use and text comprehension. Do you notice developmental differences?

Read pages 67-76

To what extent are your teachers ready to expand their repertoire of needs based comprehension strategies beyond direct explanation?

What could you do to help teachers move forward?

Step One: Gather your resources 1. Find and examine the scope and sequence of instruction in your core and supplementary materials for phonics skills, high-frequency words, oral vocabulary, and comprehension strategies. 2. Locate and organize any informal achievement or placement tests that are associated with your materials.

3. Locate and organize any informal assessments provided in the professional books that your grade level is reading.

Step Two: Consider your children ’ s needs 1. Review the most recent grade-level data and determine whether additional informal data are needed.

2. Choose two areas to target for differentiation (e.g., phonemic awareness and phonics, phonics and fluency, fluency and comprehension, comprehension and vocabulary).

3. Choose differentiation strategies in those areas.

4. Gather or make materials for three weeks ’ needs-based instruction.

Step Three: Try it out!

1. Pilot your plan for three weeks.

2. Gather to evaluate and fine-tune, considering the changing needs of children and teachers.

Where do your data lead you?

In planning support for needs-based instruction, should you Work with phonemic awareness and phonics?

Work with phonics and fluency?

Work with comprehension and vocabulary?