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Instructional Decision Making:Coaches Meeting #32007-08 : 

Instructional Decision Making:Coaches Meeting #32007-08

Who is here today? : 

Who is here today?

Questions : 

Questions This will be interactive. Ask questions whenever you want Use the parking lot

Goals of the Day : 

Goals of the Day Participants will: Receive PESA Update Review the “Managing Complex Change” tool Share Home Play: Instructional Strategies/Materials for Comprehension and Vocabulary Review Why Vocabulary is Important Receive an overview on “Text Talk”-Lower Elementary Grades Be able to identify when and how to use Explicit Instruction -vs- Independent Word Learning Strategies to teach vocabulary. Review Current Action Plans and determine if revisions are needed

PESA “FUN” UPDATE : 

PESA “FUN” UPDATE Brad Niebling Alecia Rahn-Blakeslee

Quick Assignment : 

Quick Assignment Internal/External Coaches: -Review your “Home Play” from last time Discuss with others: Most common strategy/materials used for teaching vocabulary. Most common strategy/materials used for teaching comprehension Overall feeling about the level of confidence teachers have in instructing students in these two areas

Importance of Teacher Preparation : 

Importance of Teacher Preparation “…the preparation of teachers to better equip students to develop and apply reading comprehension strategies to enhance understanding is intimately linked to students’ achievement in this area.” – National Reading Panel

Managing Complex Change:Review/Expansion : 

Managing Complex Change:Review/Expansion Data/input shared = Anxiety is within IDM teams, coaches, and buildings Today’s “SKILL” focus will be in the area of vocabulary Begin addressing Frustration through scheduling conversations and material/strategy professional development planning.

Managing Complex Change : 

Managing Complex Change = Change Confusion = = = = = + + + + Skills Incentives Resources Action Plan + + + + Vision Incentives Resources Action Plan + + + + Vision Skills Resources Action Plan + + + + Vision Skills Incentives Action Plan + + + + Vision Skills Incentives Resources Adapted from Knoster, T. Anxiety Resistance False Starts Frustration

Engaging our Prior Knowledge : 

Engaging our Prior Knowledge

IDM CYCLES: Core, Supplemental, Intensive : 

IDM CYCLES: Core, Supplemental, Intensive IDM Cycles Curriculum Instruction Assessments Core Supplemental Intensive Review

Three Functions of Assessment Used to Guide Instruction : 

Three Functions of Assessment Used to Guide Instruction 1: Screening Assessments-Target a group of students 2: Diagnostic Assessments- Pinpoint instructional needs 3: Formative/Progress Monitoring- Shows whether the instruction is effective and impacting student skill development ALL PART OF AN ASSESSMENT PROCESS! Review

Slide 13: 

Organizing Fluency Data:Making the Instructional Match Group 1: Dig Deeper in the areas of reading comprehension, including vocabulary and specific comprehension strategies. Group 2: Build reading fluency skills. (Repeated Reading, Paired Reading, etc.) Embed comprehension checks/strategies. Group 3: Conduct an error analysis to determine instructional need. Teach to the instructional need paired with fluency building strategies. Embed comprehension checks/strategies. Group 4: Conduct Table-Tap Method. If student can correct error easily, teach student to self- monitor reading accuracy. If reader cannot self- correct errors,complete an error analysis to Determine instructional need. Teach to the instructional need. Review

Group 1 : 

Group 1 Questions: *Is the student performance on an every day basis consistent with this data? (Accurate and Fluent Reader) If NO, further assess IF YES, ask *Does the student have problems with reading comprehension on a regular basis? If No, work to determine cause of poor performance.(i.e. motivation, attention, etc.) Yes-Dig deeper reading comprehension

Slide 15: 

Group 1 Further investigate comprehension ITBS/ITED Reading Comprehension item analysis and look at Vocabulary Monitor for meaning Predict-clarify-summarize Maze (with retell rubric) and cloze passages BRI Qualitative Reading Inventory (QRI) Burns and Roe Reading Inventory File Review on Fluency and comprehension CONSOLIDATE your data Remember to use given criteria or determine criteria for the tools/processes

Slide 16: 

Group 1 Instructional Recommendations for Comprehension Active and Reflective Reading Before, During, and After Strategies Reciprocal Teaching Story Maps and Semantic Webbing Pre-reading Questioning Critical Reading Monitoring for Meaning Collaborative Strategic Reading References CBE materials Vaughn, 2001 Howell & Nolet, 2000 Billmeyer, 1998

VocabularyFOCUS : 

VocabularyFOCUS Special THANK YOU to.. Mary Jo Brown and Kathy Scebold Professional Learning Consultants

Scholastic’s Text Talk:K-3 Vocabulary : 

Scholastic’s Text Talk:K-3 Vocabulary “Learning in rich contexts is valuable for vocabulary learning.”-National Reading Panel Text Talk Program Overview: 1) Read-Aloud Text 2) Active Talk 3) Direct Instruction 4) Teacher Support Authors: Dr. Isabel Beck and Dr. Margaret McKeown

Scholastic’s Text Talk:K-3 Vocabulary : 

Scholastic’s Text Talk:K-3 Vocabulary Learning from Others- Demonstration Question and Answer Time

Vocabulary Instruction:4-12th Grade : 

Vocabulary Instruction:4-12th Grade The connection between vocabulary and reading comprehension, as well as vocabulary and school performance in all content areas, is one of the most strongly established in educational research. (Davis, 1944, 1968: National Reading Panel, 2000).

Vocabulary Knowledge Leads to Student Success : 

Vocabulary Knowledge Leads to Student Success An ability to communicate competently & confidently in speaking and writing An ability to read with comprehension Ultimate goal of reading curriculum beyond primary grades is to learn critical content Vocabulary load and complex sentence patterns in texts provide comprehension challenges (features not present in oral communication)

Vocabulary Knowledge is Absolutely Essential For: : 

Vocabulary Knowledge is Absolutely Essential For: Comprehending demanding instructions Following lectures Conversing in writing across subject areas Understanding the complex and varied texts of school curriculum

Receptive vs. Expressive Word Knowledge : 

Receptive vs. Expressive Word Knowledge Receptive Vocabulary = Words we are able to recognize and understand when we hear or see them Expressive Vocabulary = Words we use confidently and competently in speaking and writing

Goals of a Comprehensive Vocabulary Program : 

Goals of a Comprehensive Vocabulary Program Expand both receptive and expressive vocabularies Continually move words from the receptive level to expressive level Provide many opportunities for children to acquire “deep” knowledge of words, the ability to understand and use words flexibly and appropriately in many different contexts

Effective Vocabulary Instruction: Is more than… : 

Effective Vocabulary Instruction: Is more than… Looking up words in the dictionary Using written context to figure out word meanings Impromptu ‘teachable moments’ and discussions How many teachers consider the 3 points above as “vocabulary instruction?”

Effective Vocabulary Instruction Includes… : 

Effective Vocabulary Instruction Includes… Fluent Wide Reading Regular Emphasis on non-fiction by 3rd grade Explicit instruction in key words Students benefit from a consistent instructional routine as well as knowing their role within that routine Teaching word learning strategies Contextual Analysis-using context clues Morphological Analysis-prefixes,suffixes, root words, compound words Using references

Vocabulary Instruction vs. Vocabulary Activities CONFUSION : 

Vocabulary Instruction vs. Vocabulary Activities CONFUSION Instruction Teacher directed Clear explanations and/or examples Guided student use: “I do it, we do it, you do it.” Followed by application tasks: structured speaking/writing Activity Students largely on their own Definitions not explanations Little guidance or feedback Little/no expressive use of new words (oral/written)

Traditional Vocabulary Instruction : 

Traditional Vocabulary Instruction Problems with this approach? Hand-raising dominated discussions limit amount and quality of student discourse Too many students are passive bystanders Repeatedly asking “does anyone know what ____ means?” or “can anyone guess what ____ means?”

Traditional Vocabulary Instruction : 

Traditional Vocabulary Instruction The instruction does not follow a routine (haphazard) so students sit and listen but fail to take notes for review and study Students are not involved in comprehending and effectively using new words in either academic speaking or writing

Yes! : 

Yes! “When our real goal is to have students comprehend new words and successfully incorporate them into their academic speaking and writing, we need a much more robust explicit approach than relying on their ability to decipher meaning from the dictionary and from a reading context. Something as critical as vocabulary knowledge should not be left to chance.” Kate Kinsella

Essential Features of Effective Vocabulary Instruction : 

Essential Features of Effective Vocabulary Instruction Analyze vocabulary demands of lesson content and prepare for instruction Prompt students to assume an active role Pre-teach critical words Follow a consistent instructional routine Provide opportunities for application Assess meaningfully and often

“Without a clear framework for prioritizing words for instruction and careful lesson preparation, we are likely to focus on the intriguing words at the expense of the important words.” Kate Kinsella : 

“Without a clear framework for prioritizing words for instruction and careful lesson preparation, we are likely to focus on the intriguing words at the expense of the important words.” Kate Kinsella

Why Not Teach All Unknown Words in a Text? : 

Why Not Teach All Unknown Words in a Text? Text may have too many unknown words for direct instruction Direct vocabulary instruction can take a lot of class time Students may be able to understand a text without knowing the meaning of every word Students need opportunities to use word-learning strategies to learn meanings of unknown words Armbruster, Lehr, & Osborn, 2001

“Choosing Words” Cautions with Teacher Edition Bold/Italic Words : 

“Choosing Words” Cautions with Teacher Edition Bold/Italic Words Typically too many to teach-‘not doable’ Word may occur once or fewer times in other texts-does not travel well Word may occur only once in that particular selection Often ignore high-use academic terms Often ignore words that have different meanings in different subject areas • Volume, solution, meter

2 Major Considerations When Choosing Words: : 

2 Major Considerations When Choosing Words: Words absolutely critical to understanding the major concepts within a reading selection or lesson Words that are generally useful for students to know and they are likely to encounter with some frequency in academic and perhaps professional and even social settings

Types of Words to Consider Teaching : 

Types of Words to Consider Teaching

Types of Words to Consider Teaching : 

Types of Words to Consider Teaching

Resource:Academic Word List : 

Resource:Academic Word List Ten lists-most frequent words to least frequent words Words are not in the most frequent 2,000 words of English but occur frequently over a very wide range of academic texts Most frequent form of the word Not restricted to a specific field of study Does not contain technical words likely to appear in only 1 specialized field of study

“Choosing Words Activity”: Step 1 : 

“Choosing Words Activity”: Step 1 Choose 3 to 5 words from one reading selection that all students need to know (work in disciplinary teams) Identify the word type (rationale) Process in choosing words is valuable (PLCs)

Vocabulary Knowledge Rating : 

Vocabulary Knowledge Rating Provides student an advance organizer of targeted words Engages students,keeps them accountable, activates prior knowledge Helps teachers identify vocabulary demands Pre-assessment tool to help determine instructional tool

Vocabulary Knowledge Rating Sheet : 

Vocabulary Knowledge Rating Sheet

Match Instructional Tools to Student’s Word Knowledge : 

Match Instructional Tools to Student’s Word Knowledge Explicit Instruction = Targeted words students do not know Independent Word Learning Strategies References=Words students have some knowledge of or know the word Context=Words that context explicitly defines Morphological Analysis = looking at the parts of the word)=words that have similar word parts

Explicit Instructional Sequence for Teaching a New Word : 

Explicit Instructional Sequence for Teaching a New Word Contextualize the word for students Present the word in writing (on the board, overhead, computer) - visual imprint Pronounce the word several times & then have students pronounce the word a few times - auditory imprint Clarify the part of speech Provide a familiar synonym or ”sort of like” word(s) before explanation

Explicit Instructional Sequence for Teaching a New Word : 

Explicit Instructional Sequence for Teaching a New Word Provide a relatively brief, accessible explanation using familiar vocabulary Provide examples and non-examples Connect to prior knowledge/experiences Structure use in speaking & writing With focused questions/tasks Well constructed sentence frame provided in writing and modeled by teacher helps students visualize how a word is used correctly

Structured Speaking and Writing : 

Structured Speaking and Writing Deepen Understanding and Coach Students’ Academic Oral Language: Speaking Task: Would you receive an A on a History report if some of the details from you Internet search were not accurate? Response Scaffold: I would/would not receive an A on a History report if some of the details were not accurate because…

Structured Speaking and Writing : 

Structured Speaking and Writing Review and Coach Students’ Use in Academic Writing: Writing Task: Identify one television show that provides and accurate/inaccurate view of teens’ lives Response Scaffold: In my opinion, the TV show ____ presents an accurate view of teens’ lives because ____ (reason:complete sentence). On the other hand, the TV show ____ presents an inaccurate view because ___

Vocabulary Routine : 

Vocabulary Routine Dr. Kate Kinsella, Ed. D. San Francisco State University Explicit Vocabulary Instruction in a 4th Grade Classroom

Resources: Dictionaries : 

Resources: Dictionaries Definition: categorize, v.t. Random House Webster’s Dictionary (2001): to arrange in categories; classify Longman Advanced American Dictionary (2001): to put people or things into groups according to what type, level, etc. they are, or to say what group they are in. The population is categorized according to age, gender and occupation. How would you categorize your relationship with your parents? COBUILD Dictionary (2002): v. So if you categorize people or things, you say which set they belong to. They categorized me as a rock and roll player.

Resources : 

Resources http://teacher.scholastic.com/products/ReadAbout/research/webinars_kinsella.htm “Narrowing the Language Gap: The Case for Explicit vocabulary Instruction”, Scholastic Professional paper, Kevin Feldman and KateKinsella, 2005 “Integrated Vocabulary Instruction”, Learning Point Associates North Central Regional Educational Laboratory, 2005

Resources : 

Resources Research Informed and Classroom Tested Strategies to Effectively Teach High Priority Vocabulary for School Success, Kate Kinsella, 2007 National Reading Panel Report, Teaching Children to Read, 2000

Next Steps: : 

Next Steps: Based on today’s information: How will you as a coach share today’s information? -Consider Cohort Reunion Days -Information will be on our Web-Site 2) Discuss with your IDM Leadership Team Updating IDM Action Plans

Home “Play” : 

Home “Play” For next time PLEASE bring: 1) Action Plans for this spring and next year 2) Celebrations 3) Concerns/Challenges (We will brainstorm together as a group!)

The Process is Ongoing and Long-Term : 

The Process is Ongoing and Long-Term

Final Thoughts! : 

Final Thoughts! If you want to see it, teach it! If you teach it, assess it! If you assess it, analyze it, use it to guide instruction! Assess again to see if instruction was effective! Wendy Robinson Thank you for attending!

Questions? Contacts : 

Questions? Contacts Instructional Decision Making (IDM) Shannon Harken Cell: 641-891-1651 sharken@aea11.k12.ia.us *BEST OPTION! Positive Behavioral Supports (PBS) Angelisa Braaksma 1-800-670-4729 abraaksma@aea11.k12.ia.us Thanks for attending!