IDMCoachesMtg2

Instructional Decision Making:Coaches Meeting #22007-08 : 

Instructional Decision Making:Coaches Meeting #22007-08

Who is here today? : 

Who is here today?

Slide 3: 

A Special THANK YOU! From: The Heartland IDM Team

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: Reflect on current IDM practices within your building Review the “Managing Complex Change” tool Review the 4-Box Reading Data Organizer Share instructional strategies/materials matched to student needs Share Scheduling Ideas Review Current Action Plans and determine if revisions are needed

Something to remember… : 

Something to remember… Even if you are on the right track, you’ll get run over if you just sit there. Will Rogers IDM is Continuous Improvement

Quick Assignment : 

Quick Assignment Internal/External Coaches: Briefly write down and discuss IDM related actions/conversations/etc. that have taken place since our last IDM coaches meeting. Share out

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 areas of assessments and reading content. Begin addressing Frustration through scheduling conversations.

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

Benefits Of IDM : 

Benefits Of IDM IDM will help you to: Know immediately, “Is what we are doing working?” Know which students need more Know what each student needs Provide structures to deliver what students need Raise student achievement Are you seeing the benefits? Are there others?

Guiding Principles of IDM : 

Guiding Principles of IDM ALL students are part of ONE proactive educational system Use scientific, research-based instruction Use instructionally relevant assessments Use problem-solving method to make decisions based on a continuum of student needs Review

Guiding Principles of IDM : 

Guiding Principles of IDM 5. Data are used to guide instructional decisions 6. Professional development and follow-up modeling and coaching to ensure effective instruction at all levels of instruction. 7. Leadership is vital. Review Today you will see how the IDM Guiding Principles are embedded in our work!

Putting It All Together : 

Putting It All Together Curriculum is “What we teach.” Instruction is “How we teach.” Assessment “Guides the process.” Review

IDM CYCLES: Core, Supplemental, Intensive : 

IDM CYCLES: Core, Supplemental, Intensive IDM Cycles Curriculum Instruction Assessments 2007-08 IDM NEW LANGUAGE! Core Supplemental Intensive

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 17: 

Diagnostic Assessments Screening Assessments Outcome Assessments Formative/Progress Monitoring Assessments (Formative Assessments)

Assessment Considerations : 

Assessment Considerations Measurement strategies are chosen to… Answer specific questions Make specific decisions Give only with a “purpose” in mind There is a problem if one doesn’t know why the assessment is being given. KNOW how much is enough..Don’t OVER assess! Review

Screening Assessment Questions : 

Screening Assessment Questions Screening assessments can answer the questions: “How does the student compare to expectations/standards/peers?” “Who is not performing at the expected level?” “How far is the “GAP” between the student’s performance and expectations/standards/peers?” All VITAL information for guiding instruction to close the “GAP”

Slide 20: 

Established - Benchmark Emerging - Strategic Deficit - Intensive For struggling readers, just making progress isn’t good enough. Score Time Benchmark 1 Benchmark 2 Benchmark 3 Trajectory- “the path a projectile makes under the action of given forces such as thrust, wind and gravity.” --Encarta World English Dictionary

Slide 21: 

Established - Benchmark When curriculum, instruction, and assessments are working together… Score Time Benchmark 1 Benchmark 2 Benchmark 3 Close the gap! GOAL:

Screening Assessments-Not Always Enough : 

Screening Assessments-Not Always Enough Screening assessments often do not go far enough in answering the question: “Why is the student not performing at the expected level?” We will need to “DIG DEEPER!” Review

Slide 23: 

The major purpose for administering diagnostic tests is to provide information that is useful in planning more effective instruction. Purpose of Diagnostic Assessments Diagnostic tests should only be given when there is a clear expectation that they will provide new information about a child’s difficulties learning to read that can be used to provide more focused, or more powerful instruction.

Slide 24: 

•Phonemic Awareness •Alphabetic Principle •Accuracy & Fluency •Vocabulary •Comprehension 5 Essential Components of Reading Instruction The Diagnostic Process

Slide 25: 

The Diagnostic Process 2-6 Work Our Way Back 2nd Grade May Enter HERE! 3-6th Grade Should Enter HERE!

Begin with Reading Fluency and Accuracy : 

Begin with Reading Fluency and Accuracy

Fluency Rate and Accuracy : 

Fluency Rate and Accuracy Is the student fluent? Must define fluency expectation Fluency Measuring Tools: Curriculum-Based Measures (CBM) BRI AIMSWeb (grades 1 - 8) Fuch’s reading probes (grades 1 - 7) Jamestown reading probes (grades 4 and up) DIBELS (grades K - 6) Make your own reading probes GATHER ERROR SAMPLES FROM THESE TOOLS! Is the student accurate? Must define accuracy expectation Consensus in reading research is 95%

Slide 28: 

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.

Slide 29: 

Why focus on fluency? Reading Fluency Dimensions of Reading Fluency: • Accuracy • Rate • Quality REMINDER...

Slide 30: 

Reading Fluency A Self-Perpetuating Cycle Labored, inefficient reading Lack of Fluency Lack of motivation Lack of Practice Smaller Vocabulary Declining Comprehension Limited knowledge of academic language REMINDER...

Reading Accuracy : 

Reading Accuracy Comprehension is hindered by low accuracy. REMINDER...

Accuracy : 

Accuracy Task: Read the section from the book, The Call of the Wild. This selection provides the reader with 90% of the words. Is 90% accuracy enough to comprehend the text?

Slide 33: 

Buck did not read the ______, or he would have known that ______ was brewing, not only for himself, but for every tide-water dog, strong of muscle and with warm, long hair, from Puget Sound to San Diego. Because men, groping in the ______ darkness, had found a yellow _______ and because steamship and transportation companies were ______ the find, thousands of men were ______ into the ______. These men wanted dogs, and the dogs they wanted were _______ dogs, with strong muscles by which to toil, and ______ coats to protect them from the ______. Buck lived at a

CBM Practice Activity : 

CBM Practice Activity wpmc accuracy and Review

Data Summary : 

Data Summary 3rd Grade Class- Fall DIBELS: ORF=> 77

Slide 36: 

Organizing Data Activity ACTIVITY: Based on criteria for the grade level, place each student’s name into the appropriate box. Organizing data based on performance(s) assists in grouping students for instructional purposes. Students who do not perform well on comprehension tests, have a variety of instructional needs. wpmc and accuracy

Slide 37: 

Organizing Data wpmc and accuracy >77 wpmc And 95% acc. Tommy Jane Mac Claire Liz

Slide 38: 

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.

Slide 39: 

Organizing Fluency Data:Making the Instructional Match Home Play Share Out Activity: As a team, find a “POSTER” location to begin.-(Try to spread out into equal sized groups.) Choose a recorder. Start listing materials and strategies used within your building(s) that “MATCH” the instructional need(s). Listen for the “rotate” command.

Slide 40: 

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.

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 42: 

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 43: 

Organizing Fluency Data:Making the Instructional Match Home Play Share Out Activity: As a team, find a “POSTER” location to begin.-(Try to spread out into equal sized groups.) Choose a recorder. Start listing materials and strategies used within your building(s) that “MATCH” the instructional need(s). Listen for the “rotate” command. SHARE TIME!

Slide 44: 

Group 1 Instructional Recommendations for Comprehension Review 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

Slide 45: 

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.

Slide 46: 

Group 2 Question: *Is the student performance on an every day basis consistent with this data? If NO, further assess IF YES, check rate: Grades 4-6 *If reading below 60wpm, will dig deeper in accuracy. Phonics assessment tools Also consider raising expectations to 98% accuracy. Once accuracy is validated-Go to building fluency!

Validate Accuracy: Phonics Assessment Tools : 

Validate Accuracy: Phonics Assessment Tools San Diego Quick Assessment, 6 Minute Solution Multi-Syllabic Word lists, Rewards Quick Phonics Screener, Texas A & M If phonetic needs are determined, move student to Box # 3!-We will discuss them next!

Slide 48: 

Organizing Fluency Data:Making the Instructional Match Home Play Share Out Activity: As a team, find a “POSTER” location to begin.-(Try to spread out into equal sized groups.) Choose a recorder. Start listing materials and strategies used within your building(s) that “MATCH” the instructional need(s). Listen for the “rotate” command. SHARE TIME!

Fluency Continuum : 

Fluency Continuum Practice needs to occur at the appropriate level. Connected Text Phrase Level Word Level Letter & Letter-Sound Correspondence Fluency

Fluency Continuum : 

Fluency Continuum Letters and Letter-Sound Correspondence Associate letters with sounds for reading and writing Practice at the Word Level Single syllable words-combine into two-syllable words or compound words Irregular sight words

Fluency Continuum : 

Fluency Continuum Practice at the Phrase Level Phrases include both decodable and irregular sight words Select phrases to practice words and patterns already taught. Practice at Text Level Lower skill level students need extra practice in controlled decodable text first. After proficiency is established with irregular words and basic decoding skills, it is appropriate to select more non-decodable texts for fluency practice.

Try a “Combo” : 

Try a “Combo” Try doing a combination of fluency level work… For example: A student needs “sight word practice”- Accurate but slow on sight words and is accurate and slow in connected text COMBO- 2-5 minutes of drill work on sight words in isolation, AND 5-10 minutes of work in phrase strips or connected text using those sight words. Adding the “quick” drill work opportunities, as often as possible, is a great way to intensify instruction.

Teaching Fluency at the Letters, Letter Correspondence & Irregular Sight Word Levels : 

Teaching Fluency at the Letters, Letter Correspondence & Irregular Sight Word Levels Learning Sequence - Model to Samples - Recall and Find in Samples - State letter name or read independently Match Identify Name/Read

Fluency : 

Fluency How We Teach It: Provide opportunities for oral repeated reading with support and feedback Match reading texts and instruction to students’ reading levels Provide opportunities to read narrative and expository texts Monitor students’ progress in both rate and accuracy Adapted from Vaughn Gross Center for Reading and Language Arts, 2005

Teaching Fluency at the Phrase and Connected Text Level : 

Teaching Fluency at the Phrase and Connected Text Level Instructional Recommendations for Building Fluency Repeated readings Paired readings Assisted readings Choral reading Fluency below connected text-WORDS and Phrases.. Comprehension Checks/Strategies should be a routine part of any work on fluency.- Very Important!

Teaching Fluency at the Phrase and Connected Text Level : 

Teaching Fluency at the Phrase and Connected Text Level Potential materials Read Naturally Quick Reads PALS Six Minute Solution Own materials as long as student is 90-95% accurate

Slide 57: 

Reading Fluency: A Few Options Blevins www.scholastic.com Read Naturally www.readnaturally.com Great Leaps www.greatleaps.com 6-Minute Solution www.sopriswest.com Quick Reads www.pearsonlearning.com PALS Grades 2-6 Reading

Slide 58: 

Group 3 Sight Word Needs Basic Decoding Needs Multi-syllabic Decoding Needs

What is/are the instructional need(s)? : 

What is/are the instructional need(s)?

Slide 60: 

Error Analysis 1. Conduct Reading Probes 2. Use directions as specified. 3. Record the student’s errors on your copy of the reading passage. 4. Use least 25 errors for students in grade 1 to conduct an error analysis and at least 50 errors for grades 2 and above. 5. Use the Sample Error Analysis Sheet to conduct Error Analysis.

Phonics Assessment Tools Examples : 

Phonics Assessment Tools Examples San Diego Quick Assessment, 6 Minute Solution Multi-Syllabic Word lists, Rewards Quick Phonics Screener, Texas A & M

Phonics Assessment Sample: : 

Phonics Assessment Sample: Quick Phonics Screener-Texas A & M University

Multi-Syllabic Word Sample : 

Multi-Syllabic Word Sample Impression Communism Bedazzle Conference Refreshments Taken from Rewards Generalization Test (Archer, Gleason, Vachon, 2000) To answer the question: Can the student read multi-syllabic words?.. Have the student actually read multi-syllabic words!

Slide 64: 

Group 3 Group students according to similar needs: Multi-syllabic Error Pattern Basic Decoding Skills Sight Word Difficulties Teach to instructional needs Add Fluency Building Activities Continue to embed comprehension checks/ strategies

Slide 65: 

Organizing Fluency Data:Making the Instructional Match Home Play Share Out Activity: As a team, find a “POSTER” location to begin.-(Try to spread out into equal sized groups.) Choose a recorder. Start listing materials and strategies used within your building(s) that “MATCH” the instructional need(s). Listen for the “rotate” command. SHARE TIME!

Group 3 Considerations : 

Group 3 Considerations Link Error Samples to Specific Instruction… Is there a need for a specific instructional tool/program or just systematic explicit instruction with practice? For example: If only error pattern is silent “e”, probably doesn’t need Corrective Reading..

Explicit Instruction : 

Explicit Instruction 1) Gain the learner’s attention 2) Review relevant past learning 3) Communicate goal of the lesson 4) Model the skill to be learned 5) Prompt for correct response 6) Check for skill mastery 7) Close the lesson Archer, Anita, Ph.D. Delivery of Lessons: Direct Instruction. San Diego State University Review

Explicit Instruction Sample: Long “e” Sound : 

Explicit Instruction Sample: Long “e” Sound 1) Gain the learner’s attention- “Good morning class. Please put your items down, remember “body basics”, and all eyes on me.” 2) Review relevant past learning- “For the past several weeks we have been reviewing specific letter combinations, and applying those combinations into our reading exercises. Lets read the following together for a quick review. (What sound? What word?) oa ai oi boat foil rain foam stain Coin loan plain roam spoil 3) Communicate goal of the lesson- “Today we will be learning two new letter combinations.. The “ea” and the “ee”. Both of these letter combinations make the long “e” sound. Say it with me..eeeeeeeee”

Explicit Instruction Sample: Long “e” Sound : 

Explicit Instruction Sample: Long “e” Sound 4) Model the skill to be learned- “I’ll read the letter combination first and your repeat after me. Then we will practice, What sound? What word?”

Explicit Instruction Sample: Long “e” Sound : 

Explicit Instruction Sample: Long “e” Sound 5) Prompt for correct response “ee”, “ea”: Read below. What sound? What word?

Explicit Instruction Sample: Long “e” Sound : 

Explicit Instruction Sample: Long “e” Sound 6) Check for skill mastery- “As a group, please read the following words when prompted. I’ll be asking you individually to practice with your sheets with your partner in a couple of minutes.” 7) Close the lesson- “ Today we learned two letter combinations that make the same sound. The “ee” and “ea”. What sound do they make? ___ Please write down two words that include the “ee” letter combination and two words that include the “ea” combination into your journals. Read with a partner the short story about the “Real Feet…” Connected Text Practice!

Continuum of Instruction : 

Continuum of Instruction Instruction needs to occur at the appropriate level(s).-ALL MOVE TO CONNECTED TEXT! Connected Text Phrase Level Word Level Letter & Letter-Sound Correspondence Accuracy/Decoding Instruction

Slide 73: 

Other Example Activities B = Break off parts E = Examine the stem S = Say the parts T = Try it B E S T A mnemonic strategy for decoding words containing a suffix or prefix. KU Center for Research and Learning Word Identification Strategy Direct Instruction of Missing Skills

Slide 74: 

Higher Level Decoding Skills REWARDS Intermediate A Few Sample Programs Phonics for Reading 1, 2, 3 Core Program Intervention Materials H-I-N-T-S See Handout!

Explicit/Direct Instruction Considerations : 

Explicit/Direct Instruction Considerations Pacing is VITAL-use cues & keep the lesson moving Positive reinforcement may need to be increased for some students Some students may need to preview or review certain lessons Layer additional review and guided practice opportunities for certain students Not all programs based on explicit instruction steps, are exactly the same Keep in mind scope and sequence, pacing of the units, lesson time requirements, etc.-Choose WISELY!

Slide 76: 

Group 4 Instructional Recommendations for Building Monitoring Skills Assisted Self-Monitoring Assisted Monitoring If student doesn’t improve accuracy with assisted monitoring, use strategies from Group 3 to teach decoding skills. References CBE materials Howell & Nolet, 2000

Slide 77: 

Organizing Fluency Data:Making the Instructional Match Home Play Share Out Activity: As a team, find a “POSTER” location to begin.-(Try to spread out into equal sized groups.) Choose a recorder. Start listing materials and strategies used within your building(s) that “MATCH” the instructional need(s). Listen for the “rotate” command. SHARE TIME!

Share Time-Early Literacy Skills : 

Share Time-Early Literacy Skills Phonemic Awareness Beginning Alphabetic Principle (Nonsense Word Fluency) Letter Naming

K-1 DIBELS as Diagnostic Tool : 

K-1 DIBELS as Diagnostic Tool Look beyond the numbers! Review individual student booklets Look for error patterns Conduct other assessments if needed Target an essential “skill” deficit Target “automaticity”

Letter Identification Error Patterns Sample : 

Letter Identification Error Patterns Sample Gives the letter sounds Gives only the letters from their name Reverses similar letters (b, d, p, q) Does not recognize certain capitals/small letters Missing certain letter names consistently

Phoneme Segmentation Error Analysis Sample : 

Phoneme Segmentation Error Analysis Sample Repeats the word as a whole Segments only the initial sound from the rest of the word Segments only the ending sound from the rest of the word

Nonsense Word Error Analysis Sample : 

Nonsense Word Error Analysis Sample Common Error Patterns: Only reading the beginning sound Only reading the ending sound Missing a certain letter(s) consistently Missing/confusing the short vowel sounds Not able to blend the sounds together Tries to make the word make sense

Oral Reading Error Analysis Sample-Winter/Spring : 

Oral Reading Error Analysis Sample-Winter/Spring Misses sight words Misses beginning sounds Misses ending sounds Misses short vowels Misses long vowels Misses silent “e” rule Misses vowel teams Misses consonant blends

ADD:Sight Word Screening Tool : 

ADD:Sight Word Screening Tool Grade level lists Consider “3” second rule Showing the words in isolation IF a student is determined to have a sight word skill deficit, one may wish to teach sight words in isolation, however make sure strategies are also done to move that work to connected text. -Highlight all sight words on a given passage. (Green for “go”words), Have students underline the sight words in a parts of a passage before reading. - -Teach that reading has both: decodable words and SIGHT WORDS! Jolly Sight Word Method

Digging Deeper Document (Wendy Robinson) : 

Digging Deeper Document (Wendy Robinson) Find your grade level Read through the diagnostic questions Determine what activities(assessments) to use to answer the question(s) Pinpoint instructional needs

Instructional Strategies : 

Instructional Strategies Whole group Small group Individuals

Instructional Routines: “Beefing Up Core” with Distributed Teaching and practice (Kindergarten) : 

Instructional Routines: “Beefing Up Core” with Distributed Teaching and practice (Kindergarten) Think About:Typical Instructional Routines Brainstorm as a group and document ideas Share out

Instructional Routines: “Beefing Up Core” with Distributed Teaching and practice (1st Grade) : 

Instructional Routines: “Beefing Up Core” with Distributed Teaching and practice (1st Grade) Think About:Typical Instructional Routines Brainstorm as a as a group and document ideas Share out

Teaching Fluency at the Letters, Letter Correspondence & Irregular Sight Word Levels : 

Teaching Fluency at the Letters, Letter Correspondence & Irregular Sight Word Levels Learning Sequence - Model to Samples - Recall and Find in Samples - State letter name or read independently Match Identify Name/Read

Slide 90: 

Jolly’s Method of Teaching Basic Function Sight Words this have not that what will want every because 1. this this book

Slide 91: 

Jolly’s Method of Teaching Basic Function Sight Words 2. v Teacher holds up one card while students find and point to same card. v Teacher says the word twice.

Slide 92: 

Jolly’s Method of Teaching Basic Function Sight Words 3. v Teacher says each word again. v Students hold up card containing word and say word.

Slide 93: 

Jolly’s Method of Teaching Basic Function Sight Words Students are told they are going to learn to spell the words: v Students hold up one card. Look at it, close their eyes and try to picture the word in their minds as the teacher says it. v After visualizing each word, students put cards out of sight. v Teacher dictates words for spelling one by one. v Students check spelling against word cards and correct any errors.

Slide 94: 

Jolly’s Method of Teaching Basic Function Sight Words v Word cards are turned over and students run their fingers under words as teacher reads each phrase twice. v Students then are called upon to read phases aloud.

Slide 95: 

Jolly’s Method of Teaching Basic Function Sight Words Students complete maze sentences containing target words.

Slide 96: 

Jolly’s Method of Teaching Basic Function Sight Words Lesson 1 this every was this 1. Is every your book? was this 2. It every cold in my room. was this 3. We read every day. was this 4. I every lost in the woods. was This 5. Every is not my book. Was

Slide 97: 

Jolly’s Method of Teaching Basic Function Sight Words Final Activity: Teacher flashes word cards in random order several times. Students say each word as quickly as possible. Students may pair off and flash word cards to each other along with a few previously learned words.

Slide 98: 

Review Activity Cloze Passage It (was) a cold, dark night. (Everyone) was in bed. Something woke me up (about) midnight. I sat (up) listening. I could hear the wind (and) rain hitting (my) window. I (also) heard footsteps coming slowly up (the) stairs. “Is (this) really happening,” I (asked) myself. (Then) I heard the sound (again), louder (this) time. (Could) my pet monster be loose?

Adding More “Encoding” Practice to Sight Word Instruction : 

Adding More “Encoding” Practice to Sight Word Instruction Have the students write each sight word in a phrase and add the phrase to the back of the flashcard Have the students write 1-3 “teacher given” sight word(s) by his/her name every time an assignment is given (Multiple practice opportunities throughout the day!)

Additional Resources : 

Additional Resources Florida Center for Reading Research fcrr.org Teachers Student Centers Sections (k-1, 2-3, 4-5) Downloadable Intervention Activities

Link to:Instructional “Focus” Continuum : 

Link to:Instructional “Focus” Continuum

Alterable Components : 

Alterable Components Time Instruction Practice Distribute across the day Teaching Instructional priority Instructional focus Instructional strategy Practice Practice what is taught Must be accurate at practice skill/strategy

IDM CYCLES: Core, Supplemental, Intensive : 

IDM CYCLES: Core, Supplemental, Intensive IDM Cycles Curriculum Instruction Assessments 2007-08 IDM NEW LANGUAGE! Core Supplemental Intensive

Supplemental vs. Intensive Cycle for Students who are Less than Proficient : 

Supplemental vs. Intensive Cycle for Students who are Less than Proficient More in-depth diagnostic assessment Amount of instructional time Length of time presumed to remediate the student’s skill problems Intensity of materials/instruction Frequency of monitoring Group size Level of rigor Continuum of Levels of support!

Secret to Supporting Interventions within Core : 

Secret to Supporting Interventions within Core Class-wide instructional routines around high priority skills by grade level and time of year Use same routine in instructional interventions; narrow focus Distributed practice opportunities

Home Play-Report Out Scheduling : 

Home Play-Report Out Scheduling Get into groups of 3 buildings Share out currently, what impact has the IDM process had on schedules. Share examples State your biggest strength and weakness about the current schedule. TURN IN SCHEDULES if willing to share on the IDM web-site! THANKS!!!

Revise Action Plan : 

Revise Action Plan Action plan should address all 3 phases of the IDM Operational Model Ensures mindful planning for consensus building Captures the infrastructure development steps Is the “Road Map” for Implementation

Home “Play” : 

Home “Play” For next time PLEASE bring: Strategy/Materials Inventory Sheets You will need to make copies. *Have each grade level fill out a strategy/materials inventory sheet Be prepared to share out at our next meeting.

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!