ARI Foundations for Beginning Reading Modules - Final 7-19-16 PDF

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Alabama Reading Initiative

Foundations for Beginning Reading: Modules for Professional Learning

Alabama State Department of Education, Dr. Phillip Cleveland, Interim State Superintnendent of Education Revised 06/2/16 The Alabama State Board of Education and the Alabama State Department of Education do not discriminate on the basis of race, color, disability, sex, religion, national origin, or age in its programs, activities, or employment and provides equal access to the Boy Scouts and other designated youth groups. The following person is responsible for

handling inquiries regarding the non-discrimination policies: Title IX Coordinator, Alabama State Department of Education, PO Box 302101, Montgomery, AL 36130-2101, telephone (334) 242-8165.

Table of Contents Section 1: Conceptual Framework: The Foundation for Learning Module…3      

The Goal of Reading Instruction: Skillful Readers Conceptual Framework Jot Notes Graphic Organizer What is the Conceptual Framework? Why? When? How? Factors that Influence Reading Comprehension Implications for Learning in All Content Areas

Section 2: Assessment: A Professional Learning Module …………………...11     

What? Why? When? How? Four Types of Assessment Graphic Organizer Characteristics of Formative and Summative Assessments Optimal Learning Model

Section 3: Intervention: A Professional Learning Module ………………….17   

What? Why? When? How? An Instructional Framework for Reading Intervention

Section 4: Phonemic Awareness: A Professional Learning Module ………22         

A Phonological Continuum Umbrella Graphic What? Why? When? How? A Phonemic Awareness Lesson Elkonin Boxes Two-, Three-, & Four-Phoneme Pictures Sound Production Cue Cards

Section 5: Phonics: A Professional Learning Module ………………….…..35      

Clock Partners What? Why? When? How? An Explicit Phonics Lesson

Section 6: Fluency: A Professional Learning Module ……………………...45      

What? Why? When? How? Reading Connected Text/Retell Fluency Practice Accuracy Passage A Fluency Lesson

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Section 7: Oral Language & Vocabulary: A Professional Learning Module ……………………………………………………………...57       

What? Why? When? How? Four Corners Word Sort A Direct Vocabulary Lesson and Lesson Extensions

Section 8: Comprehension Instruction: A Professional Learning Module ……………………………………………………………...67     

What? Why? When? How? Reading Informational Text Anchor Standard 1 Grades K-5 Anticipation Guide

Appendices:  Appendix A –Vision/Absolutes……………………………………………..77  Appendix B – Strategy Cards…………………………………………….....78  Appendix C – Take-Aways and Next Steps……………..…….…………….85  Appendix D – Four Planning Questions………………….………………....90  Appendix E –Foundational Skills Standards………………………………..91  Appendix F – Works Cited……………..…………………………………...95  Appendix G – Multi-sensory Strategies…………………………………….96

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Alabama Reading Initiative

Conceptual Framework: The Foundation for Learning Module Outcomes: 1. Participants will explain the components of the Conceptual Framework (systems of meaning, language, and print). 2. Participants will identify the interferences to comprehension and the implications for instruction. 3. Participants will explain how the three systems support the reading foundations. The Conceptual Framework is the work of Dr. Katherine Mitchell based on the research for her doctoral dissertation.

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The Goal of Reading Instruction: Skillful Readers Skillful readers demonstrate . . . Accuracy  saying the words correctly Automaticity  recognizing words instantaneously Fluency  reading connected text with ease and minimal effort  reading with accuracy and automaticity, as well as appropriate speed, phrasing, and expression Active Building of Meaning  making ongoing efforts to construct meaning from the text  drawing on all resources (e.g., knowledge, experiences, language) to understand what they are reading  using comprehension strategies such as predicting, questioning, and visualizing to help make sense of text Self- Regulation  knowing at all stages of the reading whether or not the text is “making sense”  addressing problems as they emerge (includes problems at the word and text level)  choosing to be actively involved before, during, and after reading

Those who wish to teach reading well need to understand just what good reading is. Michael Pressley

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What? 1. What is the Conceptual Framework for Learning?  The Conceptual Framework is the foundation for learning.  It is a graphic that illustrates the processes that are required for learners at every age to make meaning from spoken or from written language.  The intent of the framework is to help teachers better understand how to design instruction that supports each of these processes and how to identify the interferences that can cause meaning to break down. 2. What are the three systems required for skillful reading? Skillful reading at any age requires the employment of three systems – the system of meaning, system of language, and system of print. Recent advances in medical technology allow the study of how the brain functions during reading. The research (Wren 2000) confirms the interrelationship of these three systems in the support of comprehension.

3. What is the System of Meaning?  The system of meaning is conceptual knowledge. It comes first in development.  It drives all language activity.  The system of meaning begins to develop within minutes of birth.  The system of meaning is sometimes referred to as background knowledge, prior knowledge, or schema.  It is the sum total of one’s unique cultural/background knowledge and experiences.  The system of meaning includes knowledge, experiences, emotions, understanding, and opinions.  Everything in a person’s system of meaning is constructed.  We are constantly expanding and refining our meaning based on our life experiences. This is a life-long endeavor! 4. What is the System of Language?  As our system of meaning grows, there is a human need to express that meaning.  There are thousands of spoken languages. Each spoken language has an arbitrary system of sounds, words, and syntax.  Like meaning, our language is constantly growing. Expanding and refining our language is a life-long endeavor.  The system of language consists of signs, symbols, and gestures used for expression. 6

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English Language Learners come to us with background experiences and concepts, but they do not have “our” words for those experiences or concepts. To help these students make connections to their system of meaning, we have to use the appropriate words and lots of concrete examples. People of the world learn to link their system of meaning with the spoken language(s) of their environment. The System of Language is used to express something and is then changed to meaning. When we take the system of meaning and change it to language, it is called speaking. When the system of language is changed to meaning, it is called comprehending. Children can comprehend long before they are able to read text; therefore, comprehension does not belong primarily to reading.

5. What is the System of Print?  The system of print is different from the systems of meaning and language in that it is a finite system.  Written languages are arbitrary systems using arbitrary symbols and arbitrary directionality (right to left or left to right).  Generally, linguists agree that there are 26 letters, 44 sounds and about 70 ways to write those sounds in the English language.  The reader develops the ability to change spoken language into print (writing) and to change printed symbols into spoken language (reading). The system of print allows us to exchange meaning with people to whom we are not speaking directly.

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Why? Why do teachers need to know and understand the Conceptual Framework: The Foundation for Learning?  Teachers need to understand how learning develops.  Teachers need to understand that all learners follow the same path for learning, though at different rates.  If teachers understand how students learn, when and why learning begins to break down can be recognized no matter what content is being taught.  An awareness of the interferences to comprehension allows teachers to provide effective instruction to all students. Note: Teachers should understand and consider all interferences to learning instead of assuming that the problem is a student’s lack of attention, lack of motivation, or negative disposition.

When? When do teachers use knowledge of the Conceptual Framework: The Foundation for Learning?  Teachers need to emphasize expanding students’ system of meaning and system of language in all classrooms every day.  Teachers need to expect students to use standard English language in all classrooms daily.  Teachers need to provide a variety of experiences and opportunities to read, write, talk, and listen throughout the day.

How? How does knowledge of the Conceptual Framework: The Foundation for Learning impact student learning?  Teachers should model the systems of language and print by using standard English in speaking and writing.  Teachers should provide opportunities for students to build system of meaning through a variety of activities (e.g., reading a wide variety of texts, activating and/or building background knowledge, providing hands-on experiences).  Teachers will assess students to identify interferences for the purpose of differentiating instruction.  Teachers need to understand how the Conceptual Framework: The Foundation for Learning is reflected in the College- and Career-Ready Standards (CCRS).

Factors that Influence Reading Comprehension 8

The reader’s system of meaning overlaps sufficiently with the author’s system of meaning. The reader’s system of language overlaps sufficiently with the author’s system of language. The reader reads words accurately. The reader automatically recognizes words. The reader reads fluently. The reader engages with the printed material.

Summary of Interferences to Reading Comprehension Speaking

Writing

Comprehending

Reading

1. The reader’s system of meaning does not overlap sufficiently with the author’s system of meaning.

2. The reader’s system of

language (i.e., vocabulary, syntax, idioms) does not overlap sufficiently with the author’s expression.

3. The reader lacks the power to say what each word requires. (Accuracy) 4. The reader is cumbersome in word recognition and does not identify words instantly. (Automaticity) 5. The reader fails to read with ease, appropriate speed and phrasing, and, therefore, is unable to devote sufficient attention to building meaning. (Fluency)

6. The reader does not attend to the degree needed to build meaning. (Attention/Motivation/Disposition)

Connecting The Conceptual Framework to Reading Foundations 9

Conceptual Framework

Reading Foundations

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Alabama Reading Initiative

Assessment Module: A Professional Learning Module

Outcomes: 1. Participants will explain the four types of assessments and the purpose of each. 2. Participants will distinguish the difference between formative and summative assessment.

What? 11

1. What is Assessment? 

Assessment is the process of collecting data for the purpose of improving learning.

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It may be formal or informal and may be collected through a variety of methods.

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A comprehensive assessment system provides a framework that defines which assessments should be administered, when they should be administered, to whom they should be administered, and how results will be used.

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Assessment is an integral part of instruction, as it determines whether or not goals are being met.

2. What are the four purposes of a comprehensive assessment system? 

A comprehensive assessment system includes assessments to accomplish four purposes: 1. Screening – determines the initial level of mastery of state-adopted grade level literacy standards and is administered to all students. 2. Progress monitoring – determines if students are making adequate progress or need more intervention to master grade-level standards. 3. Diagnostic – provides in-depth information about a student’s strengths and instructional needs as needed. 4. Outcome – provides a bottom line evaluation of how proficient students are with literacy expectations.

3. What is the difference between formative and summative assessment? 

Assessments can be formative or summative. o Formative assessments guide current and ongoing instruction. The results of formative assessments such as screening, progress monitoring, and diagnostic measures are used to adjust instruction to meet individual and group needs on a continuous basis. o Formative assessments are used frequently throughout the year to determine which students are experiencing difficulties, which students are making progress toward desired outcomes, and which should receive additional assessing to determine their instructional needs. o Summative assessments are used to measure students’ overall learning of the curriculum and content standards. Summative assessments are typically administered at the end of a course or larger unit of instruction. Summative assessments typically provide information to assist in the evaluation of group instruction and overall program effectiveness.

Why? 

Assessment provides feedback to students, educators, parents, policy makers, and the public about the effectiveness of educational services. 12

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Asking students to demonstrate their understanding of the subject matter is critical to their learning process; it is essential to evaluate whether the education goals and standards of the lesson are being met.

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Research suggests that formative assessment produces greater increases in students’ achievement than class-size reduction or in teachers’ content knowledge (Williams and Thompson, 2007).

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Formative assessment provides teachers with the evidence of student learning needed to make lesson plan adjustments and keep student learning on target and moving forward.

When? 

Assessment and feedback should mirror good instruction, happen continuously as part of instruction, and provide information about levels of understanding by students. (Bransford, et al, 2000)

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Assessment is ongoing. It is a fluid process influenced by students and teacher feedback. It is driven by the learning event.

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Using formative assessment daily enables you to evaluate and assess the quality of the learning that is taking place in your classroom.

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Assessment is a part of everyday instruction. It’s not an event that happens on Friday, at the end of the semester, or once a month. The Gradual Release of Responsibility is the instructional scaffold that allows for in-the-moment formative assessment that informs us about when to release more responsibility to students or provide MORE instruction. (Pearson & Gallagher, 1993)

How? 

Providing feedback on specific errors helps students understand that their low performance can be improved and is not a result of lack of ability (Vispoel & Austin, 1995).

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Studies emphasize that formative assessment is most effective when teachers use it to provide specific and timely feedback on errors and suggestions for improvement (Wininger, 2005), when students understand the learning objectives and assessment criteria, and when students have the opportunity to reflect on their work (Ross, 2006; Ruiz-Primo & Furtack, 2006).

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Useful feedback, says author Thomas Guskey (2005), is “both diagnostic and prescriptive. It reinforces precisely what students were expected to learn, identifies what was learned well, and describes what needs to be learned better” (p. 6). Whether verbal or written, instructional feedback should go beyond indicating the degree of right and wrong to include advice on how the learner can improve next time (“Using Classroom Assessment to Improve Teaching,” pg. 2).

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Four Types of Assessment

Progress Monitoring

Diagnostc

Outcome

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Screening

Characteristics of Formative & Summative Assessment Formative Assessment

Summative Assessment

(Assessment for Learning)

(Assessment of Learning)

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Alabama Reading Initiative

Intervention Module: A Professional Learning Module

Outcomes: 1. Participants will explain the characteristics of effective intervention. 2. Participants will describe the connection between formative assessment and intervention.

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What? 1. What do we do when students are not yet ready for independent practice?  Teachers must intervene early and often to provide students more opportunities to practice needed skills and/or strategies so that students will be skillful readers of grade level materials.  Teachers must provide instruction that goes beyond the ordinary.  Teachers must target the knowledge and skills that have the highest impact on learning to read.  Teachers must collaborate with all professionals who are responsible for the child’s education to coordinate high quality materials and literacy experiences. 2. What is reading intervention?  Intervention is provided to students who may need to receive additional instruction that is designed to meet their specific needs while at the same time accelerating their growth toward grade level expectations.  Intervention is the practice of providing high quality instruction matched to student needs which is determined by daily, in-the-moment formative assessments.  Reading intervention is differentiated instructional strategies proven successful through scientific research in producing high success rates for most students. (Response to Instruction: Alabama’s Core Support for All Students)  Intervention is diagnostic and focused instruction on specific academic standards.

Why? Why do I need to intervene?  Keith Stanovich, a psychologist who has done extensive research on reading and language disabilities, coined the term “Matthew Effects”. The “Matthew Effects” refers to the idea that in reading, the rich get richer and the poor get poorer. When children fail at early reading and writing, they read less than their classmates who are stronger readers. And when children do not receive adequate intervention, they read less – and learn less from reading – than skillful readers. As a consequence they do not gain vocabulary, background knowledge, and information about how reading material is structured. In short, the word-rich get richer, while the word-poor get poorer. Early success in acquiring reading skills usually leads to later success in reading as the learner grows, while failing to learn to read before the 3rd or 4th year of school may be indicative of life-long learning problems with learning new skills.  We will never teach all our students to read if we do not teach our students who have the greatest difficulties to read. Getting to 100% literacy requires going through the bottom 20%. (Reading First Technical Manual: A Quality Brief)  The Alabama Commission on Higher Education shows that 33% of college-bound high school graduates in Alabama must take remedial classes when they ...