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Instructional Design: Objectives, Curriculum and Lesson Plans for Reading Sylvia Linan-Thompson, The University of Texas at Austin Haitham Taha, Sakhnin College December xx, 2013

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Page 1: Instructional Design: Objectives, Curriculum and Lesson ... · Instructional Design: Objectives, Curriculum and Lesson Plans for Reading Sylvia Linan-Thompson, The University of Texas

Instructional Design: Objectives, Curriculum and Lesson Plans for Reading

Sylvia Linan-Thompson, The University of Texas at Austin Haitham Taha, Sakhnin College

December xx, 2013

Page 2: Instructional Design: Objectives, Curriculum and Lesson ... · Instructional Design: Objectives, Curriculum and Lesson Plans for Reading Sylvia Linan-Thompson, The University of Texas

Topics

• The importance of reading

• Reading in Arabic

• A systems approach

• The importance of vertical alignment

– Objectives

– Curriculum

– Lesson Plans

Page 3: Instructional Design: Objectives, Curriculum and Lesson ... · Instructional Design: Objectives, Curriculum and Lesson Plans for Reading Sylvia Linan-Thompson, The University of Texas

The importance of early grade reading

• Children enter school with discrepant language and literacy experiences.

• Research shows that if students do not develop reading skills early, they are likely to continue to lag behind their peers.

• Therefore, it is necessary to provide reading instruction early and strategically with a focus on skills that are critical at each grade level.

Page 4: Instructional Design: Objectives, Curriculum and Lesson ... · Instructional Design: Objectives, Curriculum and Lesson Plans for Reading Sylvia Linan-Thompson, The University of Texas

READING IN ARABIC

Page 5: Instructional Design: Objectives, Curriculum and Lesson ... · Instructional Design: Objectives, Curriculum and Lesson Plans for Reading Sylvia Linan-Thompson, The University of Texas

Research: Reading in Arabic

• Diglossia and phonological representations (Saiegh-Haddad, 2003, 2004)

• Orthographic complexity and visual recognition (Ibrahim et al., 2002 Taha et al., 2013, Taha & Khateb, 2013).

• Morphological awareness and the contribution to reading and spelling in Arabic

(Taha & Saiegh-Haddad, submitted)

• Preschool intervention program for enhancing reading

(Abu Rabia, 2000; Levin, Saiegh-Haddad, Hende, & Ziv, 2008)

Page 6: Instructional Design: Objectives, Curriculum and Lesson ... · Instructional Design: Objectives, Curriculum and Lesson Plans for Reading Sylvia Linan-Thompson, The University of Texas

Key Concepts • Linguistic systems that impact learning to read: • Phonological System

– Representation of sounds used in the oral and writing system of a language.

• Orthographic system – Representation of the visual symbols used in the

writing system of a language and the mapping of these symbols onto speech and meaning

• Morphological system – Representation of meaningful units in the oral and

written system of a language.

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Participants

• 289 children in three age-group and an equal number of normal and dyslexic readers

• 2nd grade (N= 96)

• 4th grade (N=98)

• 6th grade (N=95)

• Three experimental conditions: – phonological intervention

– morphological intervention

– control

Taha & Saiegh-Haddad (Submitted)

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Intervention

• 45-minutes

• twice a week

• six months.

• small groups of 4-5 participants

• A total of 48-50 sessions

• Between 35-38 hours of training

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Morphological Intervention

• Focused on:

• morphological awareness: root versus patterns

• the non-concatenated root-pattern morphological structure of Arabic words

• The concatenated structure of morphologically dense words (including stem and clitics) يبيتب

• The morpho-syntactic information encoded in the concatenated and non-concatenated morphological structure of words.

• Explicit learning about Morpho-orthographic connections, e.g., قدمت , قبلاست

• Pseudowords spelling training for establishing morpho-orthographic knowledge and representations َجإست <ْبر <ف لاقتَ > ت> ب <واح >

Page 10: Instructional Design: Objectives, Curriculum and Lesson ... · Instructional Design: Objectives, Curriculum and Lesson Plans for Reading Sylvia Linan-Thompson, The University of Texas

Materials

• Linguistic awareness tasks:

• Phonological awareness (phoneme segmentation: words and pseudo words; initial phoneme isolation, : words and pseudo words)

• Morphological awareness (word relatedness according to root and pattern; morphological decomposition of concatenated complex words; morphological production fluency; morphological structure recognition)

• Word-level reading tasks

Page 11: Instructional Design: Objectives, Curriculum and Lesson ... · Instructional Design: Objectives, Curriculum and Lesson Plans for Reading Sylvia Linan-Thompson, The University of Texas

Reading a voweled words

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The interaction of the intervention by time within the second grade

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The interaction of the intervention by time within the fourth grade

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The interaction of the intervention by time within the sixth grade

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The interaction of the intervention by time within Normal readers group

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The interaction of the intervention by time within Dyslexic readers group

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Conclusions

- Both linguistic interventions contribute to word reading among NR and DR

- Explicit morpho-orthographic training is important to the development of lexical knowledge especially for older readers

- Intensive and repeated phoneme-grapheme training among beginning readers (including syllables

and pseudowords decoding & spelling)

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Systems Approach

• To improve student reading you have to change students’ learning experience.

• Three changes you can make that impact teaching and learning are:

– the focus of instruction;

– the quality of instruction; or

– the amount of instruction.

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Systems Approach

Objectives

• Framework which outlines specific knowledge and skills students must acquire

Curriculum

• A specific learning program that operationalizes the objectives

Lesson Plans

• The daily routines that support the acquisition of the knowledge and skills identified in the curriculum

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Systems Approach 1st -3rd grade

Language and Concept Knowledge Academic Vocabulary

Phonemic Awareness

Letter-Sound Recognition

Automatic Word Recognition

Sentence Reading Connected Text Reading

Listening Comprehension

Word Reading and Spelling

Reading Comprehension

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OBJECTIVES

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Objectives

• Framework which outlines specific knowledge and skills students must acquire in each grade level and across grade levels

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Criteria

• Objectives: – are clearly defined at each grade level.

– are anchored to research.

– are prioritized and dedicated to the main components of reading.

– guide instructional and curricular decisions.

– are commonly understood by all stakeholders and consistently used by teachers and administrations to communicate student learning and improve practice.

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Progression

Ph

on

ics

1st Grade: Decode two-syllable words following basic patterns by breaking the words into syllables.

2nd Grade: Identify and write the diacritic mark shaddah with

fathah.

3rd Grade: Decode multisyllabic words.

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Progression

Co

mp

reh

ensi

on

1st grade: Distinguish between

information provided by pictures or other illustrations and information

provided by the words in a text.

2nd grade: Ask and answer such questions as who, what, where,

when, why, and how to demonstrate understanding of key details in a text.

3rd grade: Distinguish their own point of view from that of the author

of a text.

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CURRICULUM

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Criteria

1. An effective curriculum has a strong focus on the components of reading instruction.

2. Each of the objective is mapped from easiest to more difficult.

3. The skills and knowledge are distributed within and across the grade levels.

4. It has as a foundation a systematic instructional design

5. Ensures that an adequate amount of time is allocated to reading instruction.

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An effective curriculum

• is comprehensive;

• explicitly and systematically builds Arabic language skills during reading instruction;

• explicitly teaches Arabic letter/sound correspondences and spelling rules;

• introduces skills in isolation and practice in context;

• builds vocabulary and emphasizes the relationships between and among words to build oral language skills; and

• includes reading and discussion of text that targets comprehension and language development

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Systematic Instruction

• Systematic instruction is defined as instruction that is carefully sequenced and provides sufficient practice to master content, and judicious review to retain learning over time (Carnine, Silbert, Kame’enui & Tarver, 2010).

• Introduce a manageable amount of information and objectives within a lesson.

• Structure adequate practice and review for mastery of the new skill or strategy.

Why? Well-delivered and supported instruction helps to

create a safe environment in which students can acquire new knowledge.

Page 30: Instructional Design: Objectives, Curriculum and Lesson ... · Instructional Design: Objectives, Curriculum and Lesson Plans for Reading Sylvia Linan-Thompson, The University of Texas

Component Day 1 Day 2 Day 3 Day 4 Day 5

Letter alif alif be be

Phonemic

Awareness

Recognition Identification Recognition Identification Blending

Segmenting

Letter

Knowledge

Name/soun

d/

write

Name/sound

/write

Name/sound

/write

Name/sound

/write

Name/sound

/write

Syllable Read/write Read/write Read/write

Word Read/write Read/write

Passage

Systematic Instruction

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Components of Reading

Code Emphasis

Meaning Emphasis

Fluency

Vocabulary

Comprehension

Phonemic awareness

Alphabetic principle

Decoding

Page 32: Instructional Design: Objectives, Curriculum and Lesson ... · Instructional Design: Objectives, Curriculum and Lesson Plans for Reading Sylvia Linan-Thompson, The University of Texas

Curriculum • Phonemic awareness is an early and essential skill.

• Letter sound knowledge is necessary to develop alphabetic principle.

• The alphabetic principle is necessary for reading words and spelling.

• The ability to read words automatically is needed for fluent reading.

• Adequate reading comprehension depends on a person already knowing 90-95% of the words in a text (Nagy & Scott, 2000).

• Reading fluency and vocabulary impact comprehension.

Page 33: Instructional Design: Objectives, Curriculum and Lesson ... · Instructional Design: Objectives, Curriculum and Lesson Plans for Reading Sylvia Linan-Thompson, The University of Texas

Curriculum

• Identify scope and sequence for each component • What will be taught and when?

• Determine lesson cycle • Model, guided practice, independent practice

• Determine evaluation component • How often? • What type of mastery check will be used?

• Materials • How will learning be supported?

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LESSON PLANS

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Lesson Plans

• Support teaching and learning in two ways:

– The content provides what is taught

– The format guides delivery of the content

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Teaching Routines

• Teaching routines systematically introduce skills, using a model, guided practice, and independent practice instructional sequence.

• They also provide multiple opportunities to practice and apply new skills, and

• use mastery checks to determine whether or not children are learning.

Page 37: Instructional Design: Objectives, Curriculum and Lesson ... · Instructional Design: Objectives, Curriculum and Lesson Plans for Reading Sylvia Linan-Thompson, The University of Texas

Lesson Plan

• Advance Organizer T: We are going to learn to read a letter with the diacritic. The letter with the fath’a has the same sound regardless of the position in the word. We will use the sound of the syllable to read and spell words.

• Model Point to the letter as it appears at the beginning of the word with the fath’a and say,

T: This letter with the fath’a is ____.

T : I read the syllable ______.

Page 38: Instructional Design: Objectives, Curriculum and Lesson ... · Instructional Design: Objectives, Curriculum and Lesson Plans for Reading Sylvia Linan-Thompson, The University of Texas

Lesson Plans

• Students answer in

unison to maximize

practice time.

• Teacher monitors

responses and corrects or

scaffolds as needed with

all students participating.

• Practice until students

master the skills.

Page 39: Instructional Design: Objectives, Curriculum and Lesson ... · Instructional Design: Objectives, Curriculum and Lesson Plans for Reading Sylvia Linan-Thompson, The University of Texas

Lesson Plans

Task Share of Responsibility

Explicit description of strategy

Teacher modeling

Guided practice

Independent practice

Independent use by student (application)

Student responsibility

Page 40: Instructional Design: Objectives, Curriculum and Lesson ... · Instructional Design: Objectives, Curriculum and Lesson Plans for Reading Sylvia Linan-Thompson, The University of Texas

Lesson Plans

• Practice greatly increases the likelihood that students will permanently remember new information that they encounter by transferring it into their knowledge base.

• Practice increases student facility. Automaticity is usually only achieved through extensive rehearsal and repetition.

• Cognitive gains from practice often bring about motivation for more learning (Kalchman, Moss, &

Case, 2001).

Page 41: Instructional Design: Objectives, Curriculum and Lesson ... · Instructional Design: Objectives, Curriculum and Lesson Plans for Reading Sylvia Linan-Thompson, The University of Texas

Teaching Routines

• The characteristics found in teaching routines

– Clear , precise, consistent language,

– pacing, and

– practice

ensure that students are developing and

mastering necessary skills in a timely manner.

Page 42: Instructional Design: Objectives, Curriculum and Lesson ... · Instructional Design: Objectives, Curriculum and Lesson Plans for Reading Sylvia Linan-Thompson, The University of Texas

Effective lesson plans

• Provide sufficient modeled examples prior to learner practice

• Include sufficient opportunities for student responses

• Provide specific guidance for corrective feedback

• Provide specific recommendations or guidance for re-teaching

Page 43: Instructional Design: Objectives, Curriculum and Lesson ... · Instructional Design: Objectives, Curriculum and Lesson Plans for Reading Sylvia Linan-Thompson, The University of Texas

For Discussion

• Do you have appropriate reading objectives?

– Do they focus on the most critical skills at each grade level?

– Are they aligned across the grade levels?

– How are they communicated to teachers and parents?

• Is the curriculum aligned with the objectives?

– Is it comprehensive and systematic?

• Are there standard lesson plans for teachers?

– Are they explicit and systematic?

Page 44: Instructional Design: Objectives, Curriculum and Lesson ... · Instructional Design: Objectives, Curriculum and Lesson Plans for Reading Sylvia Linan-Thompson, The University of Texas

Resources