k-1 reading academy day 1 lori bailey

K-1 Reading Academy

Day 1

Lori Bailey

http://miblsi.cenmi.org

To make this day the best possible, we need your assistance and participation

• Be Responsible

– Attend to the “Come back together” signal

– Active participation…Please ask questions

• Be Respectful

– Please allow others to listen

• Please turn off cell phones and pagers

• Please limit sidebar conversations

– Share “air time”

– Please refrain from email and Internet browsing

• Be Safe

– Take care of your own needs

Group Expectations

Acknowledgements

– Cathy Claes– Melissa Nantais– Soraya Coccimiglio

The material for this training day was developed with the efforts of…

Content was based on the work of…– Dr. Anita Archer– Dr. Louisa Moats– The Consortium on Reading Excellence, Inc. (CORE)

– Courtney Huff– Sonia Lewis

Scope and Sequence of the Reading Academy Series

Day 1

– Explicit Instruction• Introduction to all elements

• Content Elements– Focus on Critical Content – Phonemic Awareness and Alphabetic Principle/Basic Phonics

• Delivery Element– Require frequent responses

Day 2

– Content and Assignment Review

– Explicit Instruction• Content Elements

– Focus on Critical Content - Alphabetic Principle/Phonics and Fluency

• Scaffolding

– Design of Instruction (Instructional Routines)

Day 3



– Critical Content – Vocabulary and Comprehension

– Delivery of Instruction and Judicious Review Elements

Intended Outcomes

Participants will leave this training with:

• An understanding of the benefits of using Explicit Instructional strategies

• Knowledge of the Elements of Explicit Instruction

• A common understanding of the critical content for kindergarten and first grade reading instruction

• An understanding of and plan for requiring frequent responses during reading instruction

Agenda• Welcome, purpose, & intended outcomes

• Explicit Instruction

– Introduction to the Elements

– Content Elements

• Focus Instruction on Critical Content – Phonemic Awareness & Alphabetic Principle/Phonics

• Sequence Content Logically

• Break Complex Skills into Smaller Components

– Delivery Elements

• Eliciting Frequent Responses

• Assignment

Elements of Explicit Instruction


What is Explicit Instruction?

• Explicit instruction is a systematic instructional approach that includes a set of delivery and design procedures derived from effective schools research………. Ideas that Work

• …unambiguous and direct approach to teaching that incorporates instruction design and delivery. Archer & Hughes, 2011

Why Explicit Instruction?

• ALL students benefit from Explicit Instruction

• It is essential for struggling learners

• These extremely cost effective strategies, if implemented well, will improve student outcomes, regardless of content area or core program used.

Elements of Explicit InstructionContent

1. Instruction focuses on critical content

Skills, strategies, vocabulary terms, concepts, rules, and facts that will empower students in the future are taught

2. Skills, strategies, and concepts are sequenced logically

• Easier skills before harder skills. • High frequency skills before low frequency skills.• Prerequisites first.• Similar skills separated


3. Complex skills and strategies are broken down into smaller (easy to obtain) instructional units

Aware of cognitive overloading, processing demands, and capacity of working memory


1. Instruction focuses on ____________ content

2. Skills, strategies, and concepts are ___________ logically

3. Complex skills and strategies are ______________ into smaller (easy to obtain) instructional units

Elements of Explicit InstructionDesign of Instruction

Lessons

1. Are organized and focused

2. Begin with a statement of goals

3. Provide review of prior skills and knowledge


4. Provide step-by-step demonstrations

5. Use clear and concise language

6. Provide a range of examples and non-examples

7. Provide guided and supported practice


Lessons

1. Are ___________ and focused

2. Begin with a statement of _______________

3. Provide _______________ of prior skills and knowledge


4. Provide step-by-step __________________

5. Use __________ and ___________ language

6. Provide a range of ______________ and _______________________________

7. Provide _______________ and supported practice

Elements of Explicit InstructionDelivery of Instruction

Teachers: 1. Require frequent responses

2. Monitor student performance closely

3. Provide immediate affirmation and corrective feedback


Teachers:

5. Deliver instruction at a brisk pace

6. Help students organize knowledge


Teachers:

1. Require frequent _______________

2. ________________ student performance closely

3. Provide immediate affirmation and corrective ______________________


Teachers:

4. Deliver instruction at a _________ pace

5. Help students ___________ knowledge

Elements of Explicit InstructionPractice

Teachers provide judicious practice including: *Initial practice

*Distributed practice

*Cumulative review

Elements of Explicit InstructionPractice

Teachers provide judicious practice including:

______________ practice

______________ practice

______________ review

Content:Focus Instruction on Critical Content


Focus on the five essential components of effective reading

instruction;

The Five Big Ideas

What is a “Big Idea?”

A Big Idea is:

1. Predictive of reading acquisition and later reading achievement.

1. Something we can do something about; something we can teach.

1. If we teach it, student outcomes will be improved. (If we teach it well & students learn it!)

What are the “Five Big Ideas” of Reading?

1. Phonemic Awareness

2. Alphabetic Principle/Phonics

3. Fluency

4. Vocabulary

5. Comprehension

Steps for Successful ReadersSteps for Successful Readers (Roland Good)(Roland Good)

Phonemic Awareness

(Spring, Kdg)

Fluency with Connected Text

(Spring, 1st)

Alphabetic Principle

(Winter, 1st)

Probability: On-Track .64 (n=348)


Probability: Catch-Up .17 (n=183)


Probability of remaining an average reader in fourth grade when an average reader in first grade is .87

Probability of remaining a poor reader at the end of fourth grade when a poor reader at the end of first grade is .88 (Juel, 1988)


(Spring, 2nd)


(Spring, 3rd)




Probability: On-Track .81 (n=196)We need to

have the odds with us!

The Common Core State Standards

• These are end of the year outcomes and leave out many skills that must be taught/attained in order for students to achieve the end of year outcome

How do these two fit together?

Idea CCSS Strands

Phonemic Awareness Foundational Skills – Phonological Awareness, RF.K.2

Alphabetic Principle/Phonics Foundational Skills – Phonics and Word Recognition, RF.K.3

Fluency Foundational Skills – Fluency, RF.K.4

Vocabulary Language – Vocabulary Acquisition and Use, L.K.4-6

Comprehension Reading (Literature and Informational)

Road to Reading Words

Phonological Awareness Print Awareness

(Spoken Language) (Written Language)

Awareness of: Ability to Read:

Words Phonemes/graphemes

Syllables Onset-Rimes

Onset-Rimes Syllables

Phonemes Words

Phonemic Awareness - Defined

The ability to hear, isolate, and manipulate sounds. Under the umbrella of Phonological Awareness, this involves working with the sounds of language at the word and syllable as well as the sound level.

Critical skills: Blending and Segmenting

Phonological Awarenessrhyme, alliteration, sentence, word, onset-rime, phoneme awareness

Phoneme AwarenessAbility to hear, identify, and manipulate individual speech sounds

Phoneme Segmentationscat = /s/ /k/ /ă/ /t/

Phoneme Blending/s/ /k/ /ă/ /t/ = scat

PA Benchmarks Between Ages 4-9Typical Age Skill Domain

4 Rhyme, alliteration

5 Rhyme, phoneme matching, syllables

5.5 Onset-rime, initial consonant isolation

6 Phoneme blending, segmention (simple)

6.5 Phoneme segmentation, blending, substitution

7 Initial and final sound deletion

8 Deletion with blends

9 Longer and more complex deletion tasks

How to Read Curriculum Maps

Months

X Instructional Emphasis

“Big Idea”

Skill Outcomes

Measurable DIBELS Benchmark

PA Curriculum Map for Kindergarten

PA Curriculum Map for 1st Grade

• Using the Curriculum Maps, review the skill outcomes listed for your grade level.

• Compare the Curriculum Map with the Scope and Sequence of PA skills in your core reading materials– Are your core materials aligned with the curriculum

maps?– Are there places or skills where the two differ?

• If you find differences, make a plan for addressing these differences

ActivityActivity

General Principles for Teaching PA

• Frequent, brief (10-15 minutes), distributed lessons• Two to three activities within each lesson• Keep in mind the goal is phoneme blending/segmenting

by first grade• Gradually move through the developmental progression

of task dificulty• Oral production of sounds and words is critical• Model, lead, observe (I do one, we do one, you do one)• Give immediate corrective feedback• Incorporate multisensory engagement

Four Favorites

1. I’ll Say the Sounds

2. Say It and Move It

3. Elkonian-Sound Boxes

4. Fist

I’ll Say the Sound

Blending Sounds into Words

1. We’re going to play a say-the-word game. I’ll say the sounds. You say the word.2. Listen. aaaammmmm3. What word? am 4. (Repeat with other words.)5. (If time permits, check individual students.)

(Practice: man, sat, ship, trap)

This is listening and sound counting not letter recognition

Model how to use one finger and how to sweep

Say-It-and-Move-It

Sound Boxes

Fist

Segmenting Words into Sounds

1. We’re going to say the sounds in a word.2. Fist in the air. Put up one finger for each sound.3. The word is sat. What word? sat4. First sound? /sss/ Next sound? /aaa/ Last

sound? /t/5. (If time permits, check individual students.)

(Practice: fan, fast, shop, with)

Task: Choose one unit in your core reading Task: Choose one unit in your core reading materials. Locate the Phonemic Awareness materials. Locate the Phonemic Awareness lessons within the unit. lessons within the unit.

Do the lessons align with the suggested Do the lessons align with the suggested principles for PA instruction? If not, how can the principles for PA instruction? If not, how can the lessons be enhanced/changed to make them lessons be enhanced/changed to make them more effective?more effective?

Intended Outcome:Intended Outcome:

Participants will evaluate and make improvements on the Participants will evaluate and make improvements on the Phonemic Awareness lessons within one unit of their core Phonemic Awareness lessons within one unit of their core reading materials and plan for doing the same with reading materials and plan for doing the same with subsequent units if needed.subsequent units if needed.

ActivityActivity

Alphabetic Principle/Phonics

Based on two parts:Alphabetic Understanding. Letters represent

sounds in words.

S G T A

Phonological Recoding. Letter sounds can be blended together and knowledge of letter -sound associations can be used to read/decode words.

M A P

Why Alphabetic Principle?

• Letter-sound knowledge is prerequisite to word identification.

• A primary difference between good and poor readers is the ability to use letter-sound correspondence to decode words.

• Letter-sound knowledge can be taught.

• Teaching the alphabetic principle leads to gains in reading acquisition/achievement.

When Should the Alphabetic Principle be Taught?

Preschool• Familiarity with alphabet & letter soundsKindergarten• Familiarity with alphabet, letter sounds,

beginning blending, decoding simple words

First grade• Letter sounds, blends, decoding simple

words, reads grade level material accurately

Alphabetic Principle Curriculum MapKindergarten

Alphabetic Principle Map First Grade

• Using the Curriculum Maps, review the skill outcomes listed for your grade level.

• Compare the Curriculum Map with the Scope and Sequence of Alphabetic Principle skills in your core reading materials– Are your core materials aligned with the curriculum

maps?– Are there places or skills where the two differ?

• If you find differences, make a plan for addressing these differences

ActivityActivity17

Phonics Instruction RoutineComponent Number of Minutes

State goal and purpose 1

Review or Speed Drills 3-5

Introduce/teach phonemes, letters, sound-symbol correspondence

5-10

Blend sounds, read new words (use explicit blending routines)

5-10

Word Work Activities (Word building, chaining, sorting, Elkonin Boxes )

5-10

Slow dictation 5-10

Reading decodable text 10

Task: Choose one unit in your core reading Task: Choose one unit in your core reading materials. Locate the Alphabetic materials. Locate the Alphabetic Principle/Phonics lessons within the unit. Principle/Phonics lessons within the unit.

Do the lessons follow the suggested Do the lessons follow the suggested sequence for phonics instruction? If not, how sequence for phonics instruction? If not, how can the lessons be enhanced/changed to make can the lessons be enhanced/changed to make them more effective?them more effective?


Participants will evaluate and make improvements on the Participants will evaluate and make improvements on the Phonics lessons within one unit of their core reading Phonics lessons within one unit of their core reading materials and plan for doing the same with subsequent materials and plan for doing the same with subsequent units if needed.units if needed.

Road to Reading Words

Phonological Awareness Print Awareness

(Spoken Language) (Written Language)

Awareness of: Ability to Read:

Words Phonemes/graphemes

Syllables Onset-Rimes

Onset-Rimes Syllables

Phonemes Words

Delivery of Instruction:Requiring Frequent Responses


Why is it important to constantly elicit responses

from students?

Think-Pair-ShareThink-Pair-Share

Active Participation - Why?

Opportunities to respond related to:– Increased academic achievement– Increased on-task behavior– Decreased behavioral challenges

Caveat– Only successful responding brings these results

Initial Instruction - 80% accuracyPractice/Review - 90% or higher accuracy

Active Participation - What?

Opportunities to Respond

Verbal Responses

Written Responses

Action Responses

All Students Respond. When possible use

response procedures that engage all students.

How can students respond in a lesson?

Verbal Responses

Written Responses

Action Responses


Verbal Responses - Choral Responses (Use when answers are short & the same.)

• Students are looking at teacher– Ask question– Put up your hands to indicate silence– Give thinking time– Lower your hands as you say, “Everyone”

Verbal Responses - Choral Responses Use when answers are short & the same

• Students are looking at a common stimulus– Point to stimulus– Ask question– Give thinking time– Tap for response

• Students are looking at their own book/paper– Ask question– Use auditory signal (“Everyone”)

Verbal Responses - Choral Responses

• Hints for Choral Responses– Provide adequate thinking time

– Have students put up thumbs to indicate enough thinking time

– ORHave students look at you

– If students don’t respond or blurt out an answer, repeat (Gentle Redo)

Verbal Responses - Choral Responses

What are benefits of structured choral responses?


Verbal Responses - PartnersUse when answers are long or different

Partners

– Assign partners

– Pair lower performing students with middle performing students

– Give partners a number (#1 or #2)

– Sit partners next to each other

– Utilize triads when appropriate

Verbal Responses – Partners

What are the benefits of intentional partners?


Verbal Responses - Partners

• Provide a sentence starter

Option 1: Teach students to respond in a complete sentence using wording from the

question

Option 2: Provide a verbal sentence starter

Option 3: Provide a written sentence starter


• Other hints for partners

– Teach students how to work togetherLOOK, LEAN, AND WHISPER

– At a small group table, tape cards on the table with numbers #1 and #2 and arrows pointing to each partner

– Change partnerships occasionally (every three to six weeks)

Verbal Responses- Partner Uses

1. Say answer to partner

2. Retell content of lesson using graphic organizer or PowerPoint slides

3. Brainstorm (Think, Pair, Share)

4. Teach-Pause

5. Study, Tell, Help, Check

6. Explain process, strategy, or algorithm using example

7. Read to or with partner


• Think – Have students think and record responses.– As students are writing, move around the classroom and

write down students’ ideas and their names.

• Pair – Have students share their ideas with their partners.– Have them record their partners’ best ideas.– As students are sharing, continue to circulate around the

room, recording ideas and names.

• Share– Display the ideas and names on the screen. Use this as the

vehicle for sharing.

Verbal Responses- Partners

• Study– Give the students a minute or two to study notes, text material, graphic

organizer, or handout

• Tell– Ask partners (#1 or #2) to retell what they remember about topic

• Help– Have the second partner assist by:

• Asking questions• Giving hints• Telling additional information

• Check– When both partners have exhausted recall, they check with their notes, text

material, graphic organizer, or handout


Other Uses of partners

1. Monitor partner to see if directions are followed

2. Share materials with partners

3. Assist partners during independent work

4. Collect papers, handouts, assignments for absent partners

5. Provide structured feedback to partner on written product

Video

Active Participation with Anita Archer

Video

• What active participation procedures were directly taught?

• Good practices

Verbal Responses - Individual Turns

• Less desirable practices

#1. Calling on volunteers

Guidelines:

• Call on volunteers only when answer relates to personal experience

• Don’t call on volunteers when answer is product of instruction or reading

– Randomly call on students


• Less desirable practices

#2. Calling on inattentive students

Guidelines:• Don’t call on inattentive students • Wait to call on student when he/she is attentive

• To regain attention of students:– Use physical proximity– Give directive to entire class– Ask students to complete quick, physical behavior


Option #1 - Partner First

1. Ask a question

2. Give students thinking time

3. Have students share answers with partners using sentence starter

4. Call on student to give answer


Option #2 - Question First

1. Ask a question

2. Raise your hands to indicate silence

3. Give thinking time

4. Call on a student

Verbal Responses- Individual Turns

• Procedures for randomly calling on students

Procedure #1 - Call on students in different parts of room

Procedure #2 - Write names on cards or sticks

Procedure #3 - Use ipad or iphone app (e.g., Teacher’s Pick,

Stick Pick, or Pick Me!)

Procedure #4 - Use two decks of playing cards. Tape cards from one deck to desks. Pull a card from

other deck and call on student.

Verbal Responses- Individual Turns

Option #3 - Whip Around or Pass

• Use when many possible answers

• Ask a question

• Give students thinking time

• Start at any location in the room

- Have students quickly give answers

- Go up and down rows, limiting comments

- Allow student to pass

Written Responses

Materials Response Type- Paper - Answers- Graph paper - Sentence starter- Journals - Writing frame - Vocabulary logs - Personal notes- Post - its - Partial notes- Posters - Brainstorming- Computers - Quick writes- Electronic tablets - Warm-up activity- White boards - Exit Ticket - Slates - Graphic organizer

Written Responses

• Written response

– Gauge length of written response to avoid “voids”

• Make response fairly short OR

• Make response “eternal”

– To keep students from “sneaking” ahead

• Expose limited items on screen OR

• Have students put pencils down to indicate completion

OR turn paper over

Written Responses

• Response Slates (white boards)

– Give directive

– Have students write answers on individual whiteboards

– When adequate response time has been given, have students display slates

– Give feedback to students

Written Responses

Response cards – Have students write possible responses on cards or paper or provide

prepared cardsExamples:Simple responses: Yes, No; Agree, Disagree; a.b.c.d., I.2.3.4

Punctuation Marks: . ? ! ,Math Operations: + - X Types of Rocks: Igneous, metamorphic, sedimentaryBranches of Government: Legislative, Executive, JudicialVocabulary Terms: perimeter, area

– Ask a question – Have students select best response and hold it under their chin– Ask students to hold up response card– Monitor responses and provide feedback

Action Responses

• Touch– Ask students to “Put your finger on ______”

• Increases attention on stimulus• Allows monitoring to determine if students are looking at the

desired stimulus

• Act out– Students act out story, vocabulary term, concept,

or process

– Students participate in simulation

Action Responses

• Gestures– Students indicate answers with gestures

• Facial expressions – Students indicate answer with facial expression – Example: “Show me glum.” “Show me not glum.”

• Hand signals– Students indicate answer by holding up fingers to match

numbered answer

Action Responses

Hand signals– Thumbs up/thumbs down to indicate yes/no or

agree/disagree

– Level of understanding• Students place hand to indicate level of understanding

(high-forehead, OK-neck, low-abdomen)

• Students display one (no understanding) to five (clear understanding) fingers

Action Responses

Hand signals• Display numbered items on the screen

Example: 1 concentrate 2 absurd 3 enemy 4 disgusting

• Carefully introduce and model hand signals• Ask a question • Have students form answer (e.g., 3 fingers to

indicate item #3) on their desk• When adequate thinking time has been given,

students hold up hand

Clickers are the electronic version of hand signals

I do it I do it – Trainers model inserting quick notes for – Trainers model inserting quick notes for eliciting responses into core reading materialeliciting responses into core reading material

We do it We do it – Walk through a lesson together and – Walk through a lesson together and determine where to insert response opportunitiesdetermine where to insert response opportunities

You do it You do it – Partners walk through a core reading – Partners walk through a core reading lesson and insert quick notes.lesson and insert quick notes.

Modeling & PracticeModeling & Practice

Task: Task:

Look through one unit in your core reading materials. Look through one unit in your core reading materials. Make quick notes in any places you can provide an Make quick notes in any places you can provide an opportunity to respond. Indicate what type of response opportunity to respond. Indicate what type of response will fit best.will fit best.


Participants will increase the number and types of Participants will increase the number and types of opportunities to respond that are provided to students opportunities to respond that are provided to students

ActivityActivity

Passage Reading Procedures

What are some disadvantages of “round-robin reading” when the group size is large?


Passage Reading - Silent Reading

Augmented Silent Reading (Whisper Reading)– Pose pre-reading question – Tell students to read a certain amount and to

reread material if they finish early

– Monitor students’ reading

– Have individuals whisper-read to you

– Pose post- reading question

Passage Reading - Echo Reading

• Echo Reading– Teacher reads a word, phrase, or sentence– Students “echo” read the word, phrase, or

sentence– Useful for building fluency and expression

– Beginning Readers: Fade as students grow in reading skills

– Older Readers: Use to introduce difficult words

Passage Reading - Choral Reading

Choral Reading

– Read selection with students

– Read at a moderate rate

– Tell students “Keep your voice with mine”

– Beginning Readers: Chorally read text after silent reading

– Older Readers: Chorally read wording on slide, directions, steps in strategy, initial part of story/chapter

Passage Reading - Cloze Reading

Cloze Reading

– Read selection

– Pause and delete “meaningful” words

– Have students read the deleted words

– Beginning Readers: Use for additional practice

– Older Readers: Use when you want to read something quickly and have everyone attending

Passage Reading - Individual Turns

Individual Turns

– Use with small groups

– Call on individual student in random order

– Vary amount of material read

If used with large group,

– Assign paragraphs for preview and practice OR

– Utilize the me or we strategy

Passage Reading - Partners

Partner Reading

Assign each student a partner

Reader whisper reads to partner

Narrative - Partners alternate by sentence, page, or time

Informational text - Partners alternate by paragraph Read - Stop - Respond

Coach corrects errors

• Ask - Can you figure out this word?

• Tell - This word is _____. What word? Reread the sentence.

Passage Reading - Partners

Scaffolding lowest readers

• Lowest reader placed on triad and reads with another student

• First reader (better reader) reads material Second reader reads the SAME material

• Students read the material together

• Partners allowed to say “me” or “we”

Beginning readers: Additional practice

Older readers: After initial part of story/chapter is read with class

Video

Alternative Passage Reading Procedures

Good Practices…

Delivery of Instruction:Provide Immediate Feedback


Delivery of Instruction -Provide Immediate Feedback

Goal of Feedback: • close gap between current performance and desired response• by informing students - if response is correct or incorrect- understanding is correct or flawed- what can be done to improve performance

(Hattie, 2012; Hattie & Timperley, 2007; Hattie , 2012; Lenz, Ellis, & Sadler, 1989)


• Feedback - Praise/AcknowledgeNote: Acknowledgement - verify answer, nod, smile, verbally praise, or simply move on

• Feedback - Encourage/Support

• Feedback - Correct errors


Students should ALWAYS practice correct response.

Correct and quick response

Acknowledge and move on

Praise“Correct”“Yes, that’s right”

NodSmileMove on

Correct but hesitant response

Acknowledge and add brief ‘firm-up explanation’

“Correct. Since this is a telling sentence, we would end the sentence with a period.”


Students should ALWAYS practice correct response

Incorrect response when “fact” requested

1. Model the correctanswer.(I do it.)2. Check understanding.(You do it.)3. Check again.

(Student says /o/ for /a/.)“This sound is /a/?”

“What sound?” /a/“What sound?” /e/“What sound?” /o/“What sound?” /a/

Incorrect response when strategy or rule used

1. Guide student(s) to the correct answer by asking questions on the steps of the strategy or rule. (We do it.) 2. Check understanding. (You do it.)3. Check again.

(Students spell siting for

sitting.)“Does sit end with a CVC?” yes“Does the ending begin with a vowel?” yes“So do we double the final consonant?” yes“Everyone, write sitting on your slates.”“Show me.”


Feedback - Corrections:

• Provided• Immediate• Specific and informative• Focused on the correct versus incorrect

response• Delivered with appropriate tone• Ended with students giving correct response


Effective Praise • contingent (IF – THEN)• specific• provided for noteworthy performance• focused on achievement and effort rather than

personality attributes • comparing students to themselves rather than to

other• positive, credible, genuine• unobtrusive (flows with the lesson)


(Dweck, 2008)

Fixed Mindset - - Performance related to fixed, inherent attribute- Doing well - due to inherent quality not learning or effort;

shouldn’t require effort- Risks - won’t take them for fear of failure- Doing poorly - retreat, give up; can’t handle failure

Growth Mindset - - Performance related to effort and learning- Doing well - due to effort and learning- Risks - willing to take risks- Doing poorly - learn from mistakes


(Dweck, 2008)

Focus praise on:– achievement– effort– learning– task performance– attributes that student can control

• effort• tenacity• practice• concentration• making good choices


“Instruction is more effective than feedback. Feedback can only build on something; it is of little value when there is no initial learning or surface information.” (Hattie & Timperley, 2007)

Task:

With your partner, role play the feedback/correction scenarios in the packet. Evaluate each scenario using the checklist provided.

Intended Outcome:

Participants will become more proficient at identifying and providing appropriate feedback and corrections

Partner ActivityPartner Activity

Assignment

Monitor the opportunities you provide for students to respond during reading instruction

1. Voice record or video tape at least 3 lessons 2. Listen to the recordings 3. Count and record number of opportunities students have to respond 4. Record the types of responses used (verbal, written, action)

Intended Outcomes

Participants will leave this training with:

• An understanding of the benefits of using Explicit Instructional strategies

• Knowledge of the Elements of Explicit Instruction

• A common understanding of the critical content for kindergarten and first grade reading instruction

• An understanding of and plan for requiring frequent responses during reading instruction

Scope and Sequence of the Reading Academy Series

Day 1

– Explicit Instruction• Introduction to all elements

• Content Elements– Focus on Critical Content – Phonemic Awareness and Alphabetic Principle/Basic Phonics

• Delivery Element– Require frequent responses

Day 2



– Focus on Critical Content - Alphabetic Principle/Phonics and Fluency

• Scaffolding

– Design of Instruction (Instructional Routines)

Day 3



– Critical Content – Vocabulary and Comprehension

– Delivery of Instruction and Judicious Review Elements

The work you are doing is so important. Thank you for being a

part of our learning community and for all that you do for students!

Safe travels!

k-1 reading academy day 1 lori bailey

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