Getting 100% Participation to Increase Reading Performance
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Getting 100% Participation to Increase Reading Performance
Getting 100% Participation to Increase Reading Performance It is all about how responsive you get all students to be! It’s not what you say or do that ultimately matters. It is what you get the STUDENTS TO DO as a result of what you said and did that counts. Dr. Kevin Feldman Engagement= doing reading answering Engagement is not: Quietly watching others Listening Waiting for your turn Pretending or faking Just more seat work Killing time quietly Research: Increased Active Student Response (ASR) is functionally related to academic achievement. *Barbetta, Heron,& Heward, 1993 *Cavanaugh, Heward, & donelson,1996 *Naarayan, Heward, Garner, Courson,&Omnes 1990 *Sainato, Strain, & Lyon, 1988 Cover material - Expose Change to a More Effective Approach Getting all to respond and intervening immediately “Whatever it takes” attitude! Secrets of High Flying Schools Ed Leadership 5/4/05 (National Center for Ed Accountability Study 300 schools) Getting to 95% means getting to the bottom 20%! These students most often avoid responding. Teachers need specific strategies to get them to respond. Can’t learn to read Come with the skills necessary to read Learn to read despite us Figure out the alphabetic system Ready Learn Despite Us Depend on Teacher Can't Learn Depend on teacher’s delivery and research-based program 20-30% of the 60% hardest skill to acquire Tina Peltier Practices needed to store concept: • Average learner • Everybody else • Truly disabled 4-14 times 14-250 times 250-350 times Tina Peltier Students can spend years in school avoiding practice. More Intensity Means • More • More • More • More • More explicit direct time practice monitoring and feedback Change is good. We need change. You go first. Implementation Dip Just because there are problems doesn’t mean you are on the wrong track. CYCLE OF CHANGE WHEN CHANGE IS MANDATED DENIAL Shock, apathy, focus on the past, “If I wait this will go away.” Bargaining: “How can we stay the same?” RESISTANCE TO LEAVING THE FAMILIAR Self doubt, blaming, anger, discord, feeling that previous efforts have been diminished or discounted Pessimism EXPLORATION AND MANAGEMENT OF CHANGE “Too many Ideas!” = Search for structure “ Too much to do!” = Attempts to manage the change, frustration, difficulty focusing REFOCUSING/COLLABORATION Teamwork, focus and planning, commitment to making changes effective, “I can see some things working!" CONFIDENCE Teamwork, focus and planning, commitment to making changes effective, feelings of accomplishment “We can do this!” Time Adapted from Maralyn E. Turner How to Provide 90 Minutes of Reading Instruction that is Faithful to the Program Program Place, group, teach, and assess each lesson as in the Teachers Guide You add the rest Excellent classroom management Enough added practice for mastery (In–class Intervention) 100% engagement Error Correction 1. Choral Response 100% Giving Short Answers at the Same Time • Model the question and the way to respond • Ask a clear question with a single word or simple phrase answer • Give clear signal for students to respond (Allow think time for more difficult responses) • Scan all mouths to assure all are responding, moving near non-responders • Give feedback on the group response • Intersperse calling on individuals • Perky pace When? When answer is very short One word or short phrase All answers are the same (from the work of Dr. Anita Archer) Why? Allows ALL to respond Includes students with special needs Gives teacher immediate feedback Builds confidence in low-achieving students Reduces off task and disruptive behavior *Heward, Courson, & Narayan, 1989 *Lingenfelter, 1990 *Heward, 1994 Examples: Vocabulary word pronunciation Short definitions Names of characters in story Setting of story Name of comprehension skill Phoneme segmenting Initial sound, final sound Sight words reluctant re luc tant imagination imagin a tion safety tip reluctant way to keep from getting hurt I don’t want to do it! imagination many pictures and ideas in your mind expression really shows how you feel or think announce officially tell people something swivel chair chair that turns around applaud clap auditorium large room for performing for others audience group of people watching Ask questions about meaning getting 100% engagement • • • • • • • • • • Not by any stretch your imagination Use your imagination Leave it to your imagination Fire up your imagination Overactive imagination With a little imagination Lack of imagination Watching TV requires _________imagination Just in his imagination Leaves nothing to the imagination Practice Lines m s t c c s m t t c m s Practice Lines sh ar oo ch oy oy oo sh ar ch ch oo ar oy sh Practice Lines m s t c sh ar oo ch oy was were want here Non-Examples 2.Precision Partner Talk 100% giving longer or more complex answers at the same time Precision Partner Talk Assign partners Give each partner a task (A responds/B counts words) Give verbal stem (Sentence starter) if needed Monitor each partnership Call individuals only after all have answered When? When answer is longer or more complex When answer could take many forms When answer takes more time When answer needs complete sentences (from the work of Dr. Anita Archer) Examples: Comparing and contrasting characters, stories Listing important details about a main idea Naming the problem a character faces Predicting what will happen next Naming the solution to the problem Connecting the story to your life Inferring imagination imagin a tion reluctant enormous imagination HM Gr2 Vocabulary Introduction Routine • Direct Instruction – Teacher told and showed meaning with gesture and student friendly definition – Teacher gave clear examples and nonexamples – Teacher gave clear practice directions • 100% engagement – Precision partner discussion – Jobs for speaker and listener – Teacher monitored partner discussion and gave feedback Vocabulary Introduction Routine • Lots of practice with feedback – Many repetitions of word by students – 3 sentences created by everyone • ELL strategies – Sentence starter – 7 Up sentences – Examples and non-examples modeled by teacher then generated by students – Common phrases using word – Gesture – Visuals • Word on board as introduced • Word stays posted and referred to all week • “Big dogs” posted and referred to all year More Structured Discussions Dr. Kevin Feldman • Appropriate Question – Can all students respond? – Any vocabulary in the question that needs preteaching? • Structured Thinking/Processing Time – Adequate wait time – often write first – Appropriate sentence starter/frame if needed • Partner Rehearsal – Practice responding/give feedback/make improvements • Unified Class discussion – Random calling on students- no hand raising – Authentic volunteers at the end – Listen by writing Dr. Kevin Feldman Example • Harcourt Gr. 1 • Ask students what they know about bees. If necessary provide information about bees., especially that they are nocturnal and sometimes live in caves • Appropriate Question – Can all students respond? Yes – Any vocabulary in the question that needs preteaching? No • Structured Thinking/Processing Time – Structured writing time for all (ADD THIS!!) • Partner Rehearsal – Practice responding/give feedback/make improvements • Unified Class discussion – Random calling on students- no hand raising – Authentic volunteers at the end – Listen by writing Make honeycombs bees move organize bees appearance eat live Verbal Rehearsal: Hallway partner: One interesting fact about bees is…. Window partner: Another interesting fact about bees is…… Another interesting fact about bees is…… Another interesting fact about bees is…… Another interesting fact about bees is…… Unstructured • No academic vocabulary • No think time • No partner rehearsal • Many left out Structured • • • • Vocabulary taught Think time/write time Partner rehearsal Every student involved Dr. Kevin Feldman Comprehension Discussion with Partner Talk Precision Partner Work 1. “Buddy up” 2. Give Window buddy a specific question to answer. Give Hallway buddy a listening job. Examples: 1. Window buddy : Tell Hallway buddy two reasons that Grandpa was angry. 2. Hallway buddy : Hold up a finger for each correct reason then add one more reason that was not said. Comprehension Discussion with Partner Talk More Examples: 1. Hallway buddy : Tell Window buddy three ways that Grandpa was like Mary. Start with “They both….” 2. Window buddy : Hold up a finger for each correct way that you hear. 3. Now Window buddy : Tell Hallway buddy three ways that Grandpa was not like Mary. Start with “Grandpa did not….” 4. Hallway buddy : Hold up a finger for each correct way that you hear until you have 3 up. Non-Examples: 1. Posing a question to all then calling on only one student (Often results in more frequent responses by high-achieving students and few or no responses by low-achieving students Maheady et al.,1991) 2. Cooperative learning strategies (High-achieving often participate while low-performing students do not participate enough to achieve meaningful learning outcomes (Maheady, Mallete, Harper, & Saca, 1991) Who can….? 3. 100% Reading Orally at the Same Time (Choral Passage Reading) A. Choral reading with teacher • Read orally with students. • Read at an ______________rate. • Tell them “ Keep your ______ with mine.” B. Choral reading with teacher “fade” • Read orally the first words in a sentence then fade teacher voice. • ___________ if the pace falters. (from the work of Dr. Anita Archer) 3. 100% Reading Orally at the Same Time (Choral Passage Reading) C. Cloze reading Teacher reads a selection. Stops at ______________ or phrases. Has students read the ________________. D. Tables or groups read entire section together after “Cloze” reading E. Individual turns • Use only in ______________. • Call on students in ____________ order. • Vary the ________________. ( from the work of Dr. Anita Archer) Non-Examples: 1. Actress reading on tape as students follow along 2. Teacher reading the passage as students follow along 3. One volunteer reading the passage as students follow along 4. “Round Robin Reading” Examples correct More Turns 1. at cat rat mat 2. sad mad Dad 3. fat sat Tad 4. was were want Unit 5 1. m 2. sh 3. cat 4. sam ram Pam 5. said s b ram were 6. I see the cat. We see the teeth. b r th a teeth a th 4. Partner Reading 50% then 50% Reading Orally 1.Assigned partners (coach and reader) 2.Reader reads aloud 3.Coach follows with finger and corrects “My turn” Then tells - “This word is __________. What word?” 4.Teacher sets the method of alternation (by sentence, paragraph, page, or timer) 5.Teacher monitors all partners Oral Partner Reading Looks Like Sounds Like Walking to reading spot as soon Soft voices as you come in Only your partner hearing you Partners facing opposite directions Pages turning Chairs or knees touching Book is flat on lap or tipped up Eyes are on the book Reader’s and listener’s fingers or markers following along Listener saying “My Turn, that word is… go back.” Reader fixing mistake Optional Questioning by listener: Who or what was this section about? What was the most important thing about the who or what? Filling out bookmark record What do you think will happen next? Teacher dropping and listening Even if you know that your partner is absent or will be late, sit as if he/she is coming and read orally by yourself. INTERPRETING ACCURACY SCORES Independent 97-100% (+ good/excellent comprehension) Instructional 96-91% (+ good/satisfactory comprehension) Frustration 90% & below (+ satisfactory/fair/poor comp) Establishing Partners #1 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Ebonie Jazmine Bobby Celisse Marsha Krishon Sammy Jamie Orlando Miquel Jan Hasbrouck, Ph.D. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Michael Andrea Ezra Juan Amy Hyun Ha Mari Harry Sarah Ashante’ 21. 22. 23. 24. Quan Kyesha Francisco Angelica Establishing Partners #2 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Ebonie Jazmine Bobby Celisse Marsha Krishon Sammy Jamie Orlando Miquel Jan Hasbrouck, Ph.D. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Michael Andrea Ezra Juan Amy Hyun Ha Mari Harry Sarah Ashante’ 21. 22. 23. 24. Quan Kyesha Francisco Angelica 5. Monitored Silent Reading with Question(s) to Answer Pose a pre-reading _____. Tell students to read a ______. Ask them to _____ if they finish early. ______ by listening to individuals “whisper read”. Ask the question you posed. 100% answer question to partners. (from the work of Dr. Anita Archer) 6. 100% Verbal Rehearsal of Vocabulary Word Have all students: 1.Use gestures to process meaning of words. 2. Use vocabulary words in sentences with partners 3. Complete a vocabulary log entry for each word. 4. Answer questions about words orally. Examples imagination i ma gi na tion safety tip reluctant way to keep from getting hurt I don’t want to do it! imagination many pictures and ideas in your mind expression really shows how you feel or think announce officially tell people something swivel chair chair that turns around applaud clap auditorium large room for performing for others audience group of people watching Ask questions about meaning getting 100% engagement • • • • • • • • • • Not by any stretch your imagination Use your imagination Leave it to your imagination Fire up your imagination Overactive imagination With a little imagination Lack of imagination Watching TV requires _________imagination Just in his imagination Leaves nothing to the imagination Six for the price of one! • • • • • • imagine imagining imagination imaginative unimaginative unimaginable Student Vocabulary Log Word Student Definition What it is not Sentence 1. reluctant Reluctant means not wanting to do something Eager, fast to do it I am reluctant to eat cauliflower. 2. 3. 1. Picture Name________________________________ Modified Frayer Model What is it? What is it like? Word: Examples: Non-Examples: Adapted from Word Power: What Every Educator Needs to Know About Teaching Vocabulary. Steven Stahl and Barbara Kapinus. Copyright © 2001 7. 100% Verbal Rehearsal of Comprehension Answers A.High level comprehension questions - Use Talking Partners - Give sentences starter. Example: Start your answer with “Both characters…” -Follow up with “Roving Overhead” B. Lower level comprehension questions - Use choral response. (Avoid “Round Robin” comprehension questioning.) Debora and Peggy –Bees make their own honeycomb Jason and Jamal – Bees have one queen in each hive Jarod and Tonisah - Worker bees are called drones Oral language Vocabulary Comprehension Examples correct More Turns determination deciding to do something even when it is difficult risk-taking doing things that involve risks in order to achieve something courageous brave brave dealing with danger, pain or difficulty tell me with confidence persistence astrophysics continuing to do something even though it is difficult or people do not want you to do it scientific study of the stars and the forces that influence them Sentence Starter for Contrasting Dr. Sally Ride was the only character who ……… The little Dutch boy was the only character who………… did………………….. went………………… decided to………….. Sentence Starter for Comparing Both Dr. Sally Ride and the little Dutch boy were……………… seemed to………………….. showed that they were………… needed to…………………………… ended up……….. decided to………….. Teaching Summarization by Paragraph Shrinking (Fuchs et al.) Steps: 1. Name the who or what the paragraph is about in a brief phrase. 2. Identify two or three important details about the topic. 3. “Shrink the paragraph by stating the main idea in 10-15 words or less.” Teaching Paragraph Shrinking • I do it. Demonstrate, model the steps and rationale Teach partners how to correct • We do it. Assign partners Partners practice shrinking in appropriate text • You do it. Add paragraph shrinking to daily oral partner reading Hold students accountable by assigning writing tasks with paragraph shrinking 1. Name the who or what this is mostly about. 1. Name the who or what this is mostly about. sea ice 1. Name the who or what this is mostly about. sea ice 2. Identify two or three important details about the what. 1. Name the who or what this is mostly about. sea ice 2. Identify two or three important details about the what. 1. not like pond ice 2. moves up and down 3. like a roller coaster 1. Name the who or what this is mostly about sea ice 2. Identify two or three important details about the what 1. not like pond ice 2. moves up and down 3. like a roller coaster 3. “Shrink” the paragraph by stating the main idea in 10-15 words or less. This sea ice is different from pond ice because it moves up and down like a roller coaster. (18) This S sea ice is different from pond ice because it moves up and down.like a roller coaster. (18) Sea ice is different from pond ice because it moves up and down. (13) What Teacher Did in Addition to the Teacher’s Guide • Discovered that the activity to teach summarizing did not help most kids • Found, taught and posted summarizing rules • Added many structured discussions with 100% participation • Added summarizing model and practice with text from the core program which was typed out • Added individual writing in a summarizing graphic organizer 8. 100% Signaled Response All students showing the teacher the correct answer in a non-verbal way 1. All pointing to the answer 2. All showing the correct number of fingers 3. All moving cards, showing cards, or selecting letters 4. All using highlighter tape or pen 5. Any other appropriate signal Examples 1 2 3 4 1 2 3 4 m r I c Elkonin Boxes on 3 x 5 cards Same and different 3 x 5 cards (Same) (Different) Efficient Pocket Chart Word Building Routines With 100% Engagement a m f f l l i p p c u i Palmcroft Elementary Yuma Arizona Road to the Code ISBN 1-55766-438-2 Vocabulary Classroom Ideas Student-made vocabulary rings with word on one side and “Student Friendly” definition on the back. Each story’s vocabulary words are on a different color card. This week’s vocabulary words are kept on the top of each student’s desk all week. Students play “Show me the word that means.. Partners match word to definitions. bargain To keep talking until you get a better deal A big knife used to cut plants machete trading schooner pulp Giving one thing to get another Ship with at least two big sails Soft insides of fruit Library Pocket to Hold Vocabulary Cards on Each Desk person thing place action Vocabulary Ring Ideas Monday Tuesday Wednesday Thursday Guide students to make each card one at a time. Give student friendly definitions and sketch ideas. Students keep cards on top of desks. Partner A turns to word side. Partner B turns to definition. They match cards. Individuals sort words into 2 or 3 piles: Play “Show me the word that means” Individuals sort words into 2 piles: -At school at school -invisible visible or invisible visible -real/not real -in a store/not -I have seen/not -immense/tiny/ -ordinary/unusual -person, place, thing, or action Play “Show me the word that means” Friday Additional Get the whole ring out. Partner review A turns to word side. Partner B turns to definition. They match cards. Listing activity. Tell them which 3 cards to get out and list at least 5 examples of that word Most often it is teacher inconsistency not student inconsistency that causes routines not to be followed. correct More Turns Which gives more practice? • Consistent engagement • Occasional or eventual engagement What do students need? • Massed practice • Distributed practice Automaticity Massed Practice Distributed Practice Automaticity Massed Practice Practice Practice Practice Practice Practice Practice Turns correct More Turns +during whole group +during small group +during independent work Let’s get cooking on all the burners! Behavior Phonics and phonemic awareness Oral language and vocabulary Interventions Core program Engagement Fluency/comprehension Everyone - All the Time Turn up the heat!! 60% to 95% at level Pockets of change All Early implementers All Fits and starts Fluency Awkwardness Routine Some engaged All engaged Most days Every day “Whatever it takes” attitude! Secrets of High Flying Schools Ed Leadership 5/4/05 (National Center for Ed Accountability Study 300 schools) Keep the flame alive!