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!