Teacher Support for Houghton Mifflin Reading

1. Teacher Support for Houghton Mifflin Reading Grades K-3 Kuna, ID September 3-4, 2008 TRAIN THE TRAINER NOTES

2. Training Objectives • Learn how to effectively implement the “Big Five” • within HMR: phonemic awareness, explicit • phonics, fluency, vocabulary, and comprehension • Increase instructional intensity through use of • Reading First instructional templates • Increase understanding and use of HMR sound • spelling cards • Understand purpose of differentiated • instruction and how it is implemented with HMR • Understand how to use data to drive differentiated • instruction • Discover methods to better manage • differentiated instruction in the classroom

3. Questions? Post them on the... • Parking Lot

4. Appointment Clock • We will use this appointment clock throughout today. • Each appointment should be made with a different person. • Up to two appointments can be made with someone from your grade level; the remaining appointments should be made with someone from another grade level.

5. The circular relationship between skill and motivation in reading If we want children to learn to read well, we must find a way to induce them to read lots. If we want to induce children to read lots, we must teach them to read well. Marilyn Jager Adams

6. Critical Context NCLB State District School Classroom Bessellieu, 2007

7. “The teacher’s influence on student achievement scores is twenty times greater than any other variable, including class size and student poverty.” --Fallon, 2003

8. Taking it Beyond Fidelity Management Routines, Expectations Effective Instructional Program Taught with Fidelity Mastery Explicit Instruction (I do, We do, You do), Error Correction, Monitoring, Accurate Practice The teacher provides the rest! School or District provides program + = Motivation Student engagement, Positive reinforcement Bessellieu and Cole, 2008

9. High Student Achievement!

10. Effective Instructional Techniques • Signaling • Unison oral responding • Pacing • Monitoring • Correcting errors

11. Instructional Delivery The manner in which a teacher presents lessons is as important as the instructional design underlying the content being presented. Carnine, et. al., 2006

12. Five Components of Comprehensive Reading Instruction • Phonemic awareness • Phonics • Fluency • Vocabulary • Text comprehension

13. Benchmark, Strategic, Intensive Benchmark– Students who will likely benefit from the core program, are on track, and on grade level. Strategic– Students in need of additional support. They score at or above the 20th percentile but below the 40th percentile. Intensive– Students in need of substantial instructional support. They score below the 20th percentile.

14. Three Tier Reading Model Tier I – Core Reading Program (targets five focus areas of reading, with differentiation) Tier II – Supplemental Intervention Tier III– Intensive Intervention

15. Three Tier Reading Model III Intensive intervention; includes approximately 5% of students II Supplemental reading intervention instruction; includes approximately 15% of students High quality, comprehensive reading instruction for all students (preventative). Tier I

16. Idaho Model of ImplementationMinimum 2.5-3 hours of instruction Fidelity to Core Program Reading instruction at grade level Replacement intervention program used for most intensive students 90 min. + Differentiated Instruction Core program materials used 30 min. + Additional Instructional Support Core program, supplemental, or intervention materials used 30 min. + Language Arts Instruction Basal or other materials used 30 min. +

17. Three Tier Reading Model III II Tier I

18. Five Components of Comprehensive Reading Instruction • Phonemic awareness • Phonics • Fluency • Vocabulary • Text comprehension

19. Explicit Phonics Lesson • PA warm up • Introduce or review sound/spelling (explicit) • Blending (explicit) • Decodable text • Dictation • Word work

20. Phonological Awareness vs. Phonemic Awareness • Phonological awareness is an umbrella term that includes phonemic awareness. • Phonological awareness involves working with words, word parts, syllables, rhymes, and onset and rimes. • Phonemic awareness is the insight that words are made up of sounds and that those sounds can be manipulated independent of meaning.

21. Phonemic Awareness The best predictor of reading difficulty in kindergarten or first grade is the inability to segment words and syllables into constituent sound units (phonemic awareness). Lyon 1995 Poor phonemic awareness at four to six years of age is predictive of reading difficulties throughout the elementary years. Torgesen and Burgess 1998 More advanced forms of phonemic awareness (such as the ability to segment words into component sounds) are more predictive of reading ability that simpler forms (such as being able to detect rhymes). Nation and Hulme 1997

22. Phonological Awareness Developmental Sequence

23. Effective Instructional Techniques • Signaling • Unison oral responding • Pacing • Monitoring • Correcting errors

24. Card #4: Onset-Rime Blending Model /k/ /at/ cat /f/ /or/ for /st/ /op/ stop /cr/ /ī/ cry Practice Debrief

25. Card #5: Phoneme Blending Model /k/ /a/ /t/ cat /f/ /i/ /g/ fig /b/ /r/ /ī/ /t/ bright Practice Debrief

26. Card #6: Phoneme Segmentation Model net (/n/ /e/ /t/) pan (/p/ /a/ /n/) tag (/t/ /a/ /g/) blaze (/b/ /l/ /ā/ /z/) Practice Debrief

27. Phonemic Awareness Tips • Make sure activities are done orally. • Model left to right (from students’ perspective) with all visuals or manipulatives • Focus on the sounds--not the meaning of words. • Pronounce sounds clearly. • Take a breath between sounds when blending. • Have a signal or wait time so all the children have a moment to think and answer together. • Keep activities fast-paced. • Have fun! Children naturally enjoy playing with language.

28. Connection to Core Program • Look through the Teacher’s Edition and find examples of each one of the Phonemic Awareness Instructional Activities.

29. Phonemic Awareness Instruction Reflect and Plan • What ideas would you like to incorporate?

30. National Reading Panel The meta-analysis revealed that systematic instruction in phonics produces significant benefits for students in kindergarten through 6th grade and for children having difficulty learning to read. These facts and findings provide converging evidence that explicit, systematic phonics instruction is a valuable and essential part of a successful classroom reading program. Report of the National Reading Panel, 2000

31. Stages of Reading Development Ehri 1995, Moats 2000

32. Stages of Reading Development Ehri 1995, Moats 2000

33. Systematic vs. Incidental Phonics The systematic approach to phonics provides teachers with lessons that teach a set of phonic elements in a particular order. This order is generally based on linguistic factors related to which sounds are easiest for students to produce at an early age. With incidental phonics instruction, the teacher does not follow a preplanned sequence of lessons to teach sound/spellings, but makes decisions as to what phonic elements to teach based on the opportunities the text presents.

34. Explicit Phonics Lesson • PA warm up • Introduce or review sound/spelling (explicit) • Blending (explicit) • Decodable text • Dictation • Word work

35. Purpose of the Sound/Spelling Cards Turn to the question sheet in your participant packet. You may work with a partner if you choose. We will check answers together when finished.

36. Effective Instructional Techniques • Signaling • Unison oral responding • Pacing • Monitoring • Correcting errors

37. Introducing a Sound/Spelling Card Model /p/ Pig Card Practice K: /d/ Dudley Duck 1st- 3rd: /p/ Pig Debrief

38. Connection to Core Program • Look through the Teacher’s Edition and find examples of each one of Introducing or Reviewing a Sound/Spelling Card.

39. Explicit Phonics Lesson • PA warm up • Introduce or review sound/spelling (explicit) • Blending (explicit) • Decodable text • Dictation • Word work

40. Purpose of Blending

41. Blending Templates • Card # 9: • Continuous Blending (K) • Card #8: • Sound-by-Sound Blending (1-3) • Card #10: • Spelling-Focused Word Reading (2-3)

42. Blending Tips • Become familiar with the blending process before doing it with your class. • Engage all the students. Use signals for a group response and maintain pacing. • Follow the template steps. This will help your students focus. • Correct mistakes as they occur using the correction procedure on the template. • Minimize extraneous language. • Blend all the words on the lesson map. • Encourage students to reread words naturally as they would say them. • Repeat lines that give your group difficulty, either with the whole group (using correction procedure) or in small groups during Universal Access.

43. Continuous Blending Model man sat ram bat bad bib Bob tab sob stab snob Practice Debrief

44. Sound-by-Sound Blending Model bat bad bib Bob tab sob stab snob drape stream bright throat Practice Debrief

45. Spelling-FocusedWord Reading Model drape cape rain stay smile pie bright filed Practice Debrief

46. Scaffolding Blending Instruction Continuous Blending Sound-by-Sound Blending Spelling-Focused Blending Reading Whole Words Reading Whole Words in Connected Text

47. Connection to Core Program • Look through the Teacher’s Edition and find examples of blending.

48. Blending Instruction Reflect and Plan • What ideas would you like to incorporate?

49. Word Knowledge and Multisyllabic Word Instruction “Skilled reading...depends not just on knowing a large number of words, but also on being able to deal effectively with new ones. Skilled readers...are readers who cope effectively with words that are new to them.” ---Nagy et al., 1994

50. Houghton MifflinReading Strategies • Predict/Infer • Question • Monitor/Clarify • Summarize • Evaluate • Phonics/Decoding