2.
Distal=ACCELERATED GROWTH FOR BELOW-GRADE LEVEL STUDENTS What supports needed to address the learning gaps in basic skills so students have the skills needed to master grade-level learning targets (Foundational Reading Skills)
Data-Driven Instruction
Step 1: What should students in each grade know and be able to do by the end of the year? (Establish Grade-Level Learning Targets) Step 2: How will we know if they know it?
DATA-DRIVEN INSTRUCTION DIBELS, Formative Assessments, Short-Cycle Assessments, ANet,
Quarterly Assessments Step 3: What will we do for students who do not know it? (Skills-Based Intervention Groups)
Common Core Standards I Can Statements NC Department of Public Instruction Unpacked CCS
Literacy Standards
Kindergarten
Sight Words
First
Second Third
Timed Passages
DAZE PASSAGES
Fourth
Timed Passages
DAZE PASSAGES
Fifth
Timed Passages
DAZE PASSAGES
Phonemic Awareness
~Shared Reading
~Read Alouds
~Nursery Rhymes
Comprehension
~Guided Reading ~MAZE
Phonics
Strengthen The Core Literacy Curriculum
~Orton Gillingham ~Word Study: "Words Their Way"
~AR
Vocabulary
~Academic Vocab. ~Marzano's 6 Step Process ~PWIM
Fluency
~Sight Word ID ~Phrases ~Timed passages
Phoneme Deletion and Manipulation Blending and Segmenting Onset-Rime Blending and Segmentation Syllable Segmentation and Blending Sentence Segmentation Rhyming Word Comparison
Easy
Handout
How To Teach Phonemic Awareness Gingerbread Baby Read and discuss with a partner.
FLORIDA CENTER FOR READING RESEARCH Foundational Reading Skill Activities for Teachers
WEBSITE:
Reading Literature
Informational Text
Writing
Speaking Listening
Language
First Grade
Reading Literature
Informational Text
Writing
Speaking Listening
Language
Second Grade
Transitional Curriculum Transitional Curriculum Transitional Curriculum Transitional Curriculum Transitional Curriculum
Third Grade
GLE
Calendar : Skills Taught and Tested 2013
GLE
Fourth Grade
Fifth Grade
GLE
Calendar: Skills Taught and Tested 2013
WEBSITE:
Use these charts to access Student Center Activities aligned to each of the Common Core State Standards (Grades K through 5). Click on the grade level below to access the activities organized by standard. A Center On Instruction document listing the standards addressed by each Student Center Activity can be accessed here .
Reading Foundational Skills: Kindergarten | Grade 1 | Grade 2 | Grades 3 through 5 Reading Literary Text: Grades K and 1 | Grades 2 and 3 | Grades 4 and 5 Reading for Information: Grades K and 1 | Grades 2 and 3 Language: Grades K and 1 | Grades 2 and 3 | Grades 4 and 5 Writing and Speaking & Listening: Grades K through 5
Handout
Curriculum Maps University of Oregon North Carolina Department of Public Instruction Website
Literacy Block
ACTIVITY
Read Aloud CCSS Reading Literature/Informational Text Shared Reading/Guided Reading (read with) Guided Reading Groups Readers Workshop- Daily Five Phonemic Awareness Activity Phonics Sight Words Morning Message (write to) Predictable Chart (write with) Writers Workshop (write by) Intervention/Progress Monitoring
Minimum Minutes
30 20 60 (determined by # of groups)
20 20 10 5 20 35 20 (240 min)
Second Grade Daily Lesson Plan Date: Phonemic Awareness (20 minutes) Phonics (20 minutes) Sight Words (5 minutes) Teacher: Fluency (5 minutes) Vocabulary (5 minutes)
CCSS/GLE: Writing / Speaking and Listening / Language (circle one) I CAN Statement:
Teacher Directed:
Teacher Directed:
Model:
Model:
Guided Practice:
Guided Practice:
Independent Practice:
Independent Practice
Formative Assessment:
Formative Assessment:
Intervention-Students:
Skill:
Progress Monitor-Students:
NOW WE HAVE ADDRESSED STEP 1: Learning Targets Curriculum Maps Lesson Plans Move to Step 2
M T W Th F M T W Th F M T W Th F M T W Th F M T W Th F M T W Th F FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA SHORT CYCLE ASSESSMENT SHORT CYCLE ASSESSMENT BENCHMARK TESTING (ANET TESTING) SHORT CYCLE ASSESSMENT
FA FORMATIVE ASSESSMENT
Data-Team Meeting
Review all individual student data (Formative Assessments, Short Cycle Assessment, Benchmark Assessment, ANet) Determine who needs additional assessments (Cool Tools, DRA, DAR, Phonics Screener)
Discuss DIBELS data on next page and make Feedback 1) Which students are ready to read? 2) Which students have made no/little progress? 3) Which students are Intensive, Strategic, Core in each sub skill? 4) What strategies would you use to move students to a higher level 5) Could there be problems with core instruction
DIBELS
Is instruction taking place between each progress monitoring period? Is the instruction explicit? Are your red students being progress monitored every week? If so, the data should be used to plan instruction and this instruction should move red students to green! If the answer to these questions is yes, and the student is still red, then the student/s should be given a diagnostic test such as DRA, DAR, Scholastic Reading Inventory, COOL TOOLS mini assessments, Phonics Screener
Handout
Diagnostic Assessments Administer to dig deeper to determine skill deficits and create a plan to remediate deficits!
P A HW OA NR E N E S S L&S E O T U T N E D R S S WA O N R A D L Y S I S
Silent Reading Comp Spelling Word Meaning Print Awareness Rhyming Words Segmenting Words Initial Consonant Sound Final Consonant Sound Auditory Blending
Naming Capital Letters Naming Lowercase Matching Letters Matching Words Writing Words Consonant Sounds Consonant Blends Short Vowels Sounds Rule of Silent E Vowel Digraphs Diphthongs Vowels with R Two-Syllable Words Polysyllabic Words
Ready for Step 3 Step 3: Now that we know the skill deficits for each student, what are we going to do about it?
*Kaleidoscope
ALL STUDENTS RECEIVE: Imagine It! Intensive Curriculum Guided Reading Spelling (Word Study) AR Strategic
9:45-10:20
Word Work 10:10-11:00 Imagine It 9:15-10:15 Word Work Guided Reading (LLI) 11:00-11:50 Word Work Guided Reading(LLI) 10:20-11:50 Orton-Gill. (WThF) Guided Reading (LLI) 11:00(MTTh) Orton-Gillingham 2:00-2:45 FCRR Activities 11:50-12:20 FCRR Activities 2:15-2:45 FCRR Activities 8:30-9:45 Imagine It/AR 10:10-11:00 Imagine It 8:30-9:15 AR/Imagine It
9:45-10:50 Word Study 11:00-11:50 Word Study 9:15-10:15 Word Study Guided Reading (LLI) Guided Reading (LLI) Guided Reading(LLI) 2:00-2:45 FCRR Activities Imagine It/AR Word Study Guided Reading 11:50-12:20 FCRR Activities 2:15-2:45 FCRR Activities
Fluency 8:30-9:45 STAR Test Average DIBELS Maze 9:45-10:20 10:10-10:30 AR 8:30-9:15 AR/Imagine It 10:30-11:00 Imagine It Novel Studies Book Studies (FVC) 9:15-10:15 Word Study 11:00-11:50 Word Study Guided Reading Guided Reading Supplements: FCRR & Nifty 50 Supplements: FCRR & Nifty 50 10:10-10:30 AR 8:30-9:15 AR/Imagine It 10:30-11:00 Imagine It Novel Studies Book/Novel Studies 9:15-10:15 Word Study 11:00-11:50 Word Study Guided Reading Guided Reading Supplements: FCRR & Nifty 50 Supplements: FCRR & Nifty 50
Supplements: FCRR & Nifty 50 Imagine It AR (independent) Book Studies (FVC) 9:45-10:20 Word Study Guided Reading Supplements: FCRR & Nifty 50 8:30-9:45
Above Average
The idea that lower ability students will look up to brighter students as role models is highly questionable. Children typically model their behavior after the behavior of other children of similar ability who are coping well with school. Children of low ability do not model themselves on fast learners. It appears by watching someone of similar ability succeed at a task raises the observers feelings of efficiency and motivates them to try the task. Students gain more from watching someone of similar ability cope (that is gradually improve their performance after some effort), rather than watching someone who has attained mastery (that is, can demonstrate perfect performance from the outset).
Ability Grouping
Data-Team Meeting
After Data Review and Administering Additional Assessments (if needed) We Now: Create skill groups Assign students to groups Decide push-in or pull-out Decide how students be progress monitored
Teacher:___________
RED
GREEN
RED
GREEN
SKILL____________________________
Teacher/Room
should not be used whole class nor should students be placed in programs for interventions unless the program is designed to teach students specific skill deficit!!! Programs such a Lexia, IReady, etc. could be used for skills-based interventions? Yes or No Often these programs are not used for the purpose for which they were created, and are often only used as an means for checking off the compliance box. Often these programs waste valuable teaching time when students are placed in these programs when they do not need remediation. Often these programs are used as a baby sitting block, or to provide teachers with a free period. DISCUSS
When Programs are Used for Interventions Interventions should be skills-based and not program-based. Programs
Now we have addressed Step 3 by providing additional time and support for struggling students
NOW We need to monitor the progress of students in interventions to determine: Are students appropriately place? Is the intervention working? Does the student need additional intervention time? Does the student need to be tested for learning problems? (first check attendance, behavior referrals, medical issues)
Name:_____________
Middle of Year Benchmark
2nd Quarter
3rd Quarter
Goal 28
Goal 30
Goal 92
PSF
Goal 20
Goal 40
LNF
2nd Quarter
3rd Quarter
NWF
Goal: 27 Goal 43 Goal 58
ORF
Goal 23 (78%) Goal 47 (90%)
Goal 133
Goal 48
Goal 48 Goal 15
Quarter 1
92
66 92 87 106
8/32
99 120
10/33
96 117 128
15/36 10/33 15/33 15/32
100 100
100 100
92 100
88 86
100 70
96 80
100 88
Mid-term 75
NWF 86
ORF 90
DIBELS
2.1 2.2
STAR
How to Progress Monitor Common Core Literacy Skills Create an assessment for each skill to determine mastery (Assessments should be as rigorous as the State Test. The assessment should drive the instruction.)
It matters little what else they learn in elementary school if they do not learn to read at grade level.
Second Grade: ANet tests do not follow the order of the LCC, so ANet Plans have been created to help teachers know where they can find activities for each skill.
AND
Determine grade-level basic skill requirements needed to be successful at EACH grade level. Screen students and provide daily practice until skills are mastered!
2nd grade addition and subtraction 3rd grade- multiplication 4th grade- division 5th- fractions, decimals
Step 3: What are we going to do for those who do not know it?
08
09
10
11
08
09
10
11
08 09
10
11
08
09
10
11
Reading
26 65 66 75 41 62 68 72 36 49 63 74 34 59 66 74
Math
41 86 86 82 52 88 86 94 62 77 73 83 52 84 82 86
Resources
www.fcrr.org www.interventioncentral.com www.idonline.org www.studentprogress.org www.k8accesscenter.org http://kc.vander bilt.edu/pals http://reading.uoregon.edu http://readingcomp.mathmatica-mpr.com
SHARE!