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Istration Is Committed to Ensuring That Every Child Can Read by the Third Grade

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Istration Is Committed to Ensuring That Every Child Can Read by the Third Grade The Admin- istration is committed to ensuring that every child can read by the third grade. No Child Left Behind President Bush January 29, 2001 Presentation by Elfrieda H.Hiebert University of Michigan in LEARNING TO READ EFFECTIVE READING INTERVENTIONS Elfrieda H. Hiebert University of Michigan in READING TO LEARN Effective Reading Interventions Depend on: • Clear, measurable goals • Clear, consistent means for achieving goals CLEAR, MEASURABLE GOALS National Reading Panel (see PUT READING FIRST): – Phonemic Awareness – Phonics – Fluency – Vocabulary – Text comprehension CLEAR, CON- SISTENT MEANS 1.Teacher-led sessions with instructional routines 2.Texts of appropriate difficulty 3.Follow-up activities: – Writing – Reading & Rereading books – Following-along with taped versions READING TO LEARN 1.Instructional Routines 2.Appropriate Texts 3.Follow-up Activities GOALS: THE REPORT OF THE NATIONAL READING PANEL ON TEXT COMPREHENSION: •The instruction of cognitive strategies improves reading comprehension in readers with a range of abilities…This improvement occurs when teachers demonstrate, explain, model and implement how to comprehend a text. ON FLUENCY •Guided repeated oral reading procedures had a significant, positive impact on word recognition, fluency, and comprehension across a range of grade levels…These results apply to all students--good readers and those experiencing reading difficulties-- through at least grade 4 as well as through high school for students with various kinds of reading problems. ON VOCABULARY •Repeated exposure to vocabulary is important for learning. The restructuring of texts facilitates vocabulary and comprehension (e.g., substituting easy for hard words). ARE WE REACHING THESE GOALS? NAEP, 2000 Below Basic Basic Proficient Advanced ORAL READING EVIDENCE (NAEP, 1995) 180 160 140 120 100 80 60 40 20 0 Level 1 Level 2 Level 3 Level 4 (7%) (37%) (42%) (13%) Words per Min. No. Deviations Successful Middle-Grade Interventions Have: Clear, Consistent Means – Teacher-led sessions with instructional routines – Texts of appropriate difficulty – Extension activities: • Writing • Rereading • Reading-along with taped versions of texts INSTRUCTIONAL ROUTINE: A SAMPLE QUICKREAD LESSON 1stRead •Before you read, you think about the topic. •Next, look for 2 words that might be new for a reader. [1stRead of text--silent reading] •Write down one or two phrases on the back page that will help you remember what is important about this topic. 2ndRead •On the 2ndRead, you read the text more quickly. I'm going to read the text out loud and you're going to read along silently. [2ndRead with teacher reading aloud] •What is one thing the author wants you to remember? 3rd Read •On the 3rdRead, you’re going to read the text as fast as you can. You’re going to see how much of the text you can read in a minute. [3rdRead of text] •Record how far you got in the minute. •Review in your mind what’s important to remember from this text. 2. ESTABLISHING APPROPRIATE TEXT: BEGINNING WITH THE NAEP & SAT-9 Hungry Spider and the Cathy’s Kite Turtle It was Saturday morning. As Cathy Spider was a hungry looked out of her one, he always wanted to bedroom window, she eat. Everybody in Ashanti saw that the leaves on knew about his appetite. the tree in the middle He was greedy, too, and of the backyard were always wanted more than still. his share of things. So Oh, no, she sighed to people steered clear of herself. Spider. NAEP & SAT-9 Hungry Spider and the Cathy’s Kite Turtle It was Saturday morning. As Cathy Spider was a hungry looked out of her one, he always wanted to bedroom window, she eat. Everybody in Ashanti saw that the leaves knew about his appetite. on the tree in the He was greedy, too, and middle of the always wanted more than backyard were still. his share of things. So Oh, no, she sighed people steered clear of to herself. Spider. Textbook Program I Textbook Program II Centerfield Ballhawk Brave Irene “Steerike!” yelled the Mrs. Bobbin, the ump.Then, “Steerike two!” dressmaker, was tired and “Belt it, Jose,” cried the had a bad headache, but coach. she still managed to sew the Jose's heart pounded like last stitches in the gown she crazy. This was it. was making. Crack! His bat met the “It's the most beautiful ball head-on. The white dress in the whole world!” sphere took off like a said her daughter, Irene. rocket for left field and “The duchess will love it.” sailed over the fence for a “It is nice,” her mother home run! admitted. AN INTERVENTION PROGRAM: SOAR TO SUCCESS Educating Arthur Arturo's Baton Arthur loved chewing old Arturo was a famous slippers for fun, but today conductor. When he waved there were more important his baton, the orchestra things to do. Arthur had played. He waved it wildly, to help Melanie fix her and the trumpets blared. bike. Melanie's mother He waved it gently, and the needed Arthur's help violins sighed. “More! potting plants. Arthur had More! “ shouted the people to help Grandpa bake a in the audience. After the cake. Grandpa wasn't sure concert they swarmed that Arthur was really around Arturo just to be helping at all. near him. How Difficult are Current 3rd-Grade Texts? 10 8 6 4 2 0 Complex Word Factor 4thGr.NAEP SAT-3 QRI3 Gr3B Gr3E Intervention1 Intervention2 How Difficult are Current 3rd-Grade Texts? SINGLETONS 80 70 60 50 40 30 20 10 0 Harcourt Collections Scott Foresman Singletons 2 to 3 repetitions Singletons in Current Grade- One Programs 80 70 60 50 40 30 20 10 0 Harcourt Open Court's Phonics Rigby PM Plus Sunshine Waterford Collections Decodable Practice Books Readers Singletons 2-3 reps APPROPRIATE 3rd GRADE TEXTS SUPPORT: • Word Knowledge: – 1,000 most frequent words, simple derivatives of the 1,000 most frequent words, & consistent & common vowel patterns in single-syllable words • Comprehension – Predicting, Clarifying, & Summarizing • Vocabulary: – Opportunities to gain concepts/vocabulary on critical topics in social studies, science, and fine arts Potential Sources for Appropriate Texts* • Capstone Curriculum Publishing (variety of theme- pack little books such as wildlife) • Dominie: Topics such as Marine Life, Habitats of the World • Pacific Learning’s Orbit Chapter books (half are informational) • Pearson Learning’s Very First Chapters (some of which are informational) • Rigby’s PM Collection (includes narrative as well sa informational) • Steck-Vaughn’s Pair-it books • Wright Group’s Wildcats Note: Texts from these programs have NOT yet been analyzed for text difficulty. 3. ACTIVITIES FOR CHALLENGED READERS: Daily opportunities PLUS taped rereadings in classroom & at home What is a Hurricane? Tracking Hurricanes _________________ _______________ _________________ _______________ _________________ _______________ What I've Learned About HURRICANES Hurricane Cleanup Pets in Hurricanes _________________ _______________ _________________ _______________ _________________ _______________ 3.ACTIVITIES: Hurricane Names Graphic _________________ Organizers _________________ 3. Activities: Self-Assessments on Speed & Comprehension Record of Rate for 1 minute MY READING DIARY Before I read, I: •think about ideas/words that go with the title. •scan the article for “challenge” words & figure them out Level 4 Text Difficulty After I read, I: Oct.10 Oct.11 Oct.12 •name one important idea from the text. A Specific Intervention (QUICKREADS) GOALS: INSTRUCTIONAL MEANS: • Fluency • Critical comprehension • Texts of Appropriate strategies Difficulty & Content • Core • Instructional Routine concepts/vocabulary-- remembering, not • Assessments-- simply comprehending including self- assessments by students •APPROPRIATE TEXTS What is a Hurricane? Hurricanes start out at sea. As the sun beats down on the sea, the water gets hot. The hot water starts25 to evaporate. Evaporate means that the water turns into clouds. As the clouds get big with the evaporated water, the air around the clouds starts50 to move very fast. When these winds are moving at 74 miles per hour, the storm is called a hurricane. A picture of the winds of a hurricane Many storms never reach land.75 But when a hurricane does reach land, the winds can blow roofs off of houses. Winds of 74 miles per hour or © Elfrieda H. Hiebert, 2001 more also make big waves that cause floods.105 Tracking Hurricanes People need to know when a hurricane is coming. There are people who keep track of hurricanes with computers. With computers, they know25 when a hurricane has started out at sea. Computers also help them know how fast the wind is blowing and if the hurricane is heading50 to land. Hurricanes are about five to six days long. But a hurricane does not stay over land for five to six There are people who keep track of hurricanes with computers. days. When the75 hurricane gets over land, the rain in the clouds starts to fall. The wind starts to slow down. Soon, the hurricane is over. But there is lots to clean up.105 © Elfrieda H. Hiebert, 2001 Hurricane Cleanup When a hurricane is over, parts of trees, houses, bikes, and cars are all over the ground. There is no water or food. 25 There are no lights. Some people have lost their homes. Some people have lost their cars and bikes. Some people cannot find their pets. After50 a big hurricane hits, people come from many places to help clean up. They tell people where it is safe to go. They look for75 people who are lost. They give water and food to people. Sometimes, homes have There is lots to clean up after a hurricane. to be fixed or new ones made. The cleanup after a hurricane can take a long time.106 © Elfrieda H. Hiebert, 2001 Pets in Hurricanes When a hurricane is about to hit, people have to leave their homes. They cannot take their pets with them to shelters.25 Pets are left in their homes.
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