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

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

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. Some pets run away. But most dogs and

cats do not run very far. Dogs and cats often

hide50 in places where they feel safe. When people

come back to their homes, they should look for

their pets at home and at pet shelters.75

During hurricanes, pets often hide. People should always be sure that their pets

have tags that tell where they live. That way, if

pets run away during a hurricane, they will not be

lost for long.106 © Elfrieda H. Hiebert, 2001 Hurricane Names

Names help people to keep track of a

hurricane. Each year, 21 names are picked for

hurricanes. The first hurricane in a year25 starts

with the letter A. If a girl's name is first one

year, the next year will start with a boy's name.

This year, the50 first hurricane was called Alberto

which is a boy's name. Next year, the first

hurricane will be named for a girl.

Hurricane Andrew was a very big storm. Andrew will not be on the list of hurricane names again. The names of very75 big storms are not on the

list again. The first hurricane in 1992, Hurricane

Andrew, was a very big storm. The name Andrew

will not be on the list again.105

9 8 7 6 5 4 3 2 1 0 Complex Word Factor

SAT-3 QRI3 Gr3B Gr3E Intervention1 Intervention2 QuickReads APPROPRIATE TEXTS: SINGLETONS

80 70 60 50 40 30 20 10 0 Harcourt Collections Scott Foresman QuickReads--Gr.3

Singletons 2 to 3 repetitions •COMPREHENSIVE VOCABULARY/CONCEPTS

SOCIAL STUDIES GEOGRAPHY/ HISTORY CIVICS ECONOMICS •Symbols Of Our Country SCIENCE PHYSICAL EARTH LIFE SCIENCE SCIENCE SCIENCE •Hurricanes

For information on QuickReads: www.quickreads.org Validation of Intervention

•Assessments: Rate. accuracy, & comprehension of a text before & after intervention; SAT-9 (not yet available)

•Instruction: For 9 weeks prior to SAT-9 assessment, 1 QuickRead topic @ week (plus an extra for take-home reading or independent reading); Intervention teachers had students read one of 5 passages of a topic daily for short periods of time (15-20 minutes). Procedures that teachers were asked to implement emphasized summarizing critical ideas on topical semantic maps and, on the third and final reading of a passage, reading for speed. Design of Project: Grade, Native Language, & Initial Achievement Level: Number in Sample Grade Native Language Inter- Baseline Inter- Baseline vention vention Gr2 36 37 ELL 86 69 Gr3 121 96 Non- 166 130 Gr4 95 66 ELL 252 199 252 199 Results: Initial Achievement Level Intervention Baseline Initial Final Initial Final 1 (25 Per & 4983 48 75 7 below) 2 (26-50 83 108 85 101 9 percentile) 3 (51-75 109133 108 123 9 percentile) 4 (76 & 146 159143 147 9 above) All 96 120 96 112 8 achievement levels Conclusion of Study

An intervention that involves students with texts that are “loaded” on the 1,000 most frequent words & their derivatives as well as words with consistent vowel patterns in single-syllable words results in an increase of a word a week in reading rate. •While making gains, students in the bottom quartile made slightly smaller gains than their higher-achieving peers. •Grade 2 and 4 students made greater gains than Grade 3 students. •English Language Learners gained about double the number of words per minute from the intervention than the non-English Language Learners. READING TO LEARN 1.Instructional Routines 2.Appropriate Texts 3.Follow-up Activities INTERVENTIONS IN LEARNING TO READ

1.Instructional Routines

2.Appropriate Texts

3.Follow-up Activities 1.TEACHER-LED SESSIONS WITH INSTRUCTIONAL ROUTINES

Group______Day______Focus Word element:______High-frequency word(s): ______Strategy:______Review text:______Target child--running record:______New text: ______Writing activities: ______Reread text: ______Home reading text: ______1962c 1983c 1993c 2000c Little book program Go, go, Can You Find It? So Can I The Nap go. MONSTER MEALS I can brush my In go the fish Go, Can the girl find I am on my heads teeth. . In go the Dick, the dog? Can the mat. I will So can I! I can pailsdoors.. In go the car go. girl find the cat? have a nap. write my name. In go the Help, Is the dog in the Away I go. So can I! I can nails.boots In go the old help! doghouse? The dog Look at that! read a book. . In go the is not in the Wag, wag, wag. doghouse. Is the So can I! I can wheels. I like my cap. That's how carry the monsters make their dog in the barrel? Can I have the groceries. meals. Look at the barrel. bat? Will it go So can I! I can Is the dog in it? up? Will i t brush my teeth I SPY I spy..a pig Can the girl find come down? No, and write my in a sty. I spy...a the dog? Can the not on the dad! name and read a bird in the sky. I girl and the dog No, not on the book and carry spy...a cat in a find the cat? The cat! Look at the groceries. tree. I spy some cat is not in the that! What a puppies like So can I! me. hay. The cat is in nap! the tractor. The girl can find it. Can the girl find the cow? Can the 2. APPROPRIATE TEXTS dog and cat find the cow? Can you? &UNIQUE WORDS

25 62: Unique 83: Unique 20 93: Unique 00: Unique 15 Little Book

0 Gr1Begin

From E. H. Hiebert (April 2001). Pace & repetition: The Forgotten Variables in Beginning Reading Programs. Paper presented at the American Educational Research Association, Seattle, WA. SINGLETONS 70 60 50 1962 40 1983 1993 30 2000 20 Little Books 10 0 Begin: Grade1 From E. H. Hiebert (April 2001). Pace & repetition: The Forgotten Variables in Beginning Reading Programs. Paper presented at the American Educational Research Association, Seattle, WA. Singletons in Current Instructional 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 •SOLUTION 1: Design new books--NEARStar For information on this program: www.prel.org/programs/nearstar/ SOLUTION 2: ALIGNING EXISTING TEXTS TO CURRICULUM Target Linguistic Curriculum for “Stage 2” of Beginning Reading Program (5 weeks)

•5 consonants: t, n, g, p, d •5 vowels: a, i, u, o, e •op,10 phonograms:ot, et, ed at, an, ig, in, ug, up, yes, make, said •7 high-frequency words: a, is, I, the, Week 1 Phonograms: Two Boys Fat Cat A Cat and a Hat Look at That! What is under the Two socks. A bat. A cat. hat? at, an Is it a fan? Two bats. A bat sat. A cat and a mat. Is it a hat? Is it a bug? High-Frequency Two tops. A rat. A bat. Is it a can? Is it a bat? Words: a, is Two mats. A rat sat. A cat and a bat. Is it a bat? Is it a pig? Two bugs. A fat cat. A rat. Is it a pan? Is it a rat? Two suns. A fat cat sat. A cat and a rat. Is it a man? Is it dog? Two mugs. Fat cat! A cat and a hat! Look at that! Is it a cat? What is under the hat?

•First appearance of a word

•First appearance of a word with a target phonogram

•A unique word with a target phonogram (but NOT first appearance of phonogram)

Texts from little books in Stages 0 and 0-1 of Ready Readers, Modern Curriculum Press, Parsippany, NJ. Used with permission of the publisher. Week 2 The Tan Van A big, big box. You Can, Too Pin It! A Pig in a Wig Phonograms: Here is a tan van. In a big, big box I can ride iinn a Spin, spin, spin. A pig. ig, in Here is a bug rug. was a big, big fox. car. Pin it on the chin. A big pig. High-Frequency Here is a red bed. and a big, big hat, I can ride in a van. Spin, spin, spin. A big pig in a wig. Words: I Here is a bbiigg pig. and a big, big cat. I can cook in a Pin it on the leg. A big pig in a red and a big, big pen, pot. Spin, spin, spin. wig. and a big, big hen, I can cook in a Pin it on the face. A big pig in a and six little, little pan. Pin it! You win! yellow wig. chicks. I can make a hat. A big pig in a blue I can make a fan. wig. You can, too! Pig?

•First appearance of a word

•First appearance of a word with a target phonogram

•A unique word with a target phonogram (but NOT first appearance of phonogram)

Texts from little books in Stages 0 and 0-1 of Ready Readers, Modern Curriculum Press, Parsippany, NJ. Used with permission of the publisher. Week 3 Three Blue Bugs Little Bug Can A Pig Dig? What Can Go Up? Cupcakes Phonograms: Three blue bugs Little bug is on a Can a girl dig? Yes. Can the rug go up? One cup of butter. ug, up run on the rug. mug. Can a pig dig? Yes. Yes, the rug can go Mix it up! High-frequency Three blue bugs Little bug is on a Can a girl eat? up. One cup of sugar. words: the, yes plug. Yes. Can the mugs go Mix it up! run up the jug. Little bug is on a Can a pig eat? Yes. up? One cup of flour. Three blue bugs rug. Can a girl run? Yes, the mugs can Mix it up! run down the mug. Little bug is in a Yes. go up. Cupcakes! Three blue bugs jug. Can a pig run? Yes. Can the pup go up? get hugs Tug! Tug! Tug! Can a girl and a pig Yes, the pup can Hug! Hug! Hug! win? Yes! go up. We can go up.

•First appearance of a word

•First appearance of a word with a target phonogram

•A unique word with a target phonogram (but NOT first appearance of phonogram) Texts from little books in Stages 0 and 0-1 of Ready Readers, Modern Curriculum Press, Parsippany, NJ. Used with permission of the publisher. Week 4 Stop!! What Is Ho t? Popcorn A Fin, a Grin, and Hop! Hop! Hop! Phonograms: Stop! The sun is hot. Let's make a Pin Hop, hop, hop on op, ot A mop. The snow is not. popcorn. Make a fish the bed. High-frequency Stop! The pot is hot. Make it in a pot. that has a fin. "Stop! Stop! Stop!" words: make A mouse. The ice is not. Make it with a top. Make a clown said Pop. Stop! The boy is hot. Make it hot, hot, that has a grin. Hop, hop, hop on A top. I am not! hot. Make a heart the chair. Stop! A house! What is hot? Make it pop, pop, that has a pin. "Stop! Stop! Stop!" pop! Pop! Pop! Pop! You can make it! said Pop. Stop! Stop! Stop! Hop, hop, hop on the table. "Stop! Stop! Stop!" said Pop. Mop, mop, mop!

•First appearance of a word

•First appearance of a target phonogram

•A unique word with a target phonogram (but NOT first appearance of phonogram) Texts from little books in Stages 0 and 0-1 of Ready Readers, Modern Curriculum Press, Parsippany, NJ Used with permission of the publisher. Week 5 Baseball Ben's pets Jump on the Bed Where Is My Pet? The Wet Pet Phonograms: Ge t a bag. My pet dog is sick. Red rabbit jumps Is my pet in the My pet is wet. et, ed Get a hat. Get the vet. on the bed. jet? Get the vet! High-frequency Get a ball. My pet hen is sick. Blue fox jumps on Is my pet in the "Get the jet," said words: said Get a bat. Get the vet! the bed. jar? the vet. Get a bike. All my pets are Yellow hen jumps Is my pet on the "Get the net," said Baseball. sick. on the bed. net? the vet. Get the vet. Red dog jumps on Is my pet in the "Get the pet," The vet is here. the bed. car? said the vet. Thanks Mom. Blue bear jumps on Is my pet in the Get the vet! the bed. chair? Yellow cat jumps on Where is my pet? the bed. My pet is wet!

•First appearance of a word

•First appearance of a word with a target phonogram

• Writing with letters, word cards, & pencils/pens • Reading & rereading appropriate texts • Adding to texts & making word cards to take home •Spelling with magnetic and other kinds of preformed letters •Spelling with magnetic and other kinds of preformed letters •Spelling with magnetic and other kinds of preformed letters •Writing with Word Cards !•Writing with word cards

not is

a make

popcorn I !•Writing with word cards

I make popcorn

not

a is !•Writing with word cards

I make a fish

not

popcorn is •Adding to take-home texts

From Ready Readers, Stage 0, Parsipanny, NJ: Modern Curriculum Press (used by permission) From Ready Readers, Stage 0, Parsipanny, NJ: Modern Curriculum Press (used by permission) INTERVENTIONS IN LEARNING TO READ

1.Instructional Routines

2.Appropriate Texts

3.Follow-up Activities in LEARNING TO READ

EFFECTIVE READING INTERVENTIONS

Elfrieda H. Hiebert University of Michigan

in READING TO LEARN The Administration 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