Reading Academy K-1

Reading Academy K-1Day 2

December 11, 2013

Presented by:

Lori Bailey

To make this day the best possible, we need your assistance and participation

• Be Responsible – Attend to the “Come back together” signal – Active participation…Please ask questions

• Be Respectful – Please allow others to listen

• Please turn off cell phones and pagers• Please limit sidebar conversations

– Share “air time”– Please refrain from email and Internet browsing

• Be Safe– Take care of your own needs

Group Expectations

Acknowledgements

Cathy Claes Melissa Nantais Pam Radford Melanie Kahler

Stephanie Dyer Tennille Whitmore Soraya Coccimiglio Mary Jo Wegenke

The material for this training day was developed with the efforts of…

Content was based on the work of…– Dr. Anita Archer– Teaching Reading Sourcebook; Core Literacy Library

Some slides are adapted directly from Dr. Anita Archer’s Explicit Instruction

The content of this session is expanded in the book:Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications.

Videos that illustrate explicit instruction can be found on this website. www.explicitinstruction.org

The slides in this presentation were designed by Anita Archer and modified as needed by the trainer.

Archer, A., & Hughes, C. (2011). Explicit instruction: Effective and efficient teaching. New York: Guilford Press

Beck, I., McKeown, M., & Kucan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction. New York, NY: Guilford Press

Diamond, L., & Gutlohn, L. (2006). Vocabulary Handbook. CORE Literacy Library. Berkeley, CA: Brookes Publishing

Honig, B., Diamond, L., & Gutlohn, L. (2008). Teaching reading sourcebook -2nd Edition. Novato, CA: Arena Press

Marzano, R., & Pickering, D. (2005). Building Academic Vocabulary. Alexandria, VA: Association for Supervision and Curriculum Development

Moats, L. (2005). Language Essentials for Teachers of Reading and Spelling, Module 4 & 7. Longmont, CO: Sopris West

Key Resources

Scope and Sequence of the Reading Academy Series

Day 1 Explicit Instruction

• Introduction to all elements• Content Elements

– Focus on Critical Content – Phonemic Awareness and Alphabetic Principle/Basic Phonics

• Delivery Element– Require frequent responses

Day 2 Content and Assignment Review Explicit Instruction Foundation Principles and Strategies Explicit Instruction

• Focus on CCSS Foundation Skills-Phonemic Awareness, Phonics and Word Recognition, Vocabulary

Day 3 Content and Assignment Review Delivery of Instruction and Judicious Review Elements Explicit Instruction

• Focus on CCSS-Fluency and Comprehension

Learning TargetsParticipants will be able to:

• Explain the three Foundation Principles of Explicit Instruction and why they are important

• Discuss some of the elements of Explicit Instruction including Content, Design of Instruction, Delivery of Instruction and Practice

• Use phonemic awareness strategies in their classroom

• Use alphabetic principle strategies in their classroom

• Use vocabulary strategies in their classroom

Agenda• Welcome, purpose, & intended outcomes• Content and Assignment Review• Explicit Instruction

Foundation SkillsReview of Content, Design, and Delivery of

InstructionCCSS Foundational SkillsFocus on Phonological Awareness, Phonics and

Word Recognition and Vocabulary

• Assignment

Assignment Review

Review of Engagement Activity

1. Without talking to anyone write your thoughts about the activity on the chart paper under Positive and/or Negative

2. At the bottom write in how it felt to be observed, to observe a peer, and if it was helpful

3. Read what the other people at your table have written.

4. Talk with your tablemates about how the activity went, positives and negatives

5. Choose a spokesperson to share what was discussed

Explicit Instruction:Foundation Principles

#1 Optimize Academic Learning Time

Increasing student achievement can occur by increasing—

the amount of time that studentsare successfully engaged in academic tasks

A few words about timeAvailable time in school

About 6 hours

Allocated time About 4 hours: if increased, slight impact on achievement

Engaged time Amount of time actively engaged in learning tasks is about

2 hours: If increased, moderate impact on achievement

Academic Learning time that is explicit, scaffolded, goal oriented, and students are being successful Increase in academic learning time has a strong impact

on achievement.

#2 Promote High Levels of Success

Success improves with increased amount of instructional time; this is time being taught directly by the teacher.

Class time should include:

• Whole group instruction with embedded and planned engagement strategies

• Small group instruction in general education class based on instructional needs and current functioning

• Tier 2 and Tier 3 intervention groups of 6 to 8, or 1 to 1.

Reminder: all small groups should also have embedded and planned engagement strategies.

Scaffolding of LessonsWhat to think about when scaffolding instruction,

according to Anita Archer—

1. Teach material that is not too difficult. If so, pre-teach concepts and vocabulary before starting.

2. Carefully sequence instruction

3. Break down complex tasks into small steps

4. Increase the amount of instruction that is presented within small groups

5. Teach pre-skills before target skills if necessary

6. Provide models of target skills

7. Provide clear demonstrations of skills (I Do It)

8. Provided guided practice (We Do It)

9. Provide additional scaffolding to support performance (e.g., hints, prompts)

10. Provide worked problems

11. Systematically reduce the level of scaffolding when possible

12. Provide immediate and corrective feedback

13. Ensure level of accuracy before independent practice

Scaffolding of Lessons

#3 Optimize the amount of content covered well

Remember the best way to ensure academic achievement is to teach important skills to

mastery.

Research shows that the amount of content covered WELL, the greater potential for

student learning.

Explicit instruction is designed to increase the amount of content

covered well.Some ways to optimize content covered include--• Focus on critical content for instruction• Teach skills that generalize to other areas• Use instructional practices that are effective

but efficient• Increase the amount of instruction time through

grouping of students• Organize content to promote learning

Time for practice…Do you remember why would we use

Explicit Instruction?• ALL students benefit from Explicit Instruction

• It is essential for struggling learners

• These extremely cost effective strategies, if implemented well, will improve student outcomes, regardless of content area or core program used.

Elements of Explicit Instruction

Content Review

• Review the three elements under Content and fill in the blanks.

• Check with your partner to be sure you agree.

The engagement strategy is Partner Work.


Content 1. Instruction focuses on critical content

Skills, strategies, vocabulary terms, concepts, rules, and facts that will empower students in the future are taught

2. Skills, strategies, and concepts are sequenced logically

• Easier skills before harder skills. • High frequency skills before low frequency skills.• Prerequisites first.• Similar skills separated


Content

3. Complex skills and strategies are broken down into smaller (easy to obtain) instructional units

Be aware of cognitive overloading, processing demands, and capacity of working memory

Elements of Explicit InstructionContent

1. Instruction focuses on ____________ content

2. Skills, strategies, and concepts are ___________ logically

3. Complex skills and strategies are ______________ into smaller (easy to obtain) instructional units

Elements of Explicit InstructionDesign of Instruction-Review

• Review the seven elements under content and fill in the blanks by yourself.

• Read along with me and be sure the blanks are filled in correctly.

• The engagement strategy is Choral Response.

Elements of Explicit InstructionDesign of Instruction

Lessons1. Are organized and focused

2. Begin with a statement of goals

3. Provide review of prior skills and knowledge

Elements of Explicit InstructionDesign of Instruction

4. Provide step-by-step demonstrations

5. Use clear and concise language

6. Provide a range of examples and non-examples

7. Provide guided and supported practice


Design of InstructionLessons1. Are ___________ and focused

2. Begin with a statement of _____________3. Provide _______________ of prior skills

and knowledge


Design of Instruction4. Provide step-by-step _____________

5. Use __________ and ___________ language

6. Provide a range of ____________ and ________

7. Provide _______________ and supported practice

Elements of Explicit InstructionDelivery of Instruction-Review

• Review the five elements under content and fill in the blanks.

• Give me a thumb’s up when you are finished.

• I will read the sentences and pause at the blanks. After 3 – 5 seconds of Think Time we will respond together at my signal.

The engagement strategy is Think Time.


Delivery of InstructionTeachers: 1. Require frequent responses

2. Monitor student performance closely

3. Provide immediate affirmation and corrective feedback


Delivery of InstructionTeachers:

4. Deliver instruction at a brisk pace

5. Help students organize knowledge


Delivery of InstructionTeachers:

1. Require frequent _______________

2. _____________ student performance closely

3. Provide immediate affirmation and corrective ___________


Delivery of Instruction

Teachers:

4. Deliver instruction at a _________ pace

5. Help students ___________ knowledge


Practice-ReviewTeachers provide judicious practice

including: *Initial practice

*Distributed practice

*Cumulative reviewWhat kind of practice did we just do? Discuss with

your partner and share with table.

What are the “Five Big Ideas” of Reading?

1. Phonemic Awareness

2. Alphabetic Principle/Phonics

3. Fluency

4. Vocabulary

5. Comprehension

Mid-Year Review of Phonemic Awareness

• Kindergarten teachers check PSF scores that will be given in January.

• First grade teachers check PSF scores from September.

Is the percentage of students at benchmark at or above 80%?

If yes, design additional instruction for smaller groups of students and monitor progress.

If no, continue to incorporate phonemic awareness activities into core instruction.

CCSS and Phonemic Awareness

You can use the Common Core State Standards to decide on critical skills to teach.

The following slides include the CCSS Foundation Skills for kindergarten and first grade.

Kindergarten—• Count, pronounce, blend and segment syllables in

spoken words• Identify initial sounds in spoken words• Blend the onset and rime to say a whole word• Isolate and pronounce the beginning, middle and

final sounds in CVC words• Blend beginning, middle and final sounds fluently,

when given each individual sound• Add or substitute individual sounds in simple, one-

syllable words to make new words

First Grade—• Distinguish long from short vowel sounds in

spoken single-syllable words• Orally produce single-syllable words by

blending sounds (phonemes), including consonant blends

• Isolate and pronounce beginning, middle and final sounds in spoken single-syllable words

• Segment spoken single-syllable words into their complete sequence of individual sounds (e.g. list: /l/ /i/ /s/ /t/)

What can I do in the classroom?

Identify and teach the Foundation Skills from the CCSS that are already available in your reading core and be sure they are included in daily reading instruction.

In addition, the following slides are activities taken from the Teaching Reading Sourcebook; Updated Second Edition.

The activities have been tied directly to the CCSS and are grounded in scientifically based reading instruction.

All of the activities can be found on the IISD Literacy wiki under Reading Academy K-1 Day

2

Salad TossBenchmarks• Ability to clap and count syllables in two- and three-

syllable words• Ability to say each syllable in two- and three-

syllable words• Ability to orally blend syllables into a whole word

Materials• Pictures or models of vegetables whose names

have two or three syllables—carrot, lettuce, pepper, radish, cucumber, celery, potato, tomato

• Brown construction paper for salad bowls• Colored markers

Critter SitterBenchmark• Ability to blend onset-rime to produce one-syllable

words

Materials• Pictures or plastic models of animals whose

names have one syllable, for example—bat, bear, bee, bird, cat, cow, deer, duck, fish, fox, frog, goat, goose, hen, horse, mouse, pig, shark, sheep, skunk, snake, swan, toad, wolf

• Kitchen items whose names have one syllable—cup, fork, glass, knife, lid, pan, plate, pot, spoon

• A hand puppet (one that is not an animal)

Bridge GameBenchmarks• Ability to isolate the initial sound in a one-

syllable word• Ability to isolate the final sound in a one-

syllable word

Materials• Toy animals or pictures of animals—ant, ape,

bat, bee, bird, cat, deer, dog, fish, fox, goat, goose, horse, mole, moose, mouse, mule, pig, rat, seal, toad, wolf, worm

Simon Says

Benchmark• Ability to blend spoken phonemes to

form one-syllable words

Materials• Hand puppet

Say-It-and-Move-ItBenchmarks• Ability to segment spoken phonemes in one-

syllable words• Ability to blend spoken phonemes to form one-

syllable words

Resources• Say-It-and-Move-It-Board

Materials• Copies of Say-It-and-Move-It Board• Manipulatives—small cubes or buttons

Elkonin Sound BoxesBenchmarks• Ability to segment spoken phonemes in one-

syllable words• Ability to blend spoken phonemes to form one-

syllable words

Resources• Elkonin Card

Materials• Copies of Elkonin Card• Crayons or markers• Self-stick notes

Partner Work

1. Choose one of the phonemic activities from your reading curriculum or one that was just presented (each partner should have a different activity)

2. Read about it in your teacher’s manual, on the wiki, or from the Teaching Reading Source book

3. Teach the activity to your partner

Explicit Instruction:

Focus on Critical Content -

Alphabetic Principle & Vocabulary

Alphabetic Principle & PhonicsDidn’t we do this last time?

It is worth doing again because Systematic and Explicit Phonics Instruction…

• significantly improves students’ reading and spelling in Kindergarten and Grade 1

• significantly improves students’ ability to comprehend what they read

• is beneficial for all students, regardless of their socioeconomic status

• is effective in helping to prevent reading difficulties among students who are at risk

• is beneficial in helping students who are having difficulty learning to read

• Teaching Reading Sourcebook; Updated Second Edition.

It is part of CCSS Foundation Skills.

The meta-analysis of research done by John Hattie showed that “as findings piled up, it became more and more apparent that one of the major causes of reading failure lay in the fact many children were stuck on mental processing at the level of word access.”

Visible Learning and the Science of How We Learn; John Hattie and Gregory Yates

Your phonics work in kindergarten and first grade is priceless!

If you need more convincing…

If your students are following the typical road to becoming a reader…

Kindergarten - At this time of year, you should see students mastering phonemic awareness and be able to shift your instructional focus to alphabetic principle

First Grade – This is the most critical time of the year for your students in becoming a reader. This is when you see students who master both parts of alphabetic principle (correct letter sounds and blending the sounds into a whole word) take off with reading. Those who do not master both parts will be struggling

Kindergarten and first grade teachers check NWF scores that will be given in January.

Is the percentage of students at benchmark at or above 80%?

If yes, continue to include some phonics instruction into core instruction and design additional instruction for smaller groups of students. Monitor progress.

If no, continue to emphasize beginning phonics activities in core instruction.

Move to Instructional Grouping Form and fill in student names.

Mid-Year Review of Alphabetic Principle

1. Fill in student names on the appropriate Instructional Grouping form and in the appropriate quadrant.

2. When finished move to appropriate Classroom Analysis Flowchart.

3. Follow through the flowchart and use the information to guide instruction for the students in your classroom.

Differentiating Instruction-Using Instructional Grouping Form &

Flowchart

Know and apply grade-level phonics and word analysis skills in decoding words• Identify and name consonants

• Associate the long and short sounds with common spellings for the five major vowels

• Read common high-frequency words by sight

• Distinguish between similarly spelled words by identifying the sounds of the letters that differ

• Add or substitute individual sounds in simple, one-syllable words to make new words

CCSS and Alphabetic PrincipleKindergarten

Know and apply grade-level phonics and word analysis skills in decoding words

• Know the spelling-sound correspondences for common consonant digraphs

• Decode regularly spelled one-syllable words

• Know final –e and common vowel team conventions for representing long vowel sounds

• Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word

• Decode two-syllable words following basic patterns by breaking the words into syllables

CCSS and Alphabetic PrincipleFirst Grade

Pre-Alphabetic Phase: “read” visual clues

Partial Alphabetic Phase: some sound/spellings

Full Alphabetic Phase: most common sound/spellings

Consolidated Alphabetic Phase: chunks of letters within words

Automatic Phase: proficient word reading

Ehri’s Phases of Word Recognition Development

Ehri and McCormick 1998; Ehri 2002; Ehri and Snowling 2004

Anita Archer Video-Decoding Instruction

First Grade

http://explicitinstruction.org/?page_id=110


The following slides are activities taken from the Teaching Reading Sourcebook; Updated Second Edition.

The activities have been tied directly to the CCSS and are grounded in scientifically based reading instruction.


Benchmarks• Ability to produce a sound associated with a

letter

• Ability to write a letter that stands for a sound

Resources• Letter Picture Worksheet

Materials• PDF and copies of Letter Picture Worksheet

• Unlined paper

Integrated Picture Mnemonics

Benchmarks• Ability to recognize vowels and short-vowel

sounds

• Ability to discriminate short vowels in initial and medial positions in words

Materials• Small index cards (one per student)

• Two large index cards

• Pocket chart

• Picture cards: ax, apple, bag, cat, bat, hat, cap, bath, map

Introducing Short Vowels

Benchmarks• Ability to blend CVC words

• Ability to spell CVC words

Materials• Letter cards a, m, p, s, t (one set per student)

• Picture cards: ant, monkey, paper, seal, 10

• Decodable text

• Small dry-erase board

• Dry-erase marker

Reading and Writing CVC Words

Benchmarks

• Ability to blend CVCe words

• Ability to spell CVCe words

Materials

• Picture cards: cake, cap, cape, cat, gate, map, pan, van, wave

• Decodable text

• Small dry-erase board and dry-erase marker (one per student)

*The same type of instruction can be used for vowel combinations and phonograms

Reading and Writing CVCe Words

Benchmarks• Ability to accurately and fluently

apply phonics knowledge in reading decodable text

Materials• Decodable text

Method for Reading Decodable Text

1. Get a piece of chart paper and bring it back to your table

2. As a group, discuss other phonics strategies that you have used in your classrooms

3. Choose strategies that you have found to be effective and write them on the chart paper

4. When finished put the chart paper on the wall

5. All do a Museum Walk. If there are strategies you would like to know more about mark them with a sticky

Table Time

Vocabulary

Research indicates that explicit vocabulary instruction is critical

For accomplished decoders, vocabulary knowledge probably plays more of a role in reading comprehension than word recognition skills (Biemiller 2005b).

And, first-grade orally tested vocabulary was predictive of eleventh-grade reading comprehension (Cunningham and Stanovich 1997).

Once again, your instruction of young readers is priceless!

Vocabulary Data

How can we close the gap?

Grade Average Student (at 2.4 root words per day

Bottom 25%(at 1.6 root words per day)

End of Pre-K 3440 2440End of K 4300 3016End of Grade 1 5160 3592End of Grade 2 6020 4168

Characteristics of Effective Vocabulary

Instruction1. Instruction is clear and unambiguous.2. Instruction involves presentation of word

meanings and contextual examples.3. Multiple exposures to the word are

provided.4. Sufficient instructional time is devoted to

vocabulary instruction.5. Students are actively engaged in

vocabulary instruction.

Preparation for explicit vocabulary instruction before

introducing new text

1. Select words for explicit instruction

2. Develop or adopt student-friendly explanations

3. Develop examples and non-examples for introducing the word or for checking understanding

Explicit Vocabulary Instruction

Step 1: Selection of Vocabulary

• Select a limited number of words for robust, explicit vocabulary instruction

• Three to ten words per story, portion of story, or section of a chapter

• Briefly tell students the meaning of other words that they might not know but are needed for comprehension

Explicit Vocabulary Instruction-Selection of

Vocabulary• Select words that are unknown• Select words that are critical to passage

understanding• Select words that students will encounter in future

(Stahl, 1986) Focus on Tier Two words (Beck & McKeown, 2003) Academic Vocabulary

• Select words that are more difficult to obtain Words having an abstract versus concrete reference Words with unfamiliar or unknown concepts Words not adequately explained within the text

Selection of Vocabulary (Beck et al. 2002)

• Tier One - basic words whose meanings students are likely to know

-- chair, bed, happy, house• Tier Two – words that students are unlikely to know, are

generally useful, meaning can be explained in everyday language, have good instructional potential and the meaning is necessary for comprehension of text.

-- balcony, murmur, splendid• Tier Three – words that students are unlikely to know,

are specialized and unlikely to appear frequently in written or oral language, or are specific to a particular content area.

-- anthracite, shoal

Vocabulary Logs • For kindergarten and first grade there should

be a class log or vocabulary wall for review

• What should be included?WordStudent-friendly explanationAny of these options

• Sentence to illustrate the word’s meaning• Examples and non-examples• An illustration

Read the story, Common Sense: An Anansi Tale to yourself

1. Choose three to 10 Tier 2 words that you would chose for vocabulary instruction

2. Write them on your Vocabulary Chart3. Share your chosen words with your partner

and discuss your choices4. Share the words with your table and decide

on three to 10 words as a group5. Check to see if they are on the Glossary:

Teachable Words for “Common Sense: An Anansi Tale”

6. Do you agree with the glossary choices? Why or why not?

Step 2: Preparation Student-Friendly Explanations • Dictionary Definition

relieved - (1) To free wholly or partly from pain, stress,pressure. (2) To lessen or alleviate, as pain or pressure

• Student-Friendly Explanations (Beck, McKeown, & Kucan, 2003)

Uses known words Easy to understand

You feel relieved when something that was hard is over or never happened at all.

Preparation - Student-Friendly Explanations

• Dictionary Definition Attention - a. the act or state of attending through applying

the mind to an object of sense or thought b. a condition of readiness for such attention involving a selective narrowing of consciousness and receptivity

• Dictionary for English Language Learners(Collins COBUILD School Dictionary of American English)

If you give someone or something your attention, you look at them, listen to them, or think about them carefully.

Dictionaries for English Language Learners - Online

www.collinslanguage.comdefinitions and oral pronunciations

www.ldoceonline.comdefinitions (oral pronunciations on CD)

www.learnersdictionary.comdefinitions and oral pronunciations

Don’t know the pronunciation of a word? Go to www.howjsay.com

http://www.ldoceonline.com/

http://www.learnersdictionary.com/

Refer back to the list of words that you chose from

Common Sense: An Anansi Tale

1. Write a student friendly definition for three of your words on your Vocabulary Chart

2. Write a sentence that uses the word correctly

3. Share the explanations with your partner and give each other feedback on how easy it would be for your students to understand the definitions


Identify and teach the vocabulary lessons that are already available in your reading core and be sure they are included in daily reading instruction.

What Can I do in the Classroom?

• The following slides are activities taken from the Teaching Reading Sourcebook; Updated Second Edition.

• The activities have been tied directly to the CCSS and are grounded in scientifically based reading instruction.

Text Talk: Read Aloud Method

Benchmark• Ability to develop in-depth knowledge of word

meanings

Sample Text• Read-Aloud—”Common Sense: An Anansi Tale”

*Adapt this strategy to text that is most appropriate for your own students.

Meaning Vocabulary: Direct Explanation Method

Benchmarks• Ability to develop in-depth knowledge of many

word meanings• Ability to improve story comprehension

Sample Text• Read-Aloud—”Common Sense: An Anansi Tale”


Concept Picture SortBenchmarks• Ability to classify grade-appropriate categories of words• Ability to identify and sort common words from within basic

categories

Read-Aloud Text• “A Lost Button” from Frog and Toad are Friends (1970)

Materials• Pictures of living and nonliving things• Old magazines• Scissors


Animal IdiomsBenchmarks• Ability to interpret literal and figurative meanings of

idioms• Ability to research origins of idioms

Materials• Small plastic toy horses• Drawing paper• Crayons or markers• dictionaries

Step 3: Designing Examples and Non-examples

What is mischief?

Designing Examples and Non-examples

To teach what something is, sometimes you have to show what it is not.

(Engelmann, Carnine,1991)

Designing Examples and Non-examples: Demonstration

What is not mischief?

Anita Archer video on Vocabulary Instruction

Kindergarten



Examples and Non-examples in Vocabulary Strategies

The strategies presented in the Teaching Reading Sourcebook have examples but have not included non-examples. However, taking our cue from Anita Archer, we know that including non-examples is best practice. • Each partner choose a different activity• Decide where a non-example should go and

what it should be.• Share that with your partner

Conclusion

“Words are all we have.”

Samuel Beckett

Review of the Three Foundation Principles of Explicit Instruction

1. Optimize Academic Learning TimeIs my instruction explicit, scaffolded, goal oriented, and am I sure that my students are being successful?

2. Promote High Levels of SuccessCan I increase embedded and planned engagement strategies and/or plan more small group time based on instructional needs and current functioning?

3. Optimize the amount of content covered wellCan I reduce the ‘fluff’ in my lessons and/or class work so that I can ensure that the most important content is taught to mastery for 80% of my students?

Eye Contact Partners• Think about the three Foundation Principles and

decide which one would be most beneficial to use with your students

• Write down the Principle that you are planning to address in your classroom before you return for Day 3

• Write at least one specific way that you will use it• When prompted get up and make eye contact with

someone that is not sitting at your table• Share your plans with each other• Take your notes with you and put them in a place

that will remind you to do that activity

Before we get together again---

Prior to Reading Academy Day 3, work on the following:

Use the Foundation Principle plan in the your classroom

Use at least one new literacy activity in the areas of Phonemic Awareness, Alphabetic Principle or Vocabulary

Share the activity with your partner, talk about how it went and exchange activities

If your partner recommends it, use their activity in your own classroom

Record the results of both the Foundation Principle Plan and the literacy activities on the form provided

Plan to share the activities, with recommendations, on Day 3

Assignment

Did we meet the Learning Targets?

How did we do today ?

Or not?

Learning TargetsParticipants will be able to:• Explain the three Foundation Principles of Explicit Instruction

and why they are important

• Discuss some of the elements of Explicit Instruction including Content, Design of Instruction, Delivery of Instruction and Practice

• Know the Foundational Sub-skills to Achieve the Reading Standards in the Common Core

• Use strategies in their classroom to address the Foundational skills in the areas of: phonological awareness, phonics and word recognition and vocabulary

Scope and Sequence of the Reading Academy Series

Day 1 Explicit Instruction

• Introduction to all elements• Content Elements

– Focus on Critical Content – Phonemic Awareness and Alphabetic Principle/Basic Phonics

• Delivery Element– Require frequent responses

Day 2 Content and Assignment Review Explicit Instruction Foundation Principles and Strategies Explicit Instruction

• Focus on CCSS Foundation Skills-Phonological Awareness, Phonics and Word Recognition, Vocabulary

Day 3 Content and Assignment Review Delivery of Instruction and Judicious Review Elements (this part of

the day is subject to change) Explicit Instruction

• Focus on CCSS-Fluency and Comprehension

Thank you for all you do!Contact Melanie Kahler with questions or comments.

[email protected]

517-244-1244

mailto:[email protected]

Documents

Reading Academy K-1