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POPEIProvincial Outreach Program for Early Intervention
February 23, 2018 Sessions 1 & 2
9:00-10:20 and 10:45-12:05Lisa Watson - Teacher Consultant
Comprehensive K-3 Literacy Instruction & Intervention
Session Learning Targets
• identifying best practice in comprehensive literacy instruction
• incorporating varied instructional strategies to support diverse learners
• using differentiated and scaffolded supports to connect reading, writing,
oral language, and word work
• exploring the key characteristics of effective literacy interventions
• matching intervention support and tools to the learner
• increasing the coordination of supports for students
This session was planned in consultation with SD37’s Primary Learning Coordinator and POPEI District Partners.
Session 1:
Session 2:
Comprehensive Literacy Instruction
POPEI Literacy Centres POPEI Language Games to Support Phonological Awareness
Effective Classrooms - ALL Learn to Read and Write
Adapted from - Classrooms That Work - They Can All Read and Write - Cunningham & Allington
skills and strategies explicitly taught & coached• modelling & demonstration • kids practice & are coached - small group or one-on-one
variety of formats for instruction• whole-class, small-group, collaborative, independent • groupings change regularly
wide variety of materials are used• variety of texts, multi-sensory & first hand experiences
well managed & high levels of engagement• safe & orderly environment, choice, collaboration
continued…
Effective Classrooms - ALL Learn to Read and Write
Adapted from - Classrooms That Work - They Can All Read and Write - Cunningham & Allington
comprehensive, balanced instruction• teaching comprehensive skills & strategies
kids do a lot of reading and writing• engaged throughout the day
meaning is central
• higher-level thinking skills, problem-solving & conversations
cross-curricular focus• reading and writing is integrated into other content areas
…continued
It is important to consider:
!students learn by talking
Comprehensive Literacy Instruction Principles
!students need to process large amounts of written language
Adapted From - The Fountas & Pinnell Literacy Continuum - Fountas & Pinnell
!reading & comprehension is expanded through talking & writing
!learning deepens when students are reading, talking, and writing across the curriculum
Word Work Concepts of Print
Phonological Awareness Letter Knowledge & Sounds
High Frequency Words Vocabulary
Spelling & Word Study
Oral Language
Reading
Active Read Aloud
Shared Reading
Guided Reading
Independent Reading
Writing
Modelled Writing
Shared/Interactive Writing
Guided Writing
Independent Writing
Adapted From - Guided Reading Basics - Jamison Rog & The Fountas & Pinnell Literacy Continuum - Fountas & Pinnell
Comprehensive Literacy Framework
Scaffolded Support
Gradually releasing responsibility to children as they gain expertise, teaching a few strategies of great consequence in depth over time, and giving children the gifts of time, choice,
response, community, and structure.
From - Reading with Meaning: Teaching Comprehension in the Primary Grades - Miller
I do, you watch
I do, you help
You do it together
You do, I help
You do, I watch
Gradual Release of Responsibility: Scaffolded Support
POPEI Activity Packs
POPEI Docs
• take a look at the Comprehensive Reading & Writing documents with your group
• we will share out before moving on
Activities & Purpose Support
Teacher:! selects and reads book or other text ! models fluent and expressive reading ! models characteristics of what good readers do ! guides active conversation through strategically planned
questions - based on class & student goals
Students:! build listening and oral language skills ! have access to more advanced concepts or vocabulary ! see and hear effective reading strategies
Purpose:! reading for enjoyment ! reading for a purpose ! creates a community of readers ! demonstrates characteristics of good readers ! increases vocabulary ! promotes oral language development ! known texts can become basis for a variety of other
activities
Teacher:! provides full support ! plans & guides active
conversation
Students:! respond to text: pictures,
meaning, language and teacher questions
Teacher:! introduces and reads a large-print text or a
text where all students have a copy ! models reading process
Students:! join in the reading, in unison, during refrains or
after multiple readings
Purpose:! demonstration of strategies ! develop sense of story ! support from the group ! opportunities to participate and show
characteristics of a good reader ! builds repertoire of familiar texts
Moderate to Full Support
Teacher:! supports problem-solving and
conversation
Students:! participate in group reading,
problem solving and conversations ! support one another
Comprehensive Reading - Activities & Levels of SupportAc
tive
Rea
d Al
oud
Shar
ed R
eading
Full Support
www.popei.ca
Activities & Purpose Support
Teacher:! selects and introduces new texts at the students’
instructional levels! provides support and introduces new strategies to improve
reading ! observes students as they read new text
Students:! read the entire text by themselves ! practice new skills and strategies
Purpose:! gives students the opportunity to improve as readers, in the
context of a socially supported activity ! readers practice and develop reading strategies ! students participate in enjoyable reading experiences and feel
successful ! students develop strategies needed to be successful
independent readers
Teacher:! prompting, instruction or
reinforcement of strategies and skills - as needed
Students:! problem-solve texts as
independently as possible ! work to apply the strategy(ies)
that is (are) the focus of the lesson
Teacher:! provides reading materials for students in a
carefully organized manner ! reinforces strategies for selecting ‘just right
reads’
Students:! select stories and texts ! read to themselves or to a partner
Purpose:! time to practice skills and strategies students
have been taught ! students develop fluency and comprehension
skills ! opportunity to choose stories and books of
personal interest, or texts previously read in class ! enjoy reading!
Teacher:! encourages selection of texts
by students
Students:! problem-solve texts as
independently as possible ! work to apply strategies
successfully learned ! read for meaning, fluency and
with comprehension
Comprehensive Reading - Activities & Levels of SupportGu
ided
Rea
ding
Inde
pend
ent
Read
ing
Moderate Support
Minimal Support
www.popei.ca
Adapted from: Guided Reading: Good First Teaching for All Children – Fountas and Pinnell Comprehensive Literacy Resource for Grades 1-2 Teachers – TrehearneBalanced Literacy In Action – Brailsford & Coles Fountas & Pinnell Literacy Continuum - Expanded Edition - Fountas & Pinnell
images inspired by Comprehensive Literacy Resource - Trehearne
Activities & Purpose Support
Teacher:! models writing process ! talks aloud to verbalize what they are doing and why ! provides mini-lessons to focus on one specific writing
element, trait or strategy ! creates a class or demonstration text
Students:! build listening and oral language skills! see and hear the writing process and effective writing
strategies ! participate in sharing of ideas and contribute orally when
appropriate
Purpose:! to provide strong writing model for students ! students observe the writing process ! students hear the thought process of a writer while
watching the creation of a written story or text
Teacher:! provides full support ! models writing process
Students:! observe the writing process ! participate in sharing of ideas
Shared Writing! one pen - teacher writing (scribe)
Interactive Writing! shared pen - teacher and students share one pen
Teacher:! guides students as the whole class composes and
completes one text together - while modelling effective writing strategies
! leads the re-reading of the texts several times
Students:! all students participate in composing a piece of
writing ! share thoughts and ideas to create a class text
Purpose:! share in development of a text ! instruction and assistance for students as they
compose a piece of writing together ! demonstrate effective writing strategies ! produce writing that can be easily read by students
Moderate to Full Support
Teacher:! provides high level of support ! models and demonstrates
writing process ! puts student ideas into written
form ! text is composed by the group
and constructed word by word
Students:! participate in sharing of ideas ! write out part of written text
with support (interactive)
Comprehensive Writing - Activities & Levels of SupportM
odel
led
Writ
ing
Shar
ed/I
nter
active
Writ
ing
Full Support
www.popei.ca
Activities & Purpose Support
Teacher:! examines smaller aspects of writing process in closer detail ! provides guidance with a small group of writers - focused on
a similar skill or strategy ! provides support through small group conferences while
students write or revise ! provides mini-lessons to small, flexible groups, as needed
Students:! work on individual pieces of writing ! participate in mini-lessons and conferences focused on
specific strategies and/or skills ! revise writing based on mini-lessons and conferences ! solve their own problems in writing, with teacher support and
feedback
Purpose:! targeted and specific instruction ! more individualized support - providing instruction in the
area(s) students need most
Teacher:! provides mini-lessons to further
teach/model specific strategies ! provides small group writing
conferences
Students:! write independently ! work through writing process
to solve problems ! receive support and act on
feedback during small group writing conferences
Teacher:! provides writing materials for students in a
carefully organized manner ! guides and establishes peer support systems ! provides feedback and support through individual
writing conferences Students:! write independently ! use known words and word-solving strategies to
write unknown words ! use resources in the in the room to write ! apply skills and strategies taught in mini-lessons
and conferences ! provide peer support (as indicated by teacher) Purpose:! provides students with opportunity to see
writing as a form of communication ! students see the connection between reading and
writing ! students enjoy writing!
Teacher:! little to no teacher support
Students:! write independently ! use the writing process, skills
and strategies ! use classroom resources (and
other students) to solve problems
Comprehensive Writing - Activities & Levels of SupportGu
ided
/Smal
l Gro
up W
ritin
gIn
depe
nden
t W
ritin
g
Moderate Support
Minimal Support
Adapted from: Guided Reading: Good First Teaching for All Children – Fountas and Pinnell Comprehensive Literacy Resource for Grades 1-2 Teachers – TrehearneBalanced Literacy In Action – Brailsford & Coles Fountas & Pinnell Literacy Continuum - Expanded Edition - Fountas & Pinnell
images inspired by Comprehensive Literacy Resource - Trehearne
www.popei.ca
purposeful activities
assessing & evaluating student progress
Adapted from: The Literacy and Numeracy Secretariat of Ontario &
Planning for Success
whole class, small group, individual instruction
shared, guided & independent instructional strategies
scaffolding
thinking aloud through repeated demonstrations
coaching & guiding
meaningful activities for collaborative learning
differentiated learning cross-curricular integration
encouraging risk-taking & exploration
inquiry & project-based learning
POPEI Class Profile
social, emotional & learning needs
considerations for Core Competencies
overall interests, tastes, preferences
What do you want students to know, understand and do?
Guiding Questions for Planning Lessons
Five essential questions prior to instruction...
Which brain-compatible strategies will you use to deliver content?
How will you divide and teach the content to engage students’ brains?
How will you know that students have mastered essential learning?
How will you gain and maintain students’ attention?
From - Formative Assessment in a Brain-Compatible Classroom - Tate
Fostering Comprehension in ALL Readers
!A great deal of time spent reading
!Experience reading real texts for real reasons
!Experience reading a range of text genres that we want students
to be able to comprehend
Adapted from - What Really Matters in RTI - Allington
They need:
!A setting rich in vocabulary development through reading,
experience, and discussions of words and their meanings
!A setting rich in high-quality talk about texts that have been read
!Lots of time spent writing texts for others to read
Think About Yourself as a Reader
! choose what you want to read
! read for a variety of purposes
! have opportunities to read for long periods of time
! respond through reflection, conversation, and collaboration
! sometimes share your thinking and insights with others
From - Reading with Meaning: Teaching Comprehension in the Primary Grades - Miller
You probably…
think about how you can provide your students with these same opportunities...
Effective Strategies for Developing Word Solvers
" scaffolded reading and writing activities
" alphabet games, stories, poems and songs" predictable charts " sound activities - sorting, blending, substituting, matching
" letter and word sorts " making words activities
" word and sentence segmenting activities
" syllable sorting and segmenting activities
" word wall activities
" word guessing games
Adapted from - Comprehensive Literacy Resource for Kindergarten; Grades 1-2 Teachers - Trehearne
Students should have daily experiences with:
PALS - Sight Word I Spy
•one person will pick a word from the list that you want your partner(s) to guess
•give 1-2 hint(s) to start with
•hint should be based on the sounds or features in the word" "the word has the short 'i' sound" " "the word starts with ‘th'"" “the word has two syllables " “it’s a compound word”
•hints are given until the word is correctly guessed - that person picks the next word
•take turns so that each person gets a try
Word Wall I Spy
POPEI Activity Packs
Centre Activity: Portable Word Walls
" having time to talk " open-ended questions - with opportunities for all children to
participate " scaffolded speaking, listening, reading and writing activities" discussions about independent reading & writing " listening to educators model speaking in complete sentences " language games, word-play activities, drama centre, role plays,
sharing… " using pictures to generate, reinforce & link new language and
vocabulary
Effective Strategies for Developing Oral Language
Students should have daily experiences with:
Adapted from - Comprehensive Literacy Resource Book - Kindergarten - Trehearne & Nancy Updegraff - Learning Sciences International
POPEI Activity Packs
Snap Shots
•examine the photos one at a time
•pose the questions on the back of the photo & discuss in your group
•focus on elaborating on your answers (i.e. not just yes or no)
From - Learning Resources
I’m thinking…. I’m noticing…
I’m wondering… I’m seeing… I’m feeling…
•use the following thinking stems as you discuss the photos in your group:
Thinking Stems Adapted from - Comprehension Connections - McGregor
Effective Strategies for Writing Instruction
! oral language skills
! activating prior knowledge and experience
! understanding audience and purpose for writing
! understanding the writing process
! understanding the elements of writing
! applying higher-order thinking skills
! applying word work activities into writing tasks
! exposure to a variety of text forms, genres, formats and electronic media
Students need exposure and practice with:
Adapted from - A Guide to Effective Instruction in Writing - K-3 - Ontario Education
Writing Tips
Adapted from - Ralph Tells a Story Activities - The Teacher Couple
What Effective Routines Did We Just Look At?! talking with peers about reading and writing, and orally
answering open-ended questions
! listening to educators model speaking in complete sentences and reading aloud fluently
!participating in language activities, games, songs, poems, etc. that focus on word play and develop their word solving skills
!activating prior knowledge and experience to make connections to reading and writing activities
!exposure to the various aspects of writing: audience, purpose, process, elements, genres and formats
Reviewing Our Learning Targets: Session 1
identifying best practice in comprehensive literacy instruction
incorporating varied instructional strategies to support diverse
learners
using differentiated and scaffolded supports to connect reading,
writing, oral language, and word work
cognitive abilitieslearning styles
socioeconomic & family factorsreadiness
learning pace
gender influencescultural/ethnic influences
how students value learning
confidence in learning
Our Diverse Classrooms
Giving All Students Access to Supports
images & concept courtesy of Shelley Moore
EAs
we need to make the batter better
Identify Content
Teach
Modify
what do they need to know?
Planning & Teaching Cycle
what do we need to plan & teach?
how do we meet them where they're at?
what do we need to re-
teach or extend?
where is everyone at?
Planning & Teaching Cycle
Data informs every step of the planning &
teaching cycle
Tier 1high quality classroom instruction
for all students
time
inten
sity
Tier 1
Tier 2
high quality
classroom instruction
for all students
targeted interventionsTier
1high quality classroom instruction
for all students
time
inten
sity
Tier 1
Tier 1Tier 1
Tier 1
Tier 2
high quality high quality
classroom high classroom quality instruction quality instruction
classroom for all classroom for all instruction studentsinstruction students
for all studentsfor all
students
students
targeted interventions
Tier 3
intensive interventionsTier
2
targeted interventionsTier
1
high quality
classroom instruction
for all students
System of Interventions
Response to Intervention
Early Intervention for At-Risk Students
generally occur on a daily basis (15-30 minutes)
continued...
Adapted from - Comprehensive Literacy Resource - Trehearne
involve working with individuals or small groups - these groups change depending on student need
involve more time in "reading" (shared, partner and independent), writing, and phonological awareness activities
Early Intervention for At-Risk Students…continued
Adapted from - Comprehensive Literacy Resource - Trehearne
involve spending more time in direct teaching - teacher modelling, explaining, and demonstrating what reading and writing are all about
provide opportunities for students to immediately apply strategies that have been shared
involve repeated "reading" of the same text provide daily, ongoing assessments that drive instruction
Keys to a Successful Intervention Design
Adapted from - When Readers Struggle: Teaching that Works - Fountas & Pinnell
Intervention Lessons Must:
1. Be supplementary
2. Occur frequently
3. Have low teacher/student ratio
4. Be short term
5. Be structured and systematic
6. Be fast paced
7. Focus on comprehensive content
8. Include ways to assess and monitor progress
9. Connect to the classroom
Keys to Successful Intervention
"9 posters have been placed around the room - 1 for each key
!with your table group, you will read and summarize the important points on 1-2 posters
"you will then share out your summary of each poster you read to the larger group
Jigsaw Activity
Keys to a Successful Intervention Design
Adapted from - When Readers Struggle: Teaching that Works & Leveled Literacy Intervention - Fountas & Pinnell
Intervention Lessons Must:
1. Be supplementary2. Occur frequently3. Have low teacher/student ratio4. Be short term5. Be structured and systematic6. Be fast paced7. Focus on comprehensive content8. Include ways to assess and monitor progress9. Connect to the classroom
DeDeD sign
Supplementary Lessons"Interventions must supplement, not supplant, effective
classroom instruction."
• good classroom instruction and differentiation allows the teacher to reach most students
• when a child is struggling, he/she needs "something extra" - to make faster progress and to fill in the gaps
• location and time are a factor in planning for supplementary lessons
• lessons need to be effective & planned carefully - wherever and whenever they occur
FrequencyStudents who experience difficulty "need a predictable,
consistent schedule of instruction."
• intervention lessons that occur daily allow the students to gain momentum
• students can build on what they learned the day before
• 30 minute lessons are recommended and should include - reading, writing & word work
• frequency & consistency allows for learning to be reinforced and progress accelerated
Student to Teacher Ratio
"One teacher to three students is ideal in the primary grades."
• having a minimum of 3 students provides for meaningful interactions
• student levels and areas of need can be closely matched
• working with smaller groups for shorter blocks of time allows for faster-paced and more intense lessons
Effective Short-Term Interventions
Systems of interventions should be designed to be flexible and highly effective.
• highly effective systems help to ensure that the same students don't need interventions year after year
• if an intervention is early and effective : 18-20 weeks should be enough for most children
• children who are very far behind may need 1-2 years of effective supplementary instruction
Structured & Systematic
"True efficiency depends on a carefully designed & highly structured instructional framework."
• students need to know what to expect and what is expected of them
• students who struggle succeed in an environment that is predictable, as it allows them to build confidence
Provide Fast-Paced Lessons
Lessons need to be fast-paced to keep students engaged and focused.
• students who struggle can get easily distracted
• a fast-paced lesson can help to engage the students and keep their focus on reading and writing
• feeling successful in a fast-paced environment can be a welcome change for students who experience difficulties
Focus on Comprehensive Content
Lessons need to provide a balance of literacy opportunities.
Reading, Writing, Word Work and Oral Language
• provide opportunities to read high-quality new texts that will
extend comprehension, vocabulary and reading strategies• provide opportunities to develop fluency and phrasing• extend reading comprehension through discussion, teacher's
instruction and writing opportunities• provide opportunities to write about reading• help children learn about letters, sounds and words through
systematic use of phonics
Assess for Challenges & Monitor Progress
"Without ongoing assessment to inform your daily teaching, you cannot design highly effective instruction."
• assessments help to determine appropriate levels and intervention instruction
• assessments also help the teachers to understand the strengths and needs of each student
Connect the Intervention to the Classroom"Make strong, explicit and cohesive links between your
intervention lessons and your classroom literacy program."
• the classroom teacher and the teacher providing the interventions should collaborate to design activities that can be done both in the intervention setting and in the classroom
• if the extra instruction extends into the classroom through reading, writing, drawing or word work..., there is a bigger impact
A TEAM is looking at assessment results, planning for appropriate instruction and interventions, executing the lessons and monitoring progress to decide next steps.
One of the principles of effectiveinterventions in schools is that they are
a collaborative effort.
Working in a Team
Curricular Conflict when 2 curricula have
competing philosophies & strategy sessions
Curricular Coordinationwhen 2 curricula appear to
support similar philosophies & similar strategy use
Adapted from - What Really Matters in Response to Intervention - Allington
Curricular Coordination Characteristics
Adapted from - What Really Matters in Response to Intervention - Allington
reading materials in both environments are matched to readers' levels
shared knowledge between all involved educators of the literacy curriculum in the classroom and in intervention lessons
ensure that each struggling learner develops a broad range of literacy strategies
share common assessments and documentation (i.e. running records)
"Based on what we know, it is safe to conclude that setting is not directly responsible for students
outcomes and that the issue of effective practiceswithin settings, and not the setting itself, should be
the focus of our attention."
Which Setting?
What Really Matters in Response to Intervention - Allington
Buddy Book Walk
Mentor Text Read Aloud
image from amazon.ca
11:30
• discuss your favourite colour with your elbow partner/with your group
• why do you need your favourite colour? Share your reasons
• write a letter to your favourite colour - tell them why you need them & persuade them to come back
Please Don’t Quit!
Adapted from - The Day the Crayons Quit - Persuasive Unit POPEI Activity Packs
• or - collaborate with your partner/group to write a letter to the whole box of crayons & persuade them all to come back
image from crayonpicturebooks.com
Dear________________________________,
From,____________________________
Please do not quit.
Highlights of Strategies to Support
prompt
:generating questionsabout a text(before, during & after reading)
:talking to peers about texts read
:using prediction skills
:noticing:-when they get lost in the text -when to stop and re-read for clarification -when to stop and ask questions -how and when they should adjust pacing
model:how to relate to texts &make connections
:how to visualize text by forming mental images
:prediction skills
:choosing just right reads
provide
:opportunities for retelling &/or summarizing
-in manageable chunks
:quiet & relaxedenvironment
:graphic organizers
:visual aids/key images for vocabulary
:examples of different text structures & genres
Adapted from - POPEI K-3 Literacy Intervention Strategies
Highlights of Strategies to Support
Adapted from - POPEI K-3 Literacy Intervention Strategies
provide:variety of expectationsfor volume of writing created
:opportunities for students to record ideas/writingusing technology
:opportunities for student choice
-format, genre, topic -based on interest, need & support available
:pictures, books, objects - story starters/provocations
model:how a community of writerscan struggle & succeedtogether
:the writing process- -step-by-step-in manageable chunks-over several days
:how to plan & write using a variety of graphic organizers& planning templates
prompt
:writing for an audience & purpose
:prioritizing writing traits or elements of the editing process to focus on
:reiterating the purpose for a writing task in their own words
:using starter sentences, common vocabulary &/or key words
FCRR - Phonics - Letter-Sound Correspondence - 2-3
•take one onset cube and one rime cube
•taking turns, roll each cube
•arrange the cubes so that the onset cube is placed to the left of the
rime cube
•blend the onset and rime and say the word
i.e. - ch/icks = "chicks"
•write each word as you make them - real or nonsense words
•underline the real words and put an "X" through the nonsense words
•share your list of words
Roll-A-Word
POPEI Activity Packs
Rhyming with Fox in Socks
By:____________________________
-ox words -ix words
-ocks words -icks words
Highlights of Strategies to Support
Adapted from - POPEI K-3 Literacy Intervention Strategies
provide:opportunities to play many language games
:manipulatives & various materials for word study
:illustrations of words - to learn through visual representations
prompt
:active use of word wall/vocabulary charts
:using “seek the part you know”
:students look for familiar, smaller words :within a larger, unfamiliar word
:identifying & using prefixes, roots & suffixes
:using “say it and move it”-students slide letter manipulatives around as they blend letters &phonemes
model
:working & playing with words - to discover how words work
:use of rhymes & rhyming words
:how authors & writers work to spell words
:how to break compoundwords into smaller words & syllables
Highlights of Strategies to Support
Adapted from - POPEI K-3 Literacy Intervention Strategies
model
:how to retell instructions
:reading, miming, repeating&/or illustrating stories
-using drawings, pictures, gestures etc.
:use of open ended questions
:who, what, where, when, why &how
:use of higher levelquestions & answers during discussions
:how to adjust the speed &level of language
provide
:many opportunities for conversation - with different partners & for different purposes
:many opportunities for students to talk to peers about texts they’ve read & written
:information in a variety of different formats
-visual, oral & graphical
prompt
:explaining word meaningsto each other
-oral explanations -discuss topics of learning
:retelling of instructions to a peer
:practicing how to develop ideas by thinking aloud
:using illustrations in writing
Reviewing Our Learning Targets: Session 2
exploring the key characteristics of effective literacy interventions
matching intervention support and tools to the learner
increasing the coordination of supports for students
more info links are available on our website
unless otherwise noted, images from:
Posters created with:
Educlips Presenter Media
Poster My Wall
BC Ministry of Education - English Language Arts Curriculum
GraphicStock
more videos are available on our websitemore videos are available on our
Things That Teachers Say
10 Best Things About Being a Teacher
Florida Center for Reading Research - Student Center Activities
Reading and Rhyming with Fox in Socks
The Literacy and Numeracy Secretariat of Ontario
PALS - Sight Word I Spy
A Guide to Effective Instruction in Writing - K-3 - Ontario Education
The Day the Crayons Quit - Persuasive Unit
Word Wall I Spy - Balanced Literacy Diet
Using Differentiated Instruction to Support All Learners
Books
What Really Matters in RTI - Allington
Classrooms that Work: They Can All Read and Write - Cunningham & Allington
The Fountas & Pinnell Literacy Continuum - Fountas & Pinnell
Levelled Literacy Interventions - Fountas & Pinnell
When Readers Struggle: Teaching That Works - Fountas & Pinnell
Guided Reading Basics - Jamison Rog
Comprehension Connections - McGregor
Reading With Meaning: Teaching Comprehension in the Primary Grades - Miller
Formative Assessment in a Brain-Compatible Classroom - Tate
Comprehensive Literacy Resource, K, 1-2 - Trehearne
Planning Strategies to Consider for Differentiation
Available at www.popei.ca
Intervention Lesson Format
Re-reading books:
Phonics/Word Work:
New Book (instructional level):
Letter/Word Work:
Format from - Levelled Literacy Interventions - Fountas and Pinnell
Intervention Lesson Format
Intervention Lesson ComponentsIntervention Lesson Components
5 minutes
5 minutes
15 minutes
5 minutes
Re-reading books from Lesson A: (assessment - 1 running record)
Phonics/Word Work:
Writing About Reading:
Reading New Book : (Independent level)
Intervention Lesson Format
Format from - Levelled Literacy Interventions - Fountas and Pinnell
Intervention Lesson Components
5 minutes
5 minutes
15 minutes
5 minutes
Intervention Lesson Format
Intervention Lesson Components
Options for AssessmentObserve & Notice What Students
Know, Understand & Can DoThrough
! interactions with peers
! listening to how children talk about their own learning
! stories, role-plays, sharing, self-evaluations
! listening to children's book responses
! use of language strategies to support reading and writing
! volume
! pace
! tone
! articulation
! taking turns
! asking questions
! making personal connections
Adapted from: Comprehensive Literacy Resource for Kindergarten & Grades 1-2 Teachers - Trehearne & BC Curriculum - ELA Curriculum
! using sources of information and prior knowledge to make meaning
! exploring oral storytelling
! exchange ideas and perspectives
Options for AssessmentObserve & Notice What Students
Know, Understand & Can DoThrough
! concepts of print
! concepts of books
! letter knowledge/print awareness
! letter-sound correspondences
! spelling high-frequency words
! talking about words
! analyzing words
! sorting words
! connecting words with other words
! taking words apart
! building words
! literary elements and devices
Adapted from: Comprehensive Literacy Resource for Kindergarten & Grades 1-2 Teachers - Trehearne & BC Curriculum - ELA Curriculum
Options for AssessmentObserve & Notice What Students
Know, Understand & Can DoThrough
! oral or written retellings
! read alouds
! answering questions
! running records
! cloze passages
! written responses
! dramatic play
! group discussions (literacy circles, book club etc.)
! peer & self-assessments
! structure & elements of story
! vocabulary to talk about texts
! recognition of text structures & features
! making meaning & connections
! use of pictures, patterns, memory & prior knowledge
! retelling
! recognizing familiar words
! fluent reading
! predicting
! reading inventories & interviews
Adapted from: Comprehensive Literacy Resource for Kindergarten & Grades 1-2 Teachers - Trehearne & BC Curriculum - ELA Curriculum
Options for AssessmentObserve & Notice What Students
Know, Understand & Can DoThrough
! use of ideas
! use of organization
! use of voice
! word choice
! sentence fluency
! self-assessment
! peer assessment
! revising/editing
! writing attitude
! sharing writing/author's chair
! structure & elements of story
! literary elements and devices
! text features
! revising
! editing
! considering audience
! letter formation/printing/handwriting
! sentence structure
! conventions
! plan & create stories/texts
Adapted from: Comprehensive Literacy Resource for Kindergarten & Grades 1-2 Teachers - Trehearne & BC Curriculum - ELA Curriculum
Readiness to Learn
Students who experience difficulties can have emotional barriers to learning.
The focus on what they can’t do, rather than what they can do, can also cause emotional challenges for students who may be struggling.
From - POPEI K-3 Literacy Intervention Strategies
Effective interventions and adaptations/modifications can help these students develop a more positive attitude and increase motivation.
Highlights of Strategies to Increase Readiness to Learn
!providing all students with variety and choice
!providing daily positive reinforcement & effective feedback
!highlighting students’ strengths & interests
Adapted from - POPEI K-3 Literacy Intervention Strategies
!charting progress - sharing benchmarks, goals & achievements
!modelling & practicing how to ask for help & support
!modelling & discussing mistakes - showing them how it’s a normal part of the learning process
"celebrating successes