Anita Archer - Providing Reading Interventions for Students in Grades 4-9: What Research Tells Us

Summary

Highlights

• Anita shares a successful strategy from her dissertation on reading interventions. 🎓
• Teaching multi-syllabic words requires understanding vowels and consonants intricately. 🎯
• Highlighting the importance of automaticity in reading for fluent comprehension. 🚀
• Incorporate spelling and decoding as part of reading lessons for better proficiency. 📝
• The role of linguistic components like prefixes and suffixes in reading fluency. 🚦
• Using structured and explicit instruction encourages students’ reading abilities. 📚
• Fluency-building is supported by repeated readings with diverse objectives. 🔁
• Respectful, age-appropriate content motivates and respects older learners' knowledge. 🌟

Key Takeaways

• Break down strategies for reading multi-syllabic words lead to better comprehension and confidence. 📚
• Vowel and consonant combinations need to be recognized with automaticity. 🧠
• The spelling of prefixes and suffixes is crucial due to their frequent appearance in multi-syllabic words. 🔤
• Incorporating routines and explicit instruction enhances decoding skills and reading fluency. 💪
• Ensure lessons honor and respect the age and knowledge of older students. 👩‍🎓
• Repeated reading with varied purposes supports fluency and comprehension. 🔁
• Teach students to draw the gist of a paragraph to boost understanding. 📝
• Engaging and age-appropriate content is essential for maintaining interest. 🌟

Overview

Chapters

• 00:00 - 30:00: Introduction and Research on Multisyllabic Word Instruction The chapter discusses the importance of teaching strategies to break down multisyllabic words to improve reading skills. These strategies help in blending the parts of the word together, which enhances comprehension, boosts confidence, and increases motivation and interest in reading.
• 30:00 - 60:00: Fluency Building Activities and Repeated Readings The chapter discusses approaches for helping students improve fluency in reading, especially focusing on reading multi-syllabic words. The text mentions the author's extensive work and research in this area, originating from their dissertation, and ongoing development in curriculum materials. The utilization of reward strategies is highlighted as one of the key methods in the studies discussed.
• 60:00 - 90:00: Comprehension Strategies and Vocabulary Development This chapter focuses on comprehension strategies and vocabulary development. It begins with a recommended strategy similar to one found in a rewards program. The chapter breaks down the approach into actionable steps, starting with teaching multi-syllabic words. The first step highlighted is ensuring that students possess the necessary pre-skills for reading long words. These foundational skills are crucial for understanding and decoding complex vocabulary efficiently.
• 90:00 - 120:00: Teaching Students to Determine the Gist and Questioning Strategies The chapter discusses strategies for teaching students to determine the main idea ('the gist') of what they read, as well as effective questioning strategies to enhance comprehension. It emphasizes the importance of teaching students to recognize and pronounce the correct sounds for vowels and consonants, both as single letters and in combinations. Additionally, it focuses on assessing students’ knowledge of letter-sound associations and their ability to apply this knowledge to read and understand single syllable and simple multi-syllabic words accurately.
• 120:00 - 150:00: Implementation and Recommendations for Reading Interventions The chapter 'Implementation and Recommendations for Reading Interventions' focuses on teaching strategies aimed at improving reading skills. It emphasizes the importance of helping students decode words by breaking them down into sounds and engaging them in spelling exercises. The chapter also highlights the significance of providing plenty of opportunities for students to read multi-syllabic words, which can enhance their reading fluency and comprehension.
• 150:00 - 177:42: Conclusion and Discussion on Reading Strategies and Implementation The chapter focuses on teaching strategies for reading multi-syllabic words. It outlines a routine that includes pre-skills, spelling, and practicing reading words in isolation, within sentences, and in passages. The approach is presented as a brief overview, offering a glimpse into the comprehensive teaching method developed by the speaker.

Anita Archer - Providing Reading Interventions for Students in Grades 4-9: What Research Tells Us Transcription

• 00:00 - 00:30 a strategy to break it down uh so that they could then blend the parts of the word together so they need a strategy now uh if you could if you could read those long words you are going to be able to get more comprehension you're going to be more confident you're going to have more interest you're going to be more motivated to read super benefits so literally
• 00:30 - 01:00 this is an issue that i addressed in my dissertation long long ago and then wrote curriculum materials and researched it over time so this is uh my area of expertise is teaching students to read multi-syllabic words and what because many of the studies utilized rewards strategy one of the strategies that is
• 01:00 - 01:30 recommended is very close to the strategy that's in rewards all right but here is uh what is their first how-to step so they broke it down into you're going to teach multi-slabic words and here's the first how-to step that you're going to teach and that is to ensure that the students have the pre-skills necessary for reading long words for example they need to
• 01:30 - 02:00 be able to recognize and say the correct sound for vowels and for consonants when they're single letters as well as when they're combinations so we need to check out what is their level of letter sound association knowledge and can they apply that to single monosyllabic words as well as simple uh words that are multi-syllabic
• 02:00 - 02:30 words so the sounds we're going to teach so these and that they would have a routine so they could break the words down and decode them that they would have spelling uh involved in those lessons and uh that they would have many opportunities to read multi-syllabic words so if you just think about this aspect
• 02:30 - 03:00 i'm going to teach you to read multi-syllabic words i'm going to teach you the pre-skills i'm going to teach a routine we're going to spell words and we're also going to practice reading those words in isolation in sentences and in passages so let's look at each of these now i can only give you a touch of what they would be and because this is an area that i've
• 03:00 - 03:30 done a lot of work in i'm using examples from rewards so step how to step one is to teach them vowel and consonant combinations so these are this type of sound students need to know with automaticity that they know that the sound is a and the name is a and the sound is e and the name is e and they were no vowel
• 03:30 - 04:00 combinations uh the a y the sound is a now some uh have major and minor sounds so e a first you try e then you try e you try e so that the students would know it notice how quick i was on those and that's just to remind us we need automaticity we don't want students to say hey why that looks like me and the sound is a
• 04:00 - 04:30 so that that sound is a no they have to know a right away so they can sound out words with that now in the practice guide they suggest that we valid validate what the students know and teach them necessary vowels and consonants i will tell you from my experience is that most of the students going into fourth grade
• 04:30 - 05:00 when we checked on their consonants knew them and were much weaker in vows and they were particularly weak in short vowels was a challenge so just have that in mind and then uh so this is the way we taught it in rewards we'd introduce a sound the letters are o-a as in boat and the sound is oh what sound o one more time
• 05:00 - 05:30 what sound o and then we would practice those sounds with cumulative review because we need to take this to automaticity which means it's in permanent memory we have mastery they need lots of drill to ensure that this is automatic here's one thing that uh is also necessary
• 05:30 - 06:00 given that eighty percent of multi-syllabic words contain a prefix or a suffix whoa uh you'd better know these with automaticity so in addition to checking out they had the pre-skills of sounds do they have the pre-skills of prefixes and suffixes and so these are the prefixes and suffixes that we teach in rewards but would be taught for any reading of multi-slavic words because they are the
• 06:00 - 06:30 most common prefix and suffixes current many words and here's the suffixes the challenge with suffixes is many of them aren't pronounced like you would expect that they have for example if you can follow my cursor we do not pronounce this scion we pronounce it we don't pronounce this as si we pronounce it as sieve
• 06:30 - 07:00 we do not pronounce it as tai al we pronounce it as sho so you have to teach these carefully to share the accuracy of the pronunciation then what was the next how to this is just okay they suggest that you teach a routine and it was very interesting to read their summary from looking at so many
• 07:00 - 07:30 studies because they said there's lots of routines out there pick one teach it to mastery use it remind the students to use it so that they have a firm foundation in one routine and it needs to be a routine with simple steps where they are steps to break it down into decodable parts and that they would be taught how to blend those parts into words
• 07:30 - 08:00 and that you should teach it with explicit instruction and that means no matter what words you use that you would model the routine i do it provide guided practice we do it provide independent practice you do it so this is the routine that has that's used in rewards that is parallel to the one that's in the practice guide
• 08:00 - 08:30 uh that has uh used to forgive me uh that has a few steps that are very overt steps so the students circle the prefixes they circle the suffixes they underline the vowels in the remainder of the parts they read the parts re construction they say the whole word
• 08:30 - 09:00 reconstruction they make it a real word so this is the strategy from rewards and it has been a very successful strategy and so these are just examples i circle the prefix i circle the suffix i underline the vowel so i put it into decodable chunks and then i read those parts re-vention and then i say the whole word
• 09:00 - 09:30 prevention so it uses basically two pieces of knowledge to get them into decodable chunks the affixes and the vowels and then they read the parts but they make it a real word of course we don't want them to go through life having to circle the prefix circle suffix underlying the vowel structure the bar stayed fast and make it a real word so they then are taught to look for prefix suffix and vowels to put
• 09:30 - 10:00 it into decodable chunks say the parts of the word say the whole word and make it a real word okay so we teach pre-skills at least the vowel sounds i would suggest the pronunciation of affixes we teach them a strategy and we demonstrate it guide them in that practice check their understanding and then we practice it and practice it
• 10:00 - 10:30 and practice it you know and that's one of the things i'll caution you some teachers when they see a strategy think oh tomorrow i'll teach the strategy done deal you took hundreds of practice words to get kids proficient at it if they were struggling readers so it needs to be taught and practiced and practiced and practiced and practiced and in the lessons we have good research to show as the writers of the practice guide concluded
• 10:30 - 11:00 we should have spelling embedded into lessons on multisyllabic decoding and so one simple one is dictation so i dictate a word and you repeat the word uh then we orally break it down into oral syllables and then you say this oral syllables as you write the word you look at the word
• 11:00 - 11:30 to be certain it's correct then i show you the spelling and you compare your spelling to the correct spelling if you missed it you cross it out and rewrite it so simple dictation could be one way that you embed spelling instruction in the lesson all right and then they need practice and lots of practice i was so glad to see this was there because
• 11:30 - 12:00 judicious practice enough practice to get you to mastery is one of the big ideas of explicit instruction and they said you could do this by reading words in isolation reading words in sentences reading words in passages they would all be good practice and so for example uh here we have a practice reading words in isolation
• 12:00 - 12:30 these are not in context and here the students are practicing in fairly simple multislavic words finding vowels remember one big rule about multi-slavic words is every syllable has one vowel sound every syllable has one vowel sound so and then they read the parts team mate teammate so we could do it in isolation those are simple ones and here
• 12:30 - 13:00 would be more complex circle the prefix circle the suffix underline the vowels say the parts consid er a bull not able consider a bull that's that pronunciation all right so they could practice uh words that are in word families they could practice in sentences and so if you look at these sentences
• 13:00 - 13:30 they're basically laden with multisyllabic words and but they're respectful to older kids mobility is important to kids of all ages so that they feel independent see that's not a first grade kind of sentence and they always we must respect the background knowledge of our older students
• 13:30 - 14:00 their experiences and their age and so just having sentences that are not baby stuff oh they are looking for baby stuff uh and so having it so that it honors them and we could also give passages and so these are just examples of the kinds of passages that would be useful for students being taught strategies for multi-reading
• 14:00 - 14:30 multi-slavic words because they have lots of multi-slavic words and last night i was just going over this presentation and i came to another article i put in here and i had to read the whole thing because i had forgotten that mama rudolph a great great athlete that at one time uh her legs were shrinking and she was getting weak and it was all about her overcoming great
• 14:30 - 15:00 great challenges and i thought yes this is the kind of passage i would want my eighth graders who was working on this this would be appropriate for them it would not be a put down in any way and they'd be interested in it so basically judicious practice and reading words in lists reading words in sentences reading words uh in passages
• 15:00 - 15:30 now i will tell you the writers of this uh practice uh guide are terrific uh and not only were they perfect in terms of review of the research and picking out the best studies and then coming to conclusions and giving us recommendations but they included resources that will be helpful and for example i just put in one example uh here from a study a article
• 15:30 - 16:00 by and jessica toast which i had to read the article but here are other suggestions to give practice to give practice to students uh who are learning multislavic words so these resources will be very useful for you okay so uh that's the first one uh and that is looking at
• 16:00 - 16:30 uh reading multi-slavic words now i am certain that the next one you already have something in mind provide purposeful fluency-building activities to help develop students read effortlessly and right away i bet this came to your mind because we have educators here with great background knowledge you said i bet they're going to talk about repeated readings
• 16:30 - 17:00 and they are but maybe with a little twist on it and so i found this one very useful to us because i can teach you to accurately read multi-slavic words and i can work at the word level of fluency but in terms of passages how am i going to get you to read effortlessly well let's see what their uh
• 17:00 - 17:30 goals were so their how to step one for this recommendation is to provide a purpose for each repeated readings ah that's the twist instead of i read it in time myself and i read it and time myself and i read it and time myself i could have different purposes for the readings ah that makes such good sense so it doesn't seem like it's so much like a robot just
• 17:30 - 18:00 reading it oh i'm going to read for this purpose i'm going to read for that purpose and that will also have some time we spend on prosody where we have some expression because many of your kids would read like this focus some instructional time on reading with prosody versus focus some instructional time on reading with ferocity that's with prosody and
• 18:00 - 18:30 give them opportunities to read a lot of little short articles from a variety of topics just to one read so here we might have repeated readings but now we're just going to have maybe every once a week some articles that we're reading of things that might be of interest to you so that they have different syntax different structures different topics different words
• 18:30 - 19:00 now for example rewards we do these very well but we could probably add that hmm so you know fluency you know it when you hear it fluency is the ability to read text accurately with ease expression and appropriate pacing
• 19:00 - 19:30 sometimes we have mixed this up only to rate fluency is ability to read text accurately with ease expression and appropriate pacing but we want the pace to be the pace of natural speech i hope you went maybe to this session or will listen to this session by jan hasbro queen of fluency um and when you're fluent you're automatic at it and as with anything you're automatic at
• 19:30 - 20:00 it it frees your mind to focus on other information so if i read the words fluently i can focus on the content and we already looked at the three fluency-building activities they suggest reading with a purpose working with prosody and reading a variety of texts short texts just once okay and they suggest this reading could
• 20:00 - 20:30 be simon reading now we have found recently that we may want some students who are really struggling initially to do what we call whisper reading before silent reading because they need to have the feedback when they need to stay on task so whisper reading would be like this so you might add that to your repertoire i could ask them to read with partners
• 20:30 - 21:00 and they have a very good discussion in the practice guide on how to use partner reading in a structured manner and we could read correlate together and so if i was working on prosody i might have the students who read with me as they um i modeled the kind of expression that we might wish or maybe we're going to work on appropriate
• 21:00 - 21:30 pace with speech level and so they might chorally read it with me but the big idea here is more than one purpose uh so they suggest that for this purpose to build fluency that we have some short content rich passages content rich why not have them learn something whenever they can basically my law is to use almost
• 21:30 - 22:00 totally informational text at the middle school and intermediate grades for intervention so they can learn something when they're doing it and there should be multi-slavic words within it and it would be useful if the vocabulary words that were essential to the passage were already taught and they they actually suggest that to build fluency they might read that passage three to four times
• 22:00 - 22:30 we usually have three but some studies had four and each time there would be a different purpose let's see if you can read this at an appropriate rate so the teacher might model appropriate rate uh that the students could get to a certain place in the reading within a minute and then they practice that or with expression or here's some questions that you're going
• 22:30 - 23:00 to have to answer so read for this information or read it through and as you read it underline words that you're unsure of either the pronunciation or the meaning or read it through and be able to say what you learned from that passage different purposes okay and prosody so you know that is reading with expression and so
• 23:00 - 23:30 in studies they've had the teacher model prosody and often model a non-example of a lack of prosody to get the kids interested in expression and then having them listen to the teacher revisity and then they practice with prosody and teaching them we posit commas we stop at periods we raise our voice or lower it with a
• 23:30 - 24:00 question mark and we have a motion with an exclamation mark teaching them that and the last one is give them lots of opportunities to read different articles it could be from a newspaper it could be a short article related to what they're learning in their class it could be a new game that came out that they're going to read about its
• 24:00 - 24:30 features so these they're going to just read what uh and they're going to be different topics different sentence structures different writing styles over time so maybe on friday it's friday and they're in intervention uh and you dedicate ten minutes to read an article short one uh with the purpose of uh having different topics different
• 24:30 - 25:00 writing styles uh and all right so we've got two down but you're going to read more about it i have total faith with you my book club that you're going to follow up on this but we learned about teaching students how to read multi-slavic words it's a major barrier and so teaching that and then working on fluency
• 25:00 - 25:30 uh in terms of uh repeated readings with a purpose and fluency in terms of porosity and then doing lots of short reading to get that variety the next one is comprehension of course everything we've talked about is comprehension you can read the words you can comprehend you know the meaning of the words you're gonna have better comprehension so that um all if you read fluently it's been a better comprehension
• 25:30 - 26:00 this is the biggest section now i'll just show you here to give you an idea so these pages are the recommendations one and two these are all of the recommendations uh for uh c excuse me 4 3 because what they did is
• 26:00 - 26:30 they had part a routinely so part a is to build students word and word knowledge so that they can make sense of the text so that is part a then part b consistently provides students with opportunities to ask and answer questions to better understand the text they read part b i'm showing this because we are in the
• 26:30 - 27:00 book clubs we've been breaking it down and studying each part and c having a routine for getting the gist uh and d is how to monitor your own comprehension so now uh you have so much knowledge that when you read this build students world world and word knowledge so that you can
• 27:00 - 27:30 make sense of the text i want you just to say to yourself well what might that entail giving them world and word knowledge okay let's see if your background knowledge
• 27:30 - 28:00 totally opened the gate here so world knowledge so one part of it is uh to basically teach students background knowledge that they might need for that topic uh background knowledge and they suggest in an intervention spend three to five minutes introducing the topic maybe we're going to read something that
• 28:00 - 28:30 is easier that introduces the topic maybe we're going to watch a short video clip maybe the teacher is going to make a presentation and maybe even pair it with pictures that will illuminate that body of knowledge all right so a short period of time teaching background knowledge uh and then i bet you thought about this now we're going to teach the meaning of a few words and they call them in the
• 28:30 - 29:00 practice guide essential words i just i love that essential word scalp i rewrite that curriculum going to put in essential words we teach uh background knowledge and we teach vocabulary but we don't use essential words and so they're essential words they suggest this very intelligent that there might be a few of those words we teach beforehand
• 29:00 - 29:30 where we give them a definition we might illustrate it with an example and maybe just to pose it to a non-example maybe have a visual representation of the word but we're going to teach the one or two most essential words but then we're reading with students a passage and we might as we read it stop and briefly tell them a meaning
• 29:30 - 30:00 of an additional essential words but it didn't get the same in-depth treatment as the one or two words done before but then afterwards we're going to have to work on those words maybe we'll have a log of those words maybe we'll write meaningful sentences about those words maybe we will practice them with flashcards with our partner all kinds of ways that we could practice that vocabulary so basically what they're saying is sort
• 30:00 - 30:30 of what i said this morning of critical things that we do to promote comprehension we give the students some background knowledge that's essential and we teach essential words by new vocabulary terms uh and but also we teach them how to figure out on their in own how to figure out the meaning of a word now this is the strategy that
• 30:30 - 31:00 they say you don't know where to underline it and then you reread the sentence with the unknown word and look for clues then you re-write sentences surrounding the sentence of the unknown word and look for cues to figure out the meaning remember this morning i said one of my favorite strategies and basically utilizes those same steps inside outside look inside the word for hints prefix suffix root
• 31:00 - 31:30 you look outside in the sentence and are there hints and if that is not good enough you look in the surrounding sentences for hints and you ask yourself what the word might mean then you try it in a sentence and ask yourself does it make sense i found this one really successful and they never forget it inside outside inside outside
• 31:30 - 32:00 but there's another thing we should teach for word learning strategies and they suggest we do systematically teach the meanings of prefixes and suffixes now we taught them the pronunciation of prefixes and suffixes as we taught multi-syllabic words but now we're teaching the meanings of those prefixes and suffixes that would help them unlock words so they provide a resources again
• 32:00 - 32:30 and i also preside provided one for you that came from o'connor's book on literacy and uh they are in order by frequency of occurrence uh and oops forgive me there uh and so the order here would be frequency of occurrence
• 32:30 - 33:00 and then here are the suffixes in order of frequency of occurrence so if i want to help students uh with vocabulary i am going to teach them some essential words some before some during our reading and then we're going to practice them afterwards i am going to teach students how to unlock the
• 33:00 - 33:30 meanings with context and prefix and suffixes and the last thing is and i want to follow up on the studies here because uh i have not found and i'm certain there are they wouldn't have it here but i've read all the studies except i've got to locate the ones on latin and greek roots but i thought you would like some resource this one's not in the practice guide
• 33:30 - 34:00 but these are common greek and latin roots and they're meaning and other words that contain them so it's a cool resource for you also because maybe you have taught path feeling or suffering and then you have words like empathy there it is sympathy showing the kids the relationship of these words
• 34:00 - 34:30 uh all right so many things that we can teach all right let's see our time you know i never have enough time have you found that in your life uh so i want to though uh talk about their recommendation three uh which is uh again to give them opportunity to both answer
• 34:30 - 35:00 questions as well as develop their own questions now the important thing about this section is that it's all wrapped around teaching students three types of questions and this has been around a long time and they used to have four but one of them proved not to be useful which is asking questions where they would just use their own experience didn't have to relate it to the text
• 35:00 - 35:30 so now the three raphael's questions are write their questions fairly literal questions uh who's the name of the character uh or think and search questions so what are the main characteristics of that character that are emphasized by the author uh and based on what the author told us about that character
• 35:30 - 36:00 do you think that most people would label that person generous or stingy so three types and the response would be if it is a right there question you have to find evidence right there if it's a third a think and search question there's more evidence in more than one place and if it is an author me then you're going to use what the author told
• 36:00 - 36:30 as well as what you know putting it together making an inference and so they suggest and i totally celebrate this that we teach each uh to mastery and then teach this one and then teach this one and that we give the students excuse me go back here for a minute that we have them do it collaboratively
• 36:30 - 37:00 after we've learned the three types that they would work with partners or teams to come up with answers and we would also teach them how to having read it to ask the same kind of questions write their questions uh questions that were uh search questions for more than one piece of information or me and the author so the main thing there is the different types of questions those three big types
• 37:00 - 37:30 well the last one i want to talk about in this section is teach students to determine uh have a routine for determining the gist of a short section of question of a text so you've taught them the three types of questions to respond and how to do that collaboratively and how uh to do it on your own but getting the just
• 37:30 - 38:00 has as everything here does very solid research of a benefit and this is one that i have taught variations upon the gist theme uh in many cases but there's two research validated practices that aren't in the they talk about getting the just but these two are the ones that emerged in the research uh one see if i can get going forward uh it's called paragraph shrinking
• 38:00 - 38:30 uh and that was done by lynn and doug fuchs and pat mathis you read a paragraph you stop and you ask yourself to name the who or what uh the main person animal or thing then uh you tell the most important thing about the who or what and then you say a statement uh putting this together
• 38:30 - 39:00 that has to be 10 words or less and so this one was predominantly a part of a program that was done in intermediate grades at the elementary level and the teacher could guide it let's read this now name the what tell your partner now think uh uh what was the most important uh thing about the what you could even have the students underline it
• 39:00 - 39:30 now [Music] say the main idea statement in 10 words or less and then have them write it down well that one uh had very compelling research uh but it was altered by sharon bond's staff to make it fit more difficult text where they would again
• 39:30 - 40:00 read a paragraph and they would name who or what the paragraph is build in a brief phrase then they would identify two or three things that were useful uh uh on that topic in the paragraph and they could underline it and then they would shrink it down uh either say it or write it in 10 to 15 words
• 40:00 - 40:30 basically these are both they have the same gist uh but one was predominantly tested with elementary students and the other one with middle school all right so i just wanted to capture this for you and then i said to myself well here if you wanted students to get the gist you'd better teach it so i looked back in all my
• 40:30 - 41:00 demonstration lessons which i am blessed to do often and pulled out a getting the gist lesson which was done an intervention with eighth graders and we were practicing getting the gist so they were reading about kenya okay and uh so some background knowledge quickly so we learned about the location of
• 41:00 - 41:30 kenya uh on an eastern side of africa we honed in on it so we could see some of the countries as well as waterways that surrounded it and then just a little comparison uh that both were british colonies the united states and kenya but let's put this into context uh timelines are wonderful background knowledge so we became a british colony in 1607
• 41:30 - 42:00 and declared our independence in 1771 nugget lori are you there can you mute thank you uh and kenya uh was a colony in 1883 later and just became an independent uh country in 1993. just wanted to have them have a
• 42:00 - 42:30 comparison here they were studying different countries that were part of the british colonies and our intent was that they could write a gist statement the main idea statement and so i introduced the steps in it and not surprising i then modeled it so i said let's read it together now watch me i'm going to name the who are what this
• 42:30 - 43:00 is about kenya's borders i'm going to think about two or three important details so i underlined critical and now i need to shrink it and i show them that the way for me to shrink it is that i'm going to have to have some categories because this is too many details to remember but i could say ah there were it is borders of four african
• 43:00 - 43:30 countries and then i put that together uh kenya an east african country is surrounded by four american countries and the indian ocean and then i might have had to model it more than once but we went to a we do it we again read the paragraph and together i had them i had them think about what the whole
• 43:30 - 44:00 paragraph was about i had them share with their partner then i called on a student and the student said this is about the history of kenya and so we highlighted that and then i asked them to think about details but not to underline yet to think about critical details then share with your partner what the critical details are
• 44:00 - 44:30 and support why you think they're the most important and then i called on a student and that student said well the most important details i want to remember from this is that kenya was a british colony and they got independence in 1963. so i said okay we're going to use your details now it's come up with a gis statement and this was theirs can you once oh
• 44:30 - 45:00 i love this once a british colony comma became an independent country in 1963. well we continued we did more we do it they're not ready for you do it so we did more together we put it all together and then we work on revising it and i'm teaching kids how to revise their work by revising someone else's work
• 45:00 - 45:30 that they don't care about changing it and these were their suggestions on making it better wow there's a lot of powerful things in this practice guide uh and uh so much for us to think about but i'm going to at this point open it up for any questions that float in and uh so i'm sending it back to
• 45:30 - 46:00 one of our moderators did you see any questions in the chat that i should respond to sally if you can um talk about some of those questions i am responding to someone in the chat right now direct message okay okay so um one of the questions um that i saw was uh reading development and difficulties book highlighted that there's no research to support repeated
• 46:00 - 46:30 reading that repeating reading helps so and they're worried that there's a risk for students to simply memorize the words oh well first of all it would not have been in this practice guide if there was not research to support it i mean they reviewed all the studies asking this question uh they came up with the fact that repeating it but not making it
• 46:30 - 47:00 making it more meaningful with purpose so reading it with one purpose two purposes three purposes uh but that uh it would increase automaticity so i'm not certain but i have that book in my library and i will be checking on it but i will also do this i will take this part of the practice guide i will turn to what is the research on
• 47:00 - 47:30 studies that they reviewed on fluency i'm going to turn the page right now first of all there's many on multi-slavic words and there they are there are fluency studies with uh there's three pages of the ones that they review four pages of the ones that they reviewed so why don't you check that out it's on page 155 of your practice guide
• 47:30 - 48:00 now uh so i really if we read through it one time for the purpose of reading it to ourselves to be sure we can read all the multi-slavic words and then we read it with the teacher to work on the actual pronunciation of those words as well as on pace and then i said now you're going to read
• 48:00 - 48:30 it one more time and you afterwards you're going to have to retrieve what it talked about and be able to share with your partner the most important information i doubt if you would be memorizing it so i am very interested in that all right if you want to follow up with an email email me and we will do we have any other questions here's a here's another one for you anita for kids that have lower reading comprehension um yes
• 48:30 - 49:00 are there strategies in particular that work best for them i'm thinking of kids that decode and read through the words but then put so much focus on doing that that their uh reading comprehension goes down okay so uh here's what you would want to do there you want to determine why their comprehension is low so one you're going to check out their fluency their automaticity
• 49:00 - 49:30 just as you described the question you gave me the idea that the students were putting all of their attention on the reading of the words not the understanding and so if the problem is that they can't read multi-slavic words or they don't have automaticity that could interfere with their comprehension for sure and then ask the question uh what is their vocabulary is that interfering so
• 49:30 - 50:00 that you would have a way to target it you know i've had so many people say i have children who can read it quickly but have no comprehension uh well that they may not have comprehension because of background knowledge or vocabulary so do we have any other questions yet here i think i have it here lisa what what are your thoughts about the number
• 50:00 - 50:30 of words students are expected to read as set forth by dibbles or fastbridge in order to be proficient i often feel that we promote speed reading in order to have kids do well on those assessments you know that could be a concern and uh what i would do is talk as giant husband does about using rate of speech and as a measure because the rate of speech would be
• 50:30 - 51:00 fluent oral reading and so but now is it useful to have those comparative measures it has been useful again and again and again to have those fluency measures over time but maybe in between the practice would be this repeated practice without a constant emphasis on racing or pace but rather on different purposes so i think
• 51:00 - 51:30 the two could go together yeah we kind of joke that we don't want the kids to be auctioneers it's kind of how you can talk to them about it right we want them and we model you know a model with example or non-example uh when it's uh read as if it was speech if it was not read as speech yeah okay there's another question here um what passages do you recommend to use with the rewards
• 51:30 - 52:00 program that would supplement the units and this person went on to say i noticed that there are passages later in the units in the program but i would like to use something with the lessons as well well so in rewards we teach the pre-skills then we teach the strategy for reading multi-syllabic words and then we provide practice and as we're doing that we are also embedding uh information teaching of vocabulary
• 52:00 - 52:30 uh and the means of prefixes and suffixes and then we apply it to passages now if you wanted to add passages that were read for the purpose of that remember the one thing in fluency was giving them short passages of a variety of things uh occasionally not every day but like once like i said on friday maybe the last 10 minutes we would read something
• 52:30 - 53:00 that would be totally appropriate uh so now do i have a wealth of those no don't i wish i did uh so first of all uh most schools particularly elementary schools would do some kind of screening measure three times a year which is still best practices but what you would want in any intervention is would you would want formative assessment built into it
• 53:00 - 53:30 and so that's done in rewards it's done in phonics for reading in most intervention programs every three to five lessons is a formative assessment do we need to give more practice do we need to emphasize something more can we go forward with more ease so that kind of formative assessment should be much more often coupled with those general ones that we are doing so i'm looking more at the formative
• 53:30 - 54:00 assessment which might have accuracy involved in it might have uh rate involved in it it might have meanings of prefixes suffixes or words a part of it it might have comprehension questions on a passage so that we have that continuous and i will tell you one of the reasons that we have that every few lessons in rewards is that when we taught it without that
• 54:00 - 54:30 formative assessment versus when we taught it with the formative assessment two things happened number one teachers taught it with fidelity because they were going to be tested on that with formative assessment that was a good thing number two the students saw their data they could see their growth and their accomplishments and they their level of motivation went up now if you look at the research on motivation
• 54:30 - 55:00 that it is very related to your level of success and so that is a critical thing is to set the kids up teach them well do the assessments show their success then they're more motivated to do it motivation doesn't come before your success uh success comes before motivation
• 55:00 - 55:30 i don't think i've ever ended a session early so much question yes there are a few more questions that popped up great um hold on who is rewards most appropriate for reading level or percentile rank so we um we utilize uh whatever assessment and whatever has
• 55:30 - 56:00 been done in terms of screening and formative assessment to determine students in it we're looking for students that read for rewards at about the third grade level and or above we actually found let's say we have a student that reads accurately fifth grade materials but does not read with automaticity and they would benefit tremendously so
• 56:00 - 56:30 uh studies that were not done by myself but at the university of washington they utilized rewards at the beginning of fourth grade with all fourth graders in a whole district in the state of washington and they found that uh the students that were the highest performers actually made significant gains in fluency and automaticity uh and that students that were sort of in the middle part of
• 56:30 - 57:00 the population they gained in accuracy and fluency both and the students that were the lowest performing students gained significantly in accuracy so that all those groups of fourth graders gained they didn't have any students who didn't gain but you know good teaching should lead to like learning so i am uh interested in uh
• 57:00 - 57:30 what part of these recommendations that we went through briefly knowing that you're going to follow up maybe have a book study with your colleagues on uh spoke to you in terms of practices that you could add maybe it was having short reading for the purpose for purposes repeated readings three or four times but with a purpose maybe it was the getting the gist strategy
• 57:30 - 58:00 maybe it was asking three kinds of questions they write their question the uh search questions and the author and me questions would you pop that into the chat box as you're thinking about questions that lisa will be watching for in the chat you know there was a question to you about your keynote this morning if the checklists are embedded in those slides
• 58:00 - 58:30 the checklists uh they are embedded in the slides they're also i put them repeated them at the end of the powerpoint so that you could just them out with more ease great i do think they are a really good guidance of looking at you know sort of this spring looking at our program are there areas that we could make a difference in and some of them without taking up a lot of time like getting our primary teachers to read
• 58:30 - 59:00 more informational texts so that we're building background knowledge from the get-go so some of them just could be fit right into what you're doing but make a bigger difference there's a question about um for additional recommendations for students who are entering accelerated programs somewhere like two two years of advancement i'm thinking in particular of a student who is currently in second grade and preparing to enter an accelerated program so would jump
• 59:00 - 59:30 not only from learning to read and reading to learn but from second to basically fifth grade reading what would you recommend focusing on now to prepare the student well uh so they they've decided the second second grade child could work at the fifth grade level that was okay uh and so they must have already assumed that the child was able to read accurately and fluently fifth grade material
• 59:30 - 60:00 uh now because of their having less experience though they it would be dependent on the amount of vocabulary and background knowledge that they had uh but if if they had determined it uh how do you prepare them say good luck because they've already determined that they were adequate for it they would have already determined that they could read accurately and fluently and have enough vocabulary and background knowledge now here's where the problem will curve though lisa and that is
• 60:00 - 60:30 uh in their writing and one of the things that was not addressed uh in this practice guide was having students write in response to what they've read and to me if we had gotten to that this morning which i didn't one of the things that i'm trying to do is much more writing in response to what we have read whether it just be a brain drain write down everything that you
• 60:30 - 61:00 have learned about the lakota tribe uh or write down what you've learned about the country of kenya and so then the students write down well kenya was not a country before colonization and that's why it has difficulties because there's many different groups of people different histories different languages different customs different traditions i love brain drains they are high outcome low prep uh and uh or uh
• 61:00 - 61:30 having uh just asking them to write down two things that you learned so that they have more writing and then i would uh be certain that i had also looked at uh the work of judith hawkman in the writing revolution uh which would come up with very good ways to connect the writing to comprehension so that for example the whole chapter on sentences that could be
• 61:30 - 62:00 written in response to content my favorite is because but so we have a statement and that then has the conjunction of because a reason uh and but a change of direction and so uh a why so uh that would be what i would check out with that second grader going to fifth grade is their facility in writing
• 62:00 - 62:30 it was an interesting question very seldom as a person who has been years and years in intervention special ed talked about many kids going from second to fifth grade material so thank you