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- 1. Response to Intervention: Instruction That’s More Than Just Testing Keith Pruitt, Ed.S. Words of Wisdom Educational Consulting www.woweducationalconsulting.com www.myspace.com/wowedu
- 3. Just Because We Have A Plan Doesn’t Mean That The Plan Will Work--- But the absence of A Plan Can Bring a shutdown of the system as this video demonstrates.
- 5. What is Comprehensible Input?
- 10. fi yuo cna raed tihs, yuo hvae a sgtrane mnid too Cna yuo raed tihs? Olny 55 plepoe out of 100 can. i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it dseno't mtaetr in waht oerdr the ltteres in a wrod are, the olny iproamtnt tihng is taht the frsit and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it whotuit a pboerlm.. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Azanmig huh? yaeh and I awlyas tghuhot slpeling was ipmorantt! Can You Read This?
- 11. The Greater the Comprehensible Input … … the greater the capacity to comprehend.
- 12. So which is more desirable? The student who reads every word? Or The student who understands the meaning?
- 15. Why is it important to teach and use comprehension strategies? Perhaps this video will give you some ideas.
- 16. The Road On The Left By Keith Pruitt On my Tuesday drive through the country side, I happened on a road I had not previously seen. It was on my left just past Conner’s store. Even though I had been here many times, I had never noticed this road before and it seemed seldom driven as grass was grown waist high on the edges. The treads of tires previously venturing down the lane were the only signs the path had been driven. ∞ That reminds me of a poem written by Robert Frost. Does anyone recall the title of the poem by Robert Frost that we have read that is like this story? Turning down the road the grass between the tire ruts seemed short for a distance but soon became taller hitting the grill on my car. It was obvious I had turned down a road where few had driven in recent days. Over in the field was a house that appeared to be vacant. ∞ If the house is vacant it means that no one is living there. A smile crossed my face as memories from the past came rushing through my mind. ∞ I think that this person has been to this house before. I know this because the author says memories came rushing through my mind . A memory is based on something that has happened before to a person. What do you think the author means by that? Turn and Talk.
- 17. My mother had moved here as a child of five years old from their old house in Chicago. She loved living here in the country. She use to tell me of swinging on an old tire hung by a rope from a tree. Well, I wonder if that is the tree over yonder. “Look the old rope is still there,” I called to the air. When I was but five years old, I remember coming to visit grandmother. She would be sitting on the porch in her rocker just knitting and singing. “I’ll fly away, oh glory, I’ll fly away,” I mumbled the words still remembering the old hymn she loved so much. My face lit up with the warmth of these remembrances. Fifty years had gone by, but it was as though it were yesterday. ∞ Do you ever remember things that happened a while ago and feel like it was just yesterday? The house looked to be in fairly good shape. It needed a coat of paint and a few boards had come loose. Otherwise, it had survived the years rather well. Mr. Corbin told me the last people to live at Shiloh Valley were the Hendricks. They had both been dead now only a couple of years. I guess they did right well by the place. It looked better than I had supposed. I opened the door and grabbed my box of supplies and began up the steps. The movers would be here in a week. There was a lot to be done in such a short time. I had come home. What do you think the person is going to do with the house?
- 20. Preview Using Story Mapping Build schema with Visual Anchor Visual Transference
- 21. Connected Comprehension Instruction The Keys to Comprehension Instruction is getting students to THINK! Literacy by Design, Rigby, Linda Hoyt, 2008
- 22. 1. Read, Cover, Remember, Retell 2. Say Something 3. Partner Jigsaw 4. Two-Word 5. Reverse Think-Aloud Interactive Reading Techniques The Power of Peer Learning Literacy by Design, Rigby, Linda Hoyt, 2008
- 25. How Does The Brain Work?
- 27. The Work of J R Anderson Sensory Memory Working Memory Discards OR Permanent Memory Files Anderson, J.R. (1995). Learning and memory: An integrated approach. New York: John Wiley & Sons How Does The Brain Work?
- 29. How About Now? What Schema Do You Have For This Picture? Can you transfer your learning? Can you adopt new schemes for this if I give you information?
- 30. At the very heart of comprehension is vocabulary- Discussion Question: Is it possible to be a good reader and have a poor vocabulary? Why? Turn and Talk
- 34. Comforting - Something or someone that is comforting makes you feel good when you are sad or hurt. Beck & McKeown, Elements of Reading Vocabulary, Steck Vaughn, 2004 Further explain by putting the word in a context. A warm cup of tea is comforting when my throat hurts. My dog feels comforting when I am hurt.
- 41. By creating the visual representation, they are making the learning concrete by making permanent memory files. Why is this important?
- 43. Do Not Under-estimate the power of a picture. The Heart of the Tulip By Keith Pruitt
- 45. scheming The cats were scheming against the birds.
- 46. Invisible Beck and McKeown, Elements of Reading Vocabulary, Steck Vaughn, 2004
- 47. Fatigue The bear was very fatigued from walking so far.
- 48. Icon Michael Phelps is an Icon of Olympic swimming.
- 49. Spider Would this be helpful in a Science lesson? ©Keith Pruitt, Art by Keith
- 53. Reflection allows a refinement of understanding. It permits the memory file to be adjusted to incorporate new understandings.
- 59. EAT ATE Will Eat A Graphic Way of Showing Tense Past Present Future
- 60. Use graphic organizers to help students use the words in meaningful contexts Drinking warm tea when my throat hurts Holding my cat in my lap A warm blanket on a cold night Comforting
- 61. Using Word Maps Helps Students Integrate New Words
- 62. Check the box that matches the meaning of the word at the top comforting Sandpaper A blanket Being hit Versatile Sing and dance Play piano Read a book Companionship A stranger Someone in Another city A Pet Fashionable Hoop Skirt Tailored suit Coveralls
- 63. The Flow Chart
- 65. So work becomes Works Worker Worked Working Will Work Labor Job Employment Exert Lazy A Word Tree Starts with Base Word
- 75. 3-Tier Reading Model I II III Core classroom instruction Intervention Intensive Intervention All Students Approximately 20-30% of Students Approximately 5-10% of Students (may include special education students)
- 78. Assessment You can’t make a value judgment about test scores; they are merely raw data. It’s the interpretation of that data which brings one to the evaluation level. Regie Routman, Invitations: Changing as Teachers and Learners K-12
- 80. From Rigby READS reports, @2004, Rigby, Roger Farr
- 85. The Teacher I taught a child to read today, Aren’t I a lucky soul; And now a world has opened up, The child can now be whole. He’ll run and play as others do, But more will be his call; By opening up a book at play, He’ll stand so sure and tall. A preacher, teacher, scientist perhaps, Someday his task will be; But it all began one simple day, When I taught Joe how to read . Keith Pruitt ©2009
Notas do Editor
- Remind participants that during Read and Comprehend, students will be using this path of connected comprehension through the modes of instruction detailed in the gradual release of responsibility ACTIVITY: Tell participants that you will now model a think aloud, think along, and think together. YOU WILL NEED PREPARE THE DEMO BASED ON YOUR GRADE LEVEL!!! USE THE THEME FROM THE COMMITTEE SAMPLER (THIS IS THE THEME FROM THE PREVIEW BOOK). GRADES K-2 ONLY Think Aloud and Think Along Use the Shared Reading Book to model both the Think Aloud and Think Along. Explain that you will be modeling both a think aloud and think along from this one selection; but in the real sequence of instruction, the students will have already been exposed to the strategy with the modeled reading by receiving a think aloud in the modeled reading. During the modeled reading the teacher is simply “modeling” and exposing the students to the strategy during the think aloud. When moving in to Shared Reading the strategy is explicitly introduced through a Think Aloud and then Students are invited to “Think Along” with the Teacher. Use the teachers notes from the shared reading (Lesson 4) to model the Think Aloud and Think Along. Think Together Next, discuss the think together portion. This happens during interactive reading. The teacher first engages the class in a “think along” on portions of the selection and then asks the students to read parts of the story together while participating in a “think together”. Do NOT model this, simple explain what would happen. Use Lesson 9 to support you in your planning for this. GRADES 3-5 ONLY Think Aloud and Think Along Use the Shared Reading Story to model both the Think Aloud and Think Along. Explain that you will be modeling both a think aloud and think along from this one selection; but in the real sequence of instruction, the students will have already been exposed to the strategy with the modeled reading by receiving a think aloud in the modeled reading. During the modeled reading the teacher is simply “modeling” and exposing the students to the strategy during the think aloud. When moving in to Shared Reading the strategy is explicitly introduced through a Think Aloud and then Students are invited to “Think Along” with the Teacher. Use the teachers notes from the shared reading (Lesson 3) to model the Think Aloud and Think Along. Think Together Next discuss the think together portion. This happens during interactive reading. The teacher first engages the class in a “think along” on portions of the selection (Lesson 4) and then asks the students to read parts of the story together while participating in a “think together” ( Lesson 5). Do NOT model this part, use both Lesson 4 and 5 to help you explain.
- Explain that during Interactive Reading these are the techniques students will use. (This is in their Learning log on page 4) Briefly share what each of these techniques entail using the notes below. 1. Read, Cover, Remember, Retell Technique: Partners alternate reading only as much text as their hand can cover, covering the text with their hand, and then retelling the contents of the text to their partner. 2. Say Something Technique: Students are asked to take turns reading a section of text, covering it up, and then saying something about it to their partner. This differs from Read, Cover, Remember, Retell in that what the student says to their partner can be more than a straight retell of the contents – it can be any thought or idea they have in response to the text. 3. Partner Jigsaw Technique: This technique is particularly applicable to nonfiction selections such as articles that can be easily divided into sections. Partners are each assigned a specific section of text to read. Then partners debrief with another set of partners in order to learn about the parts of the selection they did not read. 4. Two-Word Technique: Partners read a selection together. Then they both use a sticky note to write only two words that reflect their thinking about the text. Children then take turns reading their words to their partner, explaining why they chose the words they did and how the words relate to the selection or to their own lives. 5. Reverse Think-Aloud Technique: One partner follows along silently while the other partner reads aloud. The student following along selects a point in the text to stop the other student and ask a question about what he or she is thinking about the text at that moment. Partners then reverse roles.
- Ask participants to read the quote to themselves. Explain that a test does not tell us anything. It is the evaluation of that test that tells us what a student can and can not do If needed: Give example of “A” or “B” – on a report card. A “B” tells us only that a student did well. It does not tell us what things the student is doing well and what things the student still needs to work on in order to get an “A”. Only the evaluation of the assessments that the student took and looking at what they did well and what they need to work on will tell use what this student needs to move to an A. Assessment drives our instruction to save us time. If we look at exactly what the student’s need we can pinpoint our instruction (tailor it). If we don’t we “spin our wheels” all year “guessing” what they might need and then usually finding out they didn’t need it or they weren’t ready for it so we have to keep teaching it over and over again, which takes time Again -Spend time to save time – spend time giving the assessments in the beginning to save time the rest of the year. Literacy by Design has several assessments that are easy to assess and provide valuable information that allows you to evaluate how your students are doing and were they need to continue to work.
- Skills by Student – This section allows the teacher to see individual students and how they are progressing with the skills tested. Explain that this is a useful tool for grouping students for guided reading. Point out the Instructional Reading Level column. Explain that READS records the level by READS level. To correlate this level to your level of choice you can use the Rigby READS Reading Level Correlation chart. Activity: Using the Correlation Chart Have participants pull out the Small Group Reading Appendix. Have participants turn to page A19 Explain that this is the correlation chart that helps them correlate the READS level to the Literacy by Design level. Tell participants we will practice using the chart. Ask them to find Elizabeth Allison. What is her Instructional Reading Level? (Kindergarten) What level would that be equivalent to a Literacy by Design? (B) Try the next child, Meg Andrews. What is her Instructional Reading Level? (3-2) What level would this be equivalent to Literacy by Design? (O). Explain that what is probably the easiest to do is to first convert the instructional level to Literacy by Design level. Tell them that they will try that now. We have done the first two together, have them get into partners and convert the rest of the classroom by writing the letter out to the side of the sheet. Allow about 5 min. When they are done, have them now use the grouping sheet in the Learning Log on page 1 to group the students by level. (use the next slides to show them an example)