increasing explicitness in fluency, vocabulary & comprehension instruction sharon walpole...

Increasing Explicitness in Fluency, Vocabulary &

Comprehension Instruction

Increasing Explicitness in Fluency, Vocabulary &

Comprehension Instruction

Sharon WalpoleUniversity of Delaware

Sara McCrawUniversity of Delaware

Today’s AgendaToday’s Agenda

Presentation on correlation between DIBELS data and DSTP scores Spring 2006

Paired jigsaw activity with our readingApplication of these ideas to first-grade

planningSmall-group planning of school follow-upBusiness meeting

Presentation on correlation between DIBELS data and DSTP scores Spring 2006

Paired jigsaw activity with our readingApplication of these ideas to first-grade

planningSmall-group planning of school follow-upBusiness meeting

Speed test . . . ready?

Speed test . . . ready?

The Herdmans were absolutely the

worst kids in the history of the

world. They lied and stole and

smoked cigars (even the girls) and

talked dirty and hit little kids and

cussed their teachers and took the

name of the Lord in vain and set

fire to Fred Shoemaker’s old

broken-down toolhouse.

Rate = 265 words per minute

Is speed reading real? Take a minute to read about Mike McKenna’s experience with a speed-reading course.

Is speed reading real? Take a minute to read about Mike McKenna’s experience with a speed-reading course.

“In its beginnings, reading fluency is the product of the initial development of accuracy and the subsequent development of automaticity in underlying sublexical processes, lexical processes, and their integration in single word reading and connected text.

“In its beginnings, reading fluency is the product of the initial development of accuracy and the subsequent development of automaticity in underlying sublexical processes, lexical processes, and their integration in single word reading and connected text.

These include perceptual [letter recognition?]phonological [segmentation and blending?]orthographic [graphemes and spelling patterns?]

and morphological [grammatical morphemes?

prefixes and suffixes?]Processes at the letter, letter-pattern, and word

levels, as well as semantic and syntactic processes at the word level and connected-text level.

These include perceptual [letter recognition?]phonological [segmentation and blending?]orthographic [graphemes and spelling patterns?]

and morphological [grammatical morphemes?

prefixes and suffixes?]Processes at the letter, letter-pattern, and word

levels, as well as semantic and syntactic processes at the word level and connected-text level.

After it is fully developed, reading fluency refers to a level of accuracy and rate where decoding is relatively effortless; where oral reading is smooth and accurate with correct prosody; and where attention can be allocated to comprehension.”

(Wolf & Katzir-Cohen, 2001)

After it is fully developed, reading fluency refers to a level of accuracy and rate where decoding is relatively effortless; where oral reading is smooth and accurate with correct prosody; and where attention can be allocated to comprehension.”

(Wolf & Katzir-Cohen, 2001)

Fluency requires the child to use phonics and spelling knowledge automatically

Fluency requires the child to automatically integrate phonics and spelling knowledge to recognize entire words

Fluency requires the child to link recognized words into natural phases, with appropriate enunciation and emphasis

Fluency in Connected Text(textual)

Fluency at the Word Level (lexical)

Fluency within Words(sublexical)

Coaches’ CornerCoaches’ Corner

What does that complex definition of fluency actually mean?

Can you think of examples of children in your school who get stuck at the first, second, or third level in the pyramid?

“A definition is the enclosing of a wilderness of ideas within a

wall of words”

“A definition is the enclosing of a wilderness of ideas within a

wall of words”

Samuel Butler (1912)

Notebooks

Samuel Butler (1912)

Notebooks

Vocabulary InstructionVocabulary Instruction Many children learn vocabulary words

indirectly from the adults in their life Those who come to school with limited

vocabulary can build their vocabulary through explicit instruction

Research on vocabulary instruction strongly suggests a positive correlation between vocabulary knowledge and comprehension

Many children learn vocabulary words indirectly from the adults in their life

Those who come to school with limited vocabulary can build their vocabulary through explicit instruction

Research on vocabulary instruction strongly suggests a positive correlation between vocabulary knowledge and comprehension

Instructional Approaches to Teaching Vocabulary

Instructional Approaches to Teaching Vocabulary

Modeling Synonyms Definitions and Opposite Definitions Semantic Maps Word Continuum: ranking words Morphology Context Clues

Modeling Synonyms Definitions and Opposite Definitions Semantic Maps Word Continuum: ranking words Morphology Context Clues

Not all words are equalNot all words are equal Tier 1—Most basic words. Table, baby,

run

Tier 2—High frequency for mature language users. Span a range of domains. Coincidence, absurd, fortunate

Tier 3—Low frequency, limited to a single domain. Isotope, refinery, lathe

Tier 1—Most basic words. Table, baby, run

Tier 2—High frequency for mature language users. Span a range of domains. Coincidence, absurd, fortunate

Tier 3—Low frequency, limited to a single domain. Isotope, refinery, lathe

Identifying Tier 2 WordsIdentifying Tier 2 Words

Importance & utility: words characteristic of mature speakers

Instructional potential: words can be incorporated into various activities

Conceptual understanding: students may understand the general concept, but need more clarity

Importance & utility: words characteristic of mature speakers

Instructional potential: words can be incorporated into various activities

Conceptual understanding: students may understand the general concept, but need more clarity

Beck, McKeown, & Kucan (2002)

How to teach vocabularyHow to teach vocabulary

Introduce target words (before/after) Contextualized introduction Explanation of meaning

Provide multiple opportunities to interact with the word

Use graphic organizers when needed Encourage future use

Introduce target words (before/after) Contextualized introduction Explanation of meaning

Provide multiple opportunities to interact with the word

Use graphic organizers when needed Encourage future use

Coaches’ CornerCoaches’ Corner

When and how should we introduce new vocabulary terms to children?

Can you think of examples of children in your school who struggle with comprehension because they skip words or infer the wrong meaning?

Comprehension InstructionComprehension Instruction

Proficient readers use a variety of strategies to monitor and repair their understanding while reading

Teachers must teach students how to use each of these strategies through the gradual release of responsibility model (explicit instruction-modeling-scaffolded practice-independence)

Proficient readers use a variety of strategies to monitor and repair their understanding while reading

Teachers must teach students how to use each of these strategies through the gradual release of responsibility model (explicit instruction-modeling-scaffolded practice-independence)

Instructional PracticesInstructional Practices

Begin with the most concrete: literal comprehension at the sentence level

Increase level of difficulty: literal comprehension at the passage/full text level (teacher supports by reading aloud more complex text)

Move to inferential level: sentence level first followed by passage/full text level

Begin with the most concrete: literal comprehension at the sentence level

Increase level of difficulty: literal comprehension at the passage/full text level (teacher supports by reading aloud more complex text)

Move to inferential level: sentence level first followed by passage/full text level

Some DERF AssumptionsSome DERF Assumptions Phonemic awareness, decoding, and fluency

are necessary but insufficient to guarantee reading comprehension

Teachers tend to assess vocabulary and comprehension (by asking children to demonstrate it) rather than actually teach it

Differentiated instruction can move from lower-level skills and tasks to higher-level ones

Phonemic awareness, decoding, and fluency are necessary but insufficient to guarantee reading comprehension

Teachers tend to assess vocabulary and comprehension (by asking children to demonstrate it) rather than actually teach it

Differentiated instruction can move from lower-level skills and tasks to higher-level ones

Remember direct instruction?Remember direct instruction?

Tasks, even complex tasks, can be decomposed into specific components.

Each component can be taught and practiced to mastery.

Components can then be coordinated to accomplish higher-order tasks.

Tasks, even complex tasks, can be decomposed into specific components.

Each component can be taught and practiced to mastery.

Components can then be coordinated to accomplish higher-order tasks.

A Closer Look at Direct Instruction

During the 1970s and 80s, researchers worked to identify the characteristics of effective teaching. They asked two key questions:

1. What do more-effective teachers do that less-effective teachers don’t?

2. If less-effective teachers learn and apply these techniques, will the learning of their students increase?

In 1986, a now-classic article by Barak Rosenshine appeared in Educational Leadership. In it, he summarized the findings of the huge body of effectiveness research.

The result is a teaching model called “explicit instruction,” or sometimes “direct instruction.”

The explicit teaching model is sometimes divided into three phases:

Introduction of new material, organized into clear objectives, tied to previous learning, and accom-panied by modeling and monitoring by the teacher

GuidedPractice

IndependentPractice

1 2 3

Keep in mind that most of the researchers who studied effective teachers were not specifically interested in reading instruction. This is why the model sounds generic. It can be applied to nearly any content subject!

When reading researchers, such as the National Reading Panel, say that research favors “explicit, systematic” instruction, this is the model they mean.

Now let’s look more closely at the characteristics Rosenshine extracted from the research.

For your teaching to be explicit, you should …For your teaching to be explicit, you should …

Begin the lesson with a short statement of goals. Begin the lesson with a short review of previous, prerequisite

learning. Present new material in small steps, with student practice after each

step. Give clear and detailed instructions and explanations. Provide active practice for all students. Ask many questions, check for student understanding, and obtain

responses from all students. Guide students during initial practice. Provide systematic feedback and corrections. Provide explicit instruction and practice for seatwork exercises and,

where necessary, monitor students during seatwork. Continue practice until students are independent and confident.

– Rosenshine (1986), pp. 60, 62

Begin the lesson with a short statement of goals. Begin the lesson with a short review of previous, prerequisite

learning. Present new material in small steps, with student practice after each

step. Give clear and detailed instructions and explanations. Provide active practice for all students. Ask many questions, check for student understanding, and obtain

responses from all students. Guide students during initial practice. Provide systematic feedback and corrections. Provide explicit instruction and practice for seatwork exercises and,

where necessary, monitor students during seatwork. Continue practice until students are independent and confident.

– Rosenshine (1986), pp. 60, 62

Some confusion can occur when the phrase, “direct instruction” is used interchangeably with “explicit instruction.” This is because a publishing company has long used “Direct Instruction” in the name of its commercial products. One way to avoid confusion is to say “Little d-i” when referring to explicit teaching and “Big D-I” when referring to the product. Of course, you can also avoid confusion by using the phrase “explicit instruction.”

Direct Explicit

Our book study today is designed for teachers who want teachers to apply specific procedures from “little d-i” to their own core scope and sequence.

Some of the authors have been associated with “Big D-I” curriculum design, but they have written this book specifically for an audience not using DI.

Jigsaw ProcedureJigsaw Procedure Break into three groups of 6-8 members (thematic

groups: fluency, vocabulary, comprehension) Each group will split into two sub groups and will

be assigned one chapter from the Carnine book (12,13, 15,16,18, or 19)

Plan 30 minutes in your subgroup and 20 minutes in thematic group to read and prepare the chapter presentation and demonstration

Presentation and demonstration will last 30 minutes for each thematic group. During the share time, the paired groups will be working together to share what they’ve learned

Break into three groups of 6-8 members (thematic groups: fluency, vocabulary, comprehension)

Each group will split into two sub groups and will be assigned one chapter from the Carnine book (12,13, 15,16,18, or 19)

Plan 30 minutes in your subgroup and 20 minutes in thematic group to read and prepare the chapter presentation and demonstration

Presentation and demonstration will last 30 minutes for each thematic group. During the share time, the paired groups will be working together to share what they’ve learned

Fluency: Beginning Reading Groups

Fluency: Beginning Reading Groups

1. Read chapter 12, pp. 145-161.2. Discuss the main ideas in the chapter, and

prepare a chart paper summary to share.3. Prepare a teaching demonstration for

needs-based instruction including both word reading in isolation and reading of decodable text. You can use procedures in the chapter to make up your own decodable text.

1. Read chapter 12, pp. 145-161.2. Discuss the main ideas in the chapter, and

prepare a chart paper summary to share.3. Prepare a teaching demonstration for

needs-based instruction including both word reading in isolation and reading of decodable text. You can use procedures in the chapter to make up your own decodable text.

Fluency:Primary Reading Groups

Fluency:Primary Reading Groups

1. Read chapter 13, pp. 163-179 .

2. Discuss the main ideas in the chapter, and prepare a chart paper summary to share.

3. Prepare a teaching demonstration for needs-based instruction that includes reading for accuracy, for comprehension, and for fluency. Consider whether you can accomplish this without round-robin reading.

1. Read chapter 13, pp. 163-179 .


3. Prepare a teaching demonstration for needs-based instruction that includes reading for accuracy, for comprehension, and for fluency. Consider whether you can accomplish this without round-robin reading.

Vocabulary: Beginning Reading Groups

Vocabulary: Beginning Reading Groups

1. Read chapter 15, pp. 183-191.2. Discuss the main ideas in the chapter,

and prepare a chart paper summary to share.

3. Prepare a teaching demonstration for needs-based instruction including a variety of ways to introduce new vocabulary.



3. Prepare a teaching demonstration for needs-based instruction including a variety of ways to introduce new vocabulary.

Vocabulary:Primary Reading Groups

Vocabulary:Primary Reading Groups

1. Read chapter 16, pp. 193-208 .


3. Prepare a teaching demonstration for needs-based instruction that includes a variety of ways to introduce vocabulary.

1. Read chapter 16, pp. 193-208 .


3. Prepare a teaching demonstration for needs-based instruction that includes a variety of ways to introduce vocabulary.

Comprehension: Beginning Reading Groups

Comprehension: Beginning Reading Groups



3. Prepare a teaching demonstration for needs-based instruction including literal comprehension at both the sentence and passage level.



3. Prepare a teaching demonstration for needs-based instruction including literal comprehension at both the sentence and passage level.

Comprehension:Primary Reading Groups

Comprehension:Primary Reading Groups

1. Read chapter 19, pp. 221-235 .


3. Prepare a teaching demonstration for needs-based instruction including inferential comprehension monitoring at both the sentence and passage level.

1. Read chapter 19, pp. 221-235 .


3. Prepare a teaching demonstration for needs-based instruction including inferential comprehension monitoring at both the sentence and passage level.

Let’s Plan . . .Let’s Plan . . .

Critically examine the materials and strategies your teachers use for needs-based fluency, vocabulary, and comprehension.

Consider ideas from the book to increase explicitness in lessons from the core.

Use data and your core to decide what to teach. Use procedures we’ve reviewed today to decide how to teach – if improvements are necessary.

Back in SchoolBack in School

Apply concepts from today’s work to plan needs-based instruction focused on developing fluency (at word, sentence or text level as needed), vocabulary, or comprehension. Test your plan for three days.

Consider strategies to share what you learned with the rest of your instructional team; be prepared to share at our next meeting.

Apply concepts from today’s work to plan needs-based instruction focused on developing fluency (at word, sentence or text level as needed), vocabulary, or comprehension. Test your plan for three days.

Consider strategies to share what you learned with the rest of your instructional team; be prepared to share at our next meeting.

ReferencesReferencesCarnine, D. W., Silbert, J., Kame’enui, E. J.,

Tarver, S. G., & Jungjohann, K. (2006). Teaching struggling and at-risk readers: A direct instruction approach. Upper Saddle River, NJ: Pearson.

Rosenshine, B. V. (1986). Synthesis of research on explicit teaching. Educational Leadership, 43(7), 60-69.

Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5, 211-239.

Carnine, D. W., Silbert, J., Kame’enui, E. J., Tarver, S. G., & Jungjohann, K. (2006). Teaching struggling and at-risk readers: A direct instruction approach. Upper Saddle River, NJ: Pearson.

Rosenshine, B. V. (1986). Synthesis of research on explicit teaching. Educational Leadership, 43(7), 60-69.

Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5, 211-239.

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