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3rd Annual National Reading First ConferenceReno, Nevada - July 18-20, 2006
Using Effective Teaching Strategies
to Increase Intensity of Instruction
David Howe - WRRFTAC
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2David Howe 2006
Sections of Presentation
1. Teaching Students with Reading Difficulties
2. Intensity of Instruction
3. Sufficient & Differentiated Intensity of
Instruction for All Students
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1. TEACHING STUDENTS WITH READING
DIFFICULTIES
A Simple Model of Learning
Characteristics of Studentswith Reading Difficulties
Learning/Instruction
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skill unknown maintenancefluencyaccuracy
Stages in Skill Development
A Simple Model of Learning
practice the skill correctly
David Howe 2006
practice it correctly a sufficient
number of times to develop fluency
review the skill enough to maintain it
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How Much Repetition is Needed?
Number ofcorrect repetitions in a rowof a newword needed to automatize the word - NICHD
Type o f e a r n e r N u m e r o f
epe t i t ion
o t e o r
e ra e 4- 4
e a t e + ( )
(R. Lyon, 1997
David Howe 2006
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Practice Makes Perfect
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If you practice a skill incorrectly,
you learn it incorrectly!
Practice Makes Permanent!
David Howe 2006
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Vince Knows Learning
Students learn new skills by correctlypracticingthe skills repeatedly until the skills are mastered.
Practice does not make perfect. Onlyperfect
practice makes perfect. - Vince LombardiDavid Howe 2006
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David Howe 2006
A Simple Model of Learning
Characteristics of Studentswith Reading Difficulties
Learning/Instruction
1. TEACHING STUDENTS WITH READING
DIFFICULTIES
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How Reading Difficulties Begin
Students who have failedto learn to read generally:
enter school lacking important skillsand knowledge
have difficulty practicing new skillscorrectly
often do not receive enough correctpractice to learn new skills fluently
David Howe 2006
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Persistent Reading Failure
When students start behind and havedifficulty learning to read, they fall
further behind. This leads to:
a decrease in self-esteem and
motivation
an increase in off-task behaviors
and avoidance behaviors as earlyas kindergarten
David Howe 2006
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K 1 2 3
Persistent Reading Failure & Catching Up
Students who have experienced persistent reading
failure through Grade 3 have a hard time catching up.
they have fallen far behind their peers
they have learned to read more slowly than theirpeers
if they are to catch up, they must learn to read ata faster rate than their peers!
David Howe 2006
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David Howe 2006
A Simple Model of Learning
Characteristics of Studentswith Reading Difficulties
Learning/Instruction
1. TEACHING STUDENTS WITH READING
DIFFICULTIES
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Learning/Instruction
Learning and instruction are two side of one coin.
David Howe 2006
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Instructional Design
To learn to perform newskills fluently, students
must practice skills
correctly and repeatedly.
Thus, teachers must designinstruction for correct
practice and with many
opportunities to practice.
David Howe 2006
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K 1 2 3
Helping Struggling Readers Catch Up
To catch up, struggling readers will haveto increase their rate of learning
Thus, teachers will have to increase theeffectiveness of their teaching
David Howe 2006
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David Howe 2006
2. INTENSITY OF INSTRUCTION
Defining Intensity of Instruction Teaching Strategies for Increasing
Intensity of Instruction
3 Variables for Increasing Intensity ofInstruction
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Positive Instructional Interaction (Pii
Instructional Interaction -
The teacher explicitly explains andmodels a skill while students are engaged
The teacher guides students while they
practice the skill and, if needed, providescorrective feedback
The teacher provides opportunities for
students to perform the skill themselves
and reinforces their correct responses
Positive -
The students perform the skill correctly
David Howe 2006
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Positive Instructional Interaction
www.hasslefreeclipart.com
The atom of learning/instruction!
QuickTime and aTIFF (Uncompressed) decompressorare needed to see this picture.
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Intensity of Instruction
10 minutes of instruction that includes 10
Piis is more intensive than 10 minutes of
instruction with only 5 Piis.
Joe Torgesen defines Intensity of instructionas the number of Positive Instructional
Interactions (Piis per minute. For example:
David Howe 2006
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Intensity of Instruction vs. Unit of Time
MICROlevel MACROlevel
David Howe 2006
Per Hour:number of
Piis
PerDay:number of
Piis
Per Year:
number of
new skills
mastered
2005-2006
Per Minute:number of
Piis
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Increasing Intensity of Instruction
David Howe 2006
Per Year:
MORE
skills
learned
2005-2006
Per Hour:MORE Piis PerDay:MORE PiisPer Minute:MORE Piis
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Increasing Intensity of Instruction
We can increase instructional intensity by designingand delivering instruction that provides:
extra support to initially practice newskills correctly
extra opportunities to practice newskills to a fluent level.
David Howe 2006
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David Howe 2006
Defining Intensity of Instruction
Teaching Strategies for IncreasingIntensity of Instruction
3 Variables for Increasing Intensity ofInstruction
2. INTENSITY OF INSTRUCTION
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Effective Teaching Strategies
1. Big Ideas
2. Teaching at instructional level
3. Explicit instruction
. Systematic instruction
5. Many opportunities to respond
6. Immediate error correctionPractice skills to
fluent level
Practice skillscorrectly
X
X
X
David Howe 2006
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1. Big Ideas
Highly selected concepts . . . that facilitate the most
effective and broad acquisition of knowledge.
Phonemic Awareness
Phonics
Reading Fluency Vocabulary
Text Comprehension
5 Essential Components of Beginning Reading
Kameenui, Carnine, Dixon, Simmons, and Coyne, 2002, p. 8.
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2. Teaching at Instructional Level
Students achieve optimally when they are
responding correctly at roughly 70% of the time
in newmaterial.
100% correct responding indicates students
are not being challenged enough, that is,perhaps too much of the material is not new.
Roughly 70% overall correct responding is
optimal for student achievement.
50% correct responding, for example, would
indicate the instruction is too difficult for
students.
David Howe 2006
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2.a. Instructional Reading Level
Because so many of the words in readingmaterials are words students recognize
automatically (not new , the percentage of
words correct for instructional level
reading material is a higher.
independent reading level is 95-97%
correct
instructional level is 90% correct frustration level is below 90%
Armbruster, Lehr, and Osborn, 2001, p. 27.
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3. Explicit Instruction
Explaining and demonstrating allnecessary steps in a task simply,
clearly, and thoroughly.
All steps are made apparent so
that nothing has to be inferred bythe students.
I guess this aintdiscovery learnin.
David Howe 2006
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3.a. Modeling
Teacher performs all steps in the task
Teacher performs the steps in theproper order
Teacher performs the steps at theproper pace
Teacher demonstrates how to perform the task:
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4. Systematic Instruction
The direct teaching of a set of letter-sound
relationships in a clearly defined sequence.
Systematic instruction is: presenting all important skills within a subject
presenting them in a logical order
presenting easiest skills first and then more
difficult skills
Armbruster, Lehr, and Osborn, 2001, p. 13.
Systematic Phonics Instruction
David Howe 2006
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5. Many Opportunities to Respond
Students rates of learning are proportional tothe rate at which they respond correctly.
Giving students more opportunities to respond
is a way to increase their rates of learning.
more rapid pacing of instruction
choral responding facilitated by signals
calling on low performers more often
We can increase opportunities to respond for by:
David Howe 2006
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5.a. Judicious Review
Successful reading instruction must be reviewed
to ensure retention and extended understanding.
(1 The review must be sufficient to enable a
student to perform the task without
hesitation.
(2 It must be distributed over time.
(3 It must be cumulative with information
integrated into more complex tasks.
(4) It must be varied, so as to illustrate the wideapplication of a students understanding of
the information.
Kameenui, Carnine, Dixon, Simmons, and Coyne, 2002, p. 14-15.
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Massed Practice vs. Distributed Practice
Minutes of Instruction PerDay on New Skills
Mon. Tues. Wed. Thurs. Fri.
20 20101010
vs.
1030
0 030
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5.b. Choral Responses
Choral responses are unison responses of allstudents when prompted by the teacher.
The teacher explains the task
The teacher models the task
The teacher signals for all students to respond The students respond in unison
The little car is red.
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5.c. Individual Responses
A teacher can maximize student engagement by:
not calling on students with their
hands raised
asking a question and then calling ona students
calling on low performers more often
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5.d. Brisk Pacing
Teacher presents at a brisk pace to keep
students engaged:
Teacher uses short, simpleexplanations
Teacher minimizes teacher talk
Teacher maximizes studentresponding
Teacher uses signaling to keepup the pace
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6. Immediate Error Correction
model (demonstrate task to students)
lead (perform tasks with students)
group test (have students perform task)
individual test
delayed test
When students respond incorrectly, they mustbe corrected immediately and effectively.
Continued incorrect practicing of a task
results in learning the task incorrectly.
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David Howe 2006
Defining Intensity of Instruction
Teaching Strategies for IncreasingIntensity of Instruction
3 Variables for Increasing Intensity ofInstruction
2. INTENSITY OF INSTRUCTION
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3 Ways to Increase Instructional Intensity
1. Add more effective teachingstrategies into the instruction.
2. Provide more instructional time.
3. Reduce instructional group size.
David Howe 2006
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ALTERABLE VARIABLES TO INTENSIFY INSTRUCTION
AlterableVariable
Level of Specific Enhancement
Options 1. 2. 3. 4.
Program/
Instruction
Use comprehensivereading program tosystematically &
expli-citly teach priority
skills
Use intervention core
with students well-below grade level
Add extensions of thecore program
Pre-teach & reteachskills
Add instructionaltemplates - increaseexplicitness,
corrections
Use supplemental
program with the
comprehensive
reading program
Place students notmaking adequateprogress in compre-hensive readingprogram into anintervention coreprogram
Time
(Opportunities
to Respond)
Schedule & deliver 90
minutes of daily
reading instruction
during protected
reading block
Increase OTR during 90minute reading block
choral responding
increase pace
call more often on lowperformers
Increase reading
block to 120 minutes
and/or add
supplemental period
daily (90 min. + 30min.
or 90 min. + 45 min.)
Schedule two
intervention sessions
daily (a double dose
of 90 min. + 90 min.)
Grouping
for
Instruction
Within comprehensivereading program,check groupplacement & providecombination of whole& small groupinstruction
Walk to read
Schedule additionalsmall group
instruction(9-10 students) forspecific skill practice
Reduce group size to
6-8 or to 3-5.
Provide individual
instruction if needed
INCREASING INTENSITY
Modification of Kameenui, Simmons, Coyne & Harn 2003
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1. Big Ideas
2. Teaching at instructional level
3. Explicit instruction
4. Systematic instruction
5. Many opportunities to respond
6. Immediate error correction
Facilitating Effective Teaching Strategies
David Howe 2006
What
How
Smaller
groups
facilitate
More
time
facilitates
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David Howe 2006
3. SUFFICIENT & DIFFERENTIATED INTENSITY
OF INSTRUCTION FOR ALL STUDENTS
Planning
Monitoring
Observing in the Classroom
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Planning Appropriate Groups & Programs
Instructional
Level
Group Program ContentCoverage
At GradeLevel
(Grade 2)
Students who can stay
at grade level using the
Comprehensive ReadingProgram (CRP)
1. Grade Level
CRP
1. All lessons in
CRP
SomewhatBelow Grade
Level
1. Students who canreach grade level usingthe CRP plus:
2. Small groups for pre-teaching & reteaching
3. Small groups for
targeted skills
1. Grade LevelCRP
2. CRP or sup-plemental matls
3. Supplemental
materials
1. All lessonsin CRP plus:
2. Pre-teaching& reteaching
3. Supplemental
materials
Significantly
Below Grade
Level
Small group - Students
who need an Interven-
tion Core Program (ICP)
to reach grade level
1. Instructional
Level ICP
1. Up to two
levels of the ICP
in one year
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Intervention Core Program
Intervention core programs generally aredesigned to:
focus more on the 5 essential elements ofreading
include more effective teaching strategiesthan comprehensive reading programs
David Howe 2006
provide teachers guidance on whichactivities students need
teach less more thoroughly!
provide teachers scripted instructions forstudents
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Intervention Core Program Caveats
Intervention core programs generally are
powerful enough to bring students withsevere reading difficulties to grade level
only if:
substantial amounts of extra instructionaltime is provided to the students
the teacher is well-trained in and fluentwith the program
David Howe 2006
students are grouped homogeneously forinstruction
groups are not too large
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Content Coverage
Make differentiated instructional plans that are
sufficient to: keep grade level students at least at grade level
bring students below grade level up to grade level
The teacher teaches all the above lessons
The teacher plans to teach sufficientlessons in all the materials appropriatefor each group
David Howe 2006
The students pass all the in-programassessments
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Pacing Calendar
Teachers can create a schedule of the specific
lessons they plan to cover on each day ofinstruction for the school year. This pacing
calendar provides:
coaches and teachers a way to judgeif the lesson completed on a particular
day puts the teacher on schedule tocomplete all planned lessons by theend of the year
teachers a schedule that will allow
them to complete the desired numberof lessons by the end of the year
David Howe 2006
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Planning Sufficient Amounts of Time
Group ContentCoverage
Time
Students who can stay at
grade level using the
Comprehensive ReadingProgram (CRP)
1. All lessons
in CRP
1. 90-120 min. reading block
1. Students who canreach grade level using
the CRP plus:
2. Small groups for pre-teaching & reteaching
3. Small groups for
targeted skills
1. All lessons
in CRP plus:
2. Pre-teaching& reteaching
3. Targeted
skill matls
1. 2. 90-120 min. reading block
including pre-teaching and
reteaching or 90 min. reading
block plus 15-30 min. extra for
preteaching & reteaching
3. 30-45 min. daily until skills
are mastered
Small group - Students
who need an Intervention
Core Program (ICP) to
reach grade level
1. Two levels
of the ICP in
one year
1. 90 min. plus 60-90 min.
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Grade 2 - 1st Semester 2006-2007
Differentiated Instruction Plan for ReadingInstructional Group
Level & Number
Programs &Materials
Content coverage
(Complete)
Times Instructor & Room
(Walk to Read)
Assessments
At Grade Level
(22)
ComprehensiveReading Program
CRP Enrichment& Challenge
Matls
Themes 1-4
Matls for Themes 1-4
M-F 9:00-10:45(Reading Block)
15 minutesduring Reading
Block
Ms. Vegas - Rm. 23 Theme Tests
Enrichment &Challenge Tests
Standardized PM -3 times/year
Somewhat BelowGrade level
(24)
Small Groups
A (13) & B (11)
ComprehensiveReading Program
CRP for pre-
teaching andreteaching
Phonics Program
for targeted skills
Fluency Program
Themes 1-4
Selected decoding,
vocab, and compskills in Themes 1-4
Gr. A - Level 1AGr. B - Level 1B
Gr. A - Level 1.2-2.2
Gr. B - Level 1.5-2.5
M-F 9:00-10:45(Reading Block)
15 minutes
during ReadingBlock
M-F 1:30-2:00
M-F 1:30-2:00
Mr. Jensen - Rm. 24
Group A - Ms. Sanchez- Title I Rm.
Group B - Mr. Jensen -
Rm. 24
Theme Tests
Theme Tests
Phonics Prog. Tests
Fluency Prog. Tests
Standardized PM -1 times/month
Well Below Grade
Level(19)
Group C - (10)
GroupD - (9)
Intervention Core
Program - Level K
Intervention CoreProgram - Levels
K & 1
Level K - Lessons 1-
120
Level K - Lessons 61-
120
Level 1 - Lessons 1-60
M-F 9:00-10:45
(Reading Block)
+ M-F 1:00-2:00
M-F 9:00-10:45
(Reading Block)
+ M-F 1:00-2:00
Group C - Ms. Wentz -
SpEd Rm.
GroupD - Ms. King -
Rm. 25
ICP Weekly tests
ICP Weekly tests
Standardized PM -1 times/week
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David Howe 2006
Planning
Monitoring
Observing in the Classroom
3. SUFFICIENT & DIFFERENTIATED INTENSITY
OF INSTRUCTION FOR ALL STUDENTS
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Intensity of Instruction vs. Unit of Time
MICROlevel MACROlevel
David Howe 2006
Per Hour:
number of
Piis
PerDay:
number of
Piis
Per Year:
number ofnew skills
mastered
2005-2006
Per Minute:
number of
Piis
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1. Content coverage
2. In-program assessments
3. Standardized progress monitoring
4. State grade level outcome test
5. Classroom observations
Monitoring for Sufficient Intensity of Instruction
David Howe 2006
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David Howe 2006
Planning
Monitoring
Observing in the Classroom
3. SUFFICIENT & DIFFERENTIATED INTENSITY
OF INSTRUCTION FOR ALL STUDENTS
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1. Big Ideas
2. Teaching at instructional level
3. Explicit instruction
4. Systematic instruction
5. Many opportunities to respond
6. Immediate error correction
How Effective Instruction Looks & Sounds
David Howe 2006
Intensity of Instruction Observation Form
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A. B. C. D. E. F. (C x E) G. H.
Activity Time
(min.)
Group
correct
responses
Group
Errors
No. of
students
in group
Piis of
group
members
Individual
correct
responses
(Piis)
Individual
errors
Total >
Intensity of Instruction Observation Form
+ = Correct response - = Incorrect response C = Correction
Teacher _____________________ Date ________________
T t l Piis = T t l + T t l G = _____ Piis P r Mi t = T t l Piis / T t l i t s = _____
Gr # OTRs = T t l C + T t l D = _____ Gr % Acc r cy = T t l C / Gr # OTRs = _____
I iv. # OTRs = T t l G + T t l H = _____ I iv. % Acc r cy = T t l G / I iv. # OTRs = _____
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Kindergarten Instruction
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1st Grade Instruction
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Thank you!
Dave Howe - [email protected]
(541) 346-6216