The Bridge
Edition Three: November 7, 2016
Tip of the Month
Try a Thinking Routine
CLICK HERE to see a list of Core Thinking Routines that you can use in your classroom TOMORROW!
Comprehension Strategies
Teach reading comprehension strategies
Teachers can use single- or multiple-strategy instruction.
- Single-strategy instruction introduces each strategy individually and includes practice for some period of time, usually a few weeks, before the next strategy is introduced. Over time, students come to master a collection of strategies. It may be easier to begin with single-strategy instruction because it allows the teacher and students to focus on one strategy at a time. However, as additional strategies are introduced, teachers should encourage students to use all the strategies they have learned as they read, because students may forget previous strategies or stop using them when the next strategy is introduced. Table 3 provides examples for classroom activities for single-strategy instruction.
- Multiple-strategy instruction introduces several strategies simultaneously, and they are practiced in combination so that readers learn to use them together as they read. The panel does not believe that there is enough evidence to advocate the use of multiple-strategy instruction over single-strategy instruction and therefore recommends that teachers choose the approach that is best for their classroom environment. With either approach, though, the goal should be, ultimately, to teach students several strategies. Multiple-strategy instruction might be more complicated initially, but it familiarizes students with using the strategies together from the very beginning, providing a more authentic, strategic reading experience.
Below are four examples of multiple-strategy formats that combine strategies with an explicit method of teaching them to improve comprehension.
Reciprocal Teaching
Overview: Take turns leading a conversation on the text using four strategies modeled by the teacher. The teacher describes all of the strategies in succession. The teacher then models each strategy in turn and explains why the strategy helps students understand the text. This method usually occurs in small groups.
Typical strategies taught: Predicting, Clarifying, Questioning, and Summarizing. This combination is meant to give students the tools they need to enhance and monitor their own comprehension.
Transactional Strategy Instruction
Overview: Focus on a few strategies at a time, concentrating on improving the students’ memory, comprehension, and problem-solving skills. The teacher selects from a large menu of strategies to explicitly teach (see below). Teachers then explicitly teach the strategies by explaining strategy use and processes, modeling the strategy using teaching “think-alouds,” assisting in practicing the strategy, and applying the strategy to reading and writing. Teachers should gradually release responsibility to the students (see text in this recommendation on using gradual release of responsibility). Teachers may use these strategies to motivate students to involve themselves in the text and to stimulate a class discussion about the text.
Typical strategies taught: Activating prior knowledge, Predicting, Questioning, Visualizing, Summarizing, Monitoring, Clarifying, Goal setting, Text structure
Informed Strategies for Learning
Overview: Combine a variety of reading comprehension strategies to show students that the strategies they learn are useful and necessary for being able to read with understanding. To begin, teachers can explicitly teach several strategies that will help students to understand what they read. For example, teachers can model how they monitor their own understanding by stopping periodically and asking themselves whether they understand what they just read.
When combining this strategy with others, teachers can display a bulletin board linking each strategy to a picture or themed metaphor (e.g., various road signs) representing how to put each into practice (in the previous example, a stop sign might remind students to stop and monitor their own understanding). The board serves as a reminder during lessons and while students read independently. Teachers encourage students to be aware of what they are reading, and students continually monitor and evaluate their own understanding.
Typical strategies taught: Activating prior knowledge, Drawing inferences, Visualizing, Summarizing, Monitoring
Concept Oriented Reading Instruction
Overview: Teach comprehension strategies in the context of learning about an overarching concept, typically in the natural sciences, in order to engage students and motivate them to learn. Teachers introduce one strategy per week, systematically integrating the strategies in later weeks. Teachers can bring in other instructional practices, including hands-on activities, collaborative learning activities, and offering students some choice in and control over what they learn.
Typical strategies taught: Activating prior knowledge, Questioning, Summarizing, Text structure
CRA? Concrete, Representation, Abstract
How do students learn math best? Decades of research have been conducted on the use of the CRA method (Concrete, Representational, Abstract sequence) in mathematics to increase student achievement. Varying results have been achieved dependent on the group of students being studied and the length of time included. But one thing is for certain, that the greatest majority of research points to a positive effect on student achievement by using the CRA sequence.
All students in grades K-12 can benefit by first connecting mathematics to a hands on model. As pictured above, the sequence is demonstrated using base ten blocks. The research also indicates that unless there are explicit connections made between each of the three steps in the sequence that the mathematics behind it gets lost.
CRA, a Framework for Conceptual Learning
The Florida Standards for mathematics provide the foundation for conceptual understanding. Evidence of this can be found throughout the K—12 standards.
“Add and subtract within 1000, using concrete models or drawings….”
FLDOE
This is an excerpt from the 2nd grade Florida Mathematics Standards.
Math Instruction Framework
In Indian River County, the CRA sequence is part of the math instruction framework. The Curriculum and Instruction Department continues to provide professional development opportunities and coaching on the sequence. Soon all of our educators and students will use this sequence to improve instruction and learning during all parts of the mathematics instructional block.
Professional Development
Here is a list of Thinking Routines you can Implement in your classroom tomorrow! Get your students engaged and thinking deeply.
Routine for Introducing and Exploring New Ideas: The Explanation Game
Routine for Synthesizing and Organizing Ideas: Headlines
Routine for Digging Deeper: Circle of View Points
Career and Technical
In recognition for Manufacturing Month, Float-On, manufacture of boat trailers, M.A. Ford, manufacture of industrial cutting tools and Nylacarb Corporation, manufacturer of custom plastic products, hosted Career and Technical Education (CTE) instructors on tours of their local manufacturing facilities in Indian River County.
Teachers began the tour at the Alternative Center for Education’s, Eagle’s Nest cafe, where they boarded a Magic Carpet Ride motor coach and were taken to each of the manufacturers for a tour. The tour began with a presentation by Helene Caseltine from the Indian River County Chamber of Commerce
Middle School and High School Career and Technical Education Instructors toured the local manufactures to learn about career opportunities here in Indian River County. The tours provided an opportunity to talk with employees at these companies. For some of the instructors, they met actually met some of their former students.
Digging Into Data with i-Ready Reports
The power is in the data! Looking deeper into i-Ready reports gives teachers the power to customize instruction for their students, while also giving them valuable tools to inform parents about student progress. Here are two of the reports that can be viewed that provide instructional data to help drive instruction for students.
Student Response to Instruction This report describes how each student is performing on his/her online lessons, if the student is making progress, and what domains he/she is working within. It provides a comprehensive look at the online instruction by providing data about lessons that are both in progress and completed. Each lesson is tied to a standard, and the standards for each lesson can also be viewed here. Teachers can drill down to individual lessons to view the lesson through the eyes of a student. An overall pass rate is provided, as well as the amount of time spent on lessons. Alerts are included if the student is failing lessons or if a domain has been turned off for students. This is the report that is most helpful for teachers when planning individual student instruction.
Instructional Grouping Profile Report Once teachers are ready to begin planning for small group instruction based upon i-Ready data, this report provides a great amount of information. First, this report groups the students based upon their diagnostic assessment results. Next, it places students into “profiles,” or groups. These five groups have commonalities regarding academic levels of students. Priority domains are broken down into a list of necessary skills in which the students need additional instruction to make progress. Many resources are also provided for each profile that are designed to meet the specific academic needs of each group. This is the report that is most helpful for teachers when planning small group instruction.
If you have questions or need additional information, please contact Julie Green (ex. 6099) or Krista Sadlers (ext. 6180).
SMART Tip!
We have all heard it over and over again…Don’t reinvent the wheel! Save time and effort by finding lessons on SMART Exchange. It is the perfect place to find lessons that are already created and that are also able to be edited!
When searching for lessons on the SMART Exchange website, it is important to know that there are many ways to find what you are looking for. Here are the top ways to search for lessons to meet your students’ needs:
1. Search by KEYWORD by typing it in the search bar. Then, you can narrow further by grade level, subject, and type of lesson. You would need SMART NOTEBOOK lessons, only.
2. Next, choose MOST DOWNLOADS. This choice can be found at the top of the search screen. This allows you to see the lessons that are currently being used and downloaded by teachers all over the world. It brings the best of the best to the forefront.
3. You can also search by STANDARDS ALIGNED at the top of the screen. Here, you can choose the individual standards you are planning on teaching, and it will provide any lessons that pertain directly to that standard. This can save lots of time!
As always, if you have any questions or need assistance, please contact Julie Green (ext. 6099).
Making Connections for English Language Learners (ELLs)
Reading Strategies for ELLs
Knowing vocabulary words is key to reading comprehension. The more words a child knows, the more he or she will understand the text. Using a variety of effective teaching methods will increase the student’s ability to learn new words, therefore increasing comprehension. – Colorin Colorado
Strategy for teaching prefixes and suffixes:
Readers look for root words within a longer word. Notice the beginning and end to see if it changes the meaning of the root at all. Then think about how the word is being used.
Ask the student:
· Is there a prefix?
· Is there a suffix?
· Look at what’s left, that’s the root.
· Is there a root you know?
· Where have you seen that root?
Here’s an example of an anchor chart that can be used to teach prefixes or suffixes:
Universal Design for Learning: Meeting the Needs of All Students
By: Patti Ralabate, American Speech-Language-Hearing Association
Universal Design for Learning (UDL) provides the opportunity for all students to access, participate in, and progress in the general-education curriculum by reducing barriers to instruction. Learn more about how UDL offers options for how information is presented, how students respond or demonstrate their knowledge and skills, and how students are engaged in learning.
To read read more about UDL:
http://www.readingrockets.org/article/universal-design-learning-meeting-needs-all-students
Student Services
Classroom-Level PBS (Tier 1)
This online training is intended for anyone who is interested in establishing a Tier 1 PBS system in their classroom, but will be of most benefit to individuals in schools that are already implementing Tier 1 PBS (universal/school-wide level). Information, resources and tools are provided to assist in the design of classroom expectations, rules, routines, lesson plans for expected behaviors, strategies for encouraging appropriate behavior, and guidelines for responding to problem behavior.
Individuals will be required to enter their demographic data each time they access the material, but they may navigate around to different slides in the training after doing so.
Click here to access the classroom training.
SDIRC Curriculum and Instruction
Email: Megan.Kendrick@indianriverschools.org
Website: https://www.indianriverschools.org/
Location: 6500 57th Street, Vero Beach, FL, United States
Phone: 772-480-6922
Twitter: @IRCWeArePD