Drill Down. Reading Diagnosis Model

Transcription

1 Drill Down Reading Diagnosis Model Give at least one assessment in each literacy area* until an area of proficiency is reached. Begin an intervention at lowest area of non-proficiency. IF Proficient THEN CONSIDER Fluency and Accuracy IF Non-Proficient THEN ASSESS Vocabulary Phonics and Word Recognition If Fluency and Accuracy are both Proficient THEN ASSESS Phonics Word Recognition Drastic Strategy Comprehension IF Non-Proficient THEN ASSESS Click on an area for diagnostic assessments and research-based interventions. Phonological Awareness IF Non-Proficient THEN ASSESS Reading Diagnostic Reporting Sheet Instructional Intervention Log Print Concepts Assessments to Determine Reading Level **Terminology based on curriculum standards prior to 2012 Based on Davis School District s Work with Dr. Ray Reutzel Davis School District Farmington, UT

2 Tiered Instruction MENU WORD RECOGNITION as Identified Need TIER 1 INSTRUCTION Continue instruction with re-teaching and differentiation until 80% of students have met benchmark in area of WORD RECOGNITION. Instructional Support: Sight Word Instruction DIAGNOSTIC ASSESSMENT Give diagnostic assessments to the 20% or less of students who do not meet benchmark/grade level standard. Tier 2 INSTRUCTIONAL INTERVENTION Provide instructional intervention in lowest area of non-proficiency. ASSESSMENT and INTERVENTION Descriptions Davis School District Farmington, UT

3 MENU Word Recognition Assessment Word Recognition Zeno Sight Words Assessment (see page 4): Purpose is to identify students who do not meet the grade level expectation for knowledge of sight words. Recognized Zeno Words Mid-Year End of Year Kindergarten 1st Grade 2nd - 6th Grade Instructional Interventions Word Recognition Click on a possible intervention that matches your student s needs. Drastic Strategy: For students who do not meet the grade level expectation for knowledge of sight words (107 Zeno words). Davis School District Farmington, UT

4 ZENO 107 Words Assessment Term Term Term Term Term 1 Term 2 Term 3 Term 4 the their two of there may and her only to can most a we its in what made is about over that up see it said first was out new for if very you some my he would also on so down as people make are them now they other way with more each be will called his into did at your just or which after from do water had then through I many get not these because have no back this time where but been know by who little were like such one could even all has much she him our when how must an than STUDENT Term 1 Term 2 Term 3 Term 4 Susan Zeno Davis School District Farmington, UT

5 ZENO 107 Words the not people most know of have them its little and this other made such to but more over even a by will see much in were into first our is one your new must that all which very it she do my was when then also for an many down you their these make he there no now on her time way as can been each are we who called they what like did with about could just be up has after his said him water at out how through or if than get from some two because had would may back I so only where Susan Zeno Davis School District Farmington, UT

6 Drastic Strategy for Sight Words Word Recognition Intervention Description MENU Who Description Time Materials Instructional Support Procedure Progress Monitoring Sight Words References Students who do not meet the grade level expectation for knowledge of sight words (107 Zeno words). Multisensory technique for learning a sight word. 10 minutes/word (Can be done in a small group or one on one.) Word Cards, Letter Cards, Word Hunt or text that contains the target word, pencil and lined paper Detailed Teacher Instructions, Cue Card, Video (coming soon) Select only unknown words or words that the student confuses. 1. Show and say the word. Have student say the word. 2. Spell the word together with student pointing to each letter. 3. Have student visualize the word. 4. Cover the word and have the student verbally spell the word. 5. Uncover and check the word. (Read and verbally spell the word together.) 6. Guide the student s writing of the word. 7. Check the spelling and then read and verbally spell the word together. 8. Give letter cards for the target word. Have student build, read, and spell the word. Then mix up letters and do it 2-3 more times. 9. Find the target word in text or in Word Hunt 10. Remove all models of the word and ask the student to write the word independently. Repeat process on another day(s) if a word is particularly difficult for student to learn. Considering adding distributed practice to this intervention to increase intensity if student continues to struggle. (Give student opportunities to read these words in a variety of engaging texts over time.) Assess and graph the number of words read correctly in a randomly ordered list. Goal is % accuracy 3 times. Children must learn to identify words quickly and effortlessly so that they can focus on the meaning of what they are reading. (Stanovich, 1986) Teaching Word Identification to Students with Reading Difficulties and Disabilities (Denton and Al Otaiba, 2011) Reconceptualizing the Development of Sight Word Reading and Its Relationship to Recoding (Ehri, 1992) Teaching Were, With, What and Other Four-letter Words (Cunningham, 1980) Dr. Reutzel s work with Davis School District WORD RECOGNITION Intervention Description Teacher Instructions Cue Card Materials Progress Monitoring Davis School District Farmington, UT

7 Teacher Instructions WORD RECOGNITION: Drastic Strategy for Sight Words MENU Time Materials 10 minutes/word (Can be done in a small group or one on one.) Zeno Flash Cards, Letter Cards*, Word Hunt (or text that contains the target word such as a book, wall chart, newspaper, etc.), pencil and lined paper Select only unknown words or words that the student confuses. State the Objective/Explanation: Today we will learn how to read and write a word that appears in many books. This is important because as good readers we want to be able to recognize and read words quickly and easily. Instructional Procedure Teacher s Role Student s Role 1. Shows and says word. Repeats word. 2. Spell word aloud together while student points to each letter. Look at this word. Take a picture of the 3. word in your mind. Remember the order of the letters. 4. Covers word. Verbally spells word. 5. Uncovers word. Checks spelling. Read and spell word together. 6. Writes word while thinking aloud and then guides student s writing of the word. Writes word with teacher s guidance. 7. Check spelling of word against the word card. Read and spell the word together. Gives letter cards* necessary to spell word. Builds the word, reads it, and spells the 8. (If the word is that, only give: t,t, h, a.) You can give student the word card so word. Then mixes up the letters and the builds the word 1 or 2 more times, he/she can self-check. reading it each time it is built. 9. Finds word several times in text or Word Hunt. 10. Removes all models of the word. Writes the word independently. *Student can write the word and then cut it apart letter by letter instead. Repeat process with the same word on another day if the word is particularly difficult for the student to learn. Consider adding distributed practice to this intervention to increase intensity if student continues to struggle or is not showing sufficient growth in word recognition. (Provide student with opportunities to use sight word knowledge in reading a variety of texts.) WORD RECOGNITION Intervention Description Teacher Instructions Cue Card Materials Progress Monitoring Davis School District Farmington, UT

8 Cue Card MENU WORD RECOGNITION: Drastic Strategy for Sight Words DRASTIC STRATEGY FOR SIGHT WORDS See and Say Student Repeats Spell Visualize Cover and Verbally Spell Uncover, Check, Read and Spell Write with guidance Check, Read and Spell the t-h-e t-h-e t-h-e t-h-e 8. Build, Mix up and Build again t h (Repeat 1 or 2 more times) e the in and to 9. Find in text in and to the and to the in 10. Write independently Provide student opportunities to apply sight word knowledge in reading a variety of texts. Based on Davis District s work with Dr. R. Reutzel, WORD RECOGNITION Intervention Description Teacher Instructions Cue Card Materials Progress Monitoring Davis School District Farmington, UT

9 Materials MENU WORD RECOGNITION: Drastic Strategy for Sight Words These files are attached below are click for individual PDF files: 1. Zeno Flash Cards 2. Word Hunt 3. Letter Cards WORD RECOGNITION Intervention Description Teacher Instructions Cue Card Materials Progress Monitoring Davis School District Farmington, UT

10 Progress Monitoring WORD RECOGNITION: Drastic Strategy for Sight Words MENU Materials 1. Zeno Word List 2. Zeno Word List Tracking Sheet 3. Word Recognition Progress Monitoring Graph or Digital Graph Graph Digital Graph Draw an aim-line on the graph. The line should begin at the baseline score and end at the grade level benchmark goal. Number of Correct Words DATE Grade Level Benchmark Student s Baseline Score Benchmark The goal is % accuracy on the progress monitoring assessments at least 3 times in a row. Recognized Zeno Words Mid-Year End of Year Kindergarten 1st Grade 2nd - 6th Grade WORD RECOGNITION Intervention Description Teacher Instructions Cue Card Materials Progress Monitoring Davis School District Farmington, UT

11 the 1 and 3 of to 2 4 a 5 in 6 is 7 it 9 that was 8 10

12 for 11 you 12 he 13 on 14 as 15 are 16 they 17 with 18 be 19 his 20

13 at 21 or 22 from 23 had 24 I 25 not 26 have 27 but 29 this by 28 30

14 were 31 all 33 when 35 their 37 one she an there her 39 can 40

15 we 41 what 42 about 43 said 45 up out if 47 some 48 would 49 so 50

16 them people other 53 will 55 your 57 more into which do 59 then 60

17 these many no 63 time 64 been 65 like 67 who could has 69 him 70

18 how 71 two 73 only 75 its 77 than may most made over 79 see 80

19 first 81 very 83 also 85 new my down make 87 way 89 now each 88 90

20 called 91 just 93 did after water 95 through 96 get 97 back 99 because where

21 know 101 such 103 much 105 must 107 little even our

22 Word Recognition Intervention the in and to in and the to and to in the 1 that of it was was it that of of was that it 2

23 Word Recognition Intervention is for you he you for is he he is you for 3 on as they are they as are on are on as they 4

24 Word Recognition Intervention with be his at his with at be at his with be 5 or from had I I had or from from or I had 6

25 Word Recognition Intervention not have this but this not but have but this have not 7 by were all one all one were by were by one all 8

26 Word Recognition Intervention an when their she she their an when their she when an 9 can we her there there her can we her there we can 10

27 Word Recognition Intervention said what about up about up what said up about said what 11 if some so would out so would if out some some out would so if 12

28 Word Recognition Intervention people them other more other more people them more people them other 13 your which into will will into which your into will your which 14

29 Word Recognition Intervention then many do these do these then many these do many then 15 been who no time time no who been no time been who 16

30 Word Recognition Intervention has him could like like could him has could like has him 17 how than only may two two may than only how may only two how than 18

31 Word Recognition Intervention its made over most most over made its over most its made 19 first new see very very see new first see very first new 20

32 Word Recognition Intervention make down also my my also down make also make my down 21 each way now called called now way each now called each way 22

33 Word Recognition Intervention water did just after after just did water just after water did 23 through get back where where back get through get where through back 24

34 Word Recognition Intervention because know little such such little know because little such because know 25 because know little such such little know because little such because know 25

35 Word Recognition Intervention because know little such such little know because little such because know 25 even much our must must our much even our even must much 26

36 a b c d e f g h i j k l m n o p q r s t u v w x y

37 z