Enhancing Basal Instruction
using Lesson Maps and
Templates: Why and How
Presenter:
Rhonda Crowl
By three methods we may learn
wisdom: First, by reflection, which is
noblest; second, by imitation, which
is easiest; and third, by experience,
which is bitterest.
~Confucius (c.551-479 B.C.)
Morning Agenda
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Introduction and Housekeeping
Basal Basics
Looking at the Lesson Maps
Effective Instructional Techniques
Templates 1-3/Model and Practice
Mid-Morning Break
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Clear and Explicit Phonemic Awareness Instruction
Templates 4-6/Model and Practice
Steps in an Explicit Phonics Lesson
Templates 7-10/Model and Practice
Review and Questions
Break for Lunch
Benchmark, Strategic and Intensive
Levels of reading proficiency as determined by the
DIBELS Benchmark Assessments.
z Benchmark– Students who will likely benefit from
the core program, are on track, and on grade level.
z Strategic– Students in need of additional support.
They score at or above the 20th percentile but
below the 40th percentile.
z Intensive– Students in need of substantial
instructional support. They score below the 20th
percentile.
Basal Basics
Basal programs teach to the benchmark students, so
accommodations have to be made for struggling readers.
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Leveled Readers
• Easy, At Level, Challenging
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Practice Books
• ELL, Easy, At Level, Challenging
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Focus Boxes/Activities
• Located in the side bars or bottom of pages in TE
Basal Basics
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The Scope and Sequence of skills for most basal
programs are based on the Stages of Reading
Development. (Ehri 1995, Moats 2000)
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The pacing for each grade level is based on the
assumption that all students have mastered the
skills at their stage of reading development and
are ready to move on.
Stages of Reading Development
PREALPHABETIC
or PRELITERATE
PARTIAL or EARLY
ALPHABETIC
cat fog
pet bin
FULL or LATE
ALPHABETIC
street rake
sang turn
CONSOLIDATED
ALPHABETIC or
ORTHOGRAPHIC
un-re-li-a-ble
un-reli-able
Ehri 1995, Moats 2000
Stages of Reading Development
PREALPHABETIC
or PRELITERATE
Pre-k
PARTIAL or EARLY
ALPHABETIC
cat fog
pet bin
Late k to
early grade 1
FULL or LATE
ALPHABETIC
street rake
sang turn
Late grade 1 to
early grade 2
CONSOLIDATED
ALPHABETIC or
ORTHOGRAPHIC
un-re-li-a-ble
un-reli-able
Late grade 2
Grade 3+
Ehri 1995, Moats 2000
Basal Basics
Explicit vs. Implicit Instruction
Explicit- direct, systematic instruction
Implicit- instruction that relies heavily on
questioning and does not follow a
systematic sequence of lessons.
Explicit or Implicit? Example #1~
Read the big book Minnie Monkey. Ask students to listen for
a sound they hear many times in this book (/m/). Ask
individual students to show where in the story they see
words that contain the sound /m/. Give students
sentence strips to order and retell the story with a
partner. Ask students to think of other /m/ words. Have
them draw pictures for each word in their journals and
write a sentence that contains one of the words.
Explicit or Implicit? Example #2~
Display the large ice cream sound/spelling card. Ask a
student to name the picture that is on the card. Write the
words ice cream on the board, and ask a volunteer to
underline i in the word ice. Ask students what sound the
i makes in ice cream. Have children chant /ī/ /ī/ /ī/ /ī/ as
you point to the letter.
As you display and name each Picture Card, have children
repeat the word and listen for the long i sound: bike, dime,
five, kite, nine, prize, slide, vine, white.
Explicit or Implicit? Example #3~
Engage in a fast paced, whole group response PA activity using the /m/ sound.
Display the large mouse sound/spelling card. Have children name the picture
with you. Point to the m and say that the spelling m makes the /m/ sound.
Say that /m/ at the beginning of mouse is spelled with an m. Have children
chant /m/ as you point to m. Ask students to write an m in the air as you
remind them that m is a spelling for /m/. Read a list of words and have
students use thumbs up when they hear /m/ at the beginning of a word.
Then blend 15-20 words on the board using sound-by-sound blending, most
of which use the /m/m sound/spelling. Then pass out Matt’s Map and
engage in whole class reading of the decodable text.
Effective Instructional Techniques
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Unison oral responding
• Actively engages all students
• All students get to respond every time instead
of just a few
• All of the students get the practice
Effective Instructional Techniques
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Unison Oral Responding
Signaling
• Supports Unison Oral Responding
• Need to use the same signals routinely
• Visual and auditory
• Clear and concise
Effective Instructional Techniques
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Unison Oral Responding
Signaling
Pacing
• Pacing is critical to student engagment
• Too slow and the students will disengage, too fast
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and you will leave some behind
As slow as you have to, and fast as you can.
Keep it perky, not franatic
Effective Instructional Techniques
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Unison Oral Responding
Signaling
Pacing
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Monitoring
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• Have your students seated so you can see everyone
• Always be watching (and listening) to see who is
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answering correctly and who is struggling
Watch out for “echo answerers”
Effective Instructional Techniques
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Unison Oral Responding
Signaling
Pacing
Monitoring
Correcting Errors and Teaching to
Mastery
• When in doubt, treat it as an incorrect answer.
• “Practice doesn’t make perfect, perfect practice make
perfect.” Vince Lombardi
Effective Instructional Techniques
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Unison Oral Responding
Signaling
Pacing
Monitoring
Correcting Errors and Teaching to
Mastery
Template Cards 1-3
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Card #1 Template for Letter Recognition
(Name) Review
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Card #2 Template for Letter/Sound Review
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Card #3 Template for Practicing Word
Reading
Clear and Explicit
Phonological Awareness Instruction
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Recognize and state the purpose of the activity.
Scaffold instruction using hand signals and/or manipulatives.
Stick to the task.
Give verbal response signal.
Do not write the words on the board.
Elicit whole-group responses.
Provide sufficient repetition.
Complete all of the practice provided.
Ensure that the instruction is practice and not a test.
Remember:
Phonemic Awareness activities are auditory. When you visually
attach a symbol to the sound it becomes a Phonics activity.
Keep it auditory, only.
Template Cards 4-6
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Card #4 Template for Onset-Rime Blending
Instruction
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Card # 5 Template for Phoneme Blending
Instruction
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Card #6 Template for Phoneme Segmentation
Basal Basics
Systematic vs. Incidental Phonics
The systematic approach to phonics provides teachers with lessons that
teach a set of phonic elements in a particular order. This order is
generally based on linguistic factors related to which sounds are
easiest for students to produce at an early age.
With incidental phonics instruction, the teacher does not follow a
preplanned sequence of lessons to teach sound/spellings, but makes
decisions as to what phonic elements to teach based on the
opportunities the text presents.
Explicit Phonics Lesson
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PA warm up
Introduce or review sound/spelling
(explicit)
Blending (explicit)
Decodable text
Dictation
Word work
Template Cards 7-10
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Card #7 Template for Sound/Spelling Review
Card #8 Template for Sound-by-Sound
Blending
Card #9 Template for Continuous Blending
Card #10 Template for Word Reading-Spelling
Focused
Afternoon Agenda
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Text Types and the Importance of Decodable Text
Templates 12-14/ Model and Practice
Comprehension: Skill and Strategy
Template 15/ Model and Practice
Multi-syllabic Word Reading and Strategy Instruction
Template 16, Template 10 Revisited/ Model and Practice
Afternoon Break
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Effective Vocabulary Instruction
Card 17: Sides A and B/Model and Practice
Common Template Errors
Templates and Interventions
Bringing It All Together
Have a wonderful evening!
Text Types
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Wordless: Books containing no words, only pictures.
Pre-Decodable (High-Frequency): May be predictable, lots of
repetition of the high-frequency words learned in the accompanying
lesson.
Predictable: These books have repetitive phrases with a predictable
pattern and are often leveled by the publisher.
Decodable: Controlled by the previously taught phonic elements
and high-frequency words.
Controlled: Controlled for vocabulary and not considered trade
books or authentic by most educators. No particular phonic focus or
enough repetition of a phonic element to be considered decodable.
Leveled: May be leveled by many elements (phonics, vocabulary,
interest, etc.) Usually used as below-level, on-level, and advancedlevel readers.
Authentic: Literature which may be leveled to determine grade
level. May be sold as trade books.
Text Type Questions
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What type of text should be used with students who
need support with concepts of print?
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What type of text should be used with students who
need practice with high-frequency words?
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What type of text should be used with students for
fluency practice? Is this the same for all students?
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What type of text should be used with students who
need support with reading strategies?
Words in the English Language
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50% are wholly decodable
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37% are only off by one sound
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50% of the words we read are made up of the
first 107 high-frequency words.
Template Cards 12-14
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Card #11 Template for Reading Decodable
Text Instruction-Introductory
Card #12 Template for Reading Decodable
Text Instruction-Intermediate
Card # 13 Template for Reading Decodable
Text Instruction- Advanced #1
Card #14 Template for Reading Decodable
Text Instruction-Advanced #2
Factors that Impact Reading
Comprehension
Reader
Reader Based
Based Factors
Factors
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Phonemic
Phonemicawareness
awareness
Alphabetic
Alphabeticunderstanding
understanding
Fluency
Fluencywith
withthe
thecode
code
Vocabulary
Vocabularyknowledge
knowledge
Prior
Priorknowledge
knowledge
Engagement
Engagementand
andinterest
interest
Text
Text Based
Based Factors
Factors
••
••
••
••
Narrative
Narrativevs.
vs.expository
expository
Genre
Genreconsiderations
considerations
Quality
Qualityof
oftext
text
Density
Densityand
anddifficulty
difficultyof
of
concepts
concepts
Big Ideas in Beginning Reading, Univ. of Oregon
http://reading.uoregon.edu/comp/comp_why.php
Causes of Reading
Comprehension Failure
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Inadequate instruction
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Insufficient exposure and practice
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Deficient word recognition skills
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Significant language deficiencies
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Background Knowledge
Vocabulary
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Inadequate comprehension monitoring and selfevaluation
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Unfamiliarity with text features and task demands
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Inadequate reading experiences
Comprehension Strategy Use for
Proficient Readers Relies on...
• An awareness and understanding of one's
own cognitive processes
• Recognition of when one doesn't understand
• Coordination and shifting the use of
strategies as needed
Big Ideas in Beginning Reading, University of Oregon
http://reading.uoregon.edu/comp/comp_why.php
Steps in Explicit Strategy Instruction
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Direct
Direct explanation
explanation
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Modeling
Modeling
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Guided
Guided practice
practice
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Feedback
Feedback
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Application
Application
Dickson, Collins, Simmons, and
Kame’enui, 1998
Template Card 15
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Card #15 Template for Explicit Strategy
Instruction
Teaching Students to Read Big Words
Blending
Two-Syllable Words
Teacher supports “chunking”
by showing syllable breaks
with procedure.
Emphasized: Grades 1-2
Syllabication
Instruction
Teacher shows students
how to “chunk” on their own.
Emphasized: Grades 2-3
Teaching of
Common Affixes
un-, dis-, re-,
-s, -es, -ed, -ing, -ly, -tion
Teacher supports “chunking”
by showing students the affixes.
Emphasized: Grades 1-3
Teaching Word Attack
Procedure
Teacher shows students how to
attack big words on their own and
prompts use of procedure whenever
students are reading.
Multisyllabic Words
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There IS a difference!
Multisyllabic Word Reading
• Card # 10: Spelling Focused Word ReadingMultisyllabic
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Multisyllabic Word Attack Strategy
• Card # 16: Multisyllabic Word Attack Strategy
Template Cards #10 and #16
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Card #10 Revisited Template for Spelling
Focused Word Reading Multi-syllabic
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Card #16 Template for Multi-syllabic
Word Attack Strategy
Vocabulary Knowledge
Learning, as a language based activity, is
fundamentally and profoundly dependent on
vocabulary knowledge. Learners must have access to
the meanings of words that teachers, or their
surrogates (e.g., other adults, books, films, etc.), use to
guide them into contemplating known concepts in
novel ways (i.e., to learn something new).
Baker, Simmons, & Kame'enui, 1998
Importance of
Independent Reading
Research has shown that children who read even ten
minutes a day outside of school experience
substantially higher rates of vocabulary growth
between second and fifth grade than children who do
little or no reading.
Anderson & Nagy, 1992
Two Types of
Vocabulary Instruction
g
n
i
n
r
a
e
l
n
Wordo
i
t
c
u
r
t
s
n
I
y
g
e
t
Stra
Specific
Word
Instruct
ion
Word-Learning Strategies
Commonly Taught
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Context
Context clues
clues
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Apposition/Restatements
Apposition/Restatements
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Word
Word structure
structure
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Syntactic
Syntactic clues
clues
Word-Learning Strategies
To
To promote
promote large-scale
large-scale long-term
long-term
vocabulary
vocabulary growth,
growth, teachers
teachers must
must aim
aim
at
at increasing
increasing students’
students’ incidental
incidental word
word
learning.
learning.
Nagy,
Nagy,1988
1988
Steps in Explicit Strategy Instruction
zz Direct
Direct explanation
explanation
zz Modeling
Modeling
zz Guided
Guided practice
practice
zz Feedback
Feedback
zz Application
Application
Dickson, Collins, Simmons, and Kame’enui, 1998
Template Card #17
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Card # 17 Word-learning Strategy
Instruction
Common Methods of
Teaching Specific Words
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Direct
Direct definitions
definitions
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Analogies
Analogies
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Categorizing
Categorizing and
and classifying
classifying
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Antonyms,
Antonyms, synonyms,
synonyms, and
and homonyms
homonyms
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Semantic
Semantic mapping
mapping
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Feature
Feature analysis
analysis
Critical Features of Specific
Word Instruction
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Multiple
Multiple exposures
exposures
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Use
Use synonyms
synonyms and
and antonyms
antonyms
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Make
Make up
up aa novel
novel sentence
sentence
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Classify
Classify with
with other
other words
words
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Direct
Direct definitions
definitions
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Relate
Relate the
the definition
definition to
to one's
one's own
own
experiences
experiences
Big
BigIdeas
IdeasininBeginning
BeginningReading,
Reading,University
UniversityofofOregon
Oregon
http://reading.uoregon.edu/flu/flu_what.php
http://reading.uoregon.edu/flu/flu_what.php
Templates and Interventions
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Pre-teaching for strategic and intensive
students is already built into the lesson
maps.
Differentiated instruction within the
classroom is the most effective intervention
for Strategic students.
Templates and Interventions
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Repetitions:
Most Benchmark students need 4-14
repetitions of information for it to be
transferred into their long term memory.
Strategic and Intensive students may need
14-250 repetitions.
Bringing It All Together
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Questions/Answers
What we learn to do, we learn best by doing.
~Aristotle~