1. Helping More 90% of Students
Become Proficient Readers
Oct. 31, 2011 Donaldson In-Service Grades 3-5
Presented by Leah Vestal

2. Preface:
• Some kids are good readers without instruction.
• Some kids would improve with explicit reading instruction.
• Some kids are puzzles that we have yet to figure out.
• The way many of us teach reading has trickled down from
teachers that have been long retired and our own teachers.
There’s been a lot of research in reading instruction since
that time.

3. This presentation is based on feedback from teachers through candid discussions and
surveys plus my own reflections as a classroom teacher:
*I don’t know where to begin remediating my students.
*Teaching reading is confusing.
*I pick a story and figure out what I’m teaching along the way. We touch on a lot of different things when
we read and discuss.
*I’m still confused about some Eligible Content and question whether it’s important in the advancement of
my students as readers – not just test takers.
*What should I do in small group instruction? Where do I begin? What are the other kids doing?

4. Explicit Instruction: Planning and
Implementing the Mini-Lesson

5. Explicit Instruction: Effective, Intentional
Planning
What comprehension skills or strategy does Harcourt suggest for the selection? Too many?
Not eligible? Something that your kids already have a grip on? You like another better with
that particular story?
Doesn’t really matter all that much as long as it builds upon prior knowledge…..
Pick something that is…..
1) in our curriculum (EC) and
2) That is conducive with the selection.
3) Pay attention to the verbs. Identify? Compare? Explain? Describe? Analyze?
What precisely are you after?
•There were times that I wasn’t ready to “go there” with
summarizing……..
•I preferred to wait to introduce ______ until I read the story……..
•Other subjects were complicated, so I didn’t want to choose a
skill/strategy that was so rigorous…..
•Sometimes I didn’t understand why a reader needed this
skill/strategy……

6. Explicit Instruction: Effective, Intentional
Modeling – “The Mini Lesson”
1) Model for the kids EXCPLICITY how “the pros” do it. How do you use this skill
or strategy before/during/after your own reading? Think out loud.
2) If you don’t understand why something in the reading curriculum can help a
reader, talk to a reading specialist and ask her. She’ll shed some light on it.
Avoiding something because you don’t understand it is a detriment to our
students.
•Why does an 8 year old need to know an author’s
purpose?
•How does text organization aid in comprehension?
•How does summarizing help?

7. Explicit Instruction: Effective, Intentional
Modeling – “The Mini Lesson”
Materials Needed:
• Harcourt Text or Picture Book or other text that is relevant to the
skill/strategy you’re are teaching -
And probably…….
• Whatever material they will use when they are practicing….graphic organizer,
sticky notes, etc., so you can demonstrate with that tool - (more on that)
And for the super ambitious…..
• Smart Board lesson that illustrates this process in an engaging way -

8. Explicit Instruction: Effective, Intentional
Modeling – “The Mini Lesson”
Use Mini-Lessons to model all skills/strategies included in the EC.
As well as……
• Any other reading skill/strategy that is not in the EC (but in our
curriculum – it may be worded differently, though) that is crucial to reading
success….i.e. Back up and re-read; predict; question yourself,
etc…
• Behaviors that support reading…..choosing good books that are
in your range; reading quietly during partner pairs; staying in
one spot the whole time

9. Discussion Point
The mini-lesson is not a new idea.
In fact, it’s right there in the Harcourt manual.
Why have we gotten away from this?
• Kids can read well without explicit instruction
• Failed efforts
• Academic freedom
• Don’t understand the rationale/importance
• Something’s gotta give….
I need to learn more about this EC:______________________________

10. Explicit = (Most) kids could say, “My teacher showed us how non-fiction text
is organized differently and if can spot that pattern, it can help me understand
what I’m reading.
• What have I explicitly modeled in reading last week?
Last month?
• How is “touching on” something different than
explicit instruction?
• What mini-lesson can I plan to model this week?
The EC I plan on explicitly modeling this week:______________________

11. Planning Practice with Purpose
Guided Independent
Practice Practice
Partner Small one-
Pair Group on-one

12. Practice with Purpose
1) Does the practice you are providing line up
with the VERB?

13. 1. Does the practice you are providing line up
with the VERB?
2. Does the practice you provide help develop
strategic readers as well develop good PSSA
test takers?

14. The Sticky Note
• A practical way for students to SHARE how they are
practicing a mental strategy when you can’t be one-on-
one with them.
• If you asked students to practice the strategy you
modeled, how would you formatively assess them?
• A good alternative to some graphic organizers that are
more confusing than helpful.
• How would you keep them on task?

15. Practice with Purpose
Examples of Comprehension Practice 1-2-3
Example: Summarize the key details and events of a text
as a whole.
1. Using the Harcourt passage, pairs can emulate the teacher’s “think
aloud”/modeling. (Teacher is facilitating.)
2. Students practice independently using Harcourt, their AR books, or other text.
(Teacher works with at-risk group using leveled readers.)
Sticky Summarizing
3. In the future, follow through with explicit modeling, practice and independent
open-ended practice if applicable assuming they have the prerequisites.
Example: Summarize what happened after Virtue ate the rice.
Summarize how children of Iceland capture and release the puffins.

16. Practice with Purpose
Examples of Comprehension Practice 1-2-3
Example: Identify, explain, interpret, compare, and/or describe
connections between texts.
1. Using the Harcourt passage, pairs can emulate the teacher’s “think aloud”/modeling.
(Teacher is facilitating.)
2. Students practice independently using Harcourt, their AR books, or other text.
(Teacher works with at-risk group using leveled readers.) Sticky Connections
&
summarize
3. In the future, follow through with explicit modeling, practice and
independent open-ended practice if applicable assuming they have the
prerequisites.
Explain how the poem “Pizza” is different than the poem “Stromboli”. Use 2
details to support your answer.

17. Being Efficient…..
Examples of Comprehension Practice 1-2-3
Example: Make inferences and/or draw conclusions based on information from
the text.
1. Using the Harcourt passage, pairs can emulate the teacher’s “think
aloud”/modeling. (Teacher is facilitating.)
2. Students practice independently using Harcourt, their AR books, or other text.
(Teacher works with at-risk group using leveled readers.) Sticky Inferencing
3. In the future, follow through with explicit modeling, practice and
independent open-ended practice if applicable assuming they have the
prerequisites.
Explain why the character believed that the Old Woman lived in a shoe. Use at least 2
details from the passage to support your answer.

18. • What are some other quick methods to formatively
assess students’ REAL reading other than sticky notes?
• What is your next step in implementing explicit
practice?
• How can you tell if EC is tested using the open-ended
format and requires us to practice like that?
How I plan on formatively assessing during reading strategies:
__________________________________

19. Parts 1 and 2 - Summary
We need to be mindful of the eligible content and the associated
verbs when planning mini-lessons and practice.
It is important to explicitly model for students the thinking process
that good readers do. Some students have acquired good reading
strategies automatically while other readers will need much more
direct instruction.
Provide the students with both guided practice and independent
practice so we can monitor progress and adjust our instructional
goals.
Be mindful of the PSSA question stems during modeling and practice.
Reader’s Workshop Approach

20. Ideas for Integrated Repeated Practice
serve dual purposes using materials you already have

21. Define and/or apply how the meaning of words or phrases
changes when using context clues
1. Have students “guess the
covered words” using context
clues as an introduction to the
words.
2. Reveal the answers.
3. Conclude the lesson by
discussing and writing student
responses that were synonyms or
near synonyms.

22. Identify and/or interpret a
synonym or antonym of a word used in text.
Examples: Graphic/Sketch Examples: Graphic/Sketch
Non Examples: Non Examples:
Synonyms/Near Synonyms: Sentence/Definition Synonyms/Near Synonyms: Sentence/Definition
Antonyms/Near Antonyms Antonyms/Near Antonyms
Examples: Graphic/Sketch Examples: Graphic/Sketch
Non Examples: Non Examples:
Synonyms/Near Synonyms: Sentence/Definition Synonyms/Near Synonyms: Sentence/Definition
Antonyms/Near Antonyms Antonyms/Near Antonyms

23. Identify how the meaning of a word is changed when an
affix is added;
Identify the meaning of a word from the text with an affix
re-, pre-, in-, un-, dis-, mis-, non-; -ful, -less, -ble, -ly, -or, -ness, -ment.
Vocabulary Word Base word + affix = Words that contain the same letters
– underline the affixes Make new words…Check for accuracy. as one of the affixes in the row….
laugh laughable table
messy messiness (This actually has 2 suffixes.) baby
leisure leisurely holly
disappointment reappoint; appointer disc
perseverance (Would discuss that this probably is a root word…..)
uneasy easily (This actually has 2 suffixes.) until

24. Putting it all together in to one big EC chart.
Name:________________________________________ re-, pre-, in-, un-, dis-, mis-, non-; -ful, -less, -able, -ly, -or, -ness, -ment.
Donavan’s Word Jar
Vocabulary Word Add on 1 new 3 new words that use Same structure as the Synonyms (s),
affix from the the affix in a similar affix but not an affix antonyms(a), example (e)
list if possible way and/or definition (d)
EXAMPLE 1 laughable x x
S – chortle, chuckle, giggle
A – cry, weep
laugh Ex: Mary saw her laugh at the funny
clown.
EXAMPLE 2 x brainy, steely, boy, stay, play,
S – untidy, cluttered, disorganized
A – clean, spotless, immaculate
sunny ready, pretty
messy Ex: The messy desk made the
teacher cringe!
leisure x x
disappointment x
perseverance x x x
uneasy x

25. Discussion Point
• Think of your vocabulary assignments you routinely
assign. What value are the students getting beyond
learning new words?
• Did you know…..all of these ideas can be made into
interactive SmartBoard lessons to use for modeling
and small group practice? (And independent practice at individual
computers)
A vocabulary strategy I could explicitly model then use for practice on a
regular basis to give added value is_______________________________

26. Identify and/or interpret meaning of
multiple-meaning words used in text.
1. Identify words that are multiple meaning.
terrible
total total, handle, single, force, title
medal
2. Discuss and have them quickly sketch two graphics that will help
signal
simple them remember the 2 meanings. (There may be more meanings, but the
point is to familiarize them with the fact that words sometimes have multiple
loops meanings and that context will reveal the meaning.
handle
normal 3. Write meaningful (contextual) sentences for those words.
purple
people
explore 4. The key is making this a regular part of “what you do”.
single
middle Alternative ideas:
force • Once they are proficient with a dictionary or shift F7, they can
central check/confirm the multiple meanings independently.
title • Do half together in class and have them find the 3 remaining MM
apple words for HW.
astronaut
• Look at your spelling list with fresh eyes and think of ways you
able
can integrate EC into the words.

27. Identify, explain, interpret, compare, and/or describe
connections between texts.
&
Identify, explain, interpret, compare, and/or
describe components of fiction and literary nonfiction:
Have “Making Connections” Days regularly
• Making Connections (Harcourt)
• A poem and the selection
• The selection and what they are reading
independently
• Current selection with past selections
What would be the prerequisites before you could
have the students write explanations, comparisons,
and descriptions of connections between texts and
components between texts independently?

28. Identify, explain, interpret, compare, and/or describe
connections between texts.
&
Identify, explain, interpret, compare, and/or
describe components of fiction and literary nonfiction:
The selection and what they are reading independently
• Another way to hold them accountable for independent reading
• Great for homework/Parent involvement
• Constantly changing -> so endless texts in which to respond
• Great EC for blogging, Build-a-Book if you like to be creative

29. Non-Fictional ONLY EC
1. Use template with PSSA question stems for periodicals to
provide practice on applicable skills.
2. Use effective questioning techniques when reading non-fiction
across the curriculum.
3. Use social studies and science as a time to intentionally
practice non-fiction reading strategies.
What would be the prerequisites before you
could have students practice the non-fiction
reading strategies and get the results you want?
Why is discussing not enough?

30. Discussion Point
• How might social studies or science routines
change to include more explicit instruction?
• How can you integrate that in with your existing
structure?
My next step towards intentional, routine non-fiction
reading:________________________________________________

31. Part 3 - Summary
We should be providing our students with a lot of practice on what
we have explicitly taught. Not only are we concerned about
helping them become strategic readers but also strategic test
takers.
We should be mindful that our practice helps accomplish both of
these tasks.
We know that kids who struggle need lots and lots of practice and
including them into our routines is one way to make sure we are
regularly including that practice.
Keep in mind the prerequisites the students will need before
planning our lessons and assigning independent practice.

32. Assessment

33. Harcourt Tests
• Limited in what this test tells us due to repeated readings of
the story, but you want a grade (That’s cultural.)
• Modify tests to include more EC, but keep in mind….
• New series in 2 years? (They will still have a place…..)
• Can use these tests to practice QAR (challenging) or Thick
vs. Thin (easier) and eliminating choices
• Additional reading assessments from Harcourt are available
on I drive. Good for cold assessment to re-evaluate needs.

34. Conferring
• Sit down next to a child as they read and have them
read to you. Are they applying what you explicitly
modeled and practiced? Coach them….
• Pull kids together that have similar needs and provide
further practice.
• It will become apparent that most of your class is
independent and you can just hone in on……

35. • What are you typically doing when students are
practicing reading? Can you imagine yourself
conferring with a couple of at-risk students each day?
• What are some other benefits of conferring with
students?
Three students to confer with this week:________________________________________

36. 000-099 Generalities

37. Monitor Independent Reading
More Closely
• Students have to read on their own level to
apply the skills and strategies we have
explicitly modeled and taught.
• AR is the tool we are using to help monitor
that.

38. Problem Possible Solution
Student isn’t reading enough. In school: Prioritize it.
At home: Require it for homework.
Communicate with the parents.
Student makes every excuse not to read. Behavior modification: Have all the books
in a book bag; Stay in one spot. Once
situated -> not allowed to move, etc….Teach
the appropriate behaviors.
I assign 20 minutes of reading for HW, but it Structure it. Just saying, “Read” isn’t
isn’t getting done. enough. Make the goals shorter term by
tracking the minutes or pages read.
Assign EC HW to accompany the reading.
More on that…..
Have students read the same text as a peer
to keep accountable.
Check in with your students every few days.
Check with the librarian for higher interest
texts on students’ levels.

39. The Big I
It really makes a BIG difference.
• The BIG I was selected over a 'hamburger' or other organizer b/c it's
easy to draw and works for this purpose
• We need uniformity among and between grade levels and special
area teachers.
• Written expression is a prerequisite to students explaining,
describing, and comparing (in writing) what they are reading.
• It is recommended to teach the structures (basic description and
compare/contrast) early without the reading component so the
students have the prerequisites skills needed to apply that to a
reading situation.

40. Smarter Centers
• Many of the ideas presented can become “centers” once students are at least
proficient enough to work on the task in a small group.
• The Smart Board has many interactive features which could be used as a center.
• Reading Skills and Test Tutor links are classified by EC and can be found under
TeacherSites. (Ask me why….)
• Generic vocabulary games like Rummy and affix board game….add new words with
each new selection -> new application
• How about some generic PSSA Lingo discussion cards for students to use at a
discussion centers?
• Making connections where pairs compare across texts (a poem and Harcourt
selection, for example); Fill out large laminated Venn share write a response using
BIG I.

41. References/Resources
Beth Newingham – Guru on Reader’s Workshop…contemporary model of teaching
reading including the mini-lesson, guided practice, and independent practice
The Café Book - A system of explicitly modeling a skill and progress monitoring
The Sisters – CAFÉ interactive resources – Don’t understand why a skill or strategy is
important? These helpful “Ready References” may be what you need.
The Art of Teaching Reading