Professional Documents
Culture Documents
Goal
Present a rationale for considering intervention programs and intervention strategies. Argue that fluency strategies can be integrated into your existing structure for ELL or social studies. Present one fluency and comprehension intervention. Provide you with readings to build your knowledge.
Only in K-2
You know that all vendors claim their wares are scientifically based
It may not be entirely true. A scientifically-based program would have to be tested with random assignment of students or classrooms, implemented with fidelity, and yield better outcomes compared with a control group.
Scientifically-based programs
Benefits The scope and sequence is already systematic. There are scripts to keep instruction explicit. After initial training, less planning time is needed. Costs Time and focus may be inconsistent with your needs. The programs may be expensive. There may be no way to allow multiple entry points.
Scientifically-based strategies
Benefits
The instructional strategy is very specific to address one or two components of reading. The skill can be measured repeatedly to test student response.
Costs
Strategies are published in research journals; you have to find them. More planning time is needed to assemble materials. You may not have adequate texts.
A potential model
Peer-Assisted Learning Strategies (PALS) provides a model for how to build fluency and comprehension as a regular part of instruction. Students are paired by rank ordering, then splitting and matching. PALS is implemented every other day for about 17 weeks for 40 minutes
PALS Pairings
1 2 3 4 5 6 7 11 12 13 14 15 16 17
8 9
10
18 19
20
PALS Texts
You can use one common text or each pair can read an individual text; the important thing is that the text has to be easy enough that the students can read it aloud (with support from one another) without getting frustrated. Consider using texts that are high-interest.
PALS Overview
There are four activities
1. 2. 3. 4. Partner reading (10 minutes) Story retell (2 minutes) Paragraph shrinking (10 minutes) Prediction relay (10 minutes)
In PALS for younger students, the stronger reader reads for 5 minutes, and then the weaker readers rereads that same section; for older readers, the reading is always new text.
Management Systems
PALS has three main management tools: 1. Students share a book to compel them to work together. 2. Students use scripts and procedures to respond to one another to ensure that they provide feedback. 3. The teacher circulates constantly providing positive feedback (through points) for engaging in the procedures.
PALS Introduction
Hard Words
Teacher monitoring
Teacher monitoring
Teacher provides points to each pair for focus, cooperation, catching mistakes, and providing help to one another.
Story Retell
For two minutes, the partners take turns reviewing what theyve read in partner reading. They use sentence frames, and they can also look back in the book. The first thing that happened was . . . The next thing that happened was . . .
Switching activities
Paragraph Shrinking
Students alternate reading paragraphs and then retelling what happened in each paragraph. This activity takes 10 minutes.
Prediction Relay
The final 10 minutes combine prediction and paragraph shrinking procedures.
What do you think will happen next? Read half a page. Did the prediction come true? Name the who or what. Tell the most important thing about the who or what. Say the main idea in 10 words or less.
Think it through!
How much time do your students spend in engaged interactions with text during school? What can you do to improve the quality of the fluency and comprehension experiences you provide to adolescents?
http://kc.vanderbilt.edu/pals/