the implementation of a literacy intervention ‘station...
TRANSCRIPT
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The implementation of a literacy intervention ‘Station Teaching’ in
Junior classes– FromTheorytoPractice
Dr. Dympna DalyResearchmeet INTONovember2017
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StationTeaching
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Literacy
• Literacyincludesthecapacitytoread,understandandcriticallyappreciatevariousformsofcommunicationincludingspokenlanguage,printedtext,broadcastmediaanddigitalmedia(NationalStrategy,DES,2011,p.8)
• Ifyouonlyknewaboutliteracyfrombeinginthisclassroomwhatwouldyouthinkitwasfor?(Comber,inHall,2003)
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Reading
• Readingisaskillweuseeveryday.Whetheraroadsign,oranovel,atthesupermarketorthelibrary,readingisanintegralpartofourlives.Itisnotmerelyafunctionaltooltomeetthedemandsofsociety,butamechanismbywhichwecanacquireknowledgeandnewideas,gainingagreaterunderstandingoftheworldaroundus.Itopensthedoortoafeastofimaginationandcreativitywhichprovidesenjoymenttoreaderandauthoralike(Elborn,UKLA,2-15,p.4)
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EssentialsforReading
• Languageisatthecoreofreading• Readingandliteracyareessentiallanguageskills
EssentialsforReading:• Accesstobooks• Orallanguageexperiences• Readingathome• Motivation
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Skills + strategies essential for effective literacy teaching in early
years• Developingconceptsaboutprint• Phonologicalawareness– SoundLinkage• Phonics(forreading/spelling)– JollyPhonics• Vocabulary• Fluency(Dropping1/2levelstoaidthis)• Comprehension• Writing(composition)(Kennedy,Dunphy,Dwyer,Hayes,McPhillips,Marsh,O’Connor&Shiel,2012,p.15)
• Attitude/Motivation• Widevarietyoftexts
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Effectiveteachersofliteracy• Soundsubjectknowledgeinschools• Useconsistentapproachesthroughouttheschool• Havequalityresourcesandbewellorganised• Effectiveuseofrigorousassessments• Dailyreadingsessionsbasedonassessedneeds• Storytime;Readingtochildren;Literacyrichenvironments;Highlevelofparentalinvolvement
• Hastobeabroadandrichreadingcurriculumwhichengagesteachersandchildrenandwhichpromotesapositivereadingethosthroughouttheschool(Elborn,2015,p.5)
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WhatisStationTeaching?• StationTeachingisaliteracyinterventionthatteachersinIrelandarenowimplementing.
• StationTeachingoccurswhenaclassisdividedintofourorfivesmallgroupsofpupilsandtheyreceiveintensivetuitionatfourorfivedifferentStations.MembersoftheSpecialEducationteaminaschool,incollaborationwiththeclassteacher,workintheclassroomatthedifferentStationsprovidingarangeofliteracyactivities,forexample:NewReading,FamiliarReading,PhonicsandWritingactivities.Insomeschoolstheinterventionlastsforsixtoeightweeksperyear,inotherschoolstheinterventioncontinuesallyear– italldependsonavailabilityofstaff.
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Pupil’sdrawingofST
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Research
• Mixedmethods• Questionnaire– 115teachersin21schoolsCaseStudy• Observationsweekly– 44pupils– LasttermofJuniorInfants,rightthroughallofSeniorInfants.Pupildrawings.PreandPostinterventiontests.Videorecordings
• Focusgroupandindividualinterviews– pupils,parents,teachers
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Results
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Lengthoftimeschoolsusetheinterventionineachclass
N. of weeksper class
4/8 Weeks 1 term 2 Terms All year
N. of schools N. of schools N. of schools N. of schoolsJun. Infants 6 3Sen. Infants 7 2 2 6First Class 10 2 3Second Class 8 4Third Class 5 1 3Fourth Class 4 3Fifth Class 4 3Sixth Class 4 4
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PercentageofschoolsreportingnumbersofpupilsingroupsforST
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AmountoftimeschoolsallocatetoeachStationinSTClass
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CurricularfocusofST
ClassesNew
reading
Familiar
readingPhonics Writing
Word
work/
vocab
Listening
Comp
rehension
Other Totals
N. of
teache
rs
Jnr. Infs 5 5 5 4 3 2 1 2 27
Sen. Infs 12 12 10 12 6 2 1 4 59
1st Class 13 13 11 14 6 4 2 5 68
2nd Class 9 9 8 11 5 2 3 1 48
3rd Class 5 5 1 5 4 1 5 2 28
4th Class 4 4 1 4 3 1 3 2 22
5th Class 3 3 1 3 2 1 4 3 20
6th Class 2 3 - 3 1 1 3 3 16
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OutlineofStations:NewBook• ThepurposeofthisStationistoallowchildrendailypracticeinattemptingtoreadnewmaterial.Thechildrenlearntousestrategicactivitiestoreadnewtexts.Theteacherpreparesthechildrenforsuccessbygivingthemtheplotofthestoryandintroducingthemtoanyneworunusualwordsorphrases.Asthechildrenarereadingthenewtexttheteacherdirectsthemtothemosteffectivestrategytouseatanygiventime.Thisstrategymightbeaprompttomeaning(e.g.Wherewerethechildrengoing?),tovisualinformation(e.g.Coverthe‘ing’or‘canyouseeabityouknow’)ortostructure(e.g.predicthowthephrasemightend)(PDST,2011,pp 7-8).
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Familiarreading
• ThepurposeofthisStationistopromoteenjoyment,fluency,comprehensionandspeed.Childrenreadthesamestoryinroundrobin.Teachersdonotinterruptthereading.Asthechildrenarereadingteachersshouldnotewhatisgoingwellandoneortwothingstheywanttodrawthegroup’sattentiontoe.g.agoodself-correctionorsomethingthatdidn’tsoundright,lookrightormakesenseoragoodvisualanalysis.
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Wordwork/Phonics
• ThepurposeofthisStationistoshowchildrenhowwordsworksothattheycanmakeafastvisualanalysisoftheirreading.Magneticlettersareusedtoshowchildrenhowwordsarecomposedoflettersandsometimeshave‘bitsthatlookthesameandsoundthesame’.Thisisbasedonwordsthattheyknowandareinthereading
• CanalsobePhonologicalawarenessandorPhonicsStation
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Writing• ThepurposeofthisStationisthatthechildrenwilllearnhowtheycanwritetheirownmessagesbyhearingandrecordingsoundsinwords,usinganalogyandlearningunusualwords(by‘look,cover,write,check’).Childrencomposeasentenceandhave-a-goatwritingit.Theteacherhelpsthemproblemsolvebyshowingthemhowtohearandrecordsoundsinwords(usingsoundboxes)orbyusinganalogy(IfIcanspell“tack”Icanspell“cracking”).Onthepracticepagethechildrencantryoutwordsandeverydaytheymustlearnoneortwowordsorpractiseoneortwowordsthattheyalreadyknow
• Sandtrays/miniwhiteboards/handwritingcopies• Importanceofteachermodelling
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Componentsofeffectiveliteracyinstruction:(1)Phonological
awareness
• Phonologicalawarenesscanbedividedinto3levels- syllabicawareness(syllabicblending,segmentationandisolation),onsetandrime(cat– ‘c’=onset,‘at’=rime)andphonemicawareness(awarenessthatspokenlanguageconsistsofsequenceofphonemes– singleunitofsound)
• Timespentonwordplay,nurseryrhymes,riddles,storybooks
(PDST,2013)
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(2)SequenceforteachingPhonics
• Theabilitytosaythesoundsoftheletters• Soundoutandreadconsonantvowelconsonant(CVC)words
• Soundoutandread4letterwordswithinitialandfinalblends(shortvowelsounds)
• Abilitytounderstandandreadmagicewords• Abilitytounderstandandreadvoweldigraphs• Abilitytosegmentandreadmultisyllabicwords(PDST,2013)
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(3)VocabularyandFluency• 4typesofvocabulary– listening,speaking,readingand
writingvocabulary• Intheearlyyearstheprimarysourceisorallanguage
experience– useofjokes,poems,riddles,Smallwordsinbigwords,compoundwords,multiplemeanings,vocabularydevelopmenttoencouragedeepprocessing,wordwall,wordoftheweek
• 3componentsofreadingfluency:wordrecognition,automaticityandappropriaterhythmandintonationofspeech
• Phonologicalawareness,letterknowledgeandalphabeticprinciplesfacilitatefluency
• Importantlinkbetweenfluencyandcomprehension
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(4)Comprehension
• Theultimateobjectiveofreadingiscomprehensionorthereconstructionofmeaning
• Explicitlytaught• Divideinstructionintopre-readingduringreadingandpostreading
• BuildingBridgesofUnderstanding(CourtneyandGleeson)
• Strategies:prediction,visualisation,makingconnections,questioning,inferring,clarification,determiningimportanceand
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ResourcesteachersuseinSTClasses Jun
Inf
Sen
Inf
First Second Third Fourth Fifth Sixth
N. of Teachers 81 82 82 82 45 39 32 25% oftrs.
% oftrs.
% oftrs.
% oftrs.
% oftrs.
% oftrs.
% oftrs.
% of trs.
Levelledreaders
22 24 23 29 33 30 29 29
Novels 3 3 9 27 25 28
Jolly Phonics/Jolly Grammar
11 12 13 16 11 3 3 4
Miniwhiteboardsand markers
15 16 15 14 19 10 9 8
Handwritingcopies/bookslaminatedpages
15 19 18 20 16 18 25 19
Sand trays andsandpaperletters
8 3 1
Listeningactivity book/Oral language
6 4 5 5 7 5 3 4
Phonicsgames/sheets
2 4 2 1
Magneticletters
10 10 9 4
Smart Pals/Elkonin boxes
3 4 4 3
Rhyming,Trickywords/flashcards
7 2 5 4
Punctuationbooklets/ First
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AssessmentApproachesforselectionofpupilsforgroupsinST
Assessment Approaches for selection of groups % of teachers who use this method(a) Teacher observation
(b) Standardised tests e.g. Belfield, MIST, Micra T, DrumcondraTests
(a) Teacher made tests
(a) Running record on pupil’s reading level
(b) Checklist or rating scale
(c) Checklist on Concepts about print
(d) Other
100
76
57
52
19
14
10
N = 115
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OverallsummaryofcriteriaClassTeachersusetojudgesuccessofST
Criteria 1st choice 2nd choice 3rd choice 4th choice 5th choice 6th choice
n = 54 CT % of CT % of CT % of CT % of CT % of CT % of CTEnhanceddecoding skills
42 6 14 16 12 13
Enhancedengagementwith books
24 30 19 12 9 6
Enhancedcomprehensionskills
16 27 17 15 12 9
Enhancedmotivation forliteracy activities
9 9 21 26 20 18
Enhanced letterknowledge
8 15 15 9 30 21
Progress in theirwriting
1 13 14 22 17 34
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SummaryoforganisationofSTinclasses
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StartingStationTeaching:JuniorInfants
• Lastterm• TestindividuallyConceptsAboutPrint– howtoholdabook,
lefttorightandtoptobottomorientation,returnsweep,title,author,illustrator,understandingletter/word,onetoonematching,punctuation,capitalandlower-caseletters,blurb,tableofcontents,index,glossary,parentheses,boldprintanditalics(RAI,2014)***seenextslide
• Testletternamesandlettersounds• Groupyourchildreninyourclass(4groupsx5/6pupils)• ExplaindifferentStations,rulesaboutquietvoices,timer• Organisestaffingandresources
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ConceptsofPrintChecklistExamplesofassessmentquestions.Givethestudentabookandaskthefollowingquestions- Canyoushowme:– aletter?aword?asentence?– theendofasentence(punctuationmark)?– thefrontofthebook?– thebackofthebook?– whereIshouldstartreadingthestory?– aspace?– howIshouldholdthebook?– thetitleofthebook?– howmanywordsareinthissentence?
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StartingStationTeaching:SeniorInfants
• TeacherObservation• Testpupils– doarunningrecordonpupilsifpossibleto
ascertainlevelofreading.AdministerothertestssuchasTEST2rorMIST.BookbandsforGuidedReading(UKRR)
• TrinityEarlyScreeningTestinReadingandWriting(TEST2r)–twoparts;partoneclassteacheradministers– rapidscreenertest(5subtests– letterknowledge,rhymerecognitionoddity,phoneticspelling,copying,rapidautomatizednaming);LSteacheradministerspart2topupilswhodonotperformwellinpartone
• MiddleInfantScreeningTest(MIST)– classteacher– 5subtests:listeningskills,letter/soundsidentification,writtenvocabulary,threephonemewords,dictation(Term2inSeniorInfants)
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StartingStationTeaching:FirstClass
• Childrenaregroupedaccordingtoabilitybasedonanumberofcriteriaincluding:
• TeacherObservation• CheckanytestscompletedinSeniorInfants:TEST2rorMIST• CheckendofyearreportsfromSeniorInfants• Administerstandardisedtests:MICRATorDrumcondra English
TestinSeptember• Doarunningrecordoneachchildtoascertainreadinglevel• InformalphonicsassessmentinSeptember• LiaisewithSupportteacher/Previousclassteacher• Thedynamicsofthechildreninvolvede.g.somestrong
charactersmaynotworkwelltogetherinagroup
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SettingupST
• Divideclassinto4/5groupsof5/6pupilsineachgroup• ClassteachertoleadSTintheirclass• ArrangeteammeetingofallteachersinvolvedinST- teacher
planning– recordkeepingtemplate• Decidetimetablinge.g Mon.toThurs.10.00– 10.40/Timer• Organiseresources– whichlevelledreaders/multiple
copies/folders• VisitanotherschooltoseeSTinaction• OneteachertotakeresponsibilityforoneStation– havepack
ofresourcesready,haverecordsheetforeachStation• Teacherstorotateonamonthly/weeklybasis• Havesubstituteavailabletoreplaceabsentteacheron
occasion
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PhonicsStation
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WritingStation
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ReadingStation
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Levelledreaders
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ResourcesrequiredforST
• Levelledreaders:PM+books/BigCatbooks/FlyingStartbooks/RedRocketbooks/Sails/Novels
• Sandtrays/sandpaperletters/Threadingboards/Theraputty• Miniwhiteboardsandmarkers• Magneticlettersandboards• Phonicsgames/sheets/activities– google gamesandprepare
(JollyPhonics),Elkonin boxes• Handwritingcopies/books/sheets/SmartPals
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PhonicsSound:Monday______
SoundLinkage:Thechildrenengagewiththenewsound,practisethesongandlookatflashcardswithCVCs/CVCCswiththenewsound.Resources:Ipad,f/cards,
Tuesday______
SoundLinkage:Thechildrenusemagneticboards&letterstomakewordsusingthenewsound.Elkoninboxes.Wordsdifferentiateddependingongroupability.Resources:magneticboards,magneticletters,Elkonin boxes,counters,
Wednesday________
SoundLinkage:Useofmagneticboardsandletters,Elkonin boxes.RollandReadgamewiththesound.Resources:magneticboards,magneticletters,Elkonin boxes,counters,dice,rollandreadgame,WBmarkers
Thursday________
SoundLinkage:Revisionofsound,shortdictatedsentencesusingthesoundandHFWs.Sent:Resources:smallWBs,WBmarkers,
Workwork/PhonicsStationrecord
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Writing
Usingthewritingbooklettodevelopwriting,sentence:
Resources:writingbooklet.,pencil,eraser.ListeningComprehension:Developingthechildren’slisteningskillsthroughtheuseoflisteningcomprehensionsResources:pencils,crayons,Prim-Edlisteningskillsbook,AuditoryDiscriminationExercisesUsingthewritingbooklettodevelopwriting,sentence:Resources:writingbooklet.,pencil,eraser.FineMotorSkills:Developingtheirfinemotorskillsthroughdifferentmanipulatives andexercises.
Monday______
Tuesday______
Wednesday________
Thursday________
Reflections/Suggestions
WritingStationRecord
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New/FamiliarReadingRecord–PM+books- Focus
Group1 Day BookLevel Observations
MondayTuesday
WednesdayThursday
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AspectsofLiteracycateredforinST
• Readingbothnewbooksandfamiliarbooks• Readingaloud• Wordwork,decodingskills• Phonics– games,blending,trickywords,rhymes• Handwriting,Freewritingandcreativewriting• Orallanguagedevelopment• Conceptsaboutprint• Developingfluency• Comprehensionstrategies
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AspectsofLiteracywhichmaybeneglectedorlimitedinST
• Timeislimited• Comprehension– timetooshort• Teacherspreparewritingactivitybeforehand• TeacherswouldlovetohavealongerperiodintheyearforST(notjustoneblock)
• Orallanguage– timeissues• MaynotsuitsomepupilswithSEN– difficultychangingtask(pupilmaytakeownchair;don’tuseloudtimer;startingatpreferredstation)
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Positivefindings
• Allteachersagreedthat:Pupils’learningisextendedduringST; STprovidesanopportunitytopraisepupilsfortheirachievements;StaffcollaborationisvitalforSTtosucceed
• Pupilsenjoydifferentactivities,workinginsmallgroups+differentteachers,theyenjoytheattention,gettinganewbook,workisdifferentiatedforthem
• Teachers– enjoyworkingtogetherasateam,usefulforassessingpupils’progress,promotesfluencyandconfidence,hasimprovedliteracyinstructioninschools
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HowSTcanbeimproved
• LongerblockofSTneededinclasseseachyear• Moretime,morestaff,moreresourcesneeded• Childrenshouldbegroupedaccordingtoability,gradedandindividualinstructionshouldbeprovided
• TrainingshouldbeavailableforteachersforST• Planningandorganisationarevital• DifficultysettingupLLO/ST
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CPDforteachersonST
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Summaryofcombinedoutcomesfromsurveyandcasestudy
• SToccursmainlyinSeniorInfants,FirstandSecondclasses• Fourgroupswith4/5pupilsineachgroup• Stations:NewReading;FamiliarReading;Phonics;Writing• Resources:Levelledreaders/Novels;JollyPhonics;Miniwhiteboardsandmarkers;Handwriting
copies/Laminatedsheets;Magneticletters;Sandtraysandsandpaperletters• TeachersuseTeacherobservationandStandardisedtestsasassessmentapproachestoselectgroups• TojudgesuccessofST,teacherschoose:enhancedengagementwithbooksandenhanceddecodingskills• STcoversallaspectsofliteracybutorallanguage,writingandcomprehensionstrategiesneedtobe
addressedatadifferenttimealso• STfacilitatessmallgroupworkandteacherscannoticepupilswhoarestrugglingandpraisepupilsfortheir
achievement;pupilsaremotivatedtolearn• Pupils’learningisextendedinallStationsbutextensionactivitiesneedtobeaddressedintheWriting
Station;pupilsengageinmeaningfultasksduringST;STprovidesopportunitiesforsocialskillstraining• Teachersandparentsfeltthatpupils’literacyskillshadimprovedwithST– thiswasbackedupbyposttest
resultsinJuniorInfantsbuttheMISTresultsinSeniorInfantsdidnotreflectthis• TeachersandpupilsallenjoyedparticipatinginST• StaffcollaborationisvitalforSTtosucceed.TeachersmainlylearnedhowtodoSTfromotherteachers.
PlanningandorganisationareessentialtosettingupST• TeachersrequestedalongerblockeachyearforST;theywouldlikemorestaffandresources,theyalso
calledfortrainingtobeavailableforteachersforST
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Parents’comments• TheyallagreedthattheirchildrenenjoyedST.Theywereallvery
complimentaryaboutSTasindicatedbythesecomments:• Canseetheresults.It’sunbelievable,SThasbeenagreatsuccess- Ais
doingintensereading• Bisreallyintoit– happyouttositandreadbooksathome.AtbedtimeI
havetositandreadeverysecondword– shewantstobeincharge• C– hewritesabookandreadsittohissistergoingtobed– hereadsit
then– it’shisthing– he’sveryproud• D– writesanddrawspictures– heisbrilliant– sohappy– hetakesabook
atbedtimetoread– goingtobedandlovesit– hereallyenjoysit–anythingheseesontelly– heseesacoupleofwordsandreads– heistunedintoeverything
• E– wouldknowit’son(ST)– 4teachers– hedoesn’ttellthatmuch– youdonothearmuchfromtheboys– butit’sfinehesays– definewhatfinemeant!(Focusgroup19/06/14)
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Pupils’commentsonreading• Cos’ ifyou’redoingstudy,whenyou’reinanolderschoolweneed
toreadinstructionsandforimportantexams– lotsofwordsyouhavetoreadthem
• Becauseweneedtolearnsomeotherthings• Becauseithelpsus– ourbraintowork• Sowhenwe’reolderwecanwriteandwewon’thavetolearn,
goingovertopeoples’houseifwedon’thavetimewecanwriteletters,orthankyoucards– MyMomdidthoseformybabysister
• Sothenifyou’reachemistorsomethingyoucanreadthings,it’sgoodtoread,you’llknowalotofstuff
• Becauseyouhavetodiscovernewwords,whenyoudiscovernewwordsyoucanmakethemupintoyourownsentencescos’ whenyoumakethemup,youcanmakebiggerwordsandstufflike–discover,containersandstuff(Pupilinterviews:13/06/14;16/06/14)
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Pupils’commentsonwriting• Sothenifyou’rewritingaletteryoucouldwriteitandpostit,ifyouweredoinga
textyoucanwriteit• Becauseifweget,whenwe’regrownup– youhavetogeteverythingrightand
yougetacardandyouhavetosendittotherightpersonandtherightmessage• Becausewhenyougetold,it’slikewhenyouwanttodo,whenyourchildgoesto
schoolandyouhavetogivethemsomeletters– youmustputyouraddressonthem
• Cosyoucanlearnnewwordsandgetyourwritingbetter.Tonightwe’llhaveahomeworkbookandwe’lldohandwriting.Whenwe’redoneourhandwritingwegoontosentencesinourbook– weget3sentencestodo– wordsyoumakeasentencewiththatbooklike– MyDadputoilinthecar/Isawabigbird/Myhouseisveryvery biglikeahotel.
• Sowe’llbeabletogointoFirstClassanddojoinedupwriting• Cosweneedtodowriting.Ithinkwritingisthemostimportantthingyoudo–
drawpictures– wemightbewritingloadsofthingsinthebigschool• Cosithelpsourbrain– that’sthesameastheotherquestion(Pupilinterviews:
13/06/14;16/06/14)
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TeachersfeelSTisbeneficialandpromotesteamworkandan
interestinliteracy• Greatsenseofteachersworkingtogetherandsupporting
eachothertocreateapositiveandprogressivelearningenvironment
• STfacilitatessmallgroupwork,childrengetindividualattention
• Pupilsreadingatownlevelandpace• Avarietyoftasksinashortspaceoftime• STbuildsconfidenceandfluency• Writinghelpschildrentoexpressthemselves• Promotesaloveofbooksandprintrichenvironment• Goforit!!!!!
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Andfinally….