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  • Level 2: Teaching Reading and Learning Strategies Using 'Flip for Comprehension' | NBSS
    resource contain a collection of ready to use comprehension activities that can be done before during or after class reading Level 2 Teaching Reading and Learning Strategies Using Flip for Comprehension Level 2 Teaching Reading and Learning Strategies Using Flip for Comprehension OVERVIEW Flip for Comprehension and Flip for Non Fiction Comprehension contain a collection of ready to use activities that can be done before during or after class reading All activities are tailored to fit textbook non fiction or narrative texts These resources facilitate the development of reading and learning strategies Flip for Comprehension can be used in a whole class setting as well as with smaller groups of students Strategies such as making predictions establishing purpose finding the main idea and using text feature structures to aid comprehension can be taught using these resources by modeling the strategy use with the students followed by teacher guided practice TARGET GROUP Flip for Comprehension was demonstrated at an NBSS in service as a useful resource to assist teachers in developing their students reading and learning skills and strategies Teachers in a number of schools shared not only the resource but also their experiences of using it with colleagues in various subject departments Behaviour Support Classroom teachers piloted the resource with 17 of their students who were simultaneously receiving additional literacy and behaviour support Their quantitative and qualitative findings as participants in the NBSS Teacher as Researcher Action Research Project are presented below QUANTITATIVE FINDINGS The table below illustrates the chronological and pre and post reading ages of the 17 students who were taught reading and learning skills and strategies using Flip for Comprehension It should be noted that they were also in receipt of additional literacy support as part of a broader Behaviour Support Classroom programme Chronological Age Pre Intervention Reading Age Post Intervention Reading Age 15 9 0 10 8 16 11 7 13 4 15 10 8 11 8 15 10 5 11 13 13 5 13 6 14 10 9 11 7 15 9 0 10 8 14 12 12 4 14 13 6 13 9 14 10 6 11 7 16 10 6 12 6 15 10 4 11 7 13 9 0 10 1 14 10 1 10 9 15 10 9 11 6 15 14 5 14 8 QUALITATIVE FINDINGS The following is drawn from a semi structured interview conducted with the teachers NBSS What literacy resource have you found the most effective TEACHER A Probably for me the most effective one or the one that I suppose I got the most use out of this year would have been the Flip for Comprehension resource we just got an amazing amount of use out of it We were able to use it because it is so broad we were able to use it when we were doing behavioural work when we were doing dedicated literacy work any sort of curriculum work Because you can use it with any text any book whether it be

    Original URL path: http://www.nbss.ie/nbss-research/teacher-as-researcher-academic-literacy-and-learning-projects/level-2-teaching-reading?destination=node%2F187 (2016-02-02)
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  • Level 3: Implementing a 1:1 Reading Programme - Catch Up Literacy | NBSS
    had reading ages of 7 years or less The negative effect of poor reading skills are well documented and wide ranging for example poor academic achievement low self esteem lower motivation to read disengagement with learning and school and behavioural problems Greg Brooks 2007 in his review of What works for pupils with literacy difficulties noted that although good classroom teaching is the bedrock of effective practice most research suggests that children falling behind their peers need more help than the classroom normally provides This help requires coordinated effort and training For some students a tightly focused group intervention will be sufficient to allow them to develop their reading skills and build their confidence to engage more actively in the learning process while other students need intensive and individualised interventions The diversity of student needs learning style teaching style and classroom conditions that exist in any school means that no one right strategy or programme holds the answer to addressing literacy difficulties However using evidence based programmes as ONE element of targeted support can play an important role in a school s repertoire of prevention and intervention supports for students Catch Up Literacy is one of several interventions that NBSS partner schools implement to support reading and literacy skills development other interventions include for example the use of Corrective Reading Toe by Toe Acceleread Accelewrite Rapid Plus Vocabulary Enrichment Bridge to Vocabulary SNIP Literacy programme The Wordsworth programme Spell Write Right among others OVERVIEW Catch Up Literacy is a one to one literacy intervention for struggling readers It is centred on a 15 minute structured teaching session delivered twice per week Catch Up Literacy begins with a comprehensive assessment procedure which provides pre intervention data from which the teacher determines the student s Catch Up Literacy level and targets The level is used to identify a book appropriate for the individual child that she he will be able to read with 90 success instructional level The individual sessions have three parts Firstly during the prepared reading the teacher talks through the text and pictures of the selected book providing key vocabulary and familiarising the student with the story The student then reads the story while the teacher records progress and identifies words to follow up The session concludes with a linked writing or spelling activity based on the student s miscues earlier in the session TARGET GROUP In November 2010 the NBSS held an introductory Catch Up Literacy information session for school leaders and nominated teachers Schools were then invited to participate in the Catch Up Literacy project Subsequently 37 teachers from 19 schools received three half day training sessions on assessing reading skills selecting appropriate books delivering the Catch Up Literacy individual teaching session and ongoing monitoring The time between each training session enabled the teachers to practise the Catch Up Literacy skills back at school In addition to this training a half day session was held for one teacher representative from each school to consider in detail the

    Original URL path: http://www.nbss.ie/nbss-research/teacher-as-researcher-academic-literacy-and-learning-projects/level-3-implementing-a-0?destination=node%2F194 (2016-02-02)
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  • Level 3: Implementing a 1:1 Reading Programme - Toe by Toe | NBSS
    one book with instructions for the teacher or coach provided for each activity The programme is designed for specialist and non specialist instructors so parents and reading mentors can operate the programme This NBSS resource provides an overview of commercially available programmes and resources that teachers in NBSS partner schools have used successfully to support the development of reading learning and literacy skills This NBSS resource provides information on high interest low readability fiction and non fiction texts as well as titles related to subject specific topics INTRODUCTION NBSS research has pointed to the association between failure with reading and behaviour difficulties For example an exploration of the reading ages of students N 2187 receiving NBSS Level 3 behavioural support from the Spring Term 2009 to the Spring Term 2012 revealed that 66 3 N 1450 of students were reading three or more years below their chronological age Additionally 4 3 N 96 of the students receiving NBSS Level 3 support had reading ages of 7 years or less The negative effect of poor reading skills are well documented and wide ranging for example poor academic achievement low self esteem lower motivation to read disengagement with learning and school and behavioural problems Greg Brooks 2007 in his review of What works for pupils with literacy difficulties noted that although good classroom teaching is the bedrock of effective practice most research suggests that children falling behind their peers need more help than the classroom normally provides This help requires coordinated effort and training For some students a tightly focused group intervention will be sufficient to allow them to develop their reading skills and build their confidence to engage more actively in the learning process while other students need intensive and individualised interventions The diversity of student needs learning style teaching style and classroom conditions that exist in any school means that no one right strategy or programme holds the answer to addressing literacy difficulties However using evidence based programmes as ONE element of targeted support can play an important role in a school s repertoire of prevention and intervention supports for students Toe by Toe is one of several interventions that NBSS partner schools implement to support reading and literacy skills development other interventions include for example the use of Corrective Reading Catch Up Literacy Acceleread Accelewrite Rapid Plus Vocabulary Enrichment Bridge to Vocabulary SNIP Literacy programme The Wordsworth programme Spell Write Right among others OVERVIEW Toe by Toe is a highly structured reading manual that teaches basic literacy skills to learners of all ages using a phonics based method The programme is a series of step by step activities contained in one book with instructions for the teacher or coach provided for each activity The programme is designed for specialist and non specialist instructors so parents and reading mentors can operate the programme It is recommended that the programme is used daily for 20 minutes and implemented exactly as described in the instructions It takes approximately five to six months

    Original URL path: http://www.nbss.ie/nbss-research/teacher-as-researcher-academic-literacy-and-learning-projects/level-3-implementing-a-1?destination=node%2F193 (2016-02-02)
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  • Level 1: School-wide Support for All Students | NBSS
    Wellbeing FRIENDS for Life Check and Connect Parents Plus and Working Things Out Transition and Transfer Language Literacy and Learning Catch Up Literacy Comprehension Strategies Instruction Rapid Plus Reading Intervention Speech Language and Communication TRUGS A Structured Phonics Reading Resource Transition and Transfer Vocabulary Enrichment Programme NBSS Research Language Literacy Learning Research Projects Level 1 Comprehension Strategies Instruction Level 1 Learning Study Skills for All Students Level 1 Reading Programmes in the English Classroom Level 1 Reading and Learning Strategies for All Subjects Level 1 Vocabulary Enrichment Programme Level 2 Developing Writing Skills Story Maker s Chest Level 2 Developing Writing Skills Writing with Wow Words Level 2 Explicitly Teaching Reading and Learning Strategies Level 2 Implementing A Specific Reading Programme ARROW Level 2 Implementing A Specific Reading Programme Corrective Reading Level 2 Implementing A Specific Reading Programme TRUGS Level 2 Rapid Plus Reading Intervention Level 2 Teaching Reading and Learning Strategies Using Flip for Comprehension Level 3 Implementing a 1 1 Reading Programme Catch Up Literacy Level 3 Implementing a 1 1 Reading Programme Toe by Toe Level 1 School wide Support for All Students Level 2 Targeted Support for Some Students Level 3 Individualised Support for a Few Students Publications Resources Contact Us Links NBSS Research Language Literacy Learning Research Projects Level 1 School wide Support for All Students Level 2 Targeted Support for Some Students Level 3 Individualised Support for a Few Students Home NBSS Research Level 1 School wide Support for All Students Level 1 School wide Support for All Students In order to introduce a systematic evidence based approach to the planning and work an extensive quantitative and qualitative questionnaire is completed by all staff members in participating schools The NBSS encourages and supports partner schools to monitor and evaluate interventions initiatives and projects across the three levels of NBSS support The National Behaviour Support Service offers three levels of support to partner schools he NBSS model of support draws extensively from Positive Behavioural Interventions and Supports Sugai Horner 2002 Response to Intervention Fuchs Fuchs 2006 and the Comprehensive Integrated Three Tiered Model of Prevention Lane Kalberg Menzies 2009 frameworks The integration of these frameworks offers opportunities to address the behavioural needs as well as the social emotional and academic needs of students effectively with interventions at different levels of intensity and support This problem solving model is founded on international best practice Bonhanon et al 2006 Carr et al 2002 Ehren Deshler Graner 2010 Hawken Horner 2000 Lewis Sugai 1999 McPeak et al 2007 National High School Centre 2010 CI3T models are data informed graduated systems of support constructed to address academic behavioural and social domains with an overarching goal of supporting all learners in inclusive environments by maximizing available expertise through professional collaborations among school personnel Lane Kalberg Menzies 2009 RtI integrates assessment and intervention within a multi level prevention system to maximize student achievement and to reduce behavioral problems With RtI schools use data to identify students at risk for poor learning

    Original URL path: http://www.nbss.ie/nbss-research/level-1-school-wide-support-for-all-students?destination=node%2F17 (2016-02-02)
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  • Level 2: Targeted Support for Some Students | NBSS
    Level 3 Individualised Support for a FEW Students Focus Area Occupational Therapy Focus Area Organisational Skills Focus Area Parental Involvement Behaviour for Learning Programme Interventions and Projects Behaviour for Learning Check and Connect Environmental Audits Parents Plus and Working Things Out Speech Language and Communication Speed Agility Quickness SAQ The ALERT Programme Transition and Transfer Why Try Social and Emotional Literacy Why Try FRIENDS for Life Check and Connect Parents Plus and Working Things Out Speech Language and Communication The ALERT Programme Transition and Transfer Positive Health and Wellbeing FRIENDS for Life Check and Connect Parents Plus and Working Things Out Transition and Transfer Language Literacy and Learning Catch Up Literacy Comprehension Strategies Instruction Rapid Plus Reading Intervention Speech Language and Communication TRUGS A Structured Phonics Reading Resource Transition and Transfer Vocabulary Enrichment Programme NBSS Research Language Literacy Learning Research Projects Level 1 Comprehension Strategies Instruction Level 1 Learning Study Skills for All Students Level 1 Reading Programmes in the English Classroom Level 1 Reading and Learning Strategies for All Subjects Level 1 Vocabulary Enrichment Programme Level 2 Developing Writing Skills Story Maker s Chest Level 2 Developing Writing Skills Writing with Wow Words Level 2 Explicitly Teaching Reading and Learning Strategies Level 2 Implementing A Specific Reading Programme ARROW Level 2 Implementing A Specific Reading Programme Corrective Reading Level 2 Implementing A Specific Reading Programme TRUGS Level 2 Rapid Plus Reading Intervention Level 2 Teaching Reading and Learning Strategies Using Flip for Comprehension Level 3 Implementing a 1 1 Reading Programme Catch Up Literacy Level 3 Implementing a 1 1 Reading Programme Toe by Toe Level 1 School wide Support for All Students Level 2 Targeted Support for Some Students Level 3 Individualised Support for a Few Students Publications Resources Contact Us Links NBSS Research Language Literacy Learning Research

    Original URL path: http://www.nbss.ie/nbss-research/level-2-targeted-support-for-some-students?destination=node%2F16 (2016-02-02)
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  • Level 3: Individualised Support for a Few Students | NBSS
    Programme Transition and Transfer Positive Health and Wellbeing FRIENDS for Life Check and Connect Parents Plus and Working Things Out Transition and Transfer Language Literacy and Learning Catch Up Literacy Comprehension Strategies Instruction Rapid Plus Reading Intervention Speech Language and Communication TRUGS A Structured Phonics Reading Resource Transition and Transfer Vocabulary Enrichment Programme NBSS Research Language Literacy Learning Research Projects Level 1 Comprehension Strategies Instruction Level 1 Learning Study Skills for All Students Level 1 Reading Programmes in the English Classroom Level 1 Reading and Learning Strategies for All Subjects Level 1 Vocabulary Enrichment Programme Level 2 Developing Writing Skills Story Maker s Chest Level 2 Developing Writing Skills Writing with Wow Words Level 2 Explicitly Teaching Reading and Learning Strategies Level 2 Implementing A Specific Reading Programme ARROW Level 2 Implementing A Specific Reading Programme Corrective Reading Level 2 Implementing A Specific Reading Programme TRUGS Level 2 Rapid Plus Reading Intervention Level 2 Teaching Reading and Learning Strategies Using Flip for Comprehension Level 3 Implementing a 1 1 Reading Programme Catch Up Literacy Level 3 Implementing a 1 1 Reading Programme Toe by Toe Level 1 School wide Support for All Students Level 2 Targeted Support for Some Students Level 3 Individualised Support for a Few Students Publications Resources Contact Us Links NBSS Research Language Literacy Learning Research Projects Level 1 School wide Support for All Students Level 2 Targeted Support for Some Students Level 3 Individualised Support for a Few Students Home NBSS Research Level 3 Individualised Support for a Few Students Level 3 Individualised Support for a Few Students NBSS Intensive Individualised Support The following NBSS reports present the students BfL teachers and Principals views and experiences of NBSS Level 3 Support over one academic year A Research Study of 36 Behaviour Support Classrooms provides an overview

    Original URL path: http://www.nbss.ie/nbss-research/level-3-individualised-support-for-a-few-students?destination=node%2F14 (2016-02-02)
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  • Publications & Resources | NBSS
    and 3 across Senior and Junior Cycle o2 Frayer Model Vocabulary Learning Strategy View Download PDF The purpose of the Frayer Model is to identify and define unfamiliar concepts and vocabulary The model can be used before or after reading and learning about a topic It prompts students to understand words within the larger context of a reading selection as it asks students to analyse the concept word definition and characteristics and then synthesise or apply this information by thinking of examples and non examples It also activates prior knowledge of a topic and builds connections o2 Vocabulary Activities Student Notebook View Download PDF When starting a new topic teach key vocabulary following Marzano s six steps to effective vocabulary instruction 1 Provide a description explanation or example of the new term 2 Ask students to restate the description explanation or example in their own words 3 Ask students to draw a picture symbol or graphic representing the term or phrase 4 Engage students in activities that help them add to their knowledge of the terms 5 Ask students to discuss the terms with one another 6 Involve students in games that reinforce new words contact the NBSS for powerpoint game templates Use this resource by printing as many pages of each vocabulary activity as needed for the topic Create a student vocabulary notebook by removing the last page of this resource Teacher Notes and then printing folding and centre stapling the pages together o2 Vocabulary Journal View Download PDF Teach key vocabulary following Marzano s six steps to effective vocabulary instruction 1 Provide a description explanation or example of the new term 2 Ask students to restate the description explanation or example in their own words 3 Ask students to draw a picture symbol or graphic representing the term or phrase 4 Engage students in activities that help them add to their knowledge of the terms 5 Ask students to discuss the terms with one another 6 Involve students in games that reinforce new words contact the NBSS for powerpoint game templates Use this resource by printing as many pages for each letter as needed and use in conjunction with vocabulary activities and strategies resource o2 Vocabulary Notebook View Download PDF Vocabulary notebooks help promote vocabulary acquisition as well as learner autonomy Choose the key terms of a topic and follow Marzano s six steps to effective vocabulary instruction 1 Provide a description explanation or example of the new term 2 Ask students to restate the description explanation or example in their own words 3 Ask students to draw a picture symbol or graphic representing the term or phrase 4 Engage students in activities that help them add to their knowledge of the terms 5 Ask students to discuss the terms with one another 6 Involve students in games that reinforce new words contact the NBSS for powerpoint game templates Create a student vocabulary notebook by removing the last page of this resource Teacher Notes and then printing folding

    Original URL path: http://www.nbss.ie/publications-resources?page=4 (2016-02-02)
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  • Publications & Resources | NBSS
    The ALERT Programme Transition and Transfer Positive Health and Wellbeing FRIENDS for Life Check and Connect Parents Plus and Working Things Out Transition and Transfer Language Literacy and Learning Catch Up Literacy Comprehension Strategies Instruction Rapid Plus Reading Intervention Speech Language and Communication TRUGS A Structured Phonics Reading Resource Transition and Transfer Vocabulary Enrichment Programme NBSS Research Language Literacy Learning Research Projects Level 1 Comprehension Strategies Instruction Level 1 Learning Study Skills for All Students Level 1 Reading Programmes in the English Classroom Level 1 Reading and Learning Strategies for All Subjects Level 1 Vocabulary Enrichment Programme Level 2 Developing Writing Skills Story Maker s Chest Level 2 Developing Writing Skills Writing with Wow Words Level 2 Explicitly Teaching Reading and Learning Strategies Level 2 Implementing A Specific Reading Programme ARROW Level 2 Implementing A Specific Reading Programme Corrective Reading Level 2 Implementing A Specific Reading Programme TRUGS Level 2 Rapid Plus Reading Intervention Level 2 Teaching Reading and Learning Strategies Using Flip for Comprehension Level 3 Implementing a 1 1 Reading Programme Catch Up Literacy Level 3 Implementing a 1 1 Reading Programme Toe by Toe Level 1 School wide Support for All Students Level 2 Targeted Support for Some Students Level 3 Individualised Support for a Few Students Publications Resources Contact Us Links Home Publications Resources Publications Resources The following publications and resources have been developed to support NBSS work with schools in addressing students social emotional positive health wellbeing and academic and behavioural needs at Level 1 school wide support for all students Level 2 targeted intervention support for some students and Level 3 intensive individualised support for a few students The NBSS Literacy and Learning to Learn materials are particularly aimed at developing students academic literacy learning and study skills as part of planned interventions at Levels 1 2 and 3 across Senior and Junior Cycle s Use Web Resources and Sites for Literacy and Learning View Download PDF This teacher resource gives an overview of sites suitable to use with students across a variety of subject areas including sites that can support the teaching of subject specific vocabulary and literacy and numeracy skills Also included are sites where teachers can access free resources information lesson ideas and plans for their particular subject areas t Study and Learning Skills Strategies for Success View Download PDF To achieve at second level all students need a repertoire of learning and study strategies that they can apply across all subjects This resource introduces students to different strategies that can help them when studying and is used in conjunction with a study skills NBSS questionnaire and powerpoint presentations on learning These form part of a series of student workshops on study skills and learning All study skills resources can be adapted for different groups Contact the NBSS for information on these resources In the Focus Area section of the website and in the Teacher as Researcher section find out how two schools used these resources with students v Writing with

    Original URL path: http://www.nbss.ie/publications-resources?page=6 (2016-02-02)
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