Transcript Preschool PowerPoint - Elementary Reading K

Lee County’s
Just Read, Florida!
District Plan
2006-07 K-12 Comprehensive
Research-Based Plan
Dianne Johnson, Ali Conant C. Keith Woodfin, John Scheller
What is a comprehensive
research-based reading plan?
The comprehensive reading plan assures all
stakeholders that reading is a priority in the
state of Florida.
The plan ensures that districts in Florida are
aligned in their approach to solving reading
deficits of their students.
The plan will ensure that reading is funded
annually as a part of the public school funding
formula (Reading Coaches and reading
materials).
Lee County School District’s
Plan focuses on three major
assurances:
1. Leadership at the district and
school level is guiding and supporting
the initiative. The analysis of data
drives decision making.
Lee County School District’s Plan
focuses on three major
assurances:
2. Professional development is
systematic throughout the district
and is targeted at individual teacher
needs as determined by analysis of
student performance data and staff
feedback.
Lee County School District’s Plan
focuses on three major
assurances:
3. Measurable student achievement
goals are identified and clearly
described. Appropriate research
based instructional materials are
used to address specific student
needs.
THE SCHOOL DISTRICT OF LEE COUNTY
ELEMENTARY SCHOOL DISTRICT QUARTERLY REVIEW
School:__________________________________________ Date: _________________
Review Team Members: ____________________________________________________
I.
Data Analysis:
K-3 Assessments
Documentation
Provided
CCRP Assessment data
DIBELS data recorded
Further diagnostic assessment of
high-risk students
Dolch word assessment completed
Fluency assessment completed
Other (please name)
Other (please name)
Grades 4-5 Assessments
Documentation
Provided
CCRP test data
DIBELS ORF data recorded
Further diagnostic assessment of
high-risk students
Other (please name)
Other (please name)
Other (please name)
Other (please name)
Data drives instruction: ______________________________________________
How are low performing subgroups served?
How is three-year longitudinal data used?
Quarterly Summary of increased student achievement on reading assessments:
Monitoring Reading Initiatives at
the School Level
Elementary classrooms will implement a 90minute reading block.
The principal will form a Reading Leadership
Team (RLT).
A standardized lesson plan for each content area,
which includes reading strategies.
Assessments will be used and analyzed to drive
decisions and monitored by the principal and the
RLT.
Principals and RLT will identify model classrooms
based on teacher performance and student
achievement.
Activity: Think, Pair, Share
What does the RLT
look like at your
school?
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New ideas?
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Identifying Model Classrooms
Attributes
Effectively uses the physical
environment
Orchestrates the key elements of the
elementary reading block
Systematically uses the CCRP
Effectively instructs one or more of
the five components of reading
Facilitates high quality student
engagement in whole and/or small
group instruction
Effectively manages engaging
learning centers
What you would expect to “observe” in a classroom as evidence of
these attributes?
Sample Observation Schedule for Model Classrooms
Reading Class:
Phonemic
Awareness
Reading Class:
Phonics
Reading Class:
Fluency
Reading Class:
Vocabulary
Reading Class:
Comprehension
Language Arts
Reading
Instruction
Mathematics
Reading
Instruction
Science
Reading
Instruction
Social Studies
Reading
Instruction
Exploratory
Reading
Instruction
P. E.
Reading
Instruction
Period 1
Exemplary
classrooms
identified here
Period 2
Period 3
Period 4
Period 5
Period 6
Period 7
Monitoring Reading Initiatives at
School Level Continued…
Opportunities for weekly schoolbased professional development will
be offered.
Principals and RLT will identify
professional development needs and
provide related materials.
Principals will monitor
implementation of plan and
professional development through
classroom walk-through visits.
Staff Evaluations Related to
Student Achievement
School Improvement Plans must be
academic and one goal must be tied
to reading.
Principal evaluations include
academic goals.
IPDP and evaluations are tied to
student reading achievement.
Funding Sources for K-12
Comprehensive Reading Plan
There will be some state funding
provided through the K-12
Comprehensive Reading Entitlement
Grant.
K-12 Reading Endorsement Program
School District of Lee County
The Reading Endorsement program is an opportunity for teachers to obtain the latest
information regarding effective research-based reading instruction to assist them in meeting
increased student needs. There are three options teachers may select from to fulfill
Reading Endorsement requirements.
Path #1 University Coursework
Selecting the university coursework path to obtain the Reading Endorsement will involve
completion of 15 semester hours (5 classes) with content based upon scientifically-based
reading research.
Teaching experience and previous university courses may also apply towards the Reading
Endorsement. One year of teaching reading equates to 3 semester hours. Up to 6 hours
may be applied toward the endorsement based on teaching experience.
The state does not allow combining inservice credit with college credit when taking the
university coursework path toward the Reading Endorsement.
*Teachers wishing to determine their status regarding college coursework will contact the
personnel specialist assigned to the individual school to review transcripts.
Path #2 District Add-on Endorsement
The state-approved district inservice path to obtain the Reading Endorsement will involve
completion of 300 hours of inservice credit (5 courses). Courses are available on the
Curriculum and Staff Development website (PDMS) for registration.
Competency #1:
Competency #2:
Competency #3:
Competencies
#4/5:
Competency #6:
Foundations in
Language & Cognition
Foundations of
Research-Based
Practices
Foundations of
Assessment
Foundations and
Application of
Differentiation
Instruction
Demonstration of
Accomplishment
60 hours
60 hours (This is an
online course-FORPD)
60 hours
60 hours
60 hours
Total Points: 300
Certain inservice training taken within the past five (5) years (Intensive Reading, Traits
of an Effective Reader, Reading Apprenticeship, or Mapping an Academic Literacy Plan)
may be applied toward portions of the Competency #1 course.
Previously taken university credit hours may be converted to inservice points as long
as the reading coursework is aligned with the reading endorsement competencies and
completed within the past five (5) years.
Path #3 REESOL- Reading Endorsement for ESOL
District Plan for Implementation of
Assessment Driven Reading
Professional Development
School personnel will be knowledgeable about the
components of effective reading instruction.
Valid SBRR inservices will be made available to
school and district staff.
IPDP will be based upon assessment and learning
needs.
Cadres will be developed with all content areas.
Reading Leadership Team will analyze and
identify individual school reading needs and
request assistance as appropriate from District
Reading Coordinators.
LEaRN READING MODEL: BASED ON EDUCATIONAL NEED
Prescriptive Integrated Cumulative Learning System
Explicit Systematic
STUDENT/ TEXT
Implicit Learning
Instructional Process
CONSIDERATIONS
Instructional Process
READ ALOUD
1. Oral
Language
2. Prior
Knowledge
3. Phonological
Awareness
4. Print
Awareness
5. Phonics &
Word Analysis/
Recognition
a. Skills taught prior to reading
b. Reinforced/Expanded
during reading
c. Assessed after reading
a. Prerequisite skills present
b. Skills reinforced/
expanded during reading
c. Assessed after reading
Purpose: a. Exposes children to literature. b. Models fluent
reading. c. Develops language patterns & vocabulary.
d. Develops book/story conventions e. Develops listening
skills (f) Teaches books are fun & worthwhile. (g) Teaches
reading process through “Think Alouds”.
SHARED READING
a. Skills taught prior to reading
a. Prerequisite skills present
b. Application modeled and
b. Skills expanded and
practiced during reading
practiced during reading
c. Application assessed
c. Application assessed
during/after reading
during/after reading
Purpose: a. Provides maximum support during reading.
b.Allows children to enjoy books they can’t read on their own.
c. Helps develop fluency. d. Focuses strongly on word
analysis skills and their application. e. Models reading
strategies/processes through interactive “Think Alouds”. f.
Builds vocabulary & comprehension skills/strategies.
1. Oral
Language
2. Prior
Knowledge
3. Phonological
Awareness
4. Print
Awareness
5. Phonics &
Word Analysis/
Recognition
.
SUPPORTED READING
6. Vocabulary
Comprehension
7. Reading
Fluency
a. Skills taught prior to reading
b. Modeled/Scaffolded
teacher support
c. Assessed during/after
reading
a. Skills taught during reading
b. Application supported/
reinforced during reading
c. Assessed during/after
reading
8. Text
Comprehension
Strategies/
Processes
Purpose: a. Text is at instructional level. b. Teacher
models/supports reading skills/strategies. c. Teacher supports
student to develop skills/strategies to independence. d. Focuses
strongly on comprehension and higher order thinking skills.
e. Provides ongoing assessment of fluency. * Includes
oral/silent independent reading when analysis and feedback are
provided.
9. Text Content/
Knowledge
a. Text appropriate for student’s
present skills/ reading level
10. Higher Order
Thinking Skills
* If a student is required to
read text above present
reading level, necessary skills
must be taught prior to
reading.
SILENT SUSTAINED READING
INDEPENDENT
READING
*Reading content
appropriate for students’
present skills/reading
level
Purpose: a. Provides opportunities to practice reading
skills/strategies. b. Provides for practice of self-monitoring
and self-correction skills. c. Allows reading in areas of
interest.
d. Allows child to read at own pace. e. Enhances fluency.
**Literacy Discussion Groups may be utilized with all 4 types
of reading activities.
6. Vocabulary
Comprehension
7. Reading
Fluency
8. Text
Comprehension
Strategies/
Processes
9. Text Content/
Knowledge
10. Higher Order
Thinking Skills
Lawrence D Tihen, PhD
Deborah B. Tihen M.A.T.
Elementary: High Quality, Explicit,
and Systematic Instruction in the
Reading Classroom
Whole group instruction
Differentiated instruction
Explicit and Systematic
instruction
Immediate Intensive
Intervention (minimum of 30
minutes/day)
Print Rich Environment
Systematic Explicit Instruction
During the provision of Systematic Explicit Instruction in reading the
teacher typically:
1 Informs the students of WHAT is going to be learned.
2 Informs the students of WHY it is being learned.
3 EXPLAINS/MODELS the skill/strategy being learned (Examples
and non-examples).
4 Provides SUPPORT/CORRECTIVE FEEDBACK to the
students in learning the skill/strategy.
5 Provides PRACTICE opportunities for the students to stabilize the
skill/strategy.
6 Ensures appropriate student APPLICATION of the skill/strategy.
7 Establishes STUDENT SELF MONITORING of the
skill/strategy and its application.
Elementary Student
Achievement and Instruction
Core reading programs based on
SBRR will be utilized in all schools.
Teachers will provide systematic and
explicit instruction in the five
components of reading.
Instruction will be provided during a
90 minute uninterrupted reading
block including an initial lesson from
the CCRP.
Differentiated instruction which
focuses on the needs of the students
must be provided.
Elementary Supplemental Reading
Programs
Supplemental reading programs
(SRP) must be based on SBRR.
They may be used during the 90
minute reading block.
Additional time may be dedicated to
literacy instruction including
immediate intensive intervention
using Supplemental Reading
Programs.
Elementary Intervention
Programs
Intervention programs must be
based on SBRR.
Intervention programs are in addition
to the 90-minute reading block.
Diagnostic assessments will
determine need for immediate
intensive interventions.
iii must provide systematic explicit
instruction in one or more of the five
areas (strategy based learning)
Elementary Educational Software &
Materials
Educational software provided for student
instruction and reinforcement of skills will
supplement, not supplant, instruction by a highly
qualified teacher.
Educational software may be integrated within
the 90-minute reading block as well as immediate
intensive intervention if appropriate.
Reading instruction will include use of materials
that build intrinsic motivation to read versus
extrinsic motivation.
Psychology 101
Educators have been told that it is
our responsibility to motivate the
students.
It is not our responsibility to
motivate them, they were born
motivated and entered kindergarten
motivated to learn.
Psychology 101 continued
According to Piaget, children are
most like adults in their feelings and
least like adults in their thinking.
It is not the responsibility of
educators to motivate students but
to determine what is causing them to
lose their motivation and stop such
practices.
The Reading Analysis Check
and
Decision Tree
District data from assessments will
be used to guide instruction at
grades K-5.
Reading Analysis Check
(Both Narrative and Informational Text)
Oral Reading- look at FLUENCY rate
(words correct per minute)
Inadequate fluency rate compared to
established guidelines
Adequate comprehension
Check COMPREHENSION
Adequate fluency rate
Check prior
knowledge
Mark miscues
Look at a hierarchy of
PHONICS/WORD
ANALYSIS SKILLS
Decoding difficulties:
identify single vs.
multisyllable words.
Single syllable words
Check
PHONOLOGICAL
AWARENESS SKILLS
(ORAL)
.
Decoding appropriate. Look
at automaticity with sight
words.
Multisyllable
words
Phonological
awareness skills
(syllabication)
Check
sound/symbol
association skills
Identify needed
skills and teach.
Knowledge of
affixes
Flexing with open
syllables
Provide word
automaticity/fluency
instruction as needed
Inadequate
comprehension
Check comprehension
strategies (cognitive/
metacognitive)
Check VOCABULARY
knowledge
Tier 1, 2,
and 3 vocabulary
Before, during and
after reading
strategies;
story grammar and
other graphic
organizers, etc.
Check oral language
Check higher level
thinking
Listening
comprehension
referents
Analysis
Text specific
vocabulary
Pronoun referents
Application
Synthesis
Conjunctions
Gross Differences, sentence segmentation
Rhyme
Phonemic Segmentation
Syllables – Blending and Segmentation
Phonemic Blending
Spatial/locational
and
temporal/sequential
& temporal
terms
y
Evaluation
Sentence building
skills
Initial Consonant Segmentation
Phonemic Manipulation
Alliteration
Word morphology
Sentence Segmenttion
Onset and Rime
Deborah Burton Tihen
Dr. Lawrence Tihen
Revised 1-20-05
Reading Analysis Check Activity
Create a scenario for a student who
has a reading difficulty.
Identify:
– grade level
– reading strengths
– reading areas needing growth
– assessments and activities to be used at
each step of the flow chart
CHART D: Elementary Assessment/Curriculum Decision Tree, Grades 3-5 (or 6)
District Name:
Assessment
If
Then
Materials/Activities
administer
fluency
measure to
students
assess
score L1 or accuracy
Fluency probe for oneFCAT
L2
and rate
minute timed reading
DIBELS
fluency
Diagnostic assessment
One minute accuracy
including, but not limited
fluency
below
diagnose to, miscue analysis,
check
target
phonics
running record, IRI
DAR
Miscue
Analysis
ARI
PA assessment including,
ERDA
phonics
but not limited to Fox in a
Running
below
diagnose Box and Phonological
Record
target
PA
Awareness Test
Please see Reading
Analysis Check
Attachment for areas of
consideration based on
identified need.
Explicit and systematic
instruction utilizing:
Supplemental Reading
Program
Intervention Program
Materials/activities that may
Fox in a
be implemented include,
Box
but are not limited to:
Phonologic
Phonics- Make-a Word,
al
word families, word walls
Awareness
Fluency- partner reading,
Test
echo reading, reader's
Informal
instruct in: theater
Phonologic
phonics
Vocabulary- build on prior
al
fluency
knowledge, word sorts,
Awareness
vocabulary explicit teaching of words,
Assessmen PA above
comprehen word walls, flash cards
t
target
sion
Comprehension- GIST,
System for Communicating
Assessment Data Across Grade
Levels
Assessment data will be
communicated across grade levels.
School RLT will analyze assessment
data to share across grade levels.
Grade level articulation meetings will
occur.
Elementary’s Plan for Meeting
Needs of all At-Risk Student
Subgroups
The district will meet the needs of all
at-risk subgroups as identified under
No child Left Behind by using the Tier
1, 2, and 3 approach in statute.
See Tier Chart for Reference
Tier One
Students Never Retained
with Identified Reading
Deficiency
§ 90-minute reading
block with
additional time for
intervention
§ CORE/State
Identified Reading
Program materials
utilized that are
research based such
as Harcourt and
Houghton Mifflin
§ Research based
Intervention
Materials utilized
that teach areas of
deficits as
determined by a
diagnostic
assessment such as
SRA Reading
Mastery, Corrective
Reading
§ Screening, progress
monitoring, and
diagnostic
assessments
provided including
but
are not limited to:
DIBELS, Oneminute
timed readings, IRI,
Fox in a Box, DAR,
ERDA
§ AIP written for any
student that is not
on grade level
§ Summer Reading
Camp for students
with Level 1FCAT
Third Grade
Tier Two
Students Retained Once in
Third Grade
§ Reduced Teacher
Ratio
§ 90-minute reading
block which
includes small
group instruction
§ Intervention in
addition to 90minute block
§ Tutoring and/or
mentoring will be
provided
§ Must be provided a
different curriculum
from the year
before. This may
be a change in
supplemental and
intervention
materials which
may include SRA
Reading Mastery,
Earobics
§ Change in CCRP is
not required.
§ Core Reading
Program
§ Differentiated
materials to
reinforce initial
instruction provided
such as leveled
books
§ Research based
Intervention
Materials that teach
areas of deficits are
provided. This
instruction will take
place in addition to
the 90-minute
reading block which
may utilize SRA
Tier Three
Students Retained Two
Times in the Same Academic
Grade
§ Reduced Teacher
Ratio
§ 180-minute reading
block with at least a
90-minute segment of
uninterrupted time
§ Must be provided a
different CORE
curriculum from the
year before.
§ Core Reading
Program
§ Differentiated
materials to reinforce
initial instruction such
as leveled books
§ Research based
Intervention Materials
such as SRA Reading
Mastery, Corrective
Reading, and
Kaleidoscope
that teach areas of
deficits are provided.
This instruction will
take place in addition
to
the 120 + 60-minute
reading block.
§ Tutoring and/or
mentoring will be
provided
§ SBRR Language
researched based
materials that instruct
students on language
and vocabulary skills
utilized.
· Screening, progress
monitoring, and
diagnostic
assessments provided
Accelerated Reader
The major focus of reading instruction during the
90 minute reading is the SYSTEMATIC EXPLICIT
INSTRUCTION of Reading Skills. However,
Reading First schools do have many students
reading on/above grade level and therefore, as of
this time, AR may be used as a Center Activity
for small group instruction, as long as it does
NOT take up more time than any other center
activity during the 90 minute block (no more
than 15-20 minutes).
Accelerated Reader
EXCEPTIONS: Students who are
Substantially and/or Minimally Below
on the Stanford Ten, or who are
Level One or Two on FCAT Reading,
should have Centers that provide for
explicit systematic instruction/practice
on the reading skill areas that they
have not yet mastered and which are
keeping them from reading on grade
level. These students’ AR reading
and assessment would be outside
the 90 minute reading block.
Elementary’s Plan for Authentic
Literature
Students will have access to fiction &
non-fiction texts
Assessments for determining reading
level
Media specialists are a resource
Use classroom libraries as part of
reading instruction
Elementary’s Plan for Incorporating
Writing
Writing which supports reading skill
acquisition may be incorporated into
the 90-minute reading block.
K-12 Plan Wrap Up
It is a plan to …
It is used by…
It is monitored by…
The Reading Leadership Team …
Reading deficiencies are addressed
by…
What can/cannot be taught in the 90
minute reading block?
Winning the Race!
“The race belongs not only to the
swift and strong-but to those who
keep on running.”
-author unknown