Transcript Baltimore City Public School System Elementary Reading

Baltimore City Public School
System
Elementary
Reading/Language Arts
Professional Development
Office of Literacy
Presenters: ISTs
September
Outcomes For This Session
By the end of this session the participants
will be able to:
•
•
•
Review Lesson Design of the Open Court
Reading Program
Review Reading/Language Arts VSC
Alignment and Pacing Guide
Understand format and use of the OCR
Intervention Guide
Do You Remember?
1. The ultimate goal of the Reading/Language Arts
VSC Alignment and Pacing Guide is to align HSA,
instruction and Open Court unit assessments in
elementary reading/language arts.
True False
2. The Year-at-a Glance Pacing Guide provides
specific timeline information for grades
Pre-k, 1, 2, and 3 only.
True False
3. The BCPSS Benchmark Assessment is administered
to grades 3-8 to assess skills taught each quarter.
True False
4. All components of the Open Court Reading/Language
Arts Program should be taught daily.
True False
5. The Reading/Language Arts time allocation is
165 minutes daily.
True False
6. The second workshop can be implemented after the blue True False
band or the red band.
7. Items in italics represent objectives that require
supplemental instruction prior to MSA.
True False
8. The BCPSS/OCR Reading Assessments are
administered to grades Pre-K, K, 1, 2, 3, 4,
and 5.
True False
9. There are two forty minute workshops
in the lesson design of Open Court.
True False
10. During the first workshop the teacher re-teaches
small groups after the green band.
True
False
Lesson Design of Open Court
VOLUNTARY STATE
CURRICULUM
1.GENERAL READING
PROCESSES
D. Vocabulary - Students will
use a variety of
strategies and
opportunities to
understand word
meaning and to increase
vocabulary
3. Understand, acquire, and
use new vocabulary
Use context to determine
meaning
□ Assessment Limit:
Words with multiple
meanings
1 = Content Standards
D = Standard Topic
3 = Indicator
a = Objectives
□ = Assessment Limits
U
N
I
T
1
U
N
I
T
2
U
N
I
T
3
U
NI
T
4
U
N
I
T
5
U
N
I
T
6
OCR AUGMENTATION
This column is designed to
address one critical question:
x
X denotes
the unit in
which skill
is taught
x
← IS THE VSC OBJECTIVE
AND/OR ASSESSMENT
LIMIT* TAUGHT IN THE
OPEN COURT READING
PROGRAM? IF SO, WHEN?
If a skill is taught only in units
4 and 6 of OCR, then the
teacher must provide
instruction in that skill prior to
MSA. This column provides
suggested instructional
techniques, sample
assessment stems or items
(both brief constructed
response (BCR) and selected
response (SR) items), and
special notes.*NOTE: Not all
objectives in the VSC have
assessment limits.
Teachers should use the information in the alignment document to augment instruction within the
Open Court Reading Program. Only with this augmentation will students be fully prepared for
the midyear administration of Maryland School Assessment in Reading. The pages that follow
contain the entire Grade 4 Alignment Document. A Teacher Feedback Form is included on the final
page.
Intervention
Purpose of OCR Intervention

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Develops students’ reading fluency skills and
understanding of text.
Provides teachers’ with additional instructional
strategies in:
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decoding,
fluency
comprehension,
spelling and dictation
writing skills.
Enables struggling readers to interact with their
classmates in the regular reading lesson.
When and Why to Intervene
Good Readers
 have developed phonemic awareness and an
understanding of alphabetic principles.
 are able to decode words.
 have acquired an extensive sight-word vocabulary.
 have a broad speaking and reading vocabulary.
 have developed reading comprehension strategies.
 read often and for extended periods.
 are motivated to learn.
When and Why to Intervene
Struggling Readers
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have not grasped the principles of reading multisyllable words.
have not mastered basic phonics principles.
have not developed automaticity.
At any point, a reader can have difficulty-even a good reader. A
good reader’s difficulties are usually short-lived when the observant
teacher notices and intervenes.
Other readers struggle with several elements of reading. They
function in the regular classroom, but they are
not comfortable reading.
Intervene or Not ?

Daniel can decode. In fact, he decodes
all the time , but he hasn’t developed
automaticity. He does not read fluently.
Kame’enui’s Principles of
Intervention
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Instructional time is a precious commodity; don’t lose it;
Intervene and remediate early, strategically, and frequently;
Teach less more thoroughly;
Communicate reading strategies in a clear and explicit manner,
especially during initial phases of instruction;
Guide student learning through a strategic sequence of teacherdirected and student-centered activities;
Examine the effectiveness of instruction and educational tools
by formatively evaluating student progress.
General Instructional
Strategies
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Pre-teaching
Re-teaching
Supplemental practice
Monitoring Student Progress
Corrective feedback
Lesson Organization
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Corresponds to the lesson plans in the
OCR Teacher’s Editions.
Designed to be implemented in 3 to 5
days.
Scheduled lesson planner charts are at
the beginning of each lesson.
Preparing to Read
Using Blending/Reading Words
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Student:
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reads the wordlines
writes the new words in their Writer’s Notebook
Teacher:
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corrects errors immediately
calls attention to the specific problematic
phonics elements
Preparing to Read
Using Developing Oral Language

Teacher:
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guides the students through the process of
creating and extending sentences.
Student:

writes their sentences in their Writer’s
Notebooks.
Preparing to Read
Using Dictation and Spelling
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Teacher:
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guides the students through the dictation
corrects errors.
Student:

writes the corrected words and sentences in
their Writer’s Notebooks.
Reading and Responding
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Option 1: The Anthology Selection
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Reading the Anthology Selection
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Preteaching the Selection Vocabulary
Preteaching the Student Anthology Selection
Reading and Responding
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Option 2: The Intervention Selections
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Reading Intervention Selection One
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Pre-teaching the Selection Vocabulary
Pre-teaching Challenging Words
Reading the Selection
Comprehension Strategies
Reading Intervention Selection Two
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Pre-teaching the Selection Vocabulary
Pre-teaching Challenging Words
Reading the Selection
Comprehension Strategies
Reading and Responding
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Repeated Reading
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Implemented with peer partners
Increases reading fluency
Increases reading accuracy
Enhances text comprehension
Language Arts
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Grammer, Usage, and Mechanics
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skills are parallel to those addressed in OCR
number of concepts introduced are reduced
Writing
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provides additional opportunities for guided practice and
independent writing
guided practice activities include brainstorming, using
graphic organizers, as well as other planning activities
independent writing activities are designed to encourage
students to generate more text and become comfortable and
fluent with writing
independent work is occasionally done with peer partners as
well as individually
Intervention Guide
Lessons correspond to lessons in the
Teacher’s Edition in all Units
 Preparing to Read
 Reading and Responding
 Language Arts
Using the Intervention Guide
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Form pairs at your table.
Each pair at your table will read a specific
part of the lesson:
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Part 1- Preparing to Read
Part 2- Reading and Responding
Part 3- Language Arts
Identify and discuss the organization of each
component in your part
Be prepared to present the Big Ideas of each
component in your lesson part
Intervention Guide
Lessons correspond to lessons in the Teacher’s Edition
in all Units

Preparing to Read:

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Additional practice reading words; help students integrate what they are
learning about reading and writing, develop writing fluency using the
conventions of writing they are learning.
Reading and Responding:

Preteaching vocabulary, reteaching comprehension strategies with
decodables, preteaching selections in the Big Books and anthologies (Units
7-10).
 Language Arts:

Supplemental practice on specific language arts skills and additional
opportunities to apply in students’ own writing with guided practice.
Intervention Management
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Participation
Schedule
Group Management
Monitoring Students Progress
Text Placement Assessment
Fluency Checks
Independent Work
Summary of Student Progress
Guidelines for Instructional Recommendations
Expert Intervention Managers
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Each participant will receive a number to
determine which component of the
Intervention Management they will study.
Read the component your group is
responsible for in the Intervention Guide on
pages T12-T16.
Be prepared to share your component with
the total group, highlighting the key points.
Participation

Teachers will use informal assessment
tools to determine which students will
benefit from intervention.
Schedule
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Recommended that teachers allocate
30-45 minutes daily.
In order to preteach the content
intervention will be scheduled before
the general reading period.
Group Management
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Teachers work with students from
Option 1 or Option 2:
Other students may be engaged in:
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Partner Reading
Writing the Selection Vocabulary and
corresponding sentences in their Writer’s
Notebooks
Working on the Language Arts practice
worksheets
Monitoring Students Progress
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Teachers monitors reading performance
by using the same assessments
The intervention strand also provides
supplemental assessment opportunities:
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Text placement assessment
Fluency Checks
Independent Worksheets
Text Placement Assessment
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Determines the level at which students are
reading.
Estimated accuracy used to determine
reading levels are:
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Independent Level- 96%-100% accuracy
Instructional Level- 95% accuracy
Frustration Level- 92% accuracy
Teacher administer the text placement
assessment twice during an instructional unit,
midway through the instructional unit and at
the end of the unit.
Fluency Checks
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Fluency checks administered week 3,
week 6 or 7 for accurate reading rate.
Use text placement assessment to
determine if fluency rates are
improving.
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A one minute timing determines the
fluency rate
An untimed reading determines the reading
level
Independent Work
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Two activities per week:
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Grammar, Usage, and Mechanics
Writing
Summary of Student Progress
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Make the assessment information from
OCR intervention strand accessible
Record the results of the:
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text placement assessment
fluency checks
Provide a place for teacher comments
Guidelines for Instructional
Recommendations

Use of Summary of Student Progress
form assists with:
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acceleration
remediation
Appendix includes:
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students progress monitoring system
guidelines for instructional decisions
In Conclusion
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The goal of the OCR program is to help
each and every student experiences
success in becoming a proficient reader.
The intervention strand of the OCR
program is designed to make sure that
the needs of all students are met and
that you, the teacher, have the tools
necessary to meet those needs.