Reading Grade Level Meeting October 2005 C. Locke Reading First Model
Date 26.10.2016 Size 28.21 Kb. #403
Reading First Model 3/2 is no more All are Reading First Models Daily Anthology Daily Guided Reading Daily Independent Activity Daily Writing Instruction Daily Home Learning Reading First Schools 201 Schools – 89 in MDCPS Criteria Poverty Achievement Factors from District NCLB Response Reading First Schools Should: Whole and Small Groups On Task and time spent Word Walls as Instruction Changing Rosters Updated Print-Rich Environment – http://justreadflorida.org "Read like a wolf eats..." - Gary Paulsen Print-rich Environment Environmental Print Word Wall(s) – vivid verbs, boring words, science words, etc. Charts and posters that support what is being taught – make them visible Rich and varied classroom libraries – ownership of the environment – raises interest skills – need representation from EVERY student Student-generated work Literacy centers for listening, speaking, reading, and writing Label as students need/want a word. Avoid labeling everything in the room and expecting students to see the reason the label appears. Word Walls Select words from reading program Limit the words to those encountered Display words in highly visible place Categorize words in a variety of ways Incorporate a variety of activities Encourage students to use during independent activities Provide practice opportunities Doesn’t Include Coloring Worksheets Unrelated Math Worksheets Unrelated Social Studies Worksheets Computers with unrelated worksheets Puzzles, games, and videos that don’t related to the curriculum Words on every object in the room Stale word Wall(s) 2 hours Whole Group Small Group Guided Reading as an intervention Tier 2 and 3 received additional 30 min intervention 2 hours Whole Group Small Group Intervention is not considered Guided Reading Tier 2 receives 30 minutes and Tier 3 receives 1 hour intervention DIBELS K-3 – twice a year Fox in a Box and Burns and Roe 3-5 Writing DIBELS K-6 – quarterly DAR Writing 4 Cores 10 K Intervention 1 Core – Houghton Mifflin 4 Intervention = Early, Soar, Voyager, & Elements of Reading Reading Leader – Released and Not Released Small Tutoring Group Reading Coach – Released and Not Released Not allowed to Tutor – per State! Guided Reading A billion others Kg – Voyager 1st & 2nd – Early Success Tier 1 – Voyager Tier 2 – 30 minutes of Voyager or Soar Tier 3 – 1 hour of Voyager Zone – Reading Plus Released Coach who works only with K-3 Not allowed to Tutor 89 Schools in M-DCPS
2 Hour Block of Uninterrupted Literacy Instruction Small Groups (guided reading & Reading Segments)
Houghton Mifflin One story a week Core strategies Teacher Read Aloud – whole Preparing to Read – whole Vocabulary/Phonics – whole FCAT Responding – independent or whole Link – small or whole Word Work – whole Writing - whole FCAT Ties Practice through reading and writing Practice books are extensions to the stories Advanced Students – Gifted or Not Differentiating Curriculum Pre-Testing Challenge Handbook www.eduplace.com Guided Reading Multi-Age Classroom – Theme at a Glance ESE and ESOL Students ELL Handbook Extra Support Handbook Reading Options – Strategy Modeling Get Set to Read CD ROM Reader’s Library for Guided Reading – 1 to 2 years below grade level English Language Learners Materials Teacher Editions (K-6) Pupil Editions Anthologies (K-6) Practice Books (K-6) Classroom Management Handbook (K-6) Extra Support Handbook (K-6) English Language Learners Handbook (K-6) Assessment Handbook (K-6) Leveled Reading Passages (K-6) Florida Integrated Theme Test (K-6) Daily FCAT Book (1-6) Accelerated Reader Quizzes (1-6) Emerging Literacy Survey (K-2) Get Set for Reading CD-Rom (1, 3-5) Curious George Learns Phonics (K-2) Houghton Mifflin Opening Routine Daily Message Daily Phonemic Awareness Daily Independent Reading Daily Prompt for Independent Writing Reading the Big Book Building Background Predict/Infer Teacher Read Aloud Responding Phonics Develop Phonemic Awareness Connect Sounds to Letters Connect Sounds to Spelling and Writing On day 3 – Review for Extra Support (T52) Reading Phonics/Decoding Strategy Teacher Modeling Think Aloud Reading the Decodable Book Oral Language Spelling and Phonics Letters and Sounds Word Pattern Board On Day 3 – Vocabulary and Grammar Writing/Listening Independent Journal Writing Shared Writing Listening Comprehension Guided Reading Good Hands K-2 CRP Companion Phonics’ Library Small Group Instruction 20 minutes a group High-Frequency Words Preparing the Read/Strategy and Skill Focus Building Background Using “Get Set to Read” Strategy Focus Options for Reading Small Group Instruction – not guided reading Extra Support for help ESOL follow altered option Struggling readers MUST READ – no CD – and follow Reading Cards in Blackline Wrapping Up Segment 45 minutes Link Important connection Integration Whole Class Instruction 10 minutes Revisiting the Literature Teacher Read Aloud (10 minutes) Preparing to Read (20 minutes) Get Set: Background and Vocabulary Key Vocabulary Strategy/Skill Preview Guided Reading (40 minutes) Independent Activity (during guided reading) Spelling (10 minutes) Grammar (10 minutes) Writing (30 minutes) Home Learning Reading Segment 1 (30 minutes) Supporting Comprehension Strategy Focus Wrapping Up Segment 1 (10 minutes) Reading Segment 2 (10 minutes) Supporting Comprehension Guided Reading (40 minutes) Independent Activity (during guided reading) Spelling (independent) Grammar (independent) Writing (30 minutes) Home Learning Reading Segment 2 (20 minutes) Strategy Focus Wrapping Up Segment 2 (10 minutes) Responding (10 minutes) Comprehension Questions Comprehension Check Rereading/Revisiting the Text (10 minutes) Comprehension Guided Reading (40 minutes) Independent Activity (during guided reading) Spelling (independent) Grammar (independent) Writing (30 minutes) Home Learning Comprehension Skill Instruction (10 minutes) Reading the Link (10 minutes) Information and Study Skills Instruction (5 minutes) Guided Reading (40 minutes) Independent Activity (during guided reading) Spelling (independent) Decoding Longer Words (10 minutes) Vocabulary Skill Instruction (10 minutes) Grammar (5 minutes) Writing (30 minutes) Home Learning Rereading/Revisiting the Text (10 minutes) Comprehension Review Skill Instruction (15 minutes) Rereading for Fluency (10 minutes) Guided Reading (40 minutes) Independent Activity (during guided reading) Vocabulary Expansion (5 minutes) Spelling (5 minutes) Grammar (5 minutes) Writing (30 minutes) Home Learning
End of Theme – 1 week off Review Challenge Extension Genre Focus on Florida Guided Reading Launching the Theme How? Day one not always on a Monday Short Week? Do not begin new story. Review Challenge Extension Genre Study Focus on Florida Guided Reading Launching the Theme Writing and Writing Plus Fourth Grade Test October 2005 C. Locke Writing + Test (4th Grade) Focus Planning Focus (LA.B.1.2.1) Draft and Revise (LA.B.1.2.2) Create Narrative (LA.B.2.2.5) Organization Draft and Revise (LA.B.1.2.2) Create Narrative (LA.B.2.2.5) Support Draft and Revise (LA.B.1.2.2) Create Narrative (LA.B.2.2.5) Conventions Produce Final Document (LA.B.1.2.3) FCAT Writing Plus Performance Tasks - prompt Multiple Choice Items Writing Plans (prewriting) Writing Sample (drafting/revising) Cloze Stimulus (editing) Stand-alone items (editing) Stimulus Type: Writing Plan Provides a prewriting structure Has form and style that is easy to process * Writing plans may Include charts, webs, diagrams, outlines, or any other grade-level appropriate prewriting structure. Writing Plan Canaveral National Seashore Plan-Based Items: focus and organization Under which subtopic should the writer add information about tour guides? Florida Sites Park Employees Geographic Features Recreational Activities Based on the information in the writing plan, what type of essay is Reggie planning to write? An informational essay about selected national parks An expository essay about directions to two national parks A descriptive essay about wildlife in the mountains of a national park A persuasive essay about donating money to national park employees. Stimulus Type: Writing Sample Is written in draft form Contains numbered sentences Contains paragraph markers at Grades 4 and 8 Writing samples may include reports, letters, stories, or essays Writing Sample The Beginning of Organized Baseball 1. The first organized baseball teams and their rules go back to the 1840’s. 2. At that time, a New Yorker named Alexander J. Cartwright wrote the first-known written rules of the game. 3. Baseball had been played for fun in America since the early 1800’s. 4. During these early games, friends played baseball games using various rules. 5. In 1845, Cartwright and others formed the Knickerbockers Baseball Club. 6. This when baseball history began to change. Focus , organization , and support Which transition should be added to the beginning of sentence 8 to show a connection to the previous sentence? Therefore As a result In addition Consequently Read the sentence below from the essay: 9. Sometimes I helped them carry their things when they were leaving the hospital. Which words should replace the word “things” so that the reader knows specifically what was being carried? Heavy bags Various junk Personal belongings Assorted items Stimulus Type: Cloze Contains high-interest material in a relatively short format Is literary or informational Contains three to four numbered blanks per stimulus to measure spelling and usage Cloze Stimulus A Hidden Surprise Mom asked Megan and Jacob to rake the leaves. She handed rakes to (15) . She gave a smaller one to (16) little brother, Williams. She said that a surprise was hidden in the leaves. Which answer should go in blank (15)? him them they Stand-Alone Item In which sentence below is all punctuation correct? My favorite fruit’s are apples, pears, and watermelons? My favorite fruits are apples, pears, and watermelons? My favorite fruits are apples, pears, and watermelons? Suggestions to Improve FCAT Writing Scores Teach writing as a process, stressing the revision and editing stages. Multiple revisions of one essay or story may be more helpful than writing several essays or stories without revision. Score some drafts only on the particular craft element being studied, not every aspect of the paper. Formulaic Writing Teachers are encouraged to recognize the limitations of presenting and accepting as correct one organizational plan over all others. Students at every grade should write beyond the “five-paragraph, three points” formula. On FCAT Writing, formulaic writing often falls in the 3 range on the rubic. Rote Memorization “Rote memorization of an essay (an introduction or lead paragraph) is a disturbing practice observed during the handscoring of recent FCAT Writing essays.” Violation of test administration rules. Assessments Assessments Assessment Handbook Theme Skills Test Integrated Theme Skills Test Weekly Grades (6-7 ?) Do not use FCAT Practice Anthology on AR Writing – Score concept taught DIBELS Screening and Progress Monitoring Quarterly K – 3rd all / 4th and 5th (FCAT Levels 1 and 2) Print out goes in students’ cumulative folder PMRN Classroom Roster for Guided Reading FCRR is seeing a trend: Kids are coming out of Kg prepared for 1st grade (75% are at Initial Instruction) By the time they leave the end of 1st grade, only 52% are at Initial Instruction. This is because of the people moving here from out of the state (country). 48% of the students are leaving 1st grade not at grade level. First grade issues need to be addressed. DIBELS Instructional Decisions Houghton Mifflin Resources Alphafriends, ABC’s in Rhyme, Chant & Song Phonemic Awareness: Segmenting Daily Phonemic Awareness Activities Phonemic Awareness, Phonics, and Fluency Phonics lessons, Phonics/Decoding Strategy, Phonics Reteaching Lessons, Phonics Library Fluency-accuracy & family Phonics Library, On My Way Practice Reader, Theme Paperback, Little Big Book, Reader’s Library, Theme Paperbacks, Rereading/Revisiting the Text
DIBELS Scores Analysis DAR Diagnostic Test Once a Year After second admin of DIBELS Teacher gives test Very specific Follow the Road Map DAR Tests Print Awareness Phonological Awareness Letters and Sounds Word Recognition Word Analysis Oral Reading Silent Reading Comprehension Spelling Word Meaning Other Instruction APPROVED Additional Resources for Instruction Phonemic Awareness in Young Children Systemic Sequential Phonics Month by Month Phonics Making Words Locating and Correcting Reading Difficulties Brining Words to Life K-1st Student Centered Activities from FCRR Quick Reads Earobics Intervention Kg – Voyager 1st & 2nd – Early Success Tier 1 3rd – Voyager (use DIBELS) Tier 2/3 3rd – Voyager 4th & 5th – Soar to Success Planner Handouts: 5 Day HM Plan Recommendation for Reading Assessment of LEP Students Lesson Plan Suggested Format FCAT Reading Content Focus FCAT Writing + Tested Benchmarks DIBELS Risk Levels Chart Proven Instructional Practices ArticleText Structures of Informational Texts Compare and Contrast of CRP and CRRP Guidelines for Literacy Block for LEP Students Implementation of HM with SWD Using Word Walls Reading Coach Website http://teachers.dadeschools.net/clocke clocke@dadeschoolsnet Share with your friends:
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