The Elementary Reading Block

Transcription

1 The Elementary Reading Block

2 GOAL... All Florida students read on grade level or higher by 2012

3 Solution: 5+3+ii+iii=NCLB

4 Reading Priorities ii + iii 5 Major Components 3 Types of Classroom Assessments Initial Instruction Immediate, Intensive Intervention Phonemic Awareness Screening Explicit Flexible grouping Phonics Diagnosis Systematic Accommodations Fluency Progress Monitoring Scaffolded Universal Design Vocabulary Comprehension Differentiated Print-rich Reading Program Specifications SBRR

5 Scientifically Based Reading Instruction Instructional Content Instructional Design

6 Instructional Content Scientifically based reading instruction includes explicit and systematic instruction in the following: - Phonemic Awareness - Phonics - Fluency - Vocabulary - Comprehension Strategies

7 Phonemic Awareness Phonemic awareness is the ability to hear, identify, and manipulate individual sounds in spoken words. Torgesen 1998

8 PA Research PA improves word reading, spelling, and comprehension Poor readers who enter first grade with weak PA are most likely to be poor readers in fourth grade

9 Phonological Awareness Instruction Sentence Segmenting Rhyming & Alliteration Syllable Blending & Segmenting Onset-Rime Blending & Segmenting Phoneme Blending & Segmenting

10 Phonics An understanding of the alphabetic principle - the relationship between phonemes (sounds) and graphemes (letters)

11 Phonics Research Systematic and explicit phonics instruction is more effective than nonsystematic of no phonics instruction. (Put Reading First p. 13) Systematic and explicit phonics instruction significantly improves children s reading comprehension (Put Reading First p. 14)

12 Phonics Instruction Systematic pre- specified sequence of letter sound correspondences taught in a logical order (e.g. most common sounds taught first from simple to more complex; once a few letter sounds are learned, students are taught a decoding strategy; students apply recently learned phonics to reading connected text) Explicit taught directly / teacher modeling, providing guided practice and independent practice

13 Fluency The ability to read text: - Quickly - Accurately - And with proper expression NRP 2000

14 Fluency Research Repeated and monitored oral reading improves reading fluency and overall reading achievement (Put Reading First, P. 24)

15 Fluency Instruction Modeling Reading Levels Oral reading with feedback Monitor fluency progress Variety of research based strategies -Repeated Readings, Timed, Partner

16 Vocabulary The knowledge of the meanings and pronunciation of words that are used in oral and written language.

17 Vocabulary Research Vocabulary can be developed - directly (teach important, difficult, and useful words) - indirectly

18 Vocabulary Instruction Directly -Teach word learning strategies - How to use word parts to determine meaning of words Indirectly - Provide multiple exposures to words - Encourage independent wide reading

19 Comprehension The ability to make sense of text and to monitor for understanding

20 Comprehension Research Text comprehension can be improved by instruction that helps readers use specific comprehension strategies.

21 Comprehension Instruction Monitoring comprehension (promoting metacognition). Using graphic and semantic organizers - e.g. teaching the use of a Venn diagram to compare and contrast 2 cahracters from a story Main Idea Summarizing Text Structure

22 Scientifically Based Reading Instruction Instructional Content Instructional Design

23 Instructional Design Thoughtful attention to the process of instruction is necessary for early literacy instruction to be effective. In other word, instructional practices, or the how of instruction is as important as the what.

24 Instructional Design In order to effectively teach all children to read the following must be present: Explicit instructional strategies Coordinated instructional sequences Ample practice opportunities Aligned student materials

25 Explicit Instruction 1. Teacher Models and Explains 2. Teacher provides Guided Practice Students practice what the teacher modeled and the teacher provides prompts and feedback 3. Teacher provides Supported Application Students apply the skill as the teacher scaffolds instruction 4. Independent Practice

26 Coordinated Instructional Sequences Phonological - Phonemic Awareness Phonics Fluency Vocabulary Comprehension Strategies

27 An Example of Coordinated Instructional Sequences Phonemic Awareness: Students practice orally segmenting and blending words with /m/ Phonics: Students learn to connect /m/ with the letter m Fluency (at the word level): Students read word lists that include words that have /m/ and other previously learned letter sounds; Students read decodable passages (using repeated readings) that include many word with /m/

28 Instructional Sequences, Cont. Comprehension: Students read passages that contain words that begin with the letter m, and use cross checking to derive meaning from the text Spelling: Students work with words that include the letter m and other letters previously learned

29 Aligned Student Materials The content of student materials ( texts, activities, homework, manipulatives) work coherently with classroom instruction to reinforce the acquisition of specific skills in reading. Student aligned materials provide a range of levels to assist students as they build and refine skills through practice

30 Scientifically Based Reading Instruction Instructional Content Instructional Design Phonemic Awareness Phonics Fluency Vocabulary Comprehension Explicit Instructional Strategies Coordinated Instructional Sequences Ample Practice Opportunities Aligned Student Materials

31 Scientifically Based Reading Instruction Instructional Content Instructional Design

32 Question: How will students receive highquality, explicit and systematic instruction in the reading classroom?

33 90 Minute Reading Block Characteristics: - 90 minutes of uninterrupted reading instruction - Whole group initial instruction implementing the CCRP - Differentiated instruction driven by assessment data - Immediate Intensive intervention driven by assessment data

34 Initial Instruction Receive minutes of initial whole class instruction using the CCRP. Whole Group instruction using the CCRP exposes all children to grade level material. A common text creates opportunities for think alouds and teacher of appropriate strategies. Instructional strategies appropriate for whole group instruction include: Interactive read aloud, shared reading and explicit, systematic phonics and word study instruction

35 Differentiated Instruction The CCRP connects meaningfully to differentiated instruction Students placement in groups is flexible according to on going progress monitoring and different curricula may be in use to instruct different groups There is active student engagement in a variety of reading-based activities, which connect the the five essential components of reading

36 Immediate Intensive Intervention Students continuing to show a deficit according to progress monitoring need to be given a diagnostic assessment to determine the specifics about the deficit Teacher provides immediate intensive intervention driven by the diagnostic assessment Smaller Group size More time

37 Classroom Organization for Differentiated Instruction / Immediate Intensive Intervention Teacher-Led Center - Small group instruction Student Centers - Academically engaged - Accountability - Group, Pair, Cooperative, Individual

38 Flexible Groups It is critical to analyze group size. Keep high risk group sizes small. Monitor high risk student progress more frequently in order to make instructional changes, small group changes, and to accelerate learning. It is important to work with each small group differently based on instructional need. Consider attitudes, behaviors, and work ethics when forming and modifying groups.

39 Model for Student Success Continuous Assessment Instruction Data-Based Instructional Planning

40 EXAMPLE

41 Question: What are the roles and responsibilities of administrators in supporting the implementation of the reading block?

42 Roles and Responsibilities of Administrators Make Reading a priority Schedule reading block (minimum of 90 minutes) Ensure each reading block includes: - The components of reading - Three types of assessment - Immediate, intensive intervention Schedule resources and personnel in order to maximize instructional capacity

43 Roles and Responsibilities of Administrators Coordinate assessment process Provide professional development opportunities Provide necessary materials Be informed instructional leader Monitor reading instruction

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45 Contact Us! Just Read, Florida! 325 W Gaines Street, Room 1501 Tallahassee, FL fax Cari.miller@fldoe.org

46 Contact Us! Reading First Professional Development University of Central Florida 4000 Central Florida Blvd Teaching Academy/Rm 403 Orlando, FL