Operating under the belief that maximizing student engagement in Language Arts is vital in raising student reading levels and academic performance. Operating under the belief that all teachers and specialists have a shared responsibility for the success of all students. Operating under the belief that all efforts should be placed in maximizing quality and effective TIER 1 instruction will decrease the need for intervention services
Stagnation on Reading Performance on SOLs. Good Scores, but what variables do we have control over that can help our students improve? Almost 90% of staff trained in SPOT, Phenomenal Reading Support/ESOL….What about time? In examining our Language Arts blocks, we found that a traditional framework for implementing Guided Reading was prevalent… Can we examine this????
During a traditional guided reading block, a classroom had approx. 4 to 5 reading groups. The classroom teacher met with each group for 20+ minutes to implement a guided reading lesson. During that time, students were working on either independent literacy or group based activities with no direct supervision. The neediest of students may be pulled out. During a 90 to 120 min. literacy block, students were only directly involved with the teacher for 20 minutes…..Could be a problem!
THE PLAN… Each teacher/grade level is responsible for their overall Language arts plan (Classroom ownership) Grade level Students are strategically grouped by current literacy need for maximized impact. All staff are involved (ESOL, READING AND TITLE ONE SPECIALISTS, HIGHLY TRAINED READING ASSISTANTS.) Increased communication and data keeping. Ongoing communication with administration and all key players.
Each teacher has a group that they are responsible for… Each ESOL teacher has a group of students. (Mainly of ESOL students, yet can work with any student). Reading Specialists has a group of lowest ability students. Reading Instructional Support is trained in guided reading techniques and given On grade level groups. Highest ability students are placed together in one classroom to focus on literacy extension activities. (Lit. Circles, Novel Studies, etc.) ESOLESOL Reading Spec. Read. Support
Kindergarten Instructional assistants assist with guided reading instruction In a 120 min. block for grades 1-2… 30 min are used for PRESS IN guided reading time 30 min are used for Writers Workshop 30 min are used for CAFÉ/Interactive Readalouds 30 min are used for direct LA skills/SOL instruction In a 90 min. block for grades 3-5 30 min are used for PRESS IN guided reading time 30 min are used for Writers Workshop 30 min are used for direct LA skills/SOL instruction/Inter Read aloud
Teachers may not want to give up responsibility of teaching all students. Will ESOL teachers be doing guided reading all day? What about the other types of services? Who is going to keep track of all the information and data? What about double dips for students? Can students be responsible for moving from room to room? What about the resources? Wont this be too noisy? But, I really liked centers…..
Shared ownership of all students Increase in student engagement in literacy block Modeling of effective reading instruction Increased communication and collaboration amongst staff Guaranteed Daily Guided Reading Increase in systematic delivery of direct SOL instruction/Writers workshop For absent teacher/only effects one group as opposed to an entire class Less pull outs/more inclusive practices
Start Small… MNES began this with 5 th grade only in 2011-2012 Implemented grades 2-5 in 2012-2013 Ascertain Instructional Resources… How can your Reading Specialist support this? How can your ESOL Specialists support this? Does your school have Instructional Assistants that could support this? If so, how would they be trained, who would train them? How would your schedule need to be modified to support this?