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Managing the 90 Minute Reading Block. Introductions MaryAnn Morehouse MaryAnn Morehouse - CCPS Reading C&I K-5 - Veteran Reading Teacher (Title I, iii)

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Presentation on theme: "Managing the 90 Minute Reading Block. Introductions MaryAnn Morehouse MaryAnn Morehouse - CCPS Reading C&I K-5 - Veteran Reading Teacher (Title I, iii)"— Presentation transcript:

1 Managing the 90 Minute Reading Block

2 Introductions MaryAnn Morehouse MaryAnn Morehouse - CCPS Reading C&I K-5 - Veteran Reading Teacher (Title I, iii) - Response to Intervention (RtI) Coach - Response to Intervention (RtI) Coach Heidi Keegan Heidi Keegan - General Education Teacher (NOT a Reading Coach) - Reading Room (iii) for struggling readers (K-3) - National Board Certification: Reading and Literacy Early and Middle Childhood

3 Workshop’s Purpose To support teachers in their effort to deliver quality systematic, explicit instruction that addresses the five components of Reading by providing real life examples from here in Charlotte County Public Schools.

4 What Does That Entail? Group activity Group activity BRIEF description of 5 components BRIEF description of 5 components Glance at Data (FAIR, RtI, etc.) Glance at Data (FAIR, RtI, etc.) Example Schedules Example Schedules Discussion on organization Discussion on organization Video clips (K-2) Video clips (K-2) Resources/ Summer opportunities Resources/ Summer opportunities

5 It Is NOT… A mandatory training A mandatory training An in-depth study of the 6 components An in-depth study of the 6 components A “quick fix” for the last grading period A “quick fix” for the last grading period Meant to cause anxiety, stress, or frustration to exemplary teachers at exemplary schools Meant to cause anxiety, stress, or frustration to exemplary teachers at exemplary schools

6 Frequently Asked Questions 1. What should the reading block include? 2. What is considered an interruption? 3. Can handwriting, spelling, & writing be included as part of the reading block? 4. Is iii to be provided within or outside the 90 minute reading block? 5. Can examples of the block be provided?

7 What Do YOU Do? 1. Use chart paper and markers 2. Collaboratively discuss and record all the things your group members do in the 90 minute reading block! (10 minutes) 3. Come together and BRIEFLY share results

8 What should the reading block include? ii + iii 6 Components 3 types assessments Initial Instruction Immediate, Intensive, Intervention Oral Language Language Development Experiential Language Development Phonemic Awareness ScreeningExplicit Flexible Grouping PhonicsDiagnosisSystematicAccommodations Fluency Progress Monitoring Scaffolded Universal Design VocabularyDifferentiated ComprehensionPrint-rich

9 What is considered an interruption? Lunch Lunch Special Areas (Art, Music, PE, etc.) Special Areas (Art, Music, PE, etc.) ESE pull-out (during whole group or differentiated instruction) ESE pull-out (during whole group or differentiated instruction) Mentoring/tutoring (during whole group instruction) Mentoring/tutoring (during whole group instruction) Trips to the library Trips to the library Counseling Counseling Recess Recess ESOL pull-out ESOL pull-out Computer Lab time Computer Lab time School Assemblies School Assemblies Fire Drill Fire Drill Band/chorus Band/chorus

10 Can handwriting, spelling, & writing be included as part of the block? Spelling: Yes- as an expansion of phonics instruction in letter- sound correspondences No- if words are NOT an expansion of phonics instruction Writing: Yes- as an expansion of vocabulary or comprehension No- as an explicit lesson on the writing process Handwriting : Yes- as part of a Comprehensive Core Reading Program No- as explicit, systematic letter formation instruction * Spelling, writing, and handwriting can be included in the reading block if they relate directly to the five components of reading.

11 Is iii to be provided within or outside the reading block? Within: as differentiated classroom intervention for those students with identified reading difficulties. Example: Small group instruction for students in Strategic (yellow) on DIBELS Outside: for students who require time beyond differentiated intervention on specific targeted reading needs Example: Additional 30 minutes in very small group or 1-on-1 instruction for students in Intensive (red) FAIR

12 What does an example of the block look like? Whole Group Instruction with the core program, Harcourt Storytown (explicit, systematic, scaffolded, differentiated) Whole Group Instruction with the core program, Harcourt Storytown (explicit, systematic, scaffolded, differentiated) Small Group Instruction/Guided Reading Small Group Instruction/Guided Reading Literacy Centers/Stations (research-based) Literacy Centers/Stations (research-based) *Additional (iii) small group instruction outside of the block

13 Organization Takes some time initially Takes some time initially Recommend labeling centers with 6 components Recommend labeling centers with 6 components Understand the movement/rotation with cueing system (chart and signals) Understand the movement/rotation with cueing system (chart and signals) Classroom behavior management Classroom behavior management Practice, practice, practice Practice, practice, practice

14 Grouping Students Always based on DATA (FAIR, DRA, FLKRS, Running Records) Always based on DATA (FAIR, DRA, FLKRS, Running Records) Heterogeneous literacy centers/stations Heterogeneous literacy centers/stations Homogeneous guided reading groups (leveled readers and skill focus) Homogeneous guided reading groups (leveled readers and skill focus) Flexibility is key Flexibility is key

15 Resources -binders (at schools/online) -reading research -Reading Endorsement -Information in Powerpoint

16 Need Help? Have Questions? Contact: MaryAnn MorehouseHeidi Keegan CCPS Reading C&I K-5National Board Certified Teacher MCO ex.3209 Liberty Elementary personal cell (941)


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