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CTC Reading Curriculum Overview July 26, 2010. CCS EOG Reading Goal Summary Data Grade 3 Goal 2--70.1% (weighted mean % correct) Goal 3--75.3% (weighted.

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Presentation on theme: "CTC Reading Curriculum Overview July 26, 2010. CCS EOG Reading Goal Summary Data Grade 3 Goal 2--70.1% (weighted mean % correct) Goal 3--75.3% (weighted."— Presentation transcript:

1 CTC Reading Curriculum Overview July 26, 2010

2 CCS EOG Reading Goal Summary Data Grade 3 Goal % (weighted mean % correct) Goal % (weighted mean % correct) Literary Reading--72.6% (weighted mean % correct) Informational Reading69.4% (weighted mean % correct)

3 CCS EOG Reading Goal Summary Data Grade 4 Goal % (weighted mean % correct) Goal 369.4% (weighted mean % correct) Literary Reading--72% (weighted mean % correct) Informational Reading71.2% (weighted mean % correct)

4 CCS EOG Reading Goal Summary Data Grade 5 Goal % (weighted mean % correct) Goal 375.3% (weighted mean % correct) Literary Reading72.6% (weighted mean % correct) Informational Reading69.4% (weighted mean % correct)

5 2010 EOG Goal Summaries

6 Guided reading has many of the same components as shared reading. However, it is conducted with a smaller number of students and focuses more on the individual reading needs of each child.

7 Interventions Self Selected Reading Test Strategy Instruction Direct Reading Instruction Reading Instruction Shared Reading Guided Reading Modeled Reading Independent Reading Assessment strategies Skill Instruction Skill Deficiency Intense Instruction

8 Reading Instruction Skill Focus Vocabulary Fluency Comprehension Pre-During-Post Variety of Resources Novels Anthology Poetry Informational Text Readers Theatre EOG Selections Engage the Reader Direct Self- Selected Intervention Test Strategy Vocabulary Fluency Comprehension

9 Three Levels of Word Knowledge Unknown the word is completely unfamiliar and its meaning is unknown Acquainted the word is somewhat familiar; the student has some idea of its basic meaning Established the word is very familiar; the student can immediately recognize its meaning and use the word correctly Students know words in varying degrees.

10 Accuracy The words are read correctly Rate Text is read at a suitable speed. Not too fast, not too slow Phrasing Text is read in phrases, not word by word or choppy, not word by word or choppy, paying attention to punctuation marks. to punctuation marks.Expression The words are read with feeling The words are read with feeling and the right tone Fluent Readers Read… Correctly ( Checkmark) Automatically (Snap) With Expression (Hands)

11 Model Fluent Reading Partner Reading Sentence Read Paragraph Read Choral Read Echo Read Drop Read **Repeated Reading

12 Skill focused instruction rather than read/question/answer approach to instruction. All other subjects choose skill/objective focus. Why not reading? Teach SKILLS not stories. Assess SKILLS not stories.

13 Drawing Conclusions Making Connections Interpreting Informational Text Text Features Point of View Character Traits Making Predictions Main Idea/Detail Fact and Opinion Sequencing Authors Craft Cause and Effects

14 Reading Instruction Skill Focus Vocabulary Fluency Comprehension Pre-During-Post Variety of Resources Novels Anthology Poetry Informational Text Readers Theatre EOG Selections Engage the Reader Direct Self Selected Intervention Test Strategy Engage the Reader

15 Post Pre During Vocabulary check Check purpose for reading Practice Fluency Comprehension Skill activity Comprehension Skill questioning Set Purpose for reading Introduce Vocabulary Comprehension skill mini-lesson Check Vocabulary Comprehension Skill Questioning Practice Fluency Engaging the Reader

16 Reading Instruction Skill Focus Vocabulary Fluency Comprehension Pre-During-Post Variety of Resources Novels Anthology Poetry Informational Text Readers Theatre EOG Selections Engage the Reader Direct Self Selected Intervention Test Strategy Variety of Resources

17 Reading Instruction Skill Focus Vocabulary Fluency Comprehension Pre-During-Post Variety of Resources Novels Anthology Poetry Informational Text Readers Theatre EOG Selections Engage the Reader Direct Self- Selected Intervention Test Strategy Direct

18 How Often? Assessment Balanced Literacy Grouping Skill Focus Type of Text Direct Reading Instruction 3-5 Days/week Whole Class Centers Stations Leveled Grade Level Fluency Vocabulary Comprehension Guided and Shared Formal and Informal Assessment

19 Direct Instruction Pre-During-Post Format Comprehension Skill Focus Not teaching story- teaching skills Include vocabulary and fluency focus every day Spend more time teaching skill – less time reading Does not have to be a story a week Make sure assessments match skill

20 Reading Instruction Skill Focus Vocabulary Fluency Comprehension Pre-During-Post Variety of Resources Novels Anthology Poetry Informational Text Readers Theatre EOG Selections Engage the Reader Direct Self- Selected Intervention Test Strategy Interventions

21 How Often? Assessment Balanced Literacy Grouping Skill Focus Type of Text Literacy Interventions 3-5 Days/week One-on-one Centers Stations Instructional Level Fluency Vocabulary OR Comprehension Intense Instruction Formal Assessment

22 Interventions Pre-During-Post Format Fluency or Vocabulary Skill Focus Explicit direct skill instruction Begin at individuals point of need Challenge level but not frustration level Monitor interventions closely to determine effectiveness- different interventions work for different learners

23 Vocabulary Interventions Intro Determine what words they know/dont know Define words, kid friendly phrases, movements Activity Explain skill (prefix/suffix, context clues, synonym/antonym etc. ) Play game with partner or as group Closure Review words with phrases/movement

24 Reading Instruction Skill Focus Vocabulary Fluency Comprehension Pre-During-Post Variety of Resources Novels Anthology Poetry Informational Text Readers Theatre EOG Selections Engage the Reader Direct Self- Selected Intervention Test Strategy Self Selected

25 How Often? Assessment Balanced Literacy Grouping Skill Focus Type of Text Self-Selected Reading 3-5 Days/week Whole Class Centers Stations Reading Level Interest Level Fluency Vocabulary or Comprehension Modeled and Independent Informal Assessment

26 Independent Reading Misused Structure is easy Purpose for reading Closure Accountability One time you know they can read on their level Partners small groups OK Not all about AR about reading

27 Pre-Lesson model skill set purpose During Lesson Students read and apply skill Interventions Status of the class Post Lesson Share applications of skill with partner and class

28 Reading Instruction Skill Focus Vocabulary Fluency Comprehension Pre-During-Post Variety of Resources Novels Anthology Poetry Informational Text Readers Theatre EOG Selections Engage the Reader Direct Self- Selected Intervention Test Strategy

29 How Often? Assessment Balanced Literacy Grouping Skill Focus Type of Text Test Strategy Instruction Start early, use sparingly Whole class Centers Stations Skill Level Test Strategy Direct Instruction Informal Assessment

30 Test Strategy Dont let it take over direct reading instruction in February. Explain that good readers have to take tests. Distinguish between what good readers do and what good test takers do. Practice test taking skills separate from direct reading activities.

31 Interpreting Text Features Skim and Scan Reading Questions First Eliminating wrong Answers Summarizing Paragraphs Justifying Answers QAR Levels of Questioning Separate from direct reading instruction Students understand taking

32 Reading Instruction Skill Focus Vocabulary Fluency Comprehension Pre-During-Post Variety of Resources Novels Anthology Poetry Informational Text Readers Theatre EOG Selections Engage the Reader Direct Self - Selected Intervention Test Strategy

33 K-2 Reading Program Overview

34 Pacing Guides Kindergarten Components Weekly Pacing Saxon Phonics Harcourt Weekly Writing Prompts Homework Ideas

35 Pacing Guides First Grade Components Weekly Pacing Saxon Phonics (Word Work) Harcourt Reading Writing Grammar

36 Pacing Guides Second Grade Components Weekly Pacing Saxon Phonics (Word work) Harcourt Weekly Writing Prompts Cross Curricular

37 Saxon Phonics Components of Saxon Spelling and Phonics Lesson Warm-up New Increment Application and Continual Review Classroom Practice School/Home Reinforcement Weekly Assessments

38 Saxon Phonics Grades 1 and 2 Components Spelling Review New Increment New Learning Handwriting Spelling with the new increment New card decks

39 Saxon Phonics Grades 1 and 2 Components Alphabet Activity Phonemic Awareness (explicitly taught in first 70 lessons of 1 st grade, then embedded) Daily Letter and Sound Review 5 Review Decks-Letter, Picture, Spelling, Affix, and Word Decks

40 Saxon Phonics Grades 1 and 2 Components Spelling Review New Increment New Learning Handwriting Spelling with the new increment New card decks

41 Saxon Phonics Grades 1 and 2 Components Application and Continual Review Boardwork (teacher guided activity that follows the instructional component Worksheets/Homework Decodable Readers (fully controlled texts)

42 Saxon Phonics Grades 1 and 2 Components Classroom Practice Classroom Activities Fluency Readers Assessment (oral and written every 5 lessons)

43 Grades 1-5 Harcourt Trophies Overview

44 Harcourt Trophies Components Phonics for Early Grades (CCS does not use) Reading Comprehension Vocabulary Independent Reading Writing Grammar Spelling Cross-Curricular Stations

45 Pacing Guides Third Grade Components Weekly Pacing Read Aloud Leveled Readers Vocabulary/Comprehension Skills Writing Grammar/Spelling

46 Pacing Guides Fourth Grade Components Weekly Pacing Read Aloud Leveled Readers Vocabulary/Comprehension Skills Grammar/Spelling

47 Pacing Guides Fifth Grade Components Weekly Pacing Selection Focus Skill Vocabulary Grammar/Spelling Writing

48 Additional Reading Resources Novel Units Informational Texts Nonfiction books Directions Recipes Schedules

49 CCS Reading Webpage


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