1. Finding the Friction Point Where Explicit Instruction and Whole Language Meet

2. Who are we? Amy Pierce  Literacy Coordinator for Rochester Public Schools, MN  Formerly Executive Coach for American Reading Company Springfield Ball Charter School  Hope Kennell, 6 th Grade Teacher  Makayla Fawcett, 6 th Grade Teacher  Cole Withrow, 7/8 th Grade Teacher  Schelli Kirby, 7/8 th Grade Teacher  Barbara Bretz, Literacy Coach

3. Who are our students? Springfield Ball Charter School Springfield, Illinois K-8, 378 students 60% Low Income 41% Black 43% White 16% Other minorities Multi-age classrooms 18% students with disabilities 11% mobility

4. Why are we here? 85% students met or exceeded in reading based on ISAT scores in 2012. -51% met or exceeded on the 2013 ISAT -48% met or exceeded on the 2014 ISAT In 2013, 95% of students were declining in reading according to ISAT. We were not addressing CCSS comprehensively Our past reading assessment tool only measured comprehension and fluency; it did not give us tools to improve those skills. We realized our whole language approach lacked foundational skills. Teachers were using several different philosophies and approaches for reading instruction.

5. Essentials of Reading Instruction Above all, good teaching matters. Readers need long stretches of time to read. Readers need opportunities to read high- interest, accessible books of their own choosing. Readers need to read increasingly complex texts appropriate for their grade level. Readers need direct, explicit instruction in the skills and strategies of proficient reading. Readers need opportunities to talk and sometimes to write in response to text. Calkins, Lucy. 2010. A Guide to the Reading Workshop: Grades 3 – 5. Portsmouth, NH. Heineman n

6. Essentials of Reading Instruction… Readers need support reading nonfiction books and building a knowledge base and academic vocabulary through informational reading. Readers need assessment-driven instruction, including feedback that is tailored specifically to them. Readers need teachers to read aloud to them. Readers need a balanced approach to language arts that includes a responsible approach to the teaching of reading and writing.

7. Readers need long stretches of time to read! Why Volume Matters Students who read for an hour per day for pleasure can increase their reading level by 2.66 grade levels per year.

8. Readers need long stretches of time to read.

9. Readers need opportunities to read high- interest, accessible books of their own choosing. Source: John Guthrie and Nicole Humenick. (2004). Motivating Students to Read: Evidence for Classroom Practices That Increase Reading Motivation and Achievement

10. Readers need opportunities to read high- interest, accessible books of their own choosing.

11. Readers need to read increasingly complex texts appropriate for their grade level. Stages of Reading

12. Intervention Core Instruction Tier 2 / 3 Small group 1:1 Tier 1 Whole Group Explicit Instruction Scaffolded support Strategic Plan Readers need direct, explicit instruction in the skills and strategies of proficient reading.

13. Readers need opportunities to talk and sometimes to write in response to text.

14. Readers need support reading nonfiction books and building a knowledge base and academic vocabulary through informational reading.

15. Readers need assessment-driven instruction, including feedback that is tailored specifically to them.

16. RESEARCH - What to teach DECIDE - How to teach it - What resources to use TEACH CHECK MASTERY CCSS Common Formative Assessment: Conferring with Readers

17. Assessment Driven Instruction

23. Readers need assessment-driven instruction, including feedback that is tailored specifically to them.

25. Readers need a balanced approach to language arts that includes a responsible approach to teaching reading and writing.

26. Characteristics of a Reader’s Workshop Foundational Skill Mini-Lesson – Practice in Connected Text Comprehension Mini-Lesson – Practice in Connected Text Writing – Response to reading – Instruction in the writing process – Instruction in grammar Sharing, Reflection, Consolidation of Learning Evidence Based Discussions Independent Reading Student Conferencing Flexible, Small Group Instruction Practice with Rigorous Tasks Whole Group Shared Close Reading Experience with Complex Text Small group work and 1:1 Conferring Whole Group Small Group Individual Work

27. Readers need teachers to read aloud to them. Core Anchor Titles Shared Reading Exemplars Whole Group Grade Level Instruction

28. Readers need a balanced approach to language arts that includes a responsible approach to teaching reading and writing.

29. How has it impacted the students?

30. How were students impacted?  Reading level last year ranged from 1 st to 10th grade for our 6 th - 8 th grade students (9 levels).  This year our 6 th -8 th graders’ range is 3 rd grade- 8 th grade (6 levels).  Improvement in Foundational skills (phonics, vocabulary, reading variety of genres, text structure) based on Fall 2015 Assessments.  Summer reading loss has dramatically declined school-wide based on Fall 2015 screenings.

31. What have we learned? Explicit targeted instruction with independent texts at the student’s level is critical. Foundational skills are critical to comprehending complicated text. Students had a narrow understanding of vocabulary -need to know multiple meanings of words, shades of meaning, and connotations. We need to assess multiple skills to adequately determine student’s independent reading level.

32. Thank you!! Amy Pierce ampierce1@rochester.k12.mn.usampierce1@rochester.k12.mn.us Hope Kennell 6 th grade hkennell@sps186.orghkennell@sps186.org Makayla Fawcett 6 th grade maksmith@sps186.ogmaksmith@sps186.og Schelli Kirby, 7 th / 8 th grade skirby@sps186.orgskirby@sps186.org Barb Bretz, Literacy Coach bbretz@sps186.orgbbretz@sps186.org Cole Withrow, 7 th /8 th grade cwithrow@sps186.orgcwithrow@sps186.org