Putting Reading First Building Blocks for Teaching Children to Read Erika Alleyne

Powerful Motivator For Reading Children are curious about their world! Support & Increase Achievement Advancements in technology & information put literacy demands on all readers State/national standards call for children to be effective readers of information Standardized tests utilize informational text to measure children’s literacy achievement

Open Court Lesson Components Unit Theme & Explorations Preparing to Read Phonics & Word Knowledge Reading and Responding Vocabulary/Reading Selections Language Arts Lessons Worksho p

Open Court Reading Time Allocations Careful weekly planning will determine which components will be taught in each band daily. Kindergarten FirstSecond-ThirdFourth-Fifth Preparing to Read- Green Band Warming Up- 5 minutes Phonological Awareness- 15 minutes Alphabetic Knowledge minutes Reading the Book- 10 minutes Reading a Pre-Decodable- 10 minutes Reading and Responding-Red Band Build Background- 5 minutes Preview and Prepare- 5 minutes or less Selection Vocabulary- 5 minutes or less Reading the Book minutes Discussing the Selection- 5 minutes Story Crafting (every 4 th lesson of 5 day planner)- 25 minutes Language Arts- Blue Band Word Analysis- 5 minutes Writing Process minutes English Language Conventions-10 minutes or less Total Daily: 150 minutes Preparing to Read- Green Band Phonics and Fluency  Blending minutes  Dictation- 10 minutes  Reading a Decodable minutes Workshop- -20 minutes  Teacher Re-teach Small Groups  Student Applications  Student Fluency Practice  Teacher Pre-Teach Small Groups Reading and Responding-Red Band Build Background-5 minutes Preview and Prepare-5 minutes Selection Vocabulary-5 minutes Reading the Selection (Strategies and Skills)- 20 minutes Discussing the Selection-10 minutes Review Selection Vocabulary-5 minutes Supporting the Reading- 15 minutes Literary Elements-10 minutes Workshop- 20 minutes  Student Fluency Practice  Student Application  Student Fluency Practice  Teacher Re-teach Small Groups  Teacher Confer w/ groups About Writing Language Arts-Blue Band Word Analysis/Spelling- 5 minutes Writing Process Strategies minutes English Language Conventions- 10 minutes or less Total Daily: 150 minutes Preparing to Read- Green Band Word Knowledge  Reading the Words and Sentences- 15 minutes  Developing Oral Language-10 minutes Phonics and Fluency (Units 1-3 only)  Blending minutes  Dictation- 10 minutes  Reading a Decodable-10 minutes Workshop-20 minutes  Teacher Re-teach Small Groups  Student Applications  Student Fluency Practice  Teacher Pre-Teach Small Groups Reading and Responding-Red Band Build Background-5-10 minutes Preview and Prepare-10 minutes Selection Vocabulary-10 minutes Reading the Selection  First Read (Strategies)- 30 minutes  Second Read (Skills)-20 minutes Discussing the Selection minutes Review Selection Vocabulary-10 minutes Supporting the Reading minutes Literary Elements-10 minutes Workshop- 20 minutes  Student Fluency Practice  Student Application  Student Fluency Practice  Teacher Re-teach Small Groups  Teacher Confer w/ groups About Writing Language Arts- Blue Band Word Analysis minutes Writing Process Strategies minutes English Language Conventions minutes Total Daily: 150 minutes Preparing to Read- Green Band Word Knowledge  Reading the Words and Sentences- 15 minutes  Developing Oral Language-10 minutes Workshop- 20 minutes  Teacher Re-teach Small Groups  Student Applications  Student Fluency Practice  Teacher Pre-Teach Small Groups Reading and Responding-Red Band Build Background minutes Preview and Prepare-10 minutes Selection Vocabulary-10 minutes Reading the Selection  First Read (Strategies)-30 minutes  Second Read (Skills)- 20 minutes Discussing the Selection-15 minutes Review Selection Vocabulary-10 minutes Supporting the Reading minutes Literary Elements- 10 minutes Workshop- 20 minutes  Student Fluency Practice  Student Application  Student Fluency Practice  Teacher Re-teach Small Groups  Teacher Confer w/ groups About Writing Language Arts – Blue Band Word Analysis minutes Writing Process Strategies minutes English Language Conventions minutes Total Daily: 150 minutes

Alignment Model Achieved Stanford 10 & MSA Intended Curriculum VSC Delivered Reading/Language Arts VSC/OCR Alignment and Pacing Guide

How is the VSC labeled? 1.0 Standard A. Topic 1. Indicator a. Objective > Assessment Limit

Assessment Limit An assessment limit is the “least that can be taught” and “the most that can be assessed.”

Daily Planning with the VSC The “standard” and the “topic” assist in locating specific skills based on types of reading. Teachers will use the “objective” for daily instruction keeping in mind the “indicator” and the “assessment limit.”

Explicit Instruction I DO: Explain, model, think-aloud WE DO: Student engagement Guided practice Immediate corrective feedback YOU DO: Independent application small, flexible group instruction

Identify the Objective 3.0 Comprehension of Literary Text A. Comprehension of Literary Text 2. Analyze text features to facilitate the understanding of literary text b. Identify and explain how graphic aids such as pictures and illustrations, punctuation, print features contribute to meaning  In the text or a portion of the text

Analyze the VSC Objective: Looking at the objective and the assessment limit, list all of the words that cue what to teach. Identify and explain how graphic aids such as pictures and illustrations, punctuation, print features contribute to meaning  In the text or a portion of the text

To achieve success with this indicator students must know the following: Identify Explain Pictures Illustrations Punctuation Print features Contributions to meaning Text Portion of text

Scaffolding Objectives How would this objective be taught? Explain how illustrations contribute to meaning Define illustrations Identify illustrations in the text Explain how illustrations are used in the text Explain how the illustrations help in understanding the text

Best Practice LessMore  Whole class, teacher directed instruction  Student passivity  Experiential, inductive, hands- on learning  Active learning

Best Practice: Seven Structures –Reading as Thinking –Representing-to-Learn –Small Group Activities –Classroom Workshop –Authentic Experiences –Reflective Assessment –Integrative Units

Reading as Thinking Interactive Constructive Strategic Examples: –Brainstorming –Mapping –Questioning –KWL

Representing-to-Learn Active construction of knowledge Transferring ideas between mediums for deep understanding Examples: Journals, logs, sketchbooks Free writing, mapping, webbing Variety of expressions; music, visual, etc.

Small Group Activities Makes learning active Stresses collaboration/teamwork Preparation for real-life experiences Examples: Buddy reading, lab partners Peer response/editing groups Literature circles

Classroom Workshops Class as studio or lab Student choice of topic Process orientation – scientific process, writing process Examples: Folder/portfolio work Mini-lessons with teacher modeling Sharing, presenting, exhibiting

Authentic Experiences Bring school to life Community connections Invite world in – take students out Examples: Speakers in classroom Primary source books Field trips, visits Service projects

Reflective Assessment Student reflection, self- assessment Multiple measures Formative assessments Examples: –Portfolios –Performance assessments with scoring rubrics –Student-led conferences

Integrative Units Focus on broad problems, issues, themes across subjects, disciplines Incorporates student interest Creates extended inquiries Examples: –Thematic Units –Problem-based learning –Integrated programs (American Studies and Whole Language)

ReadingWriting LessMoreLessMore Best Practice Strategies that Work  Increased Student Achievement Break-out

A Model for Aligning Instruction 1.Identify the standard, topic, indicator, objective, and assessment limit 2.Develop the lesson objective 3.Develop the formative assessment and sample exemplary response 4.Explicit Instruction 5.Identify before, during, and after reading strategies

What is differentiated instruction? Differentiated instruction is when the teacher Proactively plans Uses varied approaches Responds to student differences, interests and learning needs

Supporting Differentiating Instruction

Phonemic awareness Phonics Fluency Vocabulary Text comprehension Five Components of Comprehensive Reading Instruction

Oral Language Development Background Knowledge Phonics Fluency Vocabulary Comprehension Phonemic Awareness

What is Workshop? flexible grouping purposeful activities that reinforce and extend the instruction in Open Court independent and collaborative work working with small groups, conferencing with students, and/or doing formal and informal assessments

Differentiating Instruction Small Group Guided Instruction Copy goes here

Workshop Areas Focusing on Literacy Writing Area Listening Area Reading Area Computer Area Games-Activities Area Fluency Area Research/Investigation Activities

Workshop: Teacher Activities Pre-teach or re-teach a lesson from the Green or Red Band. Pre-teach using lessons in the Intervention Guides Re-teach using Reteach and Intervention suggestions in the teacher’s edition. Conference with individuals or small groups about their their inquiry activities. Listen to students read decodables and other books. Assess fluency. Observe students.

Look Fors Scaffold instructional objective aligned to the VSC objective Multiple levels of cognitive demand in the instruction Vocabulary instruction aligned to the VSC skill Use of all types of text including informative Use of formative assessments aligned to the objective with a sample response

Resources Questions & Evaluation

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