McCool Junction Elementary April 21st, 2010

Purpose/Objectives  Educate ourselves about the program options that are out there.  Take time to analyze the programs to make some judgments ourselves and think beyond just what we are hearing from others.  Important that the decision that is made is what is best of the students at McCool. You need to find a good match for your district’s needs.  Ultimate Goal: Try to make a decision on a new core reading program next year. If we are struggling with the decision, we’ll try to line up times for you to visit other schools.

 Why adopt a core program?  What do we look for when analyzing core programs for adoption? ◦ research basis ◦ content (systematic, explicit instruction of “Big 5”) ◦ design and delivery  Start analyzing programs ◦ Pros/Cons list for each program  Working Lunch  Stand up (5 min.) stretch breaks when needed

 Core ◦ provides instruction on the essential areas of reading ◦ the most (if not all) students  Supplemental ◦ provides additional instruction in one or more areas of reading to support the core ◦ most (if not all) students  Intervention ◦ provides additional instruction to students performing below grade level on one or more essential skills ◦ some students

 Improve communication ◦ Teachers within and across grades using common language and objectives  Improve learning ◦ Provides students with a consistent method or approach to reading which is helpful for all students ◦ Provides teachers an instructional sequence of skill presentation and strategies to maximize student learning ◦ Provides more opportunities to differentiate instruction when necessary  For teacher support ◦ Provides teachers with a resource so they can focus more on instructing and spend less time trying to create everything themselves Simmons, Kame’enui, Harn, & Coyne, 2003

 Be Scientifically-Based or Research based and implemented with fidelity  Provide explicit and systematic instruction on essential reading elements (i.e., the “Big Ideas”)  Have a systematic scope and sequence for instruction -- clear ‘road map’ for teachers. Uses the science to guide when and how skills are introduced, reviewed, and the order they are taught  Contain consistent and effective instructional routines that include teacher- led presentations, explanations, demonstrations, ample student practice, clear correction procedures and scaffolding strategies  Contain a variety of reading materials (e.g., fiction, nonfiction, plays, poetry, magazines, decodable tests) and activities (e.g., peer reading, read alouds, choral reading, independent reading) that allow children to engage in actual reading

 Include adequate time for instruction: At least a 90-minute uninterrupted block of time including a minimum of 30 minutes of small group, teacher- directed instruction for K-3 daily  Include clear pacing outlines across grade levels so children are delivered to the next grade level with the skills needed to be successful  Contain specific and clear instructions for flexible grouping and providing differentiated instruction  Outline time spent on each activity with more time dedicated to essential components

What are your best hopes & worst fears?

What do we look for when analyzing core programs for adoption? research basis content design and delivery 10 Simmons © 2003

11 Simmons, Kame’enui, Harn, & Coyne © 2003

12 Comprehension Vocabulary Automaticity and Fluency with the Code Alphabetic Principle Phonological Awareness 321K Listening Reading Listening Reading Multisyllables Letter Sounds & Combinations Simmons, Kame’enui, Harn, & Coyne © 2003

 Direct Instruction ◦ Teacher defines and teaches a concept, guides students through its application, and arranges for extended guided practice.  Explicit Instruction ◦ Involved direct explanation. The teacher’s language is concise, specific, and related to the objective. It is a visible instructional approach which includes a high level of teacher/students interaction. Actions of the teacher are clear, direct, and visible. This makes it clear what the students are to do and learn. Nothing is guess work.

Key Terms  Systematic ◦ Carefully planned sequence for instruction, similar to a builder’s blueprint for a house. Includes instruction across the 5 components. Lessons also build on previously taught information, from simple to complex.  Scaffolding ◦ Support that is given to student sin order for them to arrive at the correct answer. Examples include: giving encouragement or cues, breaking the problem down into smaller steps, graphic organizers, providing examples, etc.

What have you heard about Reading Mastery?

 Composed of questions regarding important research based elements of a reading program.  As you look at each element, first look to see if there’s a dot at your grade level for that element.  If there is, then determine if that element is present in the program or not. ◦ If present, circle dot and write comments ◦ If not present, DO NOT circle dot but DO write comments  Comments will include specific examples, strengths, questions and/or concerns you have.  The comments will assist the reviewers in the decision making.  The S/I column is used for reviewing supplemental or intervention programs.

 Using the FCRR guide and your materials, evaluate the program for your grade level.  Remember to make comments.  If you have questions or need help, ask!  Work at a good pace and don’t get hung up on little things.  If stuck on a certain element, move on and come back to it later.  Use the Glossary of Reading Terms as needed. Be prepared to share your written review and a summary of your thoughts. :)

Create Pros/Cons Chart for Each Program

 Using the FCRR guide and your materials, evaluate the program for your grade level.  Remember to make comments.  If you have questions or need help, ask!  Work at a good pace and don’t get hung up on little things.  If stuck on a certain element, move on and come back to it later.  Use the Glossary of Reading Terms as needed. Be prepared to share your written review and a summary of your thoughts. :)

Create Pros/Cons Chart for Each Program

 Using the FCRR guide and your materials, evaluate the program for your grade level.  Remember to make comments.  If you have questions or need help, ask!  Work at a good pace and don’t get hung up on little things.  If stuck on a certain element, move on and come back to it later.  Use the Glossary of Reading Terms as needed. Be prepared to share your written review and a summary of your thoughts. :)

Create Pros/Cons Chart for Each Program

How are you feeling?