1. Reading/ English Language Arts Curriculum of the Woodland Hills School District Presenter: Celeste Covington, Curriculum Coordinator *Information based on the Report of the National Reading Panel 2000, Put Reading First and Reading Next

2. Reading OR Language Arts?

3. Both involve development of communication skills Reading centers on: Reading skills Reading skills Response to literature Response to literature Comprehension Comprehension Strategies Strategies Vocabulary Vocabulary Language centers on: Language skills Literature Writing Grammar, mechanics Various genres

4. Models of Reading Instruction Balanced Literacy Balanced Literacy Reading First Reading First Reading Next Reading Next

5. Balanced Literacy What is it?

6. Balanced literacy is an approach not a strategy. It includes the following components: Read Aloud Read Aloud Modeled writing Modeled writing Shared reading/ writing Shared reading/ writing Guided Reading/ Writing Guided Reading/ Writing Reading/ Writing Workshop Independent Reading/ Writing Word Work Literacy Circles/ Inquiry Groups

7. Curriculum Materials Reading/ Language Arts Harcourt Brace Harcourt Brace Trophies Series Trophies Series (K-6) Holt, Rinehart and Winston (K-6) Holt, Rinehart and Winston Adventures for Readers Adventures for Readers Language Arts Holt, Rinehart and Winston Elements of Literature (7-12)

8. What other resources could be used in reading and language arts classrooms? (ACTIVITY)

9. OTHER RESOURCES: 1. Magazines/ 1. Magazines/ Newspapers 2. Poetry 3. Drama 4. Trade 4. Trade Books/ Guided Reading Books 5. Novels 6. Short 6. Short Stories 7. Content 7. Content Area Texts 8. Internet 8. Internet Resources 9. Picture 9. Picture Books 10. Student 10. Student Created Texts

10. Reading First What is it?

11. Reading First is a federal initiative authorized by the No Child Left Behind Act. The U.S. Department of Education provides Reading First grants to through states to improve reading instruction and student achievement.

12. Five Essential Elements of Reading Supported by Reading First Phonics Phonics Phonemic Phonemic Awareness Fluency Fluency Comprehension Comprehension Vocabulary Vocabulary

13. Phonics refers to the relationships between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language.

14. Phonemic awareness is the ability to notice, think about and work with the individual sounds in spoken words.

15. Fluency is the ability to read a text accurately and quickly.

16. How can you build your students’ fluency? (ACTIVITY)

17. Comprehension is the ability to get meaning from text, remember what was read and communicate with others about what was read. (RF)

18. Vocabulary refers to the words we must know to communicate effectively.

19. Instructional Techniques that Really Work

20. Read aloud: Students are read aloud to on a regular basis, while the teacher models fluent reading and addresses vocabulary and comprehension development.

21. Shared reading: Students read a common text in a whole class setting while the teacher assists by providing significant amounts of modeling, think alouds, and prompting to help students apply comprehension strategies in connected text.

22. Guided reading/ small group differentiated reading instruction: Students meet in a small group with peers who have similar reading needs and the teacher coaches them in reading a text that is chosen to allow them to apply previously taught reading strategies to connected text.

23. Independent reading: Students independently read texts that are at an appropriate level for their current reading abilities.

24. Direct vocabulary instruction: Students are expected to learn new vocabulary words and concepts through explicit instruction.

25. Indirect vocabulary instruction: Students are taught strategies of figuring out the meanings of unknown words that they encounter in their reading.

26. Word Study/ Phonics: Students are taught about the parts of words, e.g. prefixes, suffixes, root words, and phonics skills for enhancement of reading and writing skills.

27. Fluency instruction: Students are taught to read texts fluently (with accuracy, speed, expression and phrasing), and are given opportunities to repeatedly read appropriately leveled texts.

28. More Strategies for Adolescent Learners

29. Direct, explicit comprehension instruction: Students receive explicit instruction on reading comprehension strategies and why and how they are used. Students are given the opportunity to apply the strategies to a variety of texts from different genres and subject areas.

30. Effective instructional principles embedded in content: Students are taught to use comprehension- enhancing tools, such as graphic organizers or creating outlines, and apply them to content area text during Reading/Language Arts instruction.

31. Motivation and self-directed learning: Students are given some choice in the texts they read or the topics they study, or are provided time within the school day for self-selected independent reading.

32. Text-based collaborative learning: Students have the opportunity to interact in pairs or small groups about the texts they are reading or writing and use discussions to extend and clarify their comprehension, or to process their learning of content from content area text. Teachers facilitate student centered learning by teaching students time management and small group organizational skills.

33. References Report of the National Reading Panel, 2000 Put Reading First Reading Next Reading First: A Closer Look at the Five Essential Components of Effective Reading Instruction