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1 Critical Components of Successful Reading: NJ Literacy Initiatives Administrators Guide of What to Look for in IEL classes.

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Presentation on theme: "1 Critical Components of Successful Reading: NJ Literacy Initiatives Administrators Guide of What to Look for in IEL classes."— Presentation transcript:

1 1 Critical Components of Successful Reading: NJ Literacy Initiatives Administrators Guide of What to Look for in IEL classes

2 2 Impact NJ Reading First: 82 schools and 20,400 students NJ Reading First: 82 schools and 20,400 students IDEAL:31 districts, 46 schools IDEAL:31 districts, 46 schools Intensive Early Literacy (Abbott Districts): 305 schools and 120,000 students Intensive Early Literacy (Abbott Districts): 305 schools and 120,000 students

3 3 Philosophy/Principles SBRR (Scientifically Based Reading Research) and the five essentials of reading as per NRP and USDOE (NJ has 6) SBRR (Scientifically Based Reading Research) and the five essentials of reading as per NRP and USDOE (NJ has 6) Early Literacy Task Force Report Early Literacy Task Force Report Preventing Reading Difficulties in Young Children, Snow, Catherine et al. Preventing Reading Difficulties in Young Children, Snow, Catherine et al.

4 4 Critical Elements Motivation and Background Knowledge Motivation and Background Knowledge Phonemic Awareness Phonemic Awareness Phonics Phonics Vocabulary Vocabulary Comprehension Comprehension Fluency Fluency Writing Writing

5 5 Motivation and Background knowledge Teachers preview readings by accessing and/or building background knowledge Teachers preview readings by accessing and/or building background knowledge Motivation: Motivation: All primary students want to learn to readAll primary students want to learn to read Teachers make real life connections to students and respect connections students makeTeachers make real life connections to students and respect connections students make

6 6 Phonemic Awareness v Phonics Phonemic Awareness precedes phonics instruction Phonemic Awareness precedes phonics instruction What sound do you hear at the beginning of these words? Boy, bag, big (phonemic awareness) What sound do you hear at the beginning of these words? Boy, bag, big (phonemic awareness) What letter makes the /b/ sound? (alphabetic principle) What letter makes the /b/ sound? (alphabetic principle)

7 7 Vocabulary – I see Word walls everywhere Word walls everywhere Word walls change over time Word walls change over time Types: Types: Story word wallsStory word walls Writing wordsWriting words Content area word wallsContent area word walls Targeted word wallsTargeted word walls Lesson plans include pre-reading vocabulary and strategy for instruction Lesson plans include pre-reading vocabulary and strategy for instruction

8 8 Comprehension – I see Teacher sets guiding question (s) in whole group (based on the picture, what do you think this story is about?) Teacher sets guiding question (s) in whole group (based on the picture, what do you think this story is about?) Through guided reading at the instructional level, comprehension strategies are taught. Through guided reading at the instructional level, comprehension strategies are taught. Teachers should have guided reading groups based on data Teachers should have guided reading groups based on data

9 9 Comprehension – I see There is more to life than the wh questions which usually require literal/stated information response There is more to life than the wh questions which usually require literal/stated information response Look for personalization, text-to-self type questions for higher order thinking Look for personalization, text-to-self type questions for higher order thinking What would you do in that situation?What would you do in that situation? How else could ______ resolve this situation?How else could ______ resolve this situation? If _____, then how would it be different?If _____, then how would it be different? Follow up in writing center Follow up in writing center

10 10 Writing – I see Time dedicated to writing everyday Time dedicated to writing everyday Evidence of process writing on the walls or in the portfolio Evidence of process writing on the walls or in the portfolio Published work in the halls Published work in the halls Works in progress in the classroom Works in progress in the classroom Quick writes, reader responses Quick writes, reader responses Non-fiction writing Non-fiction writing Writing in Spanish in bilingual classrooms Writing in Spanish in bilingual classrooms

11 11 Structure 90 minute, uninterrupted block of time 90 minute, uninterrupted block of time 120 minute block for bilingual/ESL students 120 minute block for bilingual/ESL students Requires specific time to small group instruction during reading block. No Pull-outs. Requires specific time to small group instruction during reading block. No Pull-outs.

12 12 Structure Reading First Districts; IDEAL Initiative Districts Smaller class size is recommended Smaller class size is recommended Cites research of fewer than 21 Cites research of fewer than 21 Intensive Early Literacy Abbott Districts Class size provisions, not to exceed the following: Class size provisions, not to exceed the following: Pre K, 15 Grades K-3, 21 Each Pre- and K must have an aide

13 13 Structure Reading First Districts; IDEAL Initiative Districts Classroom library(IDEAL requires 300 RF recommends) Classroom library(IDEAL requires 300 RF recommends) Recommends literacy centers Recommends literacy centers Intensive Early Literacy Abbott Districts Classroom library (300 titles) Classroom library (300 titles) Recommends literacy centers, and further mandates a Recommends literacy centers, and further mandates a reading center (Pre K-4), technology center (K-4) and writing center (Pre K-4)

14 14 Classroom Libraries – I see Hundreds of titles aligned to the core organized by _____ (levels, themes) Hundreds of titles aligned to the core organized by _____ (levels, themes) Titles for diversity, gender, language pattern support ( decodables), grammatical pattern support ( I see a ____ ), another guided reading system other than the core Titles for diversity, gender, language pattern support ( decodables), grammatical pattern support ( I see a ____ ), another guided reading system other than the core Story word walls in the classroom Story word walls in the classroom Evidence in the writing portfolios of reader responses and prompts based on classroom library stories Evidence in the writing portfolios of reader responses and prompts based on classroom library stories

15 15 Core: Tier 1 Guided Reading Tier 2 Co-teaching Flexible Groups based on goal-specific, targeted instruction Tier 3

16 16 Guided Reading Co-teacher Model Grades 1-3 Learning Centers ( Students rotate every 20-25 min.) Whole Class Area Co-teacher Guided Reading Student Group A Writing Center Student Group B Reading Center Co-teacher Guided Reading Student Group C Technology Center Student Group D

17 17 Structure - I see A clear block in the schedule A clear block in the schedule Co-teachers assigned with specific time for small group instruction Co-teachers assigned with specific time for small group instruction Collaborative planning between homeroom teacher and co-teachers Collaborative planning between homeroom teacher and co-teachers Teacher plans designate time for whole group, small group, literacy centers and small group intervention Teacher plans designate time for whole group, small group, literacy centers and small group intervention Plans across the block make sense and are not isolated lessons Plans across the block make sense and are not isolated lessons Bilingual/ESL plans include oral ESL Bilingual/ESL plans include oral ESL

18 18 Curriculum 6 Key areas that must be aligned 6 Key areas that must be aligned NJCCCSNJCCCS Thematic organizationThematic organization CRP (Comprehensive Reading Program) and other materials and supplies (e.g., classroom library) must be mappedCRP (Comprehensive Reading Program) and other materials and supplies (e.g., classroom library) must be mapped Strategies and TechniquesStrategies and Techniques Assessment (benchmarks)Assessment (benchmarks) Compensatory and Supplemental programsCompensatory and Supplemental programs

19 19 Curriculum – I see Classroom library readings are co- ordinated with the theme, subskill lessons, and/or NJCCCS Classroom library readings are co- ordinated with the theme, subskill lessons, and/or NJCCCS Read Aloud, shared reading, comprehension activities, vocabulary development Read Aloud, shared reading, comprehension activities, vocabulary development Example: Having been taught past tense endings, students point out past tense verbs in Little Red Riding Hood and create a targeted word wall chart Example: Having been taught past tense endings, students point out past tense verbs in Little Red Riding Hood and create a targeted word wall chart

20 20 Curriculum (cont) Requires differentiated materials, strategies and techniques, and multiple entry points for special populations and requires native language and ESL reading as per state bilingual law Requires differentiated materials, strategies and techniques, and multiple entry points for special populations and requires native language and ESL reading as per state bilingual law Requires use of appropriate software Requires use of appropriate software For Abbott districts, must include Pre K For Abbott districts, must include Pre K Names specific reading strategies (Appendix C) Names specific reading strategies (Appendix C)

21 21 Curriculum – I see Bilingual/ESL classes have appropriate native language and ESL reading core materials Bilingual/ESL classes have appropriate native language and ESL reading core materials Teachers have and utilize all components of the core (flip charts, guided reading, intervention kits) Teachers have and utilize all components of the core (flip charts, guided reading, intervention kits) Alternate guided reading materials exist and are utilized for small group instruction Alternate guided reading materials exist and are utilized for small group instruction Struggling readers receive additional instruction beyond the block Struggling readers receive additional instruction beyond the block

22 22 Assessment and Testing Assessment of Home Language and English Language Proficiency Pre K-3

23 23 HLS and ELPT – I see Teachers have available the HLS and know what languages and to what extent they are spoken in the home Teachers have available the HLS and know what languages and to what extent they are spoken in the home Teachers have available ELPT history on the students and know how to read the results Teachers have available ELPT history on the students and know how to read the results Teachers know the extent of native language development and academic skills in the native language Teachers know the extent of native language development and academic skills in the native language

24 24 Assessment and Testing Levels of Assessment Levels of Assessment Screening Screening NJCCCS Benchmarks NJCCCS Benchmarks Diagnostic Diagnostic Annual testing Annual testing (Nationally recognized normed or criterion referenced test) (Nationally recognized normed or criterion referenced test) State mandated assessments (NJASK3) State mandated assessments (NJASK3)

25 25 Assessment Level ToolGradeLevels(s)Given Area of Reading Assessed PhonemicAwarenessPhonicsFluencyVocabularyComprehension Screening: An assessment that is valid, reliable and based on scientifically based reading research. It is a brief procedure designed as a first step in identifying children who may be a high risk for delayed development or academic failure and in need of further diagnosis of their need for special services or additional reading instruction. DIBELSK-3 F W S DRA2K-3 F S

26 26 Screening – I see Screening results are current and history is readily available Screening results are current and history is readily available Screening results inform guided reading and intervention strategies Screening results inform guided reading and intervention strategies Teachers understand the developmental sequence and grade level expectations Teachers understand the developmental sequence and grade level expectations Bilingual/ESL teachers understand late acquisition English sounds and impact on DIBELS Bilingual/ESL teachers understand late acquisition English sounds and impact on DIBELS Children learning to read in Spanish are screened in Spanish Children learning to read in Spanish are screened in Spanish

27 27 Assessment Level ToolGrade Level(s) Level(s)Given Area of Reading Assessed PhonemicAwarenessPhonicsFluencyVocabularyComprehension Ongoing: An assessment that evaluates childrens learning based on systematic observations by teachers of children performing academic tasks that are part of their daily classroom experience and is used to improve instruction in reading, including classroom instruction. This assessment is aligned to the curriculum (which is aligned to the NJCCCS). ELASPrek,K F W S Evaluation LocallyDevisedK-4QuarterlyEvaluation

28 28 Ongoing – Student Performance Based Assessment Competency Based Competency Based Pick the word that has the same initial sound as in the word top. Pick the word that has the same initial sound as in the word top. A. potA. pot B. copB. cop C. tipC. tip

29 29 Ongoing – Student Performance Based Assessment Performance Based Performance Based Make as many words as you can with this family ending _an Make as many words as you can with this family ending _an A. panD. ranA. panD. ran B. canE. zan*B. canE. zan* C. tanF. han*C. tanF. han*

30 30 Assessment Level Tool Grade Level(s) Given Area of Reading Assessed Phonemic Awareness PhonicsFluencyVocabularyComprehension Diagnostic: An assessment that is valid, reliable and based on scientifically based reading research. It is used for students below reading level as identified by the district-approved reading program and/or the school level WSR model and serves the following purposes: 1. identifying a childs specific areas of strengths and weaknesses so that the child has learned to read by the end of grade 3 2. determining any difficulties that a child may have in learning to read and the potential cause of such difficulties 3. helping to determine the possible reading intervention strategies and related special needs see Oregon List at: http://www.nj.gov/njded/grants/docs/AppendixD.pdf K-4 as needed

31 31 Assessment Level Tool Grade Level(s) Given Area of Reading Assessed Phonemic Awareness PhonicsFluencyVocabularyComprehension Summative: An outcome assessment that is State- approved, norm- referenced and/or criterion-referenced and is independent of the Comprehensive Reading Program. NJASK33S NJASK44S Terra Nova 2 nd ed. K-2S

32 32 Assessment – I see Complete assessment portfolios on all students Complete assessment portfolios on all students Pre-referral practices include all language, screening, and standardized tests on students Pre-referral practices include all language, screening, and standardized tests on students Intervention strategies have been spelled out and tried in the general education program Intervention strategies have been spelled out and tried in the general education program

33 33 Compensatory and Supplemental Services Provision of supplemental services for children reading below grade level in accordance with NCLB Provision of supplemental services for children reading below grade level in accordance with NCLB In-class co-teachingIn-class co-teaching After the block, one-to-one targeted assistanceAfter the block, one-to-one targeted assistance After schoolAfter school Summer, etc.Summer, etc.

34 34 Professional Development Professional development in areas: Professional development in areas: SBRR and six components of ReadingSBRR and six components of Reading Curriculum mappingCurriculum mapping Approved strategies and techniquesApproved strategies and techniques AssessmentAssessment

35 35 Professional Development – I have A school plan based on the IEL/IDEAL/Reading First models that include: A school plan based on the IEL/IDEAL/Reading First models that include: Knowledge based workshopsKnowledge based workshops Strategies and techniques for classroom practicesStrategies and techniques for classroom practices Process writingProcess writing Data analysis and student assessmentData analysis and student assessment

36 36 Populations Served Impacts all populations including: General Education, English Language Learners and Special Education students

37 37 Special Education Students Special education students are not a monolithic group. There is no single supplemental and/or reading intervention program ideal for all special education students. Access to the chronological and/or cognitively appropriate core Participate in all aspects and components of literacy program: block of time 3 tiered instructional approach extra time and additional instruction response to intervention IEP is the priority document

38 38 Reading Programs: What we Know: Native Language Instruction is preferred (especially grades k and 1) Native Language Instruction is preferred (especially grades k and 1) Second Language only programs can be successful, but they carry a higher risk of reading problems Second Language only programs can be successful, but they carry a higher risk of reading problems Programs designed for English Language Background students have high risk for Second Language Learners Programs designed for English Language Background students have high risk for Second Language Learners Key to transfer and ESL only is background knowledge and vocabulary in English Key to transfer and ESL only is background knowledge and vocabulary in English

39 39 Additional Personnel Reading First - Reading Coordinator and Literacy Coaches are required Reading First - Reading Coordinator and Literacy Coaches are required Abbott – Literacy Coach at the school level is recommended and an allowable Abbott position and expense Abbott – Literacy Coach at the school level is recommended and an allowable Abbott position and expense IDEAL – Literacy Specialist assigned to districts; some districts to receive special education literacy resources coaches IDEAL – Literacy Specialist assigned to districts; some districts to receive special education literacy resources coaches SELRC Specialist SELRC Specialist

40 40 Personnel – I see Specialists and Coaches meet with teachers at school level to present workshops Specialists and Coaches meet with teachers at school level to present workshops Specialists and Coaches meet with teachers at grade level to present workshops and discuss data analysis Specialists and Coaches meet with teachers at grade level to present workshops and discuss data analysis Coaches provide in-class modeling for teachers Coaches provide in-class modeling for teachers

41 41 New Jersey Reading Initiatives Contacts: Fred Carrigg Fred Carrigg Special Assistant to the Commissioner for Literacy (609) 633 - 1726 Mary Ann Capetola Mary Ann Capetola Director – Reading First (609) 633 – 0285 Linda Dold-Collins Linda Dold-Collins Office of Literacy (609)-633-1726


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