High School Achieve Reading

1. High School Achieve Reading

2. High School Reading • Small Group Instruction—8:1 Student-Teacher ratio • Focus on reading comprehension and vocabulary development • Based on National Standards for Reading and Language Arts (NCTE and IRA) • Reading skills and strategies needed to meet state standards, graduation requirements, and exit exams

3. Student Requirements for Program Admission • Enrolled 9th–12th grades. • Reading level 8.5 or greater.** • Assessment information provided by the district

4. Program Overview Pretest-- Stanford Diagnostic Reading Test (SDRT) Formative Assessment Daily Performance Monitoring and Assessment Summative Assessment-- (SDRT)

5. Program Development • Based on National Standards for Reading and Language Arts (joint effort of the National Council of Teachers of English and International Reading Association) • National Reading standards excerpted from the MCREL website: http://www.mcrel.org • 5. Uses the general skills and strategies of the reading process • 6. Uses reading skills and strategies to understand and interpret a variety of literarytexts • 7. Uses reading skills and strategies to understand and interpret a variety of informational texts

6. Key Elements of Effective Adolescent Literacy Programs • Diverse texts • Intensive writing • Ongoing formative assessments • Professional development • Ongoing summative assessments of students and programs • Direct explicit comprehension instruction • Effective instructional principles embedded in content • Motivation and self-directed learning • Text based collaborative learning • Strategic tutoring

7. Program Formats • Three Formats • Core Format – 45 mins. • Extended Format – 60 mins. • Dual Focus – 90 mins. • Text Selections (8.0–11.0 readability) • Expository – 65% • Narrative – 35%

8. Program Materials Materials • Teacher Lesson Manual - Scripted Daily Lesson Plans - Teacher Resource Sheets - Student Progress Monitoring • Student Resource Book - Consumable copy for each student - Writing activities incorporated within each lesson • Anthology of Text Selections - Alphabetical listing of text selections - Non-Consumable • Dictionaries for teachers and students

9. Lesson Snapshot • Lesson Overview • Lesson Glossary • Lesson Plan - Core Format - Extended Lesson Format - Dual Focus Format • Motivation Reminder • Lesson Rubric

10. Lesson Overview • Synopsis of Text Selection • Text length ranges • Pre-reading is recommended • National Standard • Lesson Objectives • Comprehension • Vocabulary (Dual Focus Lessons)

11. Lesson Glossary • Glossary of text/lesson specific words • Provides support to teacher and to students • Varies based on vocabulary of text selection • Varies based on text supports contained within text selections

12. Lesson Plan • Greeting • Pre-reading Activity (suggested time) • Access prior knowledge • Actively engage and motivate student • Set the purpose for reading • During Reading Activity (suggested time) • Post-reading Activity (suggested time) • Closure/Formative Assessment (suggested time) • Dual Focus Format • Motivation Reminder

13. Rubric for Evaluation of Student Progress

14. Student Performance Tracking Tool • Completed after each session. • Components: • Student names, lesson numbers, rubric scores, breakdown into three parts (per fifteen lessons). • Scored using the rubric: 3, 2, or 1. • Date is to be recorded under the lesson number. • Scores will assist teachers in communicating with parents and school personnel in regard to student progress. • Scores will help teacher update the Student Plans.

15. Student Performance Tracking Tool