Impact

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

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

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

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

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

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

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

8. Comprehension – I see • 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. • Teachers should have guided reading groups based on data

9. Comprehension – I see • 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 • What would you do in that situation? • How else could ______ resolve this situation? • If _____, then how would it be different? • Follow up in writing center

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

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

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

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

14. Classroom Libraries – I see • 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 • Story word walls in the classroom • Evidence in the writing portfolios of reader responses and prompts based on classroom library stories

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

16. Guided Reading Co-teacher ModelGrades 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 Technology Center Student Group D Reading Center Co-teacher Guided Reading Student Group C

17. Structure - I see • A clear block in the schedule • Co-teachers assigned with specific time for small group instruction • Collaborative planning between homeroom teacher and co-teachers • 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 • Bilingual/ESL plans include oral ESL

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

19. Curriculum – I see • Classroom library readings are co-ordinated with the theme, subskill lessons, and/or NJCCCS • 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

20. Curriculum (con’t) • 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 • For Abbott districts, must include Pre K • Names specific reading strategies (Appendix C)

21. Curriculum – I see • 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) • Alternate guided reading materials exist and are utilized for small group instruction • Struggling readers receive additional instruction beyond the block

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

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 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

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

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

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

29. Ongoing – Student Performance Based Assessment • Performance Based • Make as many words as you can with this family ending _an • A. pan D. ran • B. can E. zan* • C. tan F. han*

32. Assessment – I see • Complete assessment portfolios on all 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

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

34. Professional Development • Professional development in areas: • SBRR and six components of Reading • Curriculum mapping • Approved strategies and techniques • Assessment

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

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

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. Reading Programs: What we Know: • 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 • 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

39. Additional Personnel • 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 • IDEAL – Literacy Specialist assigned to districts; some districts to receive special education literacy resources coaches • SELRC Specialist

40. Personnel – I see • 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 • Coaches provide in-class modeling for teachers

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