Basal/Textbook=comfort.

1. Moving Beyond the Basal: Differentiating Instruction and using data to create a Balanced Reading Program

2. Problems Responses Problems Teacher will know through conferencing regularly. Q:Is this approach helping me reach all the students in my class? Volume of reading goes up when the text is accessible Q:Are ALL of my students able to read the text(s) I provide with appropriate accuracy? Independent = 98-100% accuracy instructional = 90-97% accuracy Conferencing, mini-lessons, journals (application of mini-lesson concept), fluency passages, homework, effort, participation Q:Are the grades I’m taking in alignment with what the other data sources are telling me? How is the info. guiding my instruction? Compliance does not equal engagement! Purpose + choice =Motivation • Basal/Textbook=comfort. • It’s scary to leave the safety of the basal/leveled readers. Every child is reading something different. “How can I possibly know what is going on?” • (Literature Circle Lessons) Numerous children weren’t actually reading, good at faking it. • Textstoo high or too low for a number of kids • Grades, where do they come from? How do you hold the children accountable? • Class was BORING!

3. FALL BELOW 25TH%25TH%-49th% @or above 50TH %

4. Lori Cox Slide Phase 1 4th grade data 2008-2009 school year

5. Daily Language Arts Block • 5 minutes- students check in, students make selections of jobs for round 1 and 2, teacher checks for completed homework, whole group works on passage to build fluency • 10 minutes- whole group mini lesson on writing, in gathering area • 20 minutes- individual student practice (teacher conferencing with individuals or small group as needed) • 10 minutes-whole group mini lesson on reading, in gathering area • 20 minutes- individual practice (teacher conferencing with individuals or small group as needed) • 5 minutes- wrap up & group sharing & in gathering area

6. Coaching Toward a Target in 4 minutes • Prepare yourself (30 seconds) Check calendar for appointments Review child’s previous conferring sheet for student’s strengths and strategy focus • Observe (1 minute) “Johnny, please whisper read so that I may listen in.” Notice what is the student doing well with the strategy application? Record this on the conferring sheet • Reinforce and Teach (1 minute) Ask the child “What did you notice today about your reading?” Tell the child what you observed them doing well. Teach or reinforce the strategy you feel is just right for the student now with: explicit explanation, modeling, thinking aloud, and providing other scaffolding • Practice (1 minute) “Now it’s your turn. You try….” Child tries it while you listen in. Teacher provides additional support and input as needed • Plan (30 seconds) “This is what I am hearing, and because of that, this may be our next step.” Record what your plan is on your conferring sheet. • Encourage (30 seconds) Encourage the child to practice the strategy taught today. Have the student articulate the goal and why that particular goal has been choosen

7. Video Clips Running alongside the reader

8. 6 weeks X .9 5.4 wpm expected growth 18 weeks X .9 16.2 wpm expected growth H&T McCray

9. Dibels Graph wpm Student

10. What we are NOT saying… • this lesson represents the best and only way to differentiate instruction • everyone should throw out their plans and adopt this instructional model • this is another thing you are being required to do

11. What we ARE saying • According to the data, core reading instruction is working for most children • increased volume of reading = increased skill in reading • Providing student choice led to greater motivation to read in (& beyond) McCray’s classroom • We expect to make measurable growth in EVERY CHILD!!!

12. Guiding Questions as we move forward • How is what I’m doing leading to greater time spent reading/writing? • Are my students engaged or compliant? • How do my kids feel about about Reading class? • Is the instruction I have been providing working? • Are the students in my Reading class meeting/exceeding expected gains?