READ 180

1. READ 180 Mrs. Deborah Faehner faehde@centennialsd.org 215-441-6075 X 11382

2. The Read 180 Instructional model includes: • A 20-minute whole-group period which focuses on teacher-lead direct instruction in reading strategies and skills, writing and vocabulary. • This instruction involves the use of the rBook.

3. The Read 180 Instructional Model continues with three 20-minute Small-Group Rotations The first small-group rotation involves the use of the computers. • Students will be using the Read 180 Topic Software. For each topic that the student selects he/she will work in the following zones. • Reading Zone (comprehension) • Word Zone (vocabulary) • Spelling Zone • Success Zone • Writing Zone • Their work on the computers is targeted to their specific Lexile level. • Student progress will be monitored through the Scholastic Achievement Manager (SAM).

4. Read 180 Instructional Model • The second small-group rotation will be in the Independent Reading Area. • Students will select books from the Paperback Library and or from the school library • Students will be accountable for this reading through the use of the Read 180 Reading Log, teacher conferences, etc.

5. Read 180 Instructional Model • The third small-group rotation is the Small-Group Direct Instruction. • This is a continuation of the direct instruction that was begun during the whole-group instruction. • Instruction will involve the use of the rBook, along with materials for differentiating instruction.

6. READ 180 Instructional Model • The Read 180 Instructional Model is based on a 90-minute block of time. • With the change to the school’s schedule, we will now be able to administer this program as it was designed. This is the reason for the double period. • The Read 180 Program does include a written component. However, we will also be including additional written instruction.

7. Do students still need to read for homework? • YES – Students are expected to read 20 minutes each night, Monday through Thursday. • The students will respond to a prompt at the beginning of class. Their response should be based on their readings from the night before.

8. READING LOG • Sample prompts • Describe the main character using two character traits. What is the evidence from your story that helped you to decide on these traits? • Describe the setting of your story. If the setting changed, how would your story change? • What is one text feature that the author uses? How does this text feature help you to understand the book?

9. READING IS THINKING! • There is no such think as multi-tasking when it comes to reading. • The students should turn off all screens and take off the headphones while reading (unless they are listening to an audiobook.) • Students need to be able to concentrate in order to truly understand what they are reading.

10. MATERIALS • One notebook (preferably a marble notebook) • One two-pocket folder • These items will be kept in the classroom.

11. DICTIONARIES • Your child should have a dictionary available at home. This could be a hard copy or one that is available on a computer or through another electronic source.

12. What is a LEXILE? • A lexile is the determination of the readability of a book based on: • sentence length • sentence difficulty • word frequency • Students have a lexile level and books have a lexile level. The goal is to match the student’s lexile with the book’s lexile. • The lexile level is considered to be more accurate than the older readability graphs. • Your child will know his/her lexile level after they complete Scholastic Reading Inventory (SRI). • www.lexile.com and Barnes and Noble • Students are able to locate books based on the lexile level of the title.

13. Contact Information • Mrs. Deborah Faehner • Email – faehde@centennialsd.org • Email is the most efficient way of contacting me. • Phone 215-441-6075 (ext. 11382)