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Literacy Instruction During the 90-Minute Reading Block: Effective Tier I Instruction. Learning Objectives. Review research that supports the reading block Discuss the reading block components Review best practices for organizing the reading block
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Literacy Instruction During the 90-Minute Reading Block:Effective Tier I Instruction
Learning Objectives • Review research that supports the reading block • Discuss the reading block components • Review best practices for organizing the reading block • Learn how to differentiate instruction with flexible groups
What does the research say? Effective reading instruction requires: • At least 90 uninterrupted minutes of scientifically-based reading instruction per day • Density • Systematic delivery of explicit instruction • Scaffolding • Differentiation • Intensive intervention in addition to initial instruction
Components of the Reading Block “The Fab Five” + Writing • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension • Writing
Phonemic Awareness GUIDING PRINCIPLE • Systematically deliver explicit instruction HOW • Establish instructional routines in blending, segmenting, and manipulating sound • Scaffold introduction of new phonemic skills from simple to more complex • Provide ample practice opportunities that directly align with the phonemic awareness instruction • Link phonemic awareness instruction to phonics
Phonics Instruction GUIDING PRINCIPLE • Systematically deliver explicit instruction HOW • Carefully scaffold introduction of new phonics skills from simple to more complex letter-sound correspondences • Provide ample practice opportunities that directly align with the phonics instruction • Link phonics instruction to word recognition and spelling activities • Explicitly address patterns in irregular words and provide ample practice to build sight word recognition of irregular words • Relate phonetic elements to all types of text • Establish instructional routines for development of phonetic decoding efficiency • By third grade, continue instruction in complex sound-symbol relationships and morphemes from words that appear in academic texts at third grade level and the intermediate grades
Fluency Instruction GUIDING PRINCIPLE • Systematically deliver explicit instruction HOW • Carefully scaffold student fluency practice from the sub-word level, word level, sentence level, and to the text level • Provide daily opportunities for student fluency practice with text at the student’s independent reading level • Promote wide fluency practice with a variety of different types of texts • Establish a variety of instructional routines for student fluency development such as • Choral reading • Partner reading • Phrased-cued reading
Vocabulary Instruction GUIDING PRINCIPLE • Systematically deliver explicit instruction HOW • Provide vocabulary instruction using words for: • Both oral language and reading vocabulary • Promote dialogue in various contexts using words already taught (SL Standards) • Promote wide reading of a variety of texts for student reading vocabulary development (Text Complexity) • Read aloud everyday for oral language development • Establish instructional routines using graphic organizers to expand vocabulary development
Comprehension Instruction GUIDING PRINCIPLE • Systematically deliver explicit instruction HOW • Establish instructional routines for: • Before reading • During reading • After reading • Establish instructional routines using graphic organizers • Scaffold from lower to higher level questions to promote higher order thinking skills (RL and RI Standards) • Promote dialogue with critical thinking skills (SL Standards) • Promote wide reading of a variety of texts for student reading for a variety of purposes (Text Complexity) • Use text at appropriate student independent reading level • Read aloud everyday
Instructional Shift: Writing Increased emphasis on: • Analysis of individual texts • Argument and evidence • Informative/explanatory writing • Frequent short, focused research projects • Comparison and synthesis of multiple sources Decreased emphasis on: • Narrative, especially personal narrative • Writing in response to decontextualized prompts
Writing from Sources • Analyzing the text, making valid claims about the text, and supporting those claims with evidence from the text (tied to literary and informational texts; writing in response to text; writing about texts) • Writing arguments and informational reports from sources • Using evidence from texts to present careful analyses, well-defended claims, and clear information • Generating reports from research and writing from multiple sources
Instructional Density The Reading Block Increased Resources Building Student Reading Proficiency 90 – 120 minutes per day Increased Time
Scaffolding Instruction Student Mastery Prompts Independent Practice Corrective Feedback Student Student Efforts Teacher Modeling Student Participation Explicit
Organizing the Classroom CLASSROOM CHARACTERISTICS • Students are academically engaged • Teachers and students are accountable ELEMENTS • Whole Group Instruction • Differentiated Instruction with Learning Centers • Teacher-Led Center • Several Student Centers (group, pair, cooperative, individual) • Differentiated Intervention with at-risk students in small, flexible groups
Suggested Reading Block Implementation Checklists
Implementation Checklist PREPARATION • Weekly Standards Posted • Center Rotation Chart • Centers Preparation (Before rotations begin) • Teacher (Guided Reading/Differentiated Instruction) • Teacher Assistant/Independent • Listening • Independent Reading Activity • Technology • 5 Reading Components • Student Work Displayed (with CCSS reference) • Classroom Library (evident and organized) • *Anchor Charts • *Data Wall Posted • *Interactive Word Wall
Anchor Charts An anchor chart is a visual aid that scaffolds (supports or anchors) student learning. Purpose • Provides visual support • Makes learning personal • Fosters independence Guidelines Has a single focus Has an organized appearance Matches the learner’s developmental level Supports on-going learning
PURPOSE • Identify trends for strengths and weaknesses in the school, each grade, or certain student populations • Use data wall to make instructional decisions • Collaborate to exchange ideas for interventions and teaching strategies • Display individual student cards to decrease the chance of losing a student in the system Data Walls and Progress Monitoring
Interactive Word Walls • An interactive word wall requires that a teacher instruct students through consistently referring to the words on wall. • In addition, the teacher must teach interactively from it, using multiple modalities for the various learners.
Implementation Checklist Suggested LESSON PLANS Checklist • CCSS • I Can Statements • Daily Whole Group Instruction (Skill & Direct Instruction) • Daily Centers (List CCSS & Activity) • Interventions • Attach Assessment
Implementation Checklist ROUTINES and ENVIRONMENTS • Whole Group – Approximately 30 minutes • Centers begin promptly on time for grade level • Students exhibit understanding of routines (i.e. Transition, “Ask 3 before me,” Clean up) • Students follow center directions without assistance • Classroom is organized and free of clutter • Centers are organized and contain all needed material • Early completion activities are provided
Implementation Checklist INSTRUCTIONAL PRACTICES • Students are actively engaged • Teacher begins instruction by establishing purpose • Teacher offers explanation, examples and visuals of desired outcome • Teacher uses questioning and discussion techniques to promote higher order thinking skills • Teacher models outcomes and communicates clearly • Explicit Instruction • Teacher models (I do) • Teacher scaffolds students’ understanding (We do) • Teacher allows for independent practice (You do) • Teacher scaffolds students’ understanding
Differentiated Instruction During the Reading Block • What is differentiated instruction? • Differentiation is instruction planned and delivered with precision in small, flexible groups of students • Which students receive differentiated instruction? • All students in the classroom • When is differentiated instruction delivered? • Every day during the reading block
What is flexible grouping? • The informal grouping and regrouping of students throughout the school day based a upon a variety of criteria to create learning experiences that are focused on maintaining consistently high expectations for all students
Benefits of Flexible Grouping • Raises school achievement (Gentry, 1999). • Equips students with social skills and conflict resolution abilities (Frydentall, LeWald, Walls, & Zarring, 2001). • Provides ownership of classroom behaviors (Baugous & Bendery, 2000). • Provides opportunities for social interactions (Valentino, 2000). • Increases individual achievement levels (Gentry, 1999)
When Is Small Group Instruction Effective? Effective Small Group Instruction • Using assessment data to plan instruction and group students • Teaching targeted small groups • Using flexible grouping • Matching instructional materials to student ability • Tailoring instruction to address student needs Ineffective Small Group Instruction • Using only whole class instruction only • Using small groups that never change • Using the same reading text with all the students • Using the same independent seatwork assignments for the entire class
Contact Information Jill Webb Hoda Regional Literacy Coordinator Office of Elementary Education jhoda@mde.k12.ms.us Kristen Wells Regional Literacy Coordinator Office of Elementary Education kwells@mde.k12.ms.us Dr. Kymyona Burk State K-3 Literacy Coordinator Office of Elementary Education kymyona.burk@mde.k12.ms.us Dr. Tenette Smith Assistant State K-3 Literacy Coordinator Office of Elementary Education tenette.smith@mde.k12.ms.us