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Tools and Strategies for Effective Literacy Instruction

Tools and Strategies for Effective Literacy Instruction. Literacy-Based Promotion Act Office of Elementary Education. Objectives. Review best practices for organizing the reading block Review how to differentiate instruction with flexible groups Review STAR Instructional Reports

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Tools and Strategies for Effective Literacy Instruction

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  1. Tools and Strategiesfor Effective Literacy Instruction Literacy-Based Promotion Act Office of Elementary Education

  2. Objectives • Review best practices for organizing the reading block • Review how to differentiate instruction with flexible groups • Review STAR Instructional Reports • Discuss Integration of the Five Reading Components, Common Core State Standards, & Florida Center for Reading Research Center Activities for Tier II and Tier III Interventions • Explore Relevant Resources

  3. Organizing the Reading Block

  4. 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

  5. K-3 Literacy Block Frame

  6. Literacy Block Frame

  7. Literacy Block Frame (cont.)

  8. Suggested Reading Block Implementation Checklists

  9. 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

  10. 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

  11. Anchor Chart Examples

  12. 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

  13. Data Walls and Progress Monitoring

  14. 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.

  15. 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

  16. 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

  17. 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

  18. Differentiating Instruction

  19. 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

  20. 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

  21. 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)

  22. 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

  23. Literacy Coach Carousel • Are teachers using the STAR Instructional Planning Report? (Is the data room a “LIVING” room?) How? • Are Tier II or Tier III interventions being conducted? How? • Are teachers using FCRR? How?

  24. STAR Early Literacy Early Literacy Diagnostic

  25. STAR Early Literacy • Diagnostics Assessment used to determine the early literacy skills of pre-kindergarten through third grade students. • Identifies specific areas of strength and weakness in the sub-domains and skills assessed by the program. • Identifies students who may be at risk for later reading failure.

  26. STAR Early Literacy Assess early literacy skills in the following key domains: • Print Concepts • Phonological Awareness • Phonics and Word Recognition • Fluency • Vocabulary Acquisition and Use Diagnose Students’ Strengths and Weaknesses to Inform Instruction

  27. Diagnostic Report

  28. Class Diagnostic Report • Categorizes students according to skill score range for each skill.

  29. Early Literacy Instructional Planning

  30. STAR Reading

  31. Using the STAR Instructional Planning Report to Determine Interventions

  32. Using the STAR Instructional Planning Report to Group Students

  33. Using the STAR Instructional Planning Report to Determine Interventions

  34. Intervention Resources: Florida Center for Reading ResearchCenter Activities(FCRR)

  35. Matching Interventions to CCSS Activities: Navigating FCRR Standard Aligned Student Activities:

  36. RF.K.1d Phonics Recognize and name all uppercase and lowercase letters of the alphabet

  37. L.2.2d Phonics Generalize learned spelling patterns when writing words (e.g. cage badge; boy boil)

  38. What would you do? • You have just completed a two-part PLC, using FCRR center activities. Your teachers are complaining about the amount of copies it would take to create these activities. Choose one activity. Using ONLY the supplies at your table, create the activity for the grade above or below the listed standard. • L.2.2d PhonicsGeneralize learned spelling patterns when writing words (e.g. cage badge; boy boil)

  39. RF.3.3b Phonics Decode multisyllabic words

  40. RF.K.2aPhonological Awareness Recognize and produce rhyming words

  41. RF.1.2cPhonological Awareness Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single syllable words

  42. L.K.4Vocabulary Determine or clarify the meaning of unknown words

  43. RL.3.4Vocabulary Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language

  44. RF.K.3cFluency Read common high frequency words by sight

  45. RF.3.4Fluency Read with sufficient accuracy and fluency to support comprehension

  46. RL.1.3ComprehensionCharacter Characteristics Describe characters in a story using key details

  47. RI.2.1 Comprehension Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text

  48. Resources

  49. InterventionSample Recording Sheet

  50. Resources • Mississippi Department of Education • https://districtaccess.mde.k12.ms.us/curriculumandInstruction/Response%20to%20Intervention/Resources/RtI%20_Resources%202-12.pdf Policies and Procedures http://www.mde.k12.ms.us/SBE_policymanual/4300.htm • National Center on Response to Intervention • www.rti4success.org • RTI Action Network • www.rtinetwork.org • IDEA Partnership • www.ideapartnership.org Florida Center for Reading Research • http://www.fcrr.org/ • Regional Educational Laboratory Southeast • http://rel-se.fcrr.org/

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