Charlotte Johnson-Davis, Ph.D. Eastern Regional Reading First Technical Assistance Center ERRFTAC The Florida Center for

2. Guiding Questions: How are Readings Centers related to the Instructional Continuum? How is Independent Practice part of the Gradual Release of Responsibility? How can Reading Centers be used to enhance independent practice? How can teachers plan, implement and manage reading centers? What are some examples of reading centers that can be used in Reading First classrooms?

3. This is another reason for RFThis is another reason for RF

4. Curriculum ? The core learning system is a school’s primary reading program and is designed to meet the needs of most students. Supplemental programs support the core program. Intervention programs are intensive program’s designed to meet the needs of “each” or individuals who need additional intensive reading instruction. ? The core, supplemental, and intervention programs have to work together to support each other and student learning.? The core learning system is a school’s primary reading program and is designed to meet the needs of most students. Supplemental programs support the core program. Intervention programs are intensive program’s designed to meet the needs of “each” or individuals who need additional intensive reading instruction. ? The core, supplemental, and intervention programs have to work together to support each other and student learning.

5. Providing Learning Opportunities for EVERY Child : To support differentiated instruction, the principal needs to understand the instructional continuum. All children receive differentiated instruction based on their reading level and learning needs – whether they are advanced or struggling readers. Differentiated instruction is part of the Instructional Continuum. Initial Instruction: Whole group instruction – often scheduled for the beginning or end of the reading block. Teachers systematically and explicitly teach essential grade level content (concepts, skills, and strategies) and encourage an interest in reading through instructional routines, such as engaging read-alouds. Differentiated Instruction: Children are grouped based on what they know and what they need to learn. Small groups increases the intensity of instruction and teachers are able to target specific learning needs. Differentiated Intervention: This classroom intervention provides a “double dose” of instruction for struggling readers. It may be part of the 90 minute reading block or beyond this designated time. 4. Intensive Intervention: This intense, targeted instruction is in addition to initial and differentiated instruction. Often intensive intervention is provided by the special education teacher or the reading specialist. Instructional materials reflect the specific learning needs of children who are at high risk for reading failure. Increasing time and intensity of instruction is crucial to accelerating their learning. To support differentiated instruction, the principal needs to understand the instructional continuum. All children receive differentiated instruction based on their reading level and learning needs – whether they are advanced or struggling readers. Differentiated instruction is part of the Instructional Continuum. Initial Instruction: Whole group instruction – often scheduled for the beginning or end of the reading block. Teachers systematically and explicitly teach essential grade level content (concepts, skills, and strategies) and encourage an interest in reading through instructional routines, such as engaging read-alouds. Differentiated Instruction: Children are grouped based on what they know and what they need to learn. Small groups increases the intensity of instruction and teachers are able to target specific learning needs. Differentiated Intervention: This classroom intervention provides a “double dose” of instruction for struggling readers. It may be part of the 90 minute reading block or beyond this designated time. 4. Intensive Intervention: This intense, targeted instruction is in addition to initial and differentiated instruction. Often intensive intervention is provided by the special education teacher or the reading specialist. Instructional materials reflect the specific learning needs of children who are at high risk for reading failure. Increasing time and intensity of instruction is crucial to accelerating their learning.

6. What does Quality Instruction look like? Explicit Systematic Differentiated Scaffolded

7. Explicit Instruction

8. Systematic Instruction

11. Theory to Practice Lev Vygotsky’s research and theories of learning form the basis for instructional scaffolding and the Gradual Release of Responsibility Model (GRRM). Vygotsky believed that a teacher should help children learn new concepts and skills by interacting with them; explicitly teaching the next incremental step, then providing guided practice, and finally opportunities for independent practice and application of the skill. He referred to this teaching-learning process as scaffolding.

12. Scaffolded Instruction Gradual Release of Responsibility “I do - We do - You do” Explicit Instruction and Modeling Guided Practice Independent Practice Application

13. Scaffolding LearningGradual Release of Responsibility Model 1 2 3 4 This graphic developed by Corinne Eisenhart depicts the gradual release of responsibility model. At first the teacher is responsible for the learning. This is the initial instruction stage when the teacher explicitly and systematically teaches the essential grade level reading content. Modeling and think-alouds are effective instructional routines. The next stage is small group differentiated instruction. The teacher works with small groups of students who have similar learning needs. Based on the proficiency of the students, the teacher may extend the learning (advanced students); provide guided practice (grade level students; reteach, provide additional guided practice with corrective feedback and may use supplementary materials (strategic learners – slightly below grade level), or reteach, provide additional learning opportunities with supplemental materials This graphic developed by Corinne Eisenhart depicts the gradual release of responsibility model. At first the teacher is responsible for the learning. This is the initial instruction stage when the teacher explicitly and systematically teaches the essential grade level reading content. Modeling and think-alouds are effective instructional routines. The next stage is small group differentiated instruction. The teacher works with small groups of students who have similar learning needs. Based on the proficiency of the students, the teacher may extend the learning (advanced students); provide guided practice (grade level students; reteach, provide additional guided practice with corrective feedback and may use supplementary materials (strategic learners – slightly below grade level), or reteach, provide additional learning opportunities with supplemental materials

14. The Zone of Proximal Development Vygotsky defined the Zone of Proximal Development (ZPD) as the distance between the most difficult task a child can do alone and the most difficult task a child can do with help. Today we will focus on how we can scaffold student learning, gradually releasing the responsibility of learning from teacher to child; from initial instruction to mastery. This is the process of differentiating instruction.

15. Scaffolding:Gradual Release of Responsibility Although the reading block is an awesome responsibility, we do not need to be overwhelmed by it. Just like with anything else, education requires time and resources, however, with evidence of reading research as our compass, we know how to work SMARTER. As long as we know and uphold the priorities, we can be confident that we are making wise use of our time and effort. Converging research indicates that the first priority of high quality reading instruction is explicit delivery. (first click) This is where effective instruction starts I2nd click). Students do not learn new information well if is not communicated to them directly. Explicit instruction minimizes confusion . Otherwise, implicit instruction as a first line of defense drives students to guessing as their primary learning strategy. Explicit instruction is followed by teacher modeling for the students. (3rd click) They will not be able to learn new processes and develop new skills without understanding what it does and does not look like. Students can then begin their participation. (4th click) Student efforts (5th click) are followed by corrective feedback from the teacher (6th click), shaping student skill development. With frequent student practice and continued feedback, the teacher will scaffold instruction to prompt (7th click) students when needed as they practice and become more independent. (8th click) The final result will be student mastery. Converging research reveals that if students that struggle in learning to read receive effective instruction for a long enough period of time, they will learn to read. Although the reading block is an awesome responsibility, we do not need to be overwhelmed by it. Just like with anything else, education requires time and resources, however, with evidence of reading research as our compass, we know how to work SMARTER. As long as we know and uphold the priorities, we can be confident that we are making wise use of our time and effort. Converging research indicates that the first priority of high quality reading instruction is explicit delivery. (first click) This is where effective instruction starts I2nd click). Students do not learn new information well if is not communicated to them directly. Explicit instruction minimizes confusion . Otherwise, implicit instruction as a first line of defense drives students to guessing as their primary learning strategy. Explicit instruction is followed by teacher modeling for the students. (3rd click) They will not be able to learn new processes and develop new skills without understanding what it does and does not look like. Students can then begin their participation. (4th click) Student efforts (5th click) are followed by corrective feedback from the teacher (6th click), shaping student skill development. With frequent student practice and continued feedback, the teacher will scaffold instruction to prompt (7th click) students when needed as they practice and become more independent. (8th click) The final result will be student mastery. Converging research reveals that if students that struggle in learning to read receive effective instruction for a long enough period of time, they will learn to read.

16. Explicit Framework for Skills-Based Instruction

17. Whole Group Instruction Provides beginning basis for instruction Uses core program material Includes explicit instruction that introduces and reviews concepts, skills & strategies

18. Small Group Instruction Provides opportunity for: more precise, targeted instruction instruction that is differentiated for each group increasing active student engagement Uses core and/or supplemental programs and materials

19. Small Group Instruction Students are grouped by common learning needs based on data Flexible grouping is used (Groups are formed and reformed based on data) Required materials for various groups are: prepared readily accessible

20. Small Group Instruction

21. Reading Centers

22. Reading Centers Centers are an extension of: basic whole group instruction, and more precise small group instruction Contain meaningful, purposeful activities that reinforce what has already been taught Contain activity tasks that must be pre-taught before placed in a center for student practice

23. Reading Centers . . . . . . Special places organized in the classroom for students to work in:

24. Reading Centers Characteristics

25. How do I plan, implement, & manage: reading centers? center activities?

26. Plan & Implement Centers FIRST: Begin the school year with generic centers Develop a system of clearly-defined procedures (50-80) Teach procedures as explicitly as an instructional lesson Provide students corrective feedback as procedures are implemented THEN: Concentrate upon planning differentiated lesson plans, one group at a time

27. Classroom Environment Clearly visible: Classroom rules Daily schedule Weekly objectives Appropriate space for: whole group small group centers Well designated/clear walkways Furniture arranged so that: teacher can see all students teacher is visible to students All materials clearly labeled Decodable books organized & leveled Classroom library: adequate # of books variety of reading levels.

28. Classroom Management Well-defined: Behavior system Center management system Center routines: Partner/group activities Students needing assistance Procedures: Center transitions Distribute & collect student work Posted: Classroom rules Daily schedule Center management system

29. Centers Centers need to show evidence of: “help system” for students specific location for student work (in-basket, file folders) organized student movement: within centers between centers

30. Planning Centers Self Evaluation Do you provide more corrective feedback: Instruction? OR Behavior?

31. Planning Activities Plan small group differentiated lessons based on identified needs Scaffold students toward “perfect practice” in centers with corrective feedback in small groups Release instructional routine/activity to centers for “perfect practice” that moves students toward mastery Prepare “extra” activities for each center so that students will have options if they finish their assigned activities early.

32. Checklist: Selecting Center Activities Is the goal directly related to one of the major reading components? Have I already taught the skill explicitly? Have I already shaped student learning with corrective feedback on that skill? Will the student be: Practicing the skill? Demonstrating the skill? Extending application of the skill? Reviewing a skill? These guiding questions may be helpful when a principal or coach conducts a classroom walkthrough during Center time. These guiding questions may be helpful when a principal or coach conducts a classroom walkthrough during Center time.

34. Where Can I Find Center Resources?

35. Resources: Your Core or Supplemental Program Materials Over the past few years, several resources reporting the body of converging research in reading have been published. Each of these resources would be a great addition to a teacher’s personal library or the school professional library. The first resource, Preventing Reading Difficulties in Young Children, was conducted by the National Research Council and published by National Academy Press in 1998. The report outlines effective instruction in the primary grades and is available online at http://www.nap.edu The second, Teaching Reading IS Rocket Science, is a teacher-friendly booklet written by Louisa Moats and published by the American Federation of Teachers. It is also downloadable at www.aft.org/pubs-reports The third resource, National Reading Panel Report: Teaching children to Read, published in 2001, summarizes the research on each of the five major reading components. The last resources, Putting Reading First, is also a very teacher-friendly booklet with a wealth of information about instruction in the major reading components. Teachers can order it for free by calling 1-800-228-8813. Over the past few years, several resources reporting the body of converging research in reading have been published. Each of these resources would be a great addition to a teacher’s personal library or the school professional library. The first resource, Preventing Reading Difficulties in Young Children, was conducted by the National Research Council and published by National Academy Press in 1998. The report outlines effective instruction in the primary grades and is available online at http://www.nap.edu The second, Teaching Reading IS Rocket Science, is a teacher-friendly booklet written by Louisa Moats and published by the American Federation of Teachers. It is also downloadable at www.aft.org/pubs-reports The third resource, National Reading Panel Report: Teaching children to Read, published in 2001, summarizes the research on each of the five major reading components. The last resources, Putting Reading First, is also a very teacher-friendly booklet with a wealth of information about instruction in the major reading components. Teachers can order it for free by calling 1-800-228-8813.

36. Caution: Not everything in the core or supplemental reading program for centers is reading related. Your core or supplemental reading program may not have enough “Center” activities listed. Some activities in the core that are not labeled for centers are appropriate for centers.

38. What are some examples of reading centers and center activities?

39. Phonemic Awareness Additional information: Effective phonemic awareness instruction: provides explicit and systematic instruction in small groups; begins with auditory phonemic awareness activities to direct children’s attention to sound; links phonemes with letters as soon as children understand that letters represent segments of their own speech (National Reading Panel, 2000). Additional information: Effective phonemic awareness instruction: provides explicit and systematic instruction in small groups; begins with auditory phonemic awareness activities to direct children’s attention to sound; links phonemes with letters as soon as children understand that letters represent segments of their own speech (National Reading Panel, 2000).

40. Listening Station