SYL Comments on ESU Executive Committee Proposal for Amendments to ESU Standing Orders
April Kelley Reading & Writing Consultant ESU #6.
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Transcript of April Kelley Reading & Writing Consultant ESU #6.
![Page 1: April Kelley Reading & Writing Consultant ESU #6.](https://reader034.fdocuments.in/reader034/viewer/2022051401/56649ef55503460f94c08300/html5/thumbnails/1.jpg)
April KelleyApril Kelley
Reading & Writing ConsultantReading & Writing Consultant
ESU #6ESU #6
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QuickTime™ and a decompressor
are needed to see this picture.
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Answers to Questions:Answers to Questions:• What does research evidence tell us?• How do I organize the reading block?• What constitutes an interruption?• What does a reading block schedule
look like?• How do I manage the reading block?• What reading components constitute
the reading block?• How do I differentiate instruction with
flexible groups?• How do I address differentiated
intervention?
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What doesWhat does research research evidenceevidence tell us?tell us?Effective reading instruction requires:
• At least 90 uninterrupted minutes per day
• Density– Systematic delivery of explicit instruction– Scaffolding– Differentiation
• Intensive intervention in addition to initial instruction
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90 Minute Reading Block• Focus on 5 essential components of reading:
phonemic awareness, phonics, fluency, vocabulary, and comprehension.
• Whole group instruction to focus on reading skills everyone needs.
• Small group instruction: Group students with similar skill needs to provide them with extra reading instruction and practice.
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90 Minute Reading Block• Walk-to-Read: Students travel to other
classrooms for reading instruction based upon the skills they need to learn and practice.
• Flexible Grouping: Students will rotate from group to group based upon the skills they need to learn and their needs at the current time.
• Constant monitoring will allow us to get students in the appropriate skill group and adjust our instruction based upon their needs. (More individualized instruction)
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Walk-to-Read
• Advantages
• Disadvantages
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Instructional Instructional DensityDensity
The Reading Block
90 – 120 minutes per d
ay
Building S
tudent Reading P
roficiency
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What constitutes an What constitutes an interruptioninterruption??
• Lunch• Special Area (art, music, band, PE, media, etc.)
• Exceptional Student Education pull-out • Mentoring during whole group instruction• Trips to the library• Counseling• Recess• English Speakers of Other Languages pull-out• Computer Lab pull-out• School Assemblies• All-call
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How is your reading block currently organized?
Whole group
Small group
Centers
Length
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How do I How do I organizeorganize the reading the reading block?block?
CLASSROOM CHARACTERISTICS• Academically engaged• Accountability
ELEMENTS• Whole Group Instruction• Differentiated Instruction in Small Groups and Centers
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How do I How do I organizeorganize the reading the reading block?block?
• It is critical to analyze group size (from 3-8 students)• Keep high-risk group sizes small (3-5 students)• It is important to work with each small group differently
based on instructional need as determined by results of the various reading assessments.
• Monitor progress of those most at-risk students more frequently for making instructional changes to accelerate learning:– Size of the small group– Group members– Level of explicitness– Amount of scaffolding– Length of time for targeted instruction
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What could a reading block What could a reading block schedule schedule look like?look like?
Instruction Range of Time
Class Configuration Examples of Teacher-Led Activities
The The Reading Reading
BlockBlock90 minutes minimum
daily
TOTAL TOTAL TIME:TIME:
?? minutes scheduled
TOTAL TOTAL TIME: TIME:
?? min
daily
Whole GroupWhole Group
Resource:Resource: CCRPWhat core program?
TOTAL TOTAL ROTATION ROTATION
TIME:TIME:
?? min
Daily
Differentiated Instruction:Differentiated Instruction: Small Group Instruction: Groups 1, 2, & 3
Resources:Resources: What program(s)?
Group Instructional Focus
?? min M T W Th Fdaily pergroup
Session 1 Group 1:
Session 2 1 Group 2:
Session 3 Group 3:
Classroom Classroom InterventionIntervention
Additional Classroom
Time w/teacher
TIME:TIME:
?? min daily
Differentiated Intervention:Differentiated Intervention: 3 – 5 students Resources:Resources: What program(s)?
M T W Th F
Intervention
Session Instructional Focus:Instructional Focus:
CCRP = Comprehensive Core Reading ProgramSRP = Supplementary Reading Program
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What could a reading block What could a reading block schedule schedule look like?look like?
Instruction Range of Time
Class Configuration Examples of Teacher-Led Activities
The The Reading Reading
BlockBlock
TOTAL TOTAL TIME:TIME:
90 minutes minimum
daily
TOTAL TOTAL TIME: TIME:
20-60 min
daily
Whole GroupWhole Group
Resource:Resource: CCRPSegment sounds (PA)
Sound-letter correspondences (Phonics)
Partner reading (Fluency)
Prereading Lesson: Tier 2 words (Vocab)
Reciprocal Teaching (Comprehension)
TOTAL TOTAL ROTATION ROTATION
TIME:TIME:
30-70 min
Daily
Differentiated Instruction:Differentiated Instruction: Small Group Instruction: Groups 1, 2, & 3 Resources:Resources:
CCRP & SRP
Group Instructional Focus
10-25 min M T W Th Fdaily pergroup
Session 1 1 2 3 1 2 Group 1: segment sounds w/Elkonin boxes
Session 2 2 3 1 2 3 Group 2: word sorts w/common
syllable spelling patterns
Session 3 3 1 2 3 1 Group 3: reread decodable books
Classroom Classroom InterventionIntervention
Additional Classroom
Time w/teacher
TIME:TIME:
10-20 min daily
Differentiated Intervention:Differentiated Intervention: 3 – 5 students Resources:Resources:
SRP & Intervention Program M T W Th F
Intervention X X X X X
Session Instructional Focus:Instructional Focus:• Phonemic segmentation w/
mirrors• Word building w/letter & pocket
charts • Word-level fluency card activity
CCRP = Comprehensive Core Reading ProgramSRP = Supplementary Reading Program
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Sample Reading Schedules
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Stacy’s Sample Reading Lesson Plan
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Chad’s Sample Reading Lesson Plan
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Which schedule/lesson plan do you like? Why?
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Clarifying the Gray AreasClarifying the Gray Areas
Theme-based
Theme-based
Orthogra
phic
Orthogra
phic
Co
mp
osi
tio
nC
om
po
siti
on C
on
ventio
ns
Co
nven
tion
s
Oral Oral LanguageLanguageActivitiesActivities
PhonemicPhonemicAwarenessAwarenessActivitiesActivities
&
Include:Include:• Orthographic spelling Orthographic spelling
instructioninstruction
Exclude:Exclude:• Theme-based Theme-based
spelling instructionspelling instruction
Write-a-response
Write-a-response
to reading
to readingCrit
ical
Thin
king
Critic
al T
hinki
ng
Skills
Skills
• Writing process Writing process instructioninstruction
• Writing conventionsWriting conventions instructioninstruction
• Write-a-response Write-a-response to reading activityto reading activity
• Critical thinking activityCritical thinking activity - - Questioning the author dialogueQuestioning the author dialogue - Semantic feature analysis- Semantic feature analysis
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How do I How do I differentiate differentiate instructioninstruction??
When is differentiated instruction delivered?• Every day during the reading block
How can a teacher plan in order to differentiate?• Identify the target reading components• Identify the target resources• Implement a classroom management system
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How do I plan for How do I plan for differentiated instructiondifferentiated instruction??
11
Assessment Assessment ResultsResults
22
Reading Reading ComponentsComponents
33
ResourcesResources
44
InstructionInstruction
What are the
assessment
results?
What is the instructional
target?
Which resources are available?
Provided: Additional Examples:
What instructional plan matches student
need?
Phonemic Awareness
CCRP
SRP
Phonics CCRP
SRP
Fluency CCRP
SRP
Vocabulary CCRP
SRP
Comprehension CCRP
SRP
PM = Progress MonitoringCCRP = Comprehensive Core Reading ProgramSRP = Supplementary Reading Program
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How do I plan for How do I plan for differentiated instructiondifferentiated instruction??
11
Assessment Assessment ResultsResults
22
Reading Reading ComponentsComponents
33
ResourcesResources
44
InstructionInstruction
What are the
assessment
results?
What is the instructional
target?
Which resources are available?
Provided: Additional Examples:
What instructional plan matches student need?
Screening
PM
Phonemic Awareness
CCRP Elkonin Boxes;
SRP Manipulative Chips
5-10 minutes daily
Small group: 3-5
Screening
PM
Phonics CCRP Elkonin Boxes;
SRP Magnetic Letters
10-15 minutes daily
Small group: 5-7
Screening
PM
Fluency CCRP Word/Phrase Cards;
SRP Leveled Text
10 minutes daily
Small group: 6 or 8
Outcome Vocabulary CCRP Tier 2 Words;
SRP Concept Picture Cards
5-10 minutes daily
Small group: 5-8
Outcome Comprehension CCRP Graphic Organizers;
SRP Question Cards
15 minutes daily
Small group: 5-8
PM = Progress MonitoringCCRP = Comprehensive Core Reading ProgramSRP = Supplementary Reading Program
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How do I How do I differentiate differentiate interventionintervention??
In OutClassroom interventionClassroom intervention Additional interventionAdditional intervention
Target Population
the classroom student with identified
difficulties in specific reading components
the student identified as requiring more time beyond differentiated classroom intervention
Total Instructional Time
Daily Classroom Reading Block:
• 40 minutes – instruction
• 50 minutes – differentiated instruction
- Teacher-lead center (25 minutes)
- Student centers (10-15 minutes)
• 10-15 minutes – differentiated intervention
Daily Classroom Reading Block:
• 40 minutes – instruction
• 50 minutes – differentiated instruction
- Teacher-lead center (25 minutes)
- Student centers (10-15 minutes)
Intervention Beyond the Classroom•20 - 45 minutes
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Do you currently differentiate in your small groups?
-If so… how?
-If not…what could you try?
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How do I How do I managemanage the reading the reading block?block?
• Room Arrangement– large group area– small group areas
• Rules versus Procedures – plan procedures– teach procedures – consistently enforce procedures
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How do I How do I managemanage the reading the reading block?block?
• Academic Tasks to Consider– Whole Group Activities– Small Groups– Student Centers– Independent Activities– Transitions
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Student Centers
Word Work
• word sorts• spelling activities• vocabulary w/graphic organizers• Elkonin boxes• six common spelling patterns
Reading corner
• partner reading • independent reading• “whisper” choral reading
Writing
• written response to reading• conventions practice
Investigations
• question probe• graphic organizers
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Points of DecisionPoints of Decision
• What do the assessment results tell me about each of my students?
• Which target skill(s) can I identify to thwart future reading difficulties?
• Which of my students need to work together as a group at this time?
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Points of DecisionPoints of Decision
• How much time is required per group?
• What resources are available to me for precise use with each reading component?
• What additional resources do I need?
• How do I support small group instruction if my CCRP predominately uses whole group instruction?
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Points of DecisionPoints of Decision
• How do I organize the classroom during the reading block in order to manage differentiated instruction?
– what will each group do at the small group instruction?
– how much time will be spent at the teacher-led center?
– what will the other students do at each of the student centers?
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Seven Word Summary
• Write a sentence using exactly 7 words to summarize what you learned about a 90 Minute Reading Block today.
• Share your summary with your group.
• Make one summary for your group to share out.
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High Quality Reading Instruction
Presented by April KelleyPresented by April Kelley
Questions???