The LAL Materials ReviewRecommendation for Adoption

Building the Foundation Language Arts Literacy

Bridgewater-Raritan Regional School District

Language Arts K-4 Recommendations from the evaluation

Improve use of assessments to inform instruction Develop a scope and sequence Streamline units of study and add focus Provide training in Writing Workshop Provide training in Comprehensive Literacy Enhance word study Establish core novels Set benchmarks

Assistant Superintendent’s recommendations Endeavor to hire early elementary teachers who are certified as reading

specialists or trained in reading recovery. Rotate the trained reading recovery teachers back into 1st grade

classes every few years in keeping with the philosophy of Reading Recovery.

Superintendent’s recommendations Investigate published K-6 LAL programs that utilize direct and explicit

teaching strategies along with sequentially presented, skills-based methodology

Investigate tech-based classroom formative assessment systems such as Learnia, Acuity, and Northwest Evaluation Alliance, designed to give teachers frequent instructional feedback in order to target weak areas for rapid remediation and to move students forward at an appropriate pace

Recommendations were based on: Concerns of the Teachers

Need for a word study program Need for a better means to determine

guided reading levels Need for a writing program Need for clear expectations or procedures

Concerns of the Parents Student Achievement Data

Recommendations were based on: Concerns of the Parents

Lack of explicit instruction in phonemic awareness, phonics, vocabulary, fluency and comprehension

Lack of constructive feedback on writing Lack of attention to spelling, grammar, and

the mechanics of writing Lack of clear grade level benchmarks Inconsistent implementation of the

curriculum among teachers and schools Student Achievement Data

Recommendations were based on: Student Achievement Data

Benchmark Score: 73% General Education Scores

3: 94.4% at or above state standard, 4.9% advanced 4: 93.% at or above state standard, 6.2% advanced 5: 81.6% at or above state standard, 10% advanced

Special Education Scores 3: 67.7% at or above state standard, 2.1% advanced 4: 69.7% at or above state standard, 0% advanced 5: 30% at or above state standard, 1.1% advanced

Status of the Recommendations

Began in 2008-2009 Improve use of assessments to inform

instruction DRA 2 District Writing Prompts

Provide training in Writing Workshop Pull out training

Provide training in Comprehensive Literacy Pull out training

Enhance word study Words Their Way

Status of the Recommendations Beginning in 2009-2010

Develop a scope and sequence Establish benchmarks Streamline units of study and add focus Establish core experiences Add focused and explicit instruction on

grammar, usage, mechanics and spelling

Status of Recommendations

Pilot use of a published reading and writing program Pearson’s: Good Habits Great Readers Developmental Studies: Making Meaning

and Being a Writer Rigby: Literacy by Design

~What we Learned~

A published reading and writing program will provide the foundation that our comprehensive literacy program needs and Develop a scope and sequence Establish benchmarks Streamline units of study and add focus Establish core experiences Add focused and explicit instruction on grammar, usage,

mechanics and spelling Provide training on Writing Workshop Provide training in Comprehensive Literacy

The Materials Review ProcessDate Event

March 3 K-8 Committee Meeting- included teachers from all grade levels (general education and special education, Janice, Jennifer, Diane and Kevin)

March 20 Review of Materials – included input from high school teachers

May 1-June 4 Pilot teachers met with publishers and then piloted materials from the 3 top ranked publishers in K-4 classrooms

June 9 K-8 Committee Meeting with presentations from pilot teachers and publishers

The Rubric

Question # of Points Possible

Does the program reflect a balanced literacy/comprehensive literacy approach?

9

In the information presented based on current, relevant research?

9

Does the program support reading and writing workshop? Does the program support the writing process?

7

Are reading strategies explicitly taught as a way to develop comprehension?

7

Does the program reflect the recommendations of the National Reading Panel? (phonemic awareness, phonics, fluency, vocabulary and comprehension)

6

Is there a clear ‘road map’ for teachers to get an overall picture of the program (scope and sequence)?

5

The Rubric continued

Question # of Points Possible

Does it complement and supplement our current curriculum?

5

Is instruction consistently explicit and systematic?

5

Are there diverse, multicultural and authentic texts that match our student population?

4

Is there a coherent, logical instructional design? 4

Is there ongoing formative assessment of students?

4

Are there suggestions to differentiate instruction to meet the needs of all learners?

4

Is there support for writing across genres? 4

Does the program provide additional materials and suggestions for instruction to support struggling learners? ELL? Advanced learners?

4

The Rubric continued

Question # of Points Possible

How well does it appear to align with grade levels above and below?

3

Is inquiry embedded in the program? 3

Are there specific instructions for scaffolding? 3

Does the program provide or accommodate word study?

3

Are there resources available to help the teacher understand the rationale for the instructional approach and strategies utilized in the program? (articles, explanations, references)

3

Are the materials available online for students and parents?

2

Does it provide useful assessment tools? 2

Are goals and objectives clearly stated? 2

Does the program address media literacies? 2

AND THE WINNER IS….

Good Habits Great Readers

By the numbers:

Points earned

Good Habits, Great Readers: 91 Literacy by Design: 88 Making Meaning and Being a

Writer: 73

Good Habits Great Readers

Reading Instruction Includes explicit instruction for all students

through shared reading (Lessons on phonemic awareness, concepts of print, phonics, word study, vocabulary, fluency, non-fiction text, literary devices and writer’s craft)

Guided reading lessons that provide direct instruction in reading skills and strategies (Scaffolds instruction to move students from teacher directed to guided instruction, gathers informal assessment information)

Literacy Centers and Independent Work

Good Habits Great Readers

Writing Instruction Direct and explicit instruction for all students

through shared writing (lessons address six traits of writing, the writing process, a variety of genres, and writing strategies)

Small group direct instruction with mini-lessons that focus on grammar, mechanics, usage, and spelling

Independent writing that gives students opportunities to apply what they learn and extend or reinforce aspects of the writing taught in whole class or small group lessons.

The 7 Good Habits of Great Readers Great readers see themselves as readers Great readers make sense of text Great readers use what they know Great readers understand how stories work Great readers read to learn Great readers monitor and organize ideas

and information Great readers think critically about books

Best Practice Strategies Included Choral reading High frequency words Blending Partner talk Tier-two words Think-pair-share Using sticky notes Repeated readings Using reading journals Using think-alouds Connecting to writing

Focused objectives Teacher tips Modeling in action Informal assessments Interventions for

struggling readers and ELLs

Center activities Vocabulary builders DRA 2 connections 5 day planners Guided reading

database

What the pilot teachers said: A great anchor that would put everyone on

the same page Well planned for the teacher Connection to Words Their Way and DRA is

invaluable Connected to science curriculum Integrated books were differentiated, helpful

and meaningful Meaningful center activities Appropriate pacing for teachers and students

that included a scope and sequence Teacher friendly! Everything was tied together

What it will cost and how we will fund it $494,851.00 plus shipping ($9,000)

$295,000 in budget for new adoption $76,480 not needed for other LAL items in

budget $8,700 not needed for Marine Biology $39,000 not needed for Biology (E books

instead) $75,000 from IDEA (15% of program) $5,600 in budget for Holocaust materials paid

for with Title IV funds instead $4,071.00 from Title I and Title III instructional

supplies FY09-10