Welcome OPLC’s Reading Program and How it Works

Welcome OPLC’s

Reading Program and How it Works

OPLC Overview

• Balanced Reading Program– Reading Block –Whole Group Reading

• Assessments– Grouping

• Supports/Enrichment

Independent reading-Independent writing

Shared reading-Shared writing Guided reading-Guided writing Modeled reading (read aloud)-Modeled writing

Word Study

What does a balanced literacy program include?

Strands of ReadingThe 5 Critical Elements of Reading

Graphic by: Deborah Simmons

Phonemic Awareness

Vocabulary

Comprehension

Alphabetic Principle

Fluency

DIBELS/Progress Monitoring DRA Project Read Daily Dictation Project Read Unit Assessments Scott Foresman Benchmark Assessments Terra Nova Regularly Scheduled Data & Collaboration

Meetings

In a Nut ShellAssessments – Monitoring - Validations

Developmental Reading Assessment(DRA)

• Administered 2/4x a year in kindergarten, first and second grade.

• Assesses and documents reader’s development at instructional levels

• Results determine reading block placement.

Dynamic Indicators of Basic Early Literacy Skills

(DIBELS)1. Phonemic Awareness2. Alphabetic Principle and Basic

Phonics3. Word Attack Skills4. Accurate and Fluent Reading of

Connected Text 5. Comprehension

Reading Program

80 Minutes Long

Three Reading Levels◦ Title Groups/Working

Towards◦ Average◦ Above Grade Level

Project Read/Word Study

Guided Reading

Homogeneous Group(Instructional Reading Level/Reading

Block)

1. DRA ◦ 1st grade - Level 3 (Strategic/Core with Concerns) or below◦ 2nd grade - Level 16 (Strategic/Core with Concerns) or below

2. DIBELS- Strategic/Intensive

3. 2nd grade only ◦ Below an average of 75% on previous year’s

Core/benchmark scores for Scott Foresman

4. Teacher observation of ongoing student performance: This can include work samples, weekly assignments, ongoing progress monitoring, etc.

Grouping DescriptorsWorking Towards Grade Level

To be in this category, the child must have the following criteria.

1. DRA ◦ 1st grade - Level 3 - 14 ◦ 2nd grade - Level 16 (Independent) or above

2. DIBELS-Strategic/Benchmark

3. An average of 75% on previous year’s benchmark scores for Scott Foresman

4. Teacher observation of ongoing student performance: This can include work samples, weekly assignments, ongoing progress monitoring, etc.

Grouping DescriptorsGrade Level

Students must meet the following criteria to be in this category.

1. DRA ◦ 1st grade - Level 16 or above◦ 2nd grade - Level 24 or above

2. DIBELS – Core/Benchmark

3. An average of 90% or above on previous year’s benchmark scores for Scott Foresman

4. Teacher observation of ongoing student performance: This can include work samples, weekly assignments, ongoing progress monitoring, etc.

Grouping DescriptorsAbove Grade Level

READING BLOCK COMPONENTS

Project Read Skills Anticipatory Set: Warm Up  Skill Introduction Teach to Transfer Checking for

Understanding Dictation Automaticity and Fluency

Guided Reading Monitoring comprehension Use graphic and semantic

organizers Answering questions Generating questions Recognizing story structure Shared reading Guided reading Summarizing

Reading Program

60 Minutes Long Grade Level Materials Whole Group Instruction

◦ With Differentiation Scott Foresman Writing Process Independent Reading

Heterogeneous Group(Mixed ability

grouping/Homeroom)

Heterogeneous Group(Mixed ability grouping/Homeroom)

Shared Reading & Shared Writing◦ Monitoring comprehension ◦ Use graphic and semantic

organizers◦ Answering questions◦ Generating questions◦ Recognizing story structure◦ Summarizing

Grammar

Process Writing/Journal Independent Reading &

Writing

Tier 1: Core Curriculum

Reading• PA State Standards• Block Reading

• Grouped by instructional reading level

• Systematic, Explicit Reading Instruction

• Curriculum Fidelity & Consistency

• Researched Based Programs & Techniques• Universal Screenings – DIBELS, DRA• Data Driven Instruction

Tier 2: Strategic Interventions

Reading •Extension of Tier 1• Title I Reading Support• Data Driven Instruction

• Weekly/Biweekly Progress Monitoring

• Change Interventions

• Extra Support in Reading Block & Tier Time

• Additional Small Group Instruction

Reading •Extension of Tier 1 & 2• Title I Reading Support• Data Driven Instruction

• Weekly Progress Monitoring

• Intensity & Duration of Interventions

• Extra Support through Small Group Instruction

Tier 3: Intensive Interventions

ADDITIONAL READING SUPPORTS PROVIDED

BASED ON DATA & TEACHER VALIDATION

Establish Learning Goals Reading Individual

Apply Learned Concepts◦ Application & transfer of taught concepts used

throughout all subject areas

Knowing Instructional Focus of Lesson◦ Understand & be able to explain the lesson’s

purpose- why it is critical to learn this chunk of information, on this day, and in this way

Students

Be in the KNOW◦ Child’s Academic Levels◦ Student Reading Goals◦ Attend Parent Conferences◦ Provide Current Phone Numbers

Support/Parent Involvement◦ Home Support◦ Participation in Reading Incentive Program◦ Reading Eggs◦ Attendance◦ Read, Read, Read with your child

Model Expectations◦ Motivate◦ Encourage/Support/Provide◦ Enforce

Parents