Putting Reading First Building Blocks for Teaching Children to Read Erika Alleyne.

Putting Reading First Building Blocks for Teaching Children to Read

Erika Alleyne

Powerful Motivator For Reading Children are curious about their world!

• Support & Increase Achievement• Advancements in technology & information put

literacy demands on all readers• State/national standards call for children to be

effective readers of information• Standardized tests utilize informational text to measure children’s literacy achievement

Open Court Lesson

Components Unit Theme & Explorations

Preparing to ReadPhonics & Word Knowledge

Reading and RespondingVocabulary/Reading

Selections

Language ArtsLessons

Workshop

Open Court Reading Time Allocations Careful weekly planning will determine which components will be taught in each band daily.

KindergartenFirst Second-Third Fourth-Fifth

Preparing to Read- Green BandWarming Up- 5 minutesPhonological Awareness- 15 minutesAlphabetic Knowledge- 20-30 minutesReading the Book- 10 minutesReading a Pre-Decodable- 10 minutesReading and Responding-Red BandBuild Background- 5 minutesPreview and Prepare- 5 minutes or

lessSelection Vocabulary- 5 minutes or

lessReading the Book-10-15 minutesDiscussing the Selection- 5 minutesStory Crafting (every 4th lesson of 5

day planner)- 25 minutesLanguage Arts- Blue BandWord Analysis- 5 minutesWriting Process-10-15 minutesEnglish Language Conventions-10

minutes or lessTotal Daily: 150 minutes

Preparing to Read- Green BandPhonics and Fluency Blending-15-20 minutes Dictation- 10 minutes Reading a Decodable- 10-15 minutes Workshop- -20 minutes Teacher Re-teach Small Groups Student Applications Student Fluency Practice Teacher Pre-Teach Small

GroupsReading and Responding-Red BandBuild Background-5 minutesPreview and Prepare-5 minutesSelection Vocabulary-5 minutesReading the Selection (Strategies and

Skills)- 20 minutesDiscussing the Selection-10 minutesReview Selection Vocabulary-5

minutesSupporting the Reading- 15 minutesLiterary Elements-10 minutesWorkshop- 20 minutes Student Fluency Practice Student Application Student Fluency Practice Teacher Re-teach Small Groups Teacher Confer w/ groups About

Writing Language Arts-Blue BandWord Analysis/Spelling- 5 minutesWriting Process Strategies- 15-20

minutesEnglish Language Conventions- 10

minutes or lessTotal Daily: 150 minutes

Preparing to Read- Green BandWord Knowledge

Reading the Words and Sentences-15 minutes

Developing Oral Language-10 minutes

Phonics and Fluency (Units 1-3 only) Blending-15-20 minutes Dictation- 10 minutes

Reading a Decodable-10 minutesWorkshop-20 minutes

Teacher Re-teach Small Groups Student Applications

Student Fluency Practice Teacher Pre-Teach Small Groups

Reading and Responding-Red BandBuild Background-5-10 minutesPreview and Prepare-10 minutesSelection Vocabulary-10 minutes

Reading the Selection First Read

(Strategies)- 30 minutes Second Read (Skills)-20 minutesDiscussing the Selection- 10-15 minutes

Review Selection Vocabulary-10 minutesSupporting the Reading-10-15 minutes

Literary Elements-10 minutesWorkshop- 20 minutes

Student Fluency Practice Student Application

Student Fluency Practice Teacher Re-teach Small Groups Teacher Confer w/ groups About

Writing Language Arts- Blue Band

Word Analysis-10-15 minutesWriting Process Strategies- 20-25 minutes

English Language Conventions-15-20 minutes

Total Daily: 150 minutes

Preparing to Read- Green BandWord Knowledge

Reading the Words and Sentences- 15 minutes

Developing Oral Language-10 minutes

Workshop- 20 minutes Teacher Re-teach Small Groups

Student Applications Student Fluency Practice

Teacher Pre-Teach Small GroupsReading and Responding-Red Band

Build Background- 5-10 minutesPreview and Prepare-10 minutesSelection Vocabulary-10 minutes

Reading the Selection First Read (Strategies)-30 minutes

Second Read (Skills)- 20 minutes

Discussing the Selection-15 minutesReview Selection Vocabulary-10 minutesSupporting the Reading-10-15 minutes

Literary Elements-10 minutes

Workshop- 20 minutes Student Fluency Practice

Student Application Student Fluency Practice

Teacher Re-teach Small Groups Teacher Confer w/ groups About

Writing Language Arts – Blue Band Word Analysis-10-15 minutes

Writing Process Strategies- 20-25 minutesEnglish Language Conventions-15-20

minutes Total Daily: 150 minutes

Alignment Model

Achieved

Stanford 10 & MSA

Intended Curriculum

VSC

Delivered

Reading/Language Arts VSC/OCR Alignment and

Pacing Guide

How is the VSC labeled?

1.0 Standard

A. Topic

1. Indicator

a. Objective

> Assessment Limit

Assessment Limit

An assessment limit is the“least that can be taught” and

“the most that can be assessed.”

Daily Planning with the VSC

The “standard” and the “topic” assist in locating specific skills based on types of reading.

Teachers will use the “objective” for daily instruction keeping in mind the “indicator” and the “assessment limit.”

Explicit Instruction

I DO: Explain, model, think-aloud

WE DO: Student engagement• Guided practice• Immediate corrective feedback

YOU DO: Independent application• small, flexible group instruction

Identify the Objective

3.0 Comprehension of Literary TextA. Comprehension of Literary Text

2. Analyze text features to facilitate the understanding of literary text

b. Identify and explain how graphic aids such as pictures and illustrations, punctuation, print features contribute to meaning

In the text or a portion of the text

Analyze the VSC Objective:

Looking at the objective and the assessment limit, list all of the

words that cue what to teach.

Identify and explain how graphic aids such as pictures and illustrations, punctuation, print features contribute to meaning

In the text or a portion of the text

To achieve success with this indicator students must know the following:

• Identify• Explain • Pictures• Illustrations• Punctuation• Print features• Contributions to meaning• Text• Portion of text

Scaffolding Objectives

How would this objective be taught?

Explain how illustrations contribute to meaning• Define illustrations• Identify illustrations in the text• Explain how illustrations are used in the text• Explain how the illustrations help in

understanding the text

Best Practice

Less More

Whole class, teacher directed instruction

Student passivity

Experiential, inductive, hands-on learning

Active learning

Best Practice: Seven Structures

– Reading as Thinking

– Representing-to-Learn

– Small Group Activities

– Classroom Workshop

– Authentic Experiences

– Reflective Assessment

– Integrative Units

Reading as Thinking

• Interactive• Constructive• Strategic

Examples:– Brainstorming– Mapping– Questioning– KWL

Representing-to-Learn

• Active construction of knowledge• Transferring ideas between

mediums for deep understanding

Examples:• Journals, logs, sketchbooks• Free writing, mapping, webbing• Variety of expressions; music,

visual, etc.

Small Group Activities

• Makes learning active• Stresses

collaboration/teamwork• Preparation for real-life

experiences

Examples:• Buddy reading, lab partners• Peer response/editing groups• Literature circles

Classroom Workshops

• Class as studio or lab• Student choice of topic• Process orientation – scientific

process, writing process

Examples:• Folder/portfolio work

• Mini-lessons with teacher modeling

• Sharing, presenting, exhibiting

Authentic Experiences

• Bring school to life• Community connections• Invite world in – take students out

Examples:• Speakers in classroom

• Primary source books

• Field trips, visits

• Service projects

Reflective Assessment

• Student reflection, self-assessment

• Multiple measures• Formative assessments

Examples:

– Portfolios

– Performance assessments with scoring rubrics

– Student-led conferences

Integrative Units

• Focus on broad problems, issues, themesacross subjects, disciplines

• Incorporates student interest• Creates extended inquiries

Examples:– Thematic Units– Problem-based learning– Integrated programs (American

Studies and Whole Language)

Reading Writing

Less MoreLess More

Best Practice Strategies that Work

Increased Student Achievement

Break-out

A Model for Aligning Instruction

1. Identify the standard, topic, indicator, objective, and assessment limit

2. Develop the lesson objective

3. Develop the formative assessment and sample exemplary response

4. Explicit Instruction

5. Identify before, during, and after reading strategies

What is differentiated instruction?

Differentiated instruction is when the teacher

• Proactively plans

• Uses varied approaches

• Responds to student differences, interests and learning needs

Supporting Differentiating Instruction

• Phonemic awareness

• Phonics

• Fluency

• Vocabulary

• Text comprehension

Five Components ofComprehensive

Reading Instruction

Oral Language Development

Background Knowledge

Phonics

Fluency

Vocabulary

Comprehension

PhonemicAwareness

What is Workshop? • flexible grouping•purposeful activities that reinforce and extend the instruction in Open Court•independent and collaborative work •working with small groups, conferencing with students, and/or doing formal and informal assessments

Differentiating InstructionSmall Group Guided Instruction

• Copy goes here

Workshop Areas Focusing on Literacy

• Writing Area• Listening Area• Reading Area• Computer Area• Games-Activities Area• Fluency Area• Research/Investigation Activities

Workshop: Teacher Activities

• Pre-teach or re-teach a lesson from the Green or Red Band.

• Pre-teach using lessons in the Intervention Guides• Re-teach using Reteach and Intervention suggestions

in the teacher’s edition.• Conference with individuals or small groups about

their their inquiry activities.• Listen to students read decodables and other books.• Assess fluency.• Observe students.

Look Fors

• Scaffold instructional objective aligned to the VSC objective

• Multiple levels of cognitive demand in the instruction

• Vocabulary instruction aligned to the VSC skill• Use of all types of text including informative• Use of formative assessments aligned to the

objective with a sample response

Resources

Questions & Evaluation

Thank You!