Research Based Strategies to Promote High Level Student ...

LITERACY INSTRUCTION USD 457

1 Garden City Public Schools | DRAFT 05/2019

Research-Based Strategies to Promote High Level Student Achievement 3rd Grade Reading Framework

USD 457 Garden City Public Schools

Garden City, KS



Table of Contents

Core Beliefs _______________________________________________________ 1

Student Habits _____________________________________________________ 2

Teacher Habits ___________________________________________________ 3-4

Grade Level Framework _____________________________________________ 5

Reading Block Expectations __________________________________________ 6

Tips from the field for a successful start ________________________________ 7

3 Week At-a-Glance _________________________________________________ 8

Pacing Calendar ____________________________________________________ 9

Text Annotation Key _______________________________________________ 10

Grade Level Scope and Sequence __________________________________ 11-20

Phonics and Spelling Words by Unit ________________________________ 21-22

Conversion guide to BA leveled texts __________________________________ 23

USD #457 Reading Resources Protocol _____________________________ 24-25



Core Beliefs

We believe:

In a balanced approach to literacy. Students need independent, guided and shared reading, as

well as daily read alouds and time for word study.

Every teacher is a reading teacher. Reading, writing, and vocabulary content should be

integrated across all content areas for students to make necessary reading growth.

Foundational skills are key components of learning to read. In the early grades,

phonological awareness, phonics, word recognition, print concepts, and fluency are necessary. For

students in upper elementary who are below grade level, revisiting and developing these skills can be

an essential part of intervention depending on the needs of the student(s).

Vocabulary instruction in all content areas is essential to the development of readers,

writers, and speakers. Vocabulary instruction should be frequent and systematic to access

complex texts, improve comprehension, and enhance writing and speaking skills.

Students develop as readers when they have opportunities for extensive practice with

a variety of texts. Practice should take place at their instructional level, as well as their independent

level. In order for students to meet the demands of CCSS, they need to interact and grapple with both

fiction and non-fiction texts that are beyond their skill level and interests.

Teaching reading requires application of background knowledge during and after

reading. Acquiring knowledge on a wide variety of topics and subjects equips students to interact

with texts at a more rigorous level.

Teaching reading is an art and a science. Doing it well requires ongoing support and

professional development. School leaders need to prioritize literacy as a school-wide effort,

developing the mindsets required for excellent literacy instruction.



Student Habits These habits reflect many of the Common Core Anchor Standards in Reading, Writing, Speaking and Listening, as well as

highly predictive character strengths. They support students in becoming college and career ready.

Our Students are Skilled Readers

Students:

Regularly seek opportunities to read outside of school.

Ask questions about text’s content and structure.

Use prior knowledge to make inferences about texts.

Distinguish between important and non-important information within a text.

Document mental processing of text through annotations.

Show perseverance in reading challenging texts.

Are metacognitive when they read, allowing them to recognize when comprehension breaks down.

Paraphrase and summarize sections of text to strengthen literal understanding.

Use word parts and context clues to determine meaning of unfamiliar vocabulary.

Draw connections from text to text, text to self, and text to world.

Can share their reading level and growth goals at all times and are invested in progress.

Our Students are Skilled Writers

Students:

Write to improve understanding of what they think, read, and hear.

Use precise and concise language to explain thinking.

Support claims with relevant and sufficient evidence as well as logical reasoning.

Demonstrate their thinking by drawing on a wide variety of literary and informational sources for support.

Demonstrate depth of thinking by considering inter-disciplinary and intra-disciplinary connections and

alternative viewpoints.

Adapt their tone according to context, purpose, and audience.

Describe experiences or events using relevant and sufficient details and coherent event sequences.

Engage independently in the stages of the writing process when given a writing task: researching, outlining,

drafting, revising, and editing.

Our Students are Skilled Speakers

Students:

Use precise and concise language to explain thinking.

Actively listen to, acknowledge, build upon, and question the perspectives of others.

Support claims with relevant and sufficient evidence as well as logical reasoning.

Demonstrate their thinking by drawing on a wide variety of sources for support.

Demonstrate depth of thinking by considering connections and alternative viewpoints.

Make contributions that enhance discussion and deepen understanding.



Teacher Habits We believe teacher actions impact student actions. It is necessary for teachers to explicitly and intentionally support

students in developing expected habits through their teaching.

Our Teachers Have a Deep Understanding of Content

Teachers:

Explain what their grade level standards expect students to understand, know, and do by the end of the school

year.

Map standards into an organized and understandable year-long progression.

Effectively select text based on standards, complexity, and skills of students.

Are readers and writers.

Teachers Are Careful and Resourceful Planners

Teachers:

Use the literacy and curriculum resources available to them.

Know the texts they put in front of students.

Choose from a variety of texts at appropriate levels.

Plan high quality questions that support reading, writing, listening, and speaking.

Provide a variety of opportunities for reading and writing.

Use a variety of research-based instructional strategies to share content.

Teachers Value and Employ a Balanced Literacy Approach

Teachers:

Help students make connections between skills, content, and life.

Use a systematic approach to vocabulary instruction.

Plan interactive read alouds, shared reading, close reading, and guided reading lessons.

Consistently and intentionally model strategies and habits of good readers.

Use a balance of whole group, small group, and partner groups to meet the needs of individual students.

Teachers Use Data to Drive Instruction

Teachers:

Use quantitative and qualitative measures to select texts for a variety of purposes.

Consider reader-task in measuring expected performance.

Use data to regularly inform students and their families of progress toward reading goals.

Use assessment data to track progress, inform instruction, and to determine appropriate intervention or

extension strategies.

Use formative assessment to make adjustments and drive instruction.



References

Allington, Richard. (2011). What Really Matters for Struggling Readers.

Bryk, Anthony S., Yeow Meng Thum, John Q. Easton, and Stuart Luppescu. 1998. Academic Productivity of

Chicago Public Elementary Schools. Chicago: Consortium on Chicago School Research at the University of

Chicago.

Celebration Press. The 7 Habits of Great Readers.

Duke, N.K., & Pearson, P.D. (2002). Effective Practices for Developing Reading Comprehension. In A.E. Farstrup

& S.J. Samuels (Eds.), What Research Has to Say about Reading Instruction (3rd

ed., pp. 205–242). Newark, DE.

Fountas, Irene & Pinnell, Gay Su. The Critical Role of Text Complexity in Teaching Children to Read.

International Reading Association. Toward a Definition of a Balanced Approach to Reading Instruction.

KIPP K-8 Literacy Instructional Vision. KIPP Foundation. Retrieved from: https://www.kipp.org/wp-

content/uploads/2016/11/Vision_doc_Literacy_K-8.pdf (May 2019)

Palincsar, A.S. (2003). Collaborative Approaches to Comprehension Instruction. In A.P. Sweet & C.E. Snow

(Eds.), Rethinking Reading Comprehension (pp. 99–114). New York: Guilford.

Pearson, P. D., & Gallagher, G. (1983). The Gradual Release of Responsibility Model of

Instruction. Contemporary Educational Psychology, 8, 112–123.

https://www.kipp.org/wp-content/uploads/2016/11/Vision_doc_Literacy_K-8.pdf

https://www.kipp.org/wp-content/uploads/2016/11/Vision_doc_Literacy_K-8.pdf





USD #457 Reading Block Expectations for 2019-2020

All classroom teachers (K-4) will implement the Benchmark Advance program according to USD 457

recommendations (in expected sequence)

All classrooms will have a 90 minute uninterrupted block for reading instruction

All classrooms will have a 30 minute block for writing instruction

Centers will focus on the five components of reading

Each lesson and activity will be tied to a state standard and have a clear objective

The Reading Block needs to take place even when special activities (field trips, holidays, school

assemblies, etc…) occur.

Our reading block includes a 90 minute uninterrupted time for reading.

This means that the following should not happen any time during the 90

minute block:

Lunch

Recess

Specials (music, PE, art)

Counseling (whole group)

School assemblies

Library trips

Special Education pull out (as per IEP)

Intervention pull out

Whole class bathroom breaks

Field trips (if a field trip is scheduled during this time, the teacher should attempt to make up the

reading block at another time during the day)

**Any exceptions to the 90 minute uninterrupted block need to be approved by the building principal and the

Office of Learning Services



Tips from the field for a successful start…

Save the Anchor

Charts you develop

during the first 15-20

days – you will use

these all year long!

Be intentional about

providing

opportunities for oracy

and discourse…or it

will be boring.

Classroom management is

HUGE! CHAMPS will

assist you in managing

this time well. Take time

to make sure procedures

are solid.

No outside resources

are needed for this

program to be

successful.

Everything you need

is included!

Keep a “teacher copy”

of the textbook and

have students use the

recommended color

codes every single time

they annotate.

COLLABORATE with

colleagues and

have dialogue on

what’s working

and what’s not!

Follow District

recommendations

and pacing

calendar!

Use a district-wide color code for

annotation symbols.

Organize guided reading

materials according to

groups. Keep all materials

in one folder with dividers.







Text Annotation Key

Symbol Purpose Color Underline Identify a key detail DARK BLUE

* or

Star an important idea in

the margin

PURPLE

1 2 3

Make a sequence of events LIGHT BLUE

magma

Circle a key word of phrase ORANGE

Mark a question you have

about information in the

text. Write your question

in the margin.

GREEN

Indicate an idea in the text

you find interesting.

Comment on this idea in the

margin.

BLACK























Phonics and Spelling Words



Phonics and Spelling Words





Reading Resources Protocol

Grade Level

Core Resources Approved Supplemental Resources

Intervention Programs (Tier 2 and Tier 3)

K-5

Benchmark Advance Decodable Readers

Fast ForWord

Saddleback (ESL 5-6)

Read 180

Phonological Awareness Resources

Road to the Code

Start Up

Interventions for All

Fast Start for Early Readers

Wright Skills

Neuhaus Reading Readiness

Phonics Resources

Build Up

Spiral Up

Early Success

Decodable Text

West Virginia Phonics

Wright Skills

Casa Grande

Rewards

Phonics Boost

Start Up

Phonics Blast

Estrellitas

Read Naturally

Fluency Resources

Read Naturally

6-Minute Solution

Vocabulary Resources

Words Their Way

Comprehension Resources

Soar to Success

Comprehension Plus

Comprehensive

Fast ForWord

Headsprout NOTE: Anything not listed above must be reviewed and approved by the Curriculum Council before implementation.



Additional Resources

Recommended Teacher Resources Benchmark Universe

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