Managing the 90 Minute Reading Block. Introductions. MaryAnn Morehouse - CCPS Reading C&I K-5 - Veteran Reading Teacher (Title I, iii) - Response to Intervention (RtI) Coach Heidi Keegan - General Education Teacher ( NOT a Reading Coach)
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- CCPS Reading C&I K-5
- Veteran Reading Teacher (Title I, iii)
- Response to Intervention (RtI) Coach
-General Education Teacher (NOT a Reading Coach)
- Reading Room (iii) for struggling readers (K-3)
- National Board Certification: Reading and Literacy Early and Middle Childhood
To support teachers in their effort to deliver quality systematic, explicit instruction that addresses the five components of Reading by providing real life examples from here in Charlotte County Public Schools.
1. Use chart paper and markers
2. Collaboratively discuss and record all the things your group members do in the 90 minute reading block! (10 minutes)
3. Come together and BRIEFLY share results
6 + 3 + ii + iii
Spelling:Yes- as an expansion of phonics instruction in letter- sound correspondences
No- if words are NOT an expansion of phonics instruction
Writing:Yes- as an expansion of vocabulary or comprehension
No- as an explicit lesson on the writing process
Handwriting: Yes- as part of a Comprehensive Core Reading Program
No- as explicit, systematic letter formation instruction
* Spelling, writing, and handwriting can be included in the reading block if they relate directly to the five components of reading.
Within: as differentiated classroom intervention for those students with identified reading difficulties.
Example: Small group instruction for students in Strategic (yellow) on DIBELS
Outside: for students who require time beyond differentiated intervention on specific targeted reading needs
Example: Additional 30 minutes in very small group or 1-on-1 instruction for students in Intensive (red) FAIR
*Additional (iii) small group instruction outside of the block