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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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introductions
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)

- Reading Room (iii) for struggling readers (K-3)

- National Board Certification: Reading and Literacy Early and Middle Childhood

workshop s purpose
Workshop’s Purpose

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.

what does that entail
What Does That Entail?
  • Group activity
  • BRIEF description of 5 components
  • Glance at Data (FAIR, RtI, etc.)
  • Example Schedules
  • Discussion on organization
  • Video clips (K-2)
  • Resources/ Summer opportunities
it is not
It Is NOT…
  • A mandatory training
  • An in-depth study of the 6 components
  • A “quick fix” for the last grading period
  • Meant to cause anxiety, stress, or frustration to exemplary teachers at exemplary schools
frequently asked questions
Frequently Asked Questions
  • What should the reading block include?
  • What is considered an interruption?
  • Can handwriting, spelling, & writing be included as part of the reading block?
  • Is iii to be provided within or outside the 90 minute reading block?
  • Can examples of the block be provided?
what do you do
What Do YOU Do?

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

what is considered an interruption
What is considered an interruption?
  • Lunch
  • Special Areas (Art, Music, PE, etc.)
  • ESE pull-out (during whole group or differentiated instruction)
  • Mentoring/tutoring (during whole group instruction)
  • Trips to the library
  • Counseling
  • Recess
  • ESOL pull-out
  • Computer Lab time
  • School Assemblies
  • Fire Drill
  • Band/chorus
can handwriting spelling writing be included as part of the block
Can handwriting, spelling, & writing be included as part of the block?

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.

is iii to be provided within or outside the reading block
Is iii to be provided within or outside the reading block?

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

what does an example of the block look like
What does an example of the block look like?
  • Whole Group Instruction with the core program, Harcourt Storytown (explicit, systematic, scaffolded, differentiated)
  • Small Group Instruction/Guided Reading
  • Literacy Centers/Stations (research-based)

*Additional (iii) small group instruction outside of the block

organization
Organization
  • Takes some time initially
  • Recommend labeling centers with 6 components
  • Understand the movement/rotation with cueing system (chart and signals)
  • Classroom behavior management
  • Practice, practice, practice
grouping students
Grouping Students
  • Always based on DATA (FAIR, DRA, FLKRS, Running Records)
  • Heterogeneous literacy centers/stations
  • Homogeneous guided reading groups (leveled readers and skill focus)
  • Flexibility is key
resources
Resources

www.justreadflorida.com

[email protected]

www.fcrr.org

-binders (at schools/online)

-reading research

-Reading Endorsement

-Information in Powerpoint

need help have questions
Need Help? Have Questions?

Contact:

MaryAnn Morehouse Heidi Keegan

CCPS Reading C&I K-5 National Board Certified Teacher

MCO 255-0808 ex.3209 Liberty Elementary 255-7515

[email protected] personal cell (941) 323-5936

[email protected]

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