Literacy Instruction During the 90-Minute Reading Block: Effective Tier I Instruction

1. Literacy Instruction During the 90-Minute Reading Block:Effective Tier I Instruction

2. Learning Objectives • Review research that supports the reading block • Discuss the reading block components • Review best practices for organizing the reading block • Learn how to differentiate instruction with flexible groups

3. Research Evidence

4. What does the research say? Effective reading instruction requires: • At least 90 uninterrupted minutes of scientifically-based reading instruction per day • Density • Systematic delivery of explicit instruction • Scaffolding • Differentiation • Intensive intervention in addition to initial instruction

5. Components of the Reading Block “The Fab Five” + Writing • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension • Writing

6. Phonemic Awareness GUIDING PRINCIPLE • Systematically deliver explicit instruction HOW • Establish instructional routines in blending, segmenting, and manipulating sound • Scaffold introduction of new phonemic skills from simple to more complex • Provide ample practice opportunities that directly align with the phonemic awareness instruction • Link phonemic awareness instruction to phonics

7. Phonics Instruction GUIDING PRINCIPLE • Systematically deliver explicit instruction HOW • Carefully scaffold introduction of new phonics skills from simple to more complex letter-sound correspondences • Provide ample practice opportunities that directly align with the phonics instruction • Link phonics instruction to word recognition and spelling activities • Explicitly address patterns in irregular words and provide ample practice to build sight word recognition of irregular words • Relate phonetic elements to all types of text • Establish instructional routines for development of phonetic decoding efficiency • By third grade, continue instruction in complex sound-symbol relationships and morphemes from words that appear in academic texts at third grade level and the intermediate grades

8. Fluency Instruction GUIDING PRINCIPLE • Systematically deliver explicit instruction HOW • Carefully scaffold student fluency practice from the sub-word level, word level, sentence level, and to the text level • Provide daily opportunities for student fluency practice with text at the student’s independent reading level • Promote wide fluency practice with a variety of different types of texts • Establish a variety of instructional routines for student fluency development such as • Choral reading • Partner reading • Phrased-cued reading

9. Vocabulary Instruction GUIDING PRINCIPLE • Systematically deliver explicit instruction HOW • Provide vocabulary instruction using words for: • Both oral language and reading vocabulary • Promote dialogue in various contexts using words already taught (SL Standards) • Promote wide reading of a variety of texts for student reading vocabulary development (Text Complexity) • Read aloud everyday for oral language development • Establish instructional routines using graphic organizers to expand vocabulary development

10. Explicit Vocabulary Instruction: 3 Tiers of Vocabulary 10

11. Comprehension Instruction GUIDING PRINCIPLE • Systematically deliver explicit instruction HOW • Establish instructional routines for: • Before reading • During reading • After reading • Establish instructional routines using graphic organizers • Scaffold from lower to higher level questions to promote higher order thinking skills (RL and RI Standards) • Promote dialogue with critical thinking skills (SL Standards) • Promote wide reading of a variety of texts for student reading for a variety of purposes (Text Complexity) • Use text at appropriate student independent reading level • Read aloud everyday

12. Instructional Shift: Writing Increased emphasis on: • Analysis of individual texts • Argument and evidence • Informative/explanatory writing • Frequent short, focused research projects • Comparison and synthesis of multiple sources Decreased emphasis on: • Narrative, especially personal narrative • Writing in response to decontextualized prompts

13. Writing from Sources • Analyzing the text, making valid claims about the text, and supporting those claims with evidence from the text (tied to literary and informational texts; writing in response to text; writing about texts) • Writing arguments and informational reports from sources • Using evidence from texts to present careful analyses, well-defended claims, and clear information • Generating reports from research and writing from multiple sources

14. Instructional Density The Reading Block Increased Resources Building Student Reading Proficiency 90 – 120 minutes per day Increased Time

15. Scaffolding Instruction Student Mastery Prompts Independent Practice Corrective Feedback Student Student Efforts Teacher Modeling Student Participation Explicit

16. Organizing the Reading Block

17. Organizing the Classroom CLASSROOM CHARACTERISTICS • Students are academically engaged • Teachers and students are accountable ELEMENTS • Whole Group Instruction • Differentiated Instruction with Learning Centers • Teacher-Led Center • Several Student Centers (group, pair, cooperative, individual) • Differentiated Intervention with at-risk students in small, flexible groups

18. K-3 Literacy Block Frame

19. Literacy Block Frame

20. Literacy Block Frame (cont.)

21. Suggested Reading Block Implementation Checklists

22. Implementation Checklist PREPARATION • Weekly Standards Posted • Center Rotation Chart • Centers Preparation (Before rotations begin) • Teacher (Guided Reading/Differentiated Instruction) • Teacher Assistant/Independent • Listening • Independent Reading Activity • Technology • 5 Reading Components • Student Work Displayed (with CCSS reference) • Classroom Library (evident and organized) • *Anchor Charts • *Data Wall Posted • *Interactive Word Wall

23. Anchor Charts An anchor chart is a visual aid that scaffolds (supports or anchors) student learning. Purpose • Provides visual support • Makes learning personal • Fosters independence Guidelines Has a single focus Has an organized appearance Matches the learner’s developmental level Supports on-going learning

24. Anchor Chart Examples

25. PURPOSE • Identify trends for strengths and weaknesses in the school, each grade, or certain student populations • Use data wall to make instructional decisions • Collaborate to exchange ideas for interventions and teaching strategies • Display individual student cards to decrease the chance of losing a student in the system Data Walls and Progress Monitoring

26. Data Walls and Progress Monitoring

27. Interactive Word Walls • An interactive word wall requires that a teacher instruct students through consistently referring to the words on wall. • In addition, the teacher must teach interactively from it, using multiple modalities for the various learners.

28. Implementation Checklist Suggested LESSON PLANS Checklist • CCSS • I Can Statements • Daily Whole Group Instruction (Skill & Direct Instruction) • Daily Centers (List CCSS & Activity) • Interventions • Attach Assessment

29. Implementation Checklist ROUTINES and ENVIRONMENTS • Whole Group – Approximately 30 minutes • Centers begin promptly on time for grade level • Students exhibit understanding of routines (i.e. Transition, “Ask 3 before me,” Clean up) • Students follow center directions without assistance • Classroom is organized and free of clutter • Centers are organized and contain all needed material • Early completion activities are provided

30. Implementation Checklist INSTRUCTIONAL PRACTICES • Students are actively engaged • Teacher begins instruction by establishing purpose • Teacher offers explanation, examples and visuals of desired outcome • Teacher uses questioning and discussion techniques to promote higher order thinking skills • Teacher models outcomes and communicates clearly • Explicit Instruction • Teacher models (I do) • Teacher scaffolds students’ understanding (We do) • Teacher allows for independent practice (You do) • Teacher scaffolds students’ understanding

31. Differentiating Instruction

32. Differentiated Instruction During the Reading Block • What is differentiated instruction? • Differentiation is instruction planned and delivered with precision in small, flexible groups of students • Which students receive differentiated instruction? • All students in the classroom • When is differentiated instruction delivered? • Every day during the reading block

33. What is flexible grouping? • The informal grouping and regrouping of students throughout the school day based a upon a variety of criteria to create learning experiences that are focused on maintaining consistently high expectations for all students

34. Benefits of Flexible Grouping • Raises school achievement (Gentry, 1999). • Equips students with social skills and conflict resolution abilities (Frydentall, LeWald, Walls, & Zarring, 2001). • Provides ownership of classroom behaviors (Baugous & Bendery, 2000). • Provides opportunities for social interactions (Valentino, 2000). • Increases individual achievement levels (Gentry, 1999)

35. When Is Small Group Instruction Effective? Effective Small Group Instruction • Using assessment data to plan instruction and group students • Teaching targeted small groups • Using flexible grouping • Matching instructional materials to student ability • Tailoring instruction to address student needs Ineffective Small Group Instruction • Using only whole class instruction only • Using small groups that never change • Using the same reading text with all the students • Using the same independent seatwork assignments for the entire class

36. Resources

37. Contact Information Jill Webb Hoda Regional Literacy Coordinator Office of Elementary Education jhoda@mde.k12.ms.us Kristen Wells Regional Literacy Coordinator Office of Elementary Education kwells@mde.k12.ms.us Dr. Kymyona Burk State K-3 Literacy Coordinator Office of Elementary Education kymyona.burk@mde.k12.ms.us Dr. Tenette Smith Assistant State K-3 Literacy Coordinator Office of Elementary Education tenette.smith@mde.k12.ms.us