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Welcome to Intensive Reading!

Welcome to Intensive Reading!. FCAT / Intensive Reading. The state of Florida requires students who are not working at the standard on the FCAT to be enrolled in Intensive Reading classes.

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Welcome to Intensive Reading!

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  1. Welcome to Intensive Reading!

  2. FCAT / Intensive Reading • The state of Florida requires students who are not working at the standard on the FCAT to be enrolled in Intensive Reading classes. • The curriculum used in Intensive Reading classes, called LANGUAGE!, was designed to fill the gaps by focusing on all aspects of the reading process. • It can help students make rapid progress in reading achievement.

  3. LANGUAGE! Levels • LANGUAGE! comes in three levels: A-B, C-D, and E-F E-F C-D E-F A-B A-B

  4. Reading Placement 2008-09 • Students in IR 07-08 school year and score level 1 or 2, 2007 FCAT, move to next developmental level • Level A/B 07-08 C/D 08-09 • Level C/D 07-08 E/F 08-09 • Level E/F 07-08 appropriate instructional level single-period intensive reading class

  5. It takes time… The 90-minute reading block • Decreases the amount of interruptions • Increases the amount of time students are involved in instructional activities • Improves student performance • Creates opportunities for academic success

  6. LANGUAGE! embraces all aspects of literacy:

  7. Step 1: Phonemic Awareness and Phonics Step 2: Word Recognition and Spelling Step 3: Vocabulary and Morphology Step 4: Grammar and Usage Step 5: Listening and Reading Comprehension Step 6: Speaking and Writing Daily Lessons: 6 Steps90 minutes instruction daily (10 Lessons per Unit)

  8. Step 1: Phonemic Awareness10 minutes daily (Phonemic/Phonics Lesson) • Phonemic awareness- the ability to identify and manipulate the speech sounds, or phonemes, in spoken words. • Phonemic awareness is strictly auditory • Phonemic awareness is an essential skill in successful reading • Tasks include segmenting, blending, substituting, categorizing, isolating, dividing syllables, word fluency checks, listening for stressed syllables, etc.

  9. Step 2: Word Recognition and Spelling10 minutes daily (Word Recognition/Spelling Lesson) • Essential Words- automatic sight word recognition • Spelling- ability to use knowledge of sound/symbol association and sight word vocabulary to spell words • Fluency- speed, accuracy, and prosody (expression;voice) in reading • Fluency checks measure WPM (words per minute), minus errors, which translates to words read correctly per minute. • Tasks include decoding and encoding activities, spelling tests, fluency checks, etc.

  10. Step 3: Vocabulary and Morphology15 minutes daily (Vocabulary/Morphology Lesson) • Vocabulary- study of word meaning • Morphology- study of the structure and form of word parts, or morphemes. Morphemes are word parts that hold meaning; prefixes, roots, suffixes. • Unit Vocabulary and morphology, idioms, expressions, and signal words • Tasks include word study, context-based strategies (form and function), classifying, exploring words, multiple meaning maps, etc.

  11. Step 4: Grammar and Usage15 minutes daily (Grammar/Usage Lesson) • Grammar- parts of speech (form) • Usage- function of words in sentences and syntax (grammatical arrangement of words in sentences) • Strategies to build sentences, to show the function of words in sentences, and the impact of word order on meaning. • Tasks include Masterpiece sentences, diagramming, grammar sorts, etc.

  12. Step 5: Listening and Reading Comprehension20 minutes daily (Listening/Reading Comprehension Lesson) • Each unit includes Decodable/Independent Text, Instructional Text, and Challenge Text. • Decodable/Independent Text- written at a level that students can handle; selections provide some background and vocabulary for higher levels. • Instructional Text- text written at levels that allow students to practice multiple strategies taught in lessons. • Challenge Text- written at a high readability level for teacher read-alouds, listening comprehension, higher vocabulary, and higher- order thinking skills.

  13. Step 6: Speaking and Writing20 minutes daily (Speaking/Writing Lesson) • Includes explicit instruction in the writing process. • Paragraph types include classification, time sequence, reasons, compare/contrast, narrative, and persuasive. • Encourages use of outlines and graphic organizers. • Incorporates “Six Traits of Effective Writing” rubric. • Integrates all steps in the writing process. • Provides opportunities for oral expression.

  14. Assessment Where do we go from here? Assessments are built into the LANGUAGE! curriculum: • Language Placement tests for placement in program (Levels A/B, C/D, E/F) • Content Mastery Assessments test students for mastery of each unit • Weekly fluency and spelling tests • Summative Assessment after each book- Semester Exams

  15. On the Way to Success… Each step of the way, students find: high goals & expectations clear, systematic instruction on-going assessment pride in their progress

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