What Is High Quality Reading Instruction?

1. What Is High Quality Reading Instruction?

2. High quality reading programs provide evidence of what each child CAN do and provide eachteacher with the tools (training, assessments and materials) to teach each child what they need to learn next.

3. Teaching Reading is Complex Three systems influence the delivery of an effective program ORGANIZATIONAL STRUCTURE SYSTEM EXPERT KNOWLEDGE SYSTEM SYMBOLIC SYSTEM

4. Teaching Reading is Complex Three systems influence the delivery of an effective program ORGANIZATIONAL STRUCTURE SYSTEM

5. Teaching ReadingWith A Sense Of Urgency From Kindergarten on “meaningful differences” exist between students’ literacy knowledge and experience (Hart& Risley, 1995) There is an 88% probability of being a poor reader in 4th grade if you were a poor reader in 1st grade. (Juel, 1988)

6. Meaningful Differences Hart & Risley 1995, 2002

7. In The RtI Model Allchildren have full access to all the components of the universal or core reading program the full time period.

8. Teaching ReadingWith A Sense Of Urgency • No interruptions • No absences • No field trips • No assemblies • No pull outs by specialists • No 2 hour delays or early release Grade 1-3 there are 540 days to teach

9. Protected Time Sufficient amount of time allocated for literacy within the school day • Kindergarten at least 50% of available time • Grades 1 - 3 at least 90 min daily… Ideally 2 hours • Grades 4 & 5 at least 75 minutes, with an additional 30 minutes for writing - NH Literacy Action Plan for the 21st Century

10. Advantages of High Quality Programs Improves communication: • Teachers within and across grades have common language and goals Improves learning: • Students receive a consistent approach to reading • Teachers have an systematic instructional sequence of skills and strategies • Teachers have more opportunity to differentiate instruction

11. Teaching Reading is Complex Three systems influence the delivery of an effective program ORGANIZATIONAL STRUCTURE SYSTEM SYMBOLIC SYSTEM

12. GoalsA Set of Research-Based Measurable Goals that Guide Assessment, Instruction and Learning • Specific goals that include targeted, measurable outcomes and a time frame • Literacy goals aligned with the 5 Dimensions of reading • Aligned to GLE’s or Standards • Clear expectations for each grade (Curriculum mapping) • Reliance on research to define what, when and how to teach it

13. Goals aligned with5 Dimensions in Reading 1. Phonemic Awareness: The ability to hear and manipulate sounds in words. 2. Alphabetic Principle: The ability to associate sounds with letters and use these sounds to read words. 3. Accuracy and Fluency with Connected Text: The effortless, automatic ability to read words in isolation and in text. 4. Vocabulary Development: The ability to understand and use words to acquire and convey meaning. 5. Comprehension : The complex cognitive process involving the intentional interaction between reader and text to extract meaning.

14. Allington’s5 +1 Additional Dimensions of Reading 1. Classroom organization 2. Matching students and books 3. Access to interesting texts (choice and collaboration) 4. The Writing and reading connection 5. Expert tutoring +1 Motivation (NH Literacy Action Plan)

16. Phonological AwarenessSequence of Instruction • Concept of Word - comparison and segmentation • Rhyme - recognition and production • Syllable - blending, segmentation, deletion • Onset/Rime- blending, segmentation • Phoneme -Matching, blending, segmentation, deletion and manipulation

17. Alphabetic Principle • Associating sounds with letters • Using sounds to form words • Understanding that spoken language can be represented in print • Sounds in words relate to the letters that represent them

18. Skills included in Alphabetic Principle • Letter-Sound Correspondence: Knowing the sounds that correspond to letters (f=/f/ and ph=/f/) • Regular/Irregular Word Reading/Spelling :Reading and spelling words using the common letter sound correspondence and those with uncommon sound correspondence (mat vs was) • Advanced Word Analysis Skills :Reading and spelling words that have letter patterns and combinations (wait, weight) • Structural Analysis: Reading/spelling words with prefixes and suffixes and multisyllabic words

19. Importance of Fluency If a reader has to spend too much time and energy figuring out what the words are, she will be unable to concentrate on what the words mean. (Coyne, Kame’enui, and Simmons, 2001) Repeated and monitored oral reading improves fluency and comprehension

20. Fluent Readers… • Orchestrate comprehension, decoding and vocabulary skills together. • Read with speed, accuracy, expression, and prosody. • Focus on the understanding of the text. • Interpret the text.

21. Vocabulary Knowledge • Expressive Vocabulary : A writer or speaker can produce a precise label for a certain meaning. • Receptive Vocabulary: A reader or listener associates a certain meaning with a given label. Both including the development of meanings, pronunciations, prefixes and suffixes.

22. In a High Quality Program theTeacher…. • Uses the core program with fidelity • Uses a variety of assessments to inform instruction • Uses explicit language to teach • Teaches whole group strategy lessons using read alouds or the anthology • Provides small group instruction with texts at students instructional levels • Knows each student’s instructional and frustrational levels • Creates authentic tasks and provides time to practice • Differentiates instruction and supplements the program as needed • Models strategies in decoding and comprehension, models fluency • Communicates with and involves the family as co-educators of the child.

23. Teaching Reading is Complex Three systems influence the delivery of an effective program ORGANIZATIONAL STRUCTURE SYSTEM EXPERT KNOWLEDGE SYSTEM SYMBOLIC SYSTEM

24. Assessment types • Screening: Brief assessment that focuses on critical reading skills strongly predictive of future reading growth and development and conducted 3 times a year, first at the beginning of the year, with all students to identify those likely to need extra instruction. • Formative (Progress Monitoring): Assessments that determine if students are making adequate progress or need more intervention to achieve grade level reading outcomes. • Diagnostic: Assessments that help teachers plan instruction by providing in-depth information about students’ skills and instructional needs. • Summative (Outcomes): Assessments that provide a bottom line evaluation of the effectiveness of the instruction.

25. Data Sets • District and School Level Data (Screening and Outcomes) • Grade Level Data (Screening and Outcomes) • Classroom Level Data (All assessment Types) • Individual Student Data (All assessment Types) Use assessment to distribute resources and form groups for differentiated instruction at each grade level

27. Professional Development • Role of LLT to assess and plan focus • PD based on students needs in literacy • Expert literacy teachers are models and mentors-role of Literacy Coach • Reflections and self assessment help shape PD planning • PD provided for content area teachers • PD is ongoing, job embedded, school-based

28. Literacy Leadership Teams The Principal is the primary change agent “ the keeper of the dream” (Reitzig and Burrello) • Understands literacy processes and shares it with staff. • Attends the PD offered to staff and stays informed. • Is visible in classrooms. • Makes decisions based on supporting students learning. • Empowers and fosters teacher growth and expertise.

29. “The greatest danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it.” Michelangelo