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Welcome OPLC’s Reading Program and How it Works
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  1. Welcome OPLC’s Reading Program and How it Works

  2. OPLC Overview • Balanced Reading Program • Reading Block • Whole Group Reading • Assessments • Grouping • Supports/Enrichment

  3. What does a balanced literacy program include? • Independent reading-Independent writing • Shared reading-Shared writing • Guided reading-Guided writing • Modeled reading (read aloud)-Modeled writing • Word Study

  4. Strands of ReadingThe 5 Critical Elements of Reading Phonemic Awareness Fluency Vocabulary Alphabetic Principle Comprehension Graphic by: Deborah Simmons

  5. In a Nut ShellAssessments – Monitoring - Validations • DIBELS/Progress Monitoring • DRA • Project Read Daily Dictation • Project Read Unit Assessments • Scott Foresman Benchmark Assessments • Terra Nova • Regularly Scheduled Data & Collaboration Meetings

  6. Developmental Reading Assessment(DRA) • Administered 2/4x a year in kindergarten, first and second grade. • Assesses and documents reader’s development at instructional levels • Results determine reading block placement.

  7. Dynamic Indicators of Basic Early Literacy Skills (DIBELS) • Phonemic Awareness • Alphabetic Principle and Basic Phonics • Word Attack Skills 4. Accurate and Fluent Reading of Connected Text 5. Comprehension

  8. Reading Program Homogeneous Group (Instructional Reading Level/Reading Block) 80 Minutes Long Three Reading Levels Title Groups/Working Towards Average Above Grade Level Project Read/Word Study Guided Reading

  9. Grouping DescriptorsWorking Towards Grade Level 1. DRA • 1stgrade - Level 3 (Strategic/Core with Concerns) or below • 2nd grade - Level 16 (Strategic/Core with Concerns) or below 2. DIBELS- Strategic/Intensive 3. 2nd grade only • Below an average of 75% on previous year’s Core/benchmark scores for Scott Foresman 4. Teacher observation of ongoing student performance: This can include work samples, weekly assignments, ongoing progress monitoring, etc.

  10. Grouping DescriptorsGrade Level To be in this category, the child must have the following criteria. 1. DRA • 1st grade - Level 3 - 14 • 2nd grade - Level 16 (Independent) or above 2. DIBELS-Strategic/Benchmark 3. An average of 75% on previous year’s benchmark scores for Scott Foresman 4. Teacher observation of ongoing student performance: This can include work samples, weekly assignments, ongoing progress monitoring, etc.

  11. Grouping DescriptorsAbove Grade Level Students must meet the following criteria to be in this category. 1. DRA • 1st grade - Level 16 or above • 2nd grade - Level 24 or above 2. DIBELS – Core/Benchmark 3. An average of 90% or above on previous year’s benchmark scores for Scott Foresman 4. Teacher observation of ongoing student performance: This can include work samples, weekly assignments, ongoing progress monitoring, etc.

  12. Reading Block Components Project Read Skills • Anticipatory Set: Warm Up • Skill Introduction • Teach to Transfer • Checking for Understanding • Dictation • Automaticity and Fluency Guided Reading • Monitoring comprehension • Use graphic and semantic organizers • Answering questions • Generating questions • Recognizing story structure • Shared reading • Guided reading • Summarizing

  13. Reading Program Heterogeneous Group (Mixed ability grouping/Homeroom) 60 Minutes Long Grade Level Materials Whole Group Instruction With Differentiation Scott Foresman Writing Process Independent Reading

  14. Heterogeneous Group (Mixed ability grouping/Homeroom) • Shared Reading & Shared Writing • Monitoring comprehension • Use graphic and semantic organizers • Answering questions • Generating questions • Recognizing story structure • Summarizing • Grammar • Process Writing/Journal • Independent Reading & Writing

  15. Tier 2: Strategic Interventions Tier 3: Intensive Interventions Tier1: Core Curriculum • Reading • PA State Standards • Block Reading • Grouped by instructional reading level • Systematic, Explicit Reading Instruction • Curriculum Fidelity & Consistency • Researched Based Programs & Techniques • Universal Screenings – DIBELS, DRA • Data Driven Instruction ADDITIONAL READING SUPPORTS PROVIDED BASED ON DATA & TEACHER VALIDATION • Reading • Extension of Tier 1 & 2 • Title I Reading Support • Data Driven Instruction • Weekly Progress Monitoring • Intensity & Duration of Interventions • Extra Support through Small Group Instruction • Reading • Extension of Tier 1 • Title I Reading Support • Data Driven Instruction • Weekly/Biweekly Progress Monitoring • Change Interventions • Extra Support in Reading Block & Tier Time • Additional Small Group Instruction

  16. Students • Establish Learning Goals • Reading • Individual • Apply Learned Concepts • Application & transfer of taught concepts used throughout all subject areas • Knowing Instructional Focus of Lesson • Understand & be able to explain the lesson’s purpose- why it is critical to learn this chunk of information, on this day, and in this way

  17. Parents • Be in the KNOW • Child’s Academic Levels • Student Reading Goals • Attend Parent Conferences • Provide Current Phone Numbers • Support/Parent Involvement • Home Support • Participation in Reading Incentive Program • Reading Eggs • Attendance • Read, Read, Read with your child • Model Expectations • Motivate • Encourage/Support/Provide • Enforce