April KelleyApril Kelley

Reading & Writing ConsultantReading & Writing Consultant

ESU #6ESU #6

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Answers to Questions:Answers to Questions:• What does research evidence tell us?• How do I organize the reading block?• What constitutes an interruption?• What does a reading block schedule

look like?• How do I manage the reading block?• What reading components constitute

the reading block?• How do I differentiate instruction with

flexible groups?• How do I address differentiated

intervention?

What doesWhat does research research evidenceevidence tell us?tell us?Effective reading instruction requires:

• At least 90 uninterrupted minutes per day

• Density– Systematic delivery of explicit instruction– Scaffolding– Differentiation

• Intensive intervention in addition to initial instruction

90 Minute Reading Block• Focus on 5 essential components of reading:

phonemic awareness, phonics, fluency, vocabulary, and comprehension.

• Whole group instruction to focus on reading skills everyone needs.

• Small group instruction: Group students with similar skill needs to provide them with extra reading instruction and practice.

90 Minute Reading Block• Walk-to-Read: Students travel to other

classrooms for reading instruction based upon the skills they need to learn and practice.

• Flexible Grouping: Students will rotate from group to group based upon the skills they need to learn and their needs at the current time.

• Constant monitoring will allow us to get students in the appropriate skill group and adjust our instruction based upon their needs. (More individualized instruction)

Walk-to-Read

• Advantages

• Disadvantages

Instructional Instructional DensityDensity

The Reading Block

90 – 120 minutes per d

ay

Building S

tudent Reading P

roficiency

What constitutes an What constitutes an interruptioninterruption??

• Lunch• Special Area (art, music, band, PE, media, etc.)

• Exceptional Student Education pull-out • Mentoring during whole group instruction• Trips to the library• Counseling• Recess• English Speakers of Other Languages pull-out• Computer Lab pull-out• School Assemblies• All-call

How is your reading block currently organized?

Whole group

Small group

Centers

Length

How do I How do I organizeorganize the reading the reading block?block?

CLASSROOM CHARACTERISTICS• Academically engaged• Accountability

ELEMENTS• Whole Group Instruction• Differentiated Instruction in Small Groups and Centers

How do I How do I organizeorganize the reading the reading block?block?

• It is critical to analyze group size (from 3-8 students)• Keep high-risk group sizes small (3-5 students)• It is important to work with each small group differently

based on instructional need as determined by results of the various reading assessments.

• Monitor progress of those most at-risk students more frequently for making instructional changes to accelerate learning:– Size of the small group– Group members– Level of explicitness– Amount of scaffolding– Length of time for targeted instruction

What could a reading block What could a reading block schedule schedule look like?look like?

Instruction Range of Time

Class Configuration Examples of Teacher-Led Activities

The The Reading Reading

BlockBlock90 minutes minimum

daily

TOTAL TOTAL TIME:TIME:

?? minutes scheduled

TOTAL TOTAL TIME: TIME:

?? min

daily

Whole GroupWhole Group

Resource:Resource: CCRPWhat core program?

TOTAL TOTAL ROTATION ROTATION

TIME:TIME:

?? min

Daily

Differentiated Instruction:Differentiated Instruction: Small Group Instruction: Groups 1, 2, & 3

Resources:Resources: What program(s)?

Group Instructional Focus

?? min M T W Th Fdaily pergroup

Session 1 Group 1:

Session 2 1 Group 2:

Session 3 Group 3:

Classroom Classroom InterventionIntervention

Additional Classroom

Time w/teacher

TIME:TIME:

?? min daily

Differentiated Intervention:Differentiated Intervention: 3 – 5 students Resources:Resources: What program(s)?

M T W Th F

Intervention

Session Instructional Focus:Instructional Focus:

CCRP = Comprehensive Core Reading ProgramSRP = Supplementary Reading Program

What could a reading block What could a reading block schedule schedule look like?look like?

Instruction Range of Time

Class Configuration Examples of Teacher-Led Activities

The The Reading Reading

BlockBlock

TOTAL TOTAL TIME:TIME:

90 minutes minimum

daily

TOTAL TOTAL TIME: TIME:

20-60 min

daily

Whole GroupWhole Group

Resource:Resource: CCRPSegment sounds (PA)

Sound-letter correspondences (Phonics)

Partner reading (Fluency)

Prereading Lesson: Tier 2 words (Vocab)

Reciprocal Teaching (Comprehension)

TOTAL TOTAL ROTATION ROTATION

TIME:TIME:

30-70 min

Daily

Differentiated Instruction:Differentiated Instruction: Small Group Instruction: Groups 1, 2, & 3 Resources:Resources:

CCRP & SRP

Group Instructional Focus

10-25 min M T W Th Fdaily pergroup

Session 1 1 2 3 1 2 Group 1: segment sounds w/Elkonin boxes

Session 2 2 3 1 2 3 Group 2: word sorts w/common

syllable spelling patterns

Session 3 3 1 2 3 1 Group 3: reread decodable books

Classroom Classroom InterventionIntervention

Additional Classroom

Time w/teacher

TIME:TIME:

10-20 min daily

Differentiated Intervention:Differentiated Intervention: 3 – 5 students Resources:Resources:

SRP & Intervention Program M T W Th F

Intervention X X X X X

Session Instructional Focus:Instructional Focus:• Phonemic segmentation w/

mirrors• Word building w/letter & pocket

charts • Word-level fluency card activity

CCRP = Comprehensive Core Reading ProgramSRP = Supplementary Reading Program

Sample Reading Schedules

Stacy’s Sample Reading Lesson Plan

Chad’s Sample Reading Lesson Plan

Which schedule/lesson plan do you like? Why?

Clarifying the Gray AreasClarifying the Gray Areas

Theme-based

Theme-based

Orthogra

phic

Orthogra

phic

Co

mp

osi

tio

nC

om

po

siti

on C

on

ventio

ns

Co

nven

tion

s

Oral Oral LanguageLanguageActivitiesActivities

PhonemicPhonemicAwarenessAwarenessActivitiesActivities

&

Include:Include:• Orthographic spelling Orthographic spelling

instructioninstruction

Exclude:Exclude:• Theme-based Theme-based

spelling instructionspelling instruction

Write-a-response

Write-a-response

to reading

to readingCrit

ical

Thin

king

Critic

al T

hinki

ng

Skills

Skills

• Writing process Writing process instructioninstruction

• Writing conventionsWriting conventions instructioninstruction

• Write-a-response Write-a-response to reading activityto reading activity

• Critical thinking activityCritical thinking activity - - Questioning the author dialogueQuestioning the author dialogue - Semantic feature analysis- Semantic feature analysis

How do I How do I differentiate differentiate instructioninstruction??

When is differentiated instruction delivered?• Every day during the reading block

How can a teacher plan in order to differentiate?• Identify the target reading components• Identify the target resources• Implement a classroom management system

How do I plan for How do I plan for differentiated instructiondifferentiated instruction??

11

Assessment Assessment ResultsResults

22

Reading Reading ComponentsComponents

33

ResourcesResources

44

InstructionInstruction

What are the

assessment

results?

What is the instructional

target?

Which resources are available?

Provided: Additional Examples:

What instructional plan matches student

need?

Phonemic Awareness

CCRP

SRP

Phonics CCRP

SRP

Fluency CCRP

SRP

Vocabulary CCRP

SRP

Comprehension CCRP

SRP

PM = Progress MonitoringCCRP = Comprehensive Core Reading ProgramSRP = Supplementary Reading Program

How do I plan for How do I plan for differentiated instructiondifferentiated instruction??

11

Assessment Assessment ResultsResults

22

Reading Reading ComponentsComponents

33

ResourcesResources

44

InstructionInstruction

What are the

assessment

results?

What is the instructional

target?

Which resources are available?

Provided: Additional Examples:

What instructional plan matches student need?

Screening

PM

Phonemic Awareness

CCRP Elkonin Boxes;

SRP Manipulative Chips

5-10 minutes daily

Small group: 3-5

Screening

PM

Phonics CCRP Elkonin Boxes;

SRP Magnetic Letters

10-15 minutes daily

Small group: 5-7

Screening

PM

Fluency CCRP Word/Phrase Cards;

SRP Leveled Text

10 minutes daily

Small group: 6 or 8

Outcome Vocabulary CCRP Tier 2 Words;

SRP Concept Picture Cards

5-10 minutes daily

Small group: 5-8

Outcome Comprehension CCRP Graphic Organizers;

SRP Question Cards

15 minutes daily

Small group: 5-8

PM = Progress MonitoringCCRP = Comprehensive Core Reading ProgramSRP = Supplementary Reading Program

How do I How do I differentiate differentiate interventionintervention??

In OutClassroom interventionClassroom intervention Additional interventionAdditional intervention

Target Population

the classroom student with identified

difficulties in specific reading components

the student identified as requiring more time beyond differentiated classroom intervention

Total Instructional Time

Daily Classroom Reading Block:

• 40 minutes – instruction

• 50 minutes – differentiated instruction

- Teacher-lead center (25 minutes)

- Student centers (10-15 minutes)

• 10-15 minutes – differentiated intervention

Daily Classroom Reading Block:

• 40 minutes – instruction

• 50 minutes – differentiated instruction

- Teacher-lead center (25 minutes)

- Student centers (10-15 minutes)

Intervention Beyond the Classroom•20 - 45 minutes

Do you currently differentiate in your small groups?

-If so… how?

-If not…what could you try?

How do I How do I managemanage the reading the reading block?block?

• Room Arrangement– large group area– small group areas

• Rules versus Procedures – plan procedures– teach procedures – consistently enforce procedures

How do I How do I managemanage the reading the reading block?block?

• Academic Tasks to Consider– Whole Group Activities– Small Groups– Student Centers– Independent Activities– Transitions

Student Centers

Word Work

• word sorts• spelling activities• vocabulary w/graphic organizers• Elkonin boxes• six common spelling patterns

Reading corner

• partner reading • independent reading• “whisper” choral reading

Writing

• written response to reading• conventions practice

Investigations

• question probe• graphic organizers

Points of DecisionPoints of Decision

• What do the assessment results tell me about each of my students?

• Which target skill(s) can I identify to thwart future reading difficulties?

• Which of my students need to work together as a group at this time?

Points of DecisionPoints of Decision

• How much time is required per group?

• What resources are available to me for precise use with each reading component?

• What additional resources do I need?

• How do I support small group instruction if my CCRP predominately uses whole group instruction?

Points of DecisionPoints of Decision

• How do I organize the classroom during the reading block in order to manage differentiated instruction?

– what will each group do at the small group instruction?

– how much time will be spent at the teacher-led center?

– what will the other students do at each of the student centers?

Seven Word Summary

• Write a sentence using exactly 7 words to summarize what you learned about a 90 Minute Reading Block today.

• Share your summary with your group.

• Make one summary for your group to share out.

High Quality Reading Instruction

Presented by April KelleyPresented by April Kelley

Questions???