ctc reading curriculum overview july 26, 2010. ccs eog reading goal summary data grade 3 goal...
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CTC Reading Curriculum Overview
July 26, 2010
CCS EOG Reading Goal Summary Data
Grade 3Goal 2--70.1% (weighted mean % correct)
Goal 3--75.3% (weighted mean % correct)
Literary Reading--72.6% (weighted mean % correct)
Informational Reading—69.4% (weighted mean % correct)
CCS EOG Reading Goal Summary Data
Grade 4Goal 2--73.1% (weighted mean % correct)
Goal 3—69.4% (weighted mean % correct)
Literary Reading--72% (weighted mean % correct)
Informational Reading—71.2% (weighted mean % correct)
CCS EOG Reading Goal Summary Data
Grade 5Goal 2--70.1% (weighted mean % correct)
Goal 3—75.3% (weighted mean % correct)
Literary Reading—72.6% (weighted mean % correct)
Informational Reading—69.4% (weighted mean % correct)
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Goal 2 Goal 3 Literary Info Text
3rd4th5th
2010 EOG Goal Summaries
Guided reading has many of the same components as shared reading. However, it is conducted with a
smaller number of students and focuses more on the individual reading needs of each child.
Interven
tion
sS
elf
Sel
ecte
d
Rea
din
g
Test Strategy
Instruction
Direct Reading Instruction
Reading Instruction
Shared Reading
Guided ReadingModeled
ReadingIndependent
ReadingAssessment
strategies
Skill InstructionSkill
Deficiency
Intense Instruction
Reading InstructionReading Instruction
Skill Focus
VocabularyFluency
Comprehension
Pre-During-PostVariety of Resources
NovelsAnthology
PoetryInformational TextReader’s TheatreEOG Selections
Engage the Reader
Direct Self- Selected
InterventionTest Strategy
VocabularyFluency
Comprehension
Three Levels of Word Knowledge
Unknown the word is completely unfamiliar and its
meaning is unknown
Acquainted the word is somewhat familiar; the student
has some idea of its basic meaning
Established the word is very familiar; the student can
immediately recognize its meaning and use the word correctly
Students know words in varying degrees.
AccuracyAccuracyThe words are read correctly The words are read correctly
RateRateText is read at a suitable speed. Text is read at a suitable speed.
Not too fast, not too slowNot too fast, not too slowPhrasingPhrasing
Text is read in phrases,Text is read in phrases, not word by word or choppy, not word by word or choppy,
paying attentionpaying attention to punctuation marks.to punctuation marks.
ExpressionExpression The words are read with feeling The words are read with feeling
and the right toneand the right tone
Fluent Readers Read…•Correctly (Checkmark)
•Automatically (Snap)
•With Expression (Hands)
Model Fluent Reading
Partner ReadingSentence Read
Paragraph Read
Choral Read
Echo Read
Drop Read
**Repeated Reading
Skill focused instruction rather than read/question/answer approach to instruction.
All other subjects choose skill/objective focus. Why not reading?
Teach SKILLS not stories.
Assess SKILLS not stories.
Drawing Conclusions
Making Connections
Interpreting Informational Text
Text Features
Point of View
Character Traits
Making Predictions
Main Idea/Detail
Fact and Opinion
Sequencing
Author’s Craft
Cause and Effects
Reading InstructionReading Instruction
Skill Focus
VocabularyFluency
Comprehension
Pre-During-PostVariety of Resources
NovelsAnthology
PoetryInformational TextReader’s TheatreEOG Selections
Engage the Reader
Direct Self Selected
InterventionTest Strategy
Engage the
Reader
Post
Pre
During
Vocabulary checkCheck purpose for reading
Practice FluencyComprehension Skill activity
Comprehension Skill questioning
Set Purpose for readingIntroduce Vocabulary
Comprehension skill mini-lesson
Check VocabularyComprehension Skill Questioning
Practice Fluency
Engaging the Reader
Reading InstructionReading Instruction
Skill Focus
VocabularyFluency
Comprehension
Pre-During-PostVariety of Resources
NovelsAnthology
PoetryInformational TextReader’s TheatreEOG Selections
Engage the Reader
Direct Self Selected
InterventionTest StrategyVariety of
Resources
Reading InstructionReading Instruction
Skill Focus
VocabularyFluency
Comprehension
Pre-During-PostVariety of Resources
NovelsAnthology
PoetryInformational Text
Reader’s TheatreEOG Selections
Engage the Reader
Direct Self- Selected
InterventionTest Strategy Direct
How Often?
AssessmentBalanced Literacy
Grouping
Skill Focus
Type of Text
Direct Reading Instruction
3-5 Days/week Whole ClassCentersStations
Leveled Grade Level
FluencyVocabulary
ComprehensionGuided and
SharedFormal and
Informal Assessment
Direct Instruction Pre-During-Post Format Comprehension Skill Focus Not teaching story- teaching skills Include vocabulary and fluency focus
every day Spend more time teaching skill – less
time reading Does not have to be a story a week Make sure assessments match skill
Reading InstructionReading Instruction
Skill Focus
VocabularyFluency
Comprehension
Pre-During-PostVariety of Resources
NovelsAnthology
PoetryInformational TextReader’s TheatreEOG Selections
Engage the Reader
Direct Self- Selected
InterventionTest Strategy
Interventions
How Often?
AssessmentBalanced Literacy
Grouping
Skill Focus
Type of Text
Literacy Interventions
3-5 Days/week One-on-oneCentersStations Instructional Level
FluencyVocabulary
ORORComprehension Intense
Instruction FormalAssessment
Interventions Pre-During-Post Format Fluency or Vocabulary Skill
Focus Explicit direct skill instruction Begin at individual’s point of
need Challenge level but not
frustration level Monitor interventions closely
to determine effectiveness- different interventions work for different learners
Vocabulary InterventionsIntro
Determine what words they know/don’t know
Define words, kid friendly phrases, movements
ActivityExplain skill (prefix/suffix, context clues,
synonym/antonym etc. )
Play game with partner or as group
Closure Review words with phrases/movement
Reading InstructionReading Instruction
Skill Focus
VocabularyFluency
Comprehension
Pre-During-PostVariety of Resources
NovelsAnthology
PoetryInformational TextReader’s TheatreEOG Selections
Engage the Reader
Direct Self- Selected
InterventionTest Strategy Self
Selected
How Often?
AssessmentBalanced Literacy
Grouping
Skill Focus
Type of Text
Self-Selected Reading
3-5 Days/week Whole ClassCentersStations
Reading LevelInterest Level
FluencyVocabulary
orComprehension Modeled and
Independent Informal Assessment
Independent Reading Misused Structure is easy Purpose for reading Closure Accountability One time you know they can read on their
level Partners small groups OK Not all about AR about reading
Pre-Lessonmodel skillset purpose
During LessonStudents read and apply skill
InterventionsStatus of the class
Post Lesson Share applications of skill with
partner and class
Reading InstructionReading Instruction
Skill Focus
VocabularyFluency
Comprehension
Pre-During-PostVariety of Resources
NovelsAnthology
PoetryInformational TextReader’s TheatreEOG Selections
Engage the Reader
Direct Self- Selected
InterventionTest Strategy
Test Strategy
How Often?
AssessmentBalanced Literacy
Grouping
Skill Focus
Type of Text
Test Strategy Instruction
Start early, use sparingly Whole class
CentersStations Skill Level
Test Strategy
Direct Instruction Informal
Assessment
Test Strategy Don’t let it take over direct reading
instruction in February. Explain that good readers have to take
tests. Distinguish between what good readers do
and what good test takers do. Practice test taking skills separate from
direct reading activities.
Interpreting Text Features
Skim and Scan
Reading Questions First
Eliminating wrong Answers
Summarizing Paragraphs
Justifying Answers
QAR
Levels of Questioning
Separate from direct reading instruction
Students understand taking
Reading InstructionReading Instruction
Skill Focus
VocabularyFluency
Comprehension
Pre-During-PostVariety of Resources
NovelsAnthology
PoetryInformational TextReader’s TheatreEOG Selections
Engage the Reader
Direct Self - Selected
InterventionTest Strategy
K-2 Reading Program Overview
Pacing Guides
Kindergarten Components
Weekly Pacing
Saxon Phonics
Harcourt
Weekly Writing Prompts
Homework Ideas
Pacing Guides
First Grade Components
Weekly Pacing
Saxon Phonics (Word Work)
Harcourt
Reading
Writing
Grammar
Pacing Guides
Second Grade Components
Weekly Pacing
Saxon Phonics (Word work)
Harcourt
Weekly Writing Prompts
Cross Curricular
Saxon Phonics
Components of Saxon Spelling and Phonics
Lesson Warm-up
New Increment
Application and Continual Review
Classroom Practice
School/Home Reinforcement
Weekly Assessments
Saxon Phonics
Grades 1 and 2 Components
Spelling Review
New Increment
New Learning
Handwriting
Spelling with the new increment
New card decks
Saxon Phonics
Grades 1 and 2 Components
Alphabet Activity
Phonemic Awareness (explicitly taught in first 70 lessons of 1st grade, then embedded)
Daily Letter and Sound Review
5 Review Decks-Letter, Picture, Spelling, Affix, and Word Decks
Saxon Phonics
Grades 1 and 2 Components
Spelling Review
New Increment
New Learning
Handwriting
Spelling with the new increment
New card decks
Saxon Phonics
Grades 1 and 2 Components
Application and Continual Review
Boardwork (teacher guided activity that follows the instructional component
Worksheets/Homework
Decodable Readers (fully controlled texts)
Saxon Phonics
Grades 1 and 2 Components
Classroom Practice
Classroom Activities
Fluency Readers
Assessment (oral and written every 5 lessons)
Grades 1-5 Harcourt Trophies
Overview
Harcourt Trophies Components
Phonics for Early Grades (CCS does not use)
Reading
Comprehension
Vocabulary
Independent Reading
Writing
Grammar
Spelling
Cross-Curricular Stations
Pacing Guides
Third Grade Components
Weekly Pacing
Read Aloud
Leveled Readers
Vocabulary/Comprehension Skills
Writing
Grammar/Spelling
Pacing Guides
Fourth Grade Components
Weekly Pacing
Read Aloud
Leveled Readers
Vocabulary/Comprehension Skills
Grammar/Spelling
Pacing Guides
Fifth Grade Components
Weekly Pacing
Selection
Focus Skill
Vocabulary
Grammar/Spelling
Writing
Additional Reading Resources
Novel Units
Informational Texts
Nonfiction books
Directions
Recipes
Schedules
CCS Reading Webpage