ReynoldsSchoolDistrictLiteracyFramework

Developedthrough2012-2014byReynoldsSchoolDistrictTeachersrepresentingGeneralEducation,EnglishLanguageLearners,Special

Education,andTitleIfromgradesK-12

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TableofContents

Introduction 5 GuidingPrinciples 7 ReynoldsSchoolDistrictCoreLiteracyProgram 8

TieredLiteracyFramework 10

PlanningforTeaching 11 StandardsAlignment/BackwardPlanning 11 LearningTargets 11 IntegratedLiteracyUnitPlanning 12

Instruction 14 Evidence-BasedInstruction 14 ExplicitInstruction 14 VocabularyInstruction 15 ShelteredInstruction 16 ConstructingMeaning 16 GuidedLanguageAcquisitionDesign(GLAD) 17 GradualReleaseofResponsibility 17 Readers’andWriters’WorkshopModel 18 ProcessWriting 18 SentenceCombining 18 WordProcessing 19 Dictado 19 ReadAloud 19 IndependentReading 19 Conferring 20 LanguageofInstruction 20 ConsiderationsforEnglishLanguageLearners 20 ConsiderationsforIEPs 21 Structure:Time 22 ComprehensiveLiteracy 22 IntegratedLiteracy 23 Tiered/DifferentiatedReading 23 GradeLevelText 24 FoundationSkills 24

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Assessment-Reading 26 Screening 26 Diagnostic 26 Formative/ProgressMonitoring 27 SchoolPace 27 Reliability 28 AssessmentSchedule-Reading 28 Assessment–Writing 29 AssessmentSchedule-Writing 29 Materials:TierI 30 Administration 30 Teachers 30 PhonemicAwarenessandPhonics 30 Phonics/Spelling:Sound-SpellingCards 31 Phonics/Spelling:Templates&Examples 31 LeveledBooks 31 LevelsofTextComplexityandExpectedGrowthRate 32 Content-AreaTextBooks 34 AnchorTitles 34 ThematicLeveledTextSets 34 Collections,HMH 34 MulticulturalReader,PerfectionLearning 35 MentorTexts 35 PeerTexts 35 HandwritingWithoutTears 35 TypetoLearn 35 Materials:TiersII&III 36 TiersIIandIII 36 Supplemental(TierII)Programs 36 Replacement(TierIII)Programs 37 Materials:Technology 39 SmarterBalancedInterimAssessments 39 Equipment 39 ProfessionalDevelopment 40 BeforeSchoolStartsinSeptember 40 EarlyRelease 40 InstructionalCoaching 40 UsingRelease/SubstituteTime 40

Bibliography 41

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Appendices

1. K-5LiteracyFrameworkHandbook2. 6-12LiteracyFrameworkHandbook3. ResponsetoInterventionHandbook4. IntegratedLiteracyUnitPlanningTemplate:Overview5. IntegratedLiteracyUnitWeeklyTemplate6. K-5ImplementationChecklists

a.LiteracyFramework b.Assessment c.ResponsetoIntervention

d.IntegratedLiteracyUnitPlan 7.6-12ImplementationChecklists a.LiteracyFramework b.Assessment c.ResponsetoIntervention

8.TemplatesforDirectInstruction 9.DictadoProcedure 10.Developmentalprogressionsofconceptsofprint,phonemic awarenessandphonicsskills 11.Sound-SpellingRoutine a.SampleSound-SpellingCards 12.LeveledTextFeatures 13.IRLASkillsCards 14.IRLAConferenceChecklist

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IntroductionTheReynoldsSchoolDistrictPre-K–12LiteracyFrameworkoutlinesnecessarycomponentstoestablishandmaintainapositiveandtimelytrajectoryforeverystudent’sliteracydevelopment.Theoverarchinggoalforeachandeverystudentistoreadandwriteatgradelevelorhighereachacademicyear.AcommitteeofliteracyspecialistsmadeupofK,1,2and3teachers,TitleIteachers,instructionalcoaches,specialistsandadministratorsmetthroughoutthe2012-2013schoolyeartoestablishtheframework.Furtherworkwasdonein2013-2014withtheadditionof4thand5thgradeteachers,ELAteachersandspecialists.Finally,in2014-15secondarylevellanguageartsadministrators,coaches,teachersandspecialistscollaboratedtoextendtheframeworkfromPre-Ktograde12.StudyoftheCommonCoreStateStandards,SmarterBalancedAssessments,21stCenturySkillsandresearch-baseddevelopmentalprogressionswereinstrumentalinthecreationofthisframework.Throughoutthecreationoftheframework,EnglishLanguageDevelopmentspecialistswereconsultedandpracticesbeneficialtoELswereembedded.ReynoldsSchoolDistrictstrivestoensureequitableeducation,wherebyeachandeverystudenthasaccesstosafeandcaringlearningenvironments,accesstohighqualityinstruction,andaccesstomaterialsinordertoachievehisorhereducationalpotential.Becauseweserveadiversestudentbody,weknowthatprovidingthesameprogramsandservicesforallstudentswillneitherprovidestudentswhattheyneedtobecollegeandcareerreadynoraddresstheachievement/opportunitygap.Therefore,byconsideringequitywhendesigningandevaluatingacademicprogramsforstudents,individualstudentneedswillbemet.Reynoldsstudentsarevaluedasindividualsandweknowthatoursustainedworkaseducatorsisrequiredtoeliminatesystemicbarrierstoequitableoutcomesforstudents.TheCommonCoreStateStandards(CCSS,2010)wereadoptedbyOregoninthefallof2010.Thesestandardsdonotsignalwhatmaterialstonameasthecurriculum,theypositionthemselvestobethecurriculum;tobewhatallstudentsmustknowandbeabletodotohavesuccessincollegeorcareer.Initsfrontmatter,CCSSdeclares:

Thestandardsleaveroomforteachers,curriculumdevelopers,andstatestodeterminehowthosegoalsshouldbereachedandwhatadditionaltopicsshouldbeaddressed…Teachersarethusfreetoprovidestudentswithwhatevertoolsandknowledgetheirprofessionaljudgmentandexperienceidentifyasmosthelpfulformeetingthegoalssetoutinthestandards.(CCSS,2010,p6).

TheframeworkestablishesReynoldsSchoolDistrict’sapproachtoliteracyinstruction.Inshort:

•Fullyintegratereading,writing,content,andlanguageinstruction•Focusonreadingatindependentandinstructionallevelsfromauthentictext

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•Useasinglereadingassessmentsystem,alignedtotheCommonCore,completewithfoundationalskillsandcomprehensionmeasurementstoguideinstructionfrompre-Ktograde12

•Relyonteachersasadaptable,thoughtfulpractitionersofhighimpactinstructional

strategies•Deliverprofessionaldevelopmentdesignedtosupportandstrengthenallaspectsofthe

framework•Buildknowledge,skills,workhabits,andcharactertraitscommonlyassociatedwith

21stcenturyskills

TheRSDTeacherEvaluationSystemprovidesacompaniontotheLiteracyFramework.Eachdomain(planningandpreparation,instruction,relationships,andprofessionalresponsibilities)isanintegralpartoftheframework.Accountabilitytotheideasandprocessesisembeddedinthecross-collaborationofthesetwodocuments.

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GuidingPrinciplesforLiteracyinReynolds•Eachandeverychildcanlearn,anddeservesthebesteffortofeveryadulteveryday.•Literacyencompassesreading,writing,speaking,listeningandcriticalthinking.•Teachersactingwithagrowthmindsetandsupportedbyallschoolstaff,familiesandcommunities,areadeterminingfactorofstudentsuccess.

•Thestrongesteducationconnectstoandcelebratesstudents’fundsofknowledge,backgrounds,individuality,identityandexperiences.

•Relationshipsarethecornerstoneofqualityeducation.Academiccollaborationbetweenstudentsandteachersandamongstudentsisfundamentaltostudentengagementandsuccess.

•Successfulinterventionsoccurwhencontentandskillareindividualizedandintegratedinameaningfulwayforeachstudentinordertomaintainaccesstoacomprehensiveeducationalexperience.

•Readingisacomplextaskrequiringstudentstothinkcritically;literacyinstructionandassessmentmustdevelopstudents’abilitytointerpretandanalyzetexts.

•Comprehensionmustbebuiltalongsidefoundationalskillsfromthebeginningofliteracydevelopmentandmustevolvetoemphasizeattainmentofcontentknowledgethroughsubject-specificinstruction.

•Qualitycontentandstructuredchoicearethekeystoengagement.•Writingisanintegralpartofcognitivedevelopment,andinvolvesbothwritingtolearnaswellaswritingtoexpressone’slearning.Opportunitiestoengageintheprocessofwriting,inadditiontoexplicitinstruction,mustbeprovidedthroughouttheday.

•Anawarenessofeverychild’sdevelopmentalandacademictrajectoryenablesdailyinstructionaladjustmentsthatcanbeleveragedtomakeacademicgrowth.

•Studentdialoguedevelopscomprehensionaswellascriticalthinking,listeningandspeakingskills,andmustbepurposefullybuiltintoinstruction.

•Acommitmenttohighqualityprofessionalcollaborationisnecessarytogenerateeffectiveinstructionforallstudentpopulations.

•Medialiteracy,theagileuseofmediatoacquireandshareknowledge,iscrucialtoourstudents’successandrequiresaccesstobothtechnologyandtraining.

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ReynoldsSchoolDistrictCoreLiteracyProgram

ReadingTheRSDCoreLiteracyProgramrequiresteachingthefivemaincomponentsofreading(asdefinedintheReportoftheNationalReadingPanel(2000):phonemicawareness,phonics,fluency,vocabularyandcomprehension)followingthedistrictsequencedCommonCoreStateStandards,whichdefinethescopeofcurriculum.Carefullysequencedaccordingtoresearch-baseddevelopmentalprogressions(Honig,Diamond,Gutloh,2000,p.5-15),foundationalskillstandardsarecarefullymappedacrosstheschoolyear.Themapsaredesignedtoindicatethetimeofyeartointroduceeachfoundationalstandardwiththeexpectationthatstudentswillreachproficiencywitheachstandardbytheendoftheyear.Theactofreading,whetherlearningtoreadorreadingtolearn,iscomplexandprofound.InclassroomsfromPre-Kthroughhighschool,studentsworkingonreadingstandardsmust:

•knowthestandardsandfocusofeachlesson(identifiedbytheteacher)•setagoalincollaborationwiththeteacher•engageinandinteractwithteacherandpeersduringdailygrade-levelreadalouds•havethinkingabouttextmodeledatgradelevel•receiveactiveteachersupportwhilepracticinglessonfocus•readindependently•activelyparticipateinacademicdiscourserelatedtotext

WritingCommonCoreWritingStandardshavealsobeenmappedinadevelopmentalsequence.StudentsinReynoldsareexpectedtowriteeveryday,andtheirwritinginstructionmustbeexplicitandstandards-basedandmustbeinfusedwithtimetoactivelywriteeveryday.InclassroomsfromPre-Kthroughhighschool,studentsworkingonwritingstandardsmust: •knowthestandardsandfocusofeachlesson(identifiedbytheteacher) •setagoalincollaborationwiththeteacher •havewritingprocessmodeledbytheteacher •applythewritingprocesstoindependentwriting •activelyengageineditingandrevisionprocessSpeakingandListeningTheCommonCoreStateStandardsforspeakingandlisteningaredesignedforstudentstogainskillintheproductionandreceptionoforallanguage.Tobuildafoundationforcollegeandcareerreadiness,studentsmusthaveampleopportunitiestotakepartinavarietyofrich,structuredconversations.

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InclassroomsfromPre-Kthroughhighschool,studentsworkingonspeakingandlisteningstandardsmust: •participateproductivelyinacademicconversation

•havestructuredopportunitiestospeakaspartofawholeclass,insmallgroupsandinpairs

•contributeaccurate,relevantinformation •respondtoanddevelopwhatothershavesaid •haveaccountableopportunitiestolistenLanguageLanguagestandardsinthecommoncorerequirethatstudentsgaincontroloverconventionsofacademicEnglishgrammar,usageandmechanicsaswellaslearnotherwaystouselanguagetoconveymeaningeffectively.Vocabularyisakeycomponentofthelanguagestandards.InclassroomsfromPre-Kthroughhighschool,studentsworkingonlanguagestandardsmust: •beabletodetermineorclarifythemeaningofgrade-appropriatewords •cometoappreciatethatwordshavenonliteralmeanings •recognizethatwordscanhaveshadesofmeaning •focusongrade-appropriateconventionsinwriting

ResponsetoInstructionTheguidingprinciplesofthisdocumentfocusontheindividual.Growth,andadailyawarenessofeachandeverychild’sgoalsiswhatwillmakesuccessfulandliteratecitizens.ReynoldsusesanRtImodelwhichincreasestheintensityofinstructionforstudentswhoarenotyetindependentlyatgradelevel.FollowingtheguidanceprovidedintheTieredLiteracyFramework,instructionalintensitymustbeadjustedforstudentstoensuregradelevelsuccessassoonaspossible.

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TieredLiteracyFrameworkThesechartsdonotdelineate“Who”.Itistheresponsibilityofallteachersinaschooltoteachtheseskills.

IfstudentisnotrespondingtoinstructioninTierIII,anddocumentationiscomplete(seeRTIhandbook-appendix1),thenproceedtoCST.Withteamagreement,planningandspecial

educationeligibility,SpecialEducationservicespickupwithsupportatTierIV.

TierITeach

ReynoldsSchoolDistrictSequencedCommonCoreStateStandards

With…(Materials)

By…(InstructionalModel) To For

(Time)FindOutHowTheyDid

(Assessment)

FoundationalSkills:ReadingandWriting

•PhonicsProgram•HandwritingWithoutTears•TypetoLearn

•ExplicitInstruction•ShelteringStrategies•Dictado

•WholeGroup 30min

IRLA

Reading:LiteraryandInformationalText

•LeveledBooks•MentorTexts•Content-BasedTexts

•GradualRelease•ShelteringStrategies•Readers’WorkshopModel

•WholeGroup•FlexibleGroups•Individuals

140min

Writing•MentorTexts•PeerTexts

•FocusedExplicitInstructionandPractice•Writers’WorkshopModel•ShelteringStrategies•Dictado

•WholeGroup•FlexibleGroups•Conferencing

CommonFormativeAssessment

SpeakingandListening •ExemplarTexts •ShelteringStrategies •WholeGroup CommonFormativeAssessment

Language•LeveledBooks•MentorTexts•ExemplarTexts

•Dictado•ShelteringStrategies

•WholeGroup•FlexibleGroups

CommonFormativeAssessment

TierIITeachDeficitSkill

With…(Materials)

By…(InstructionalModel) To For

(Time)FindOutHowTheyDid

(Assessment)Reading:FoundationalSkills

Clearlyarticulatedinterventionimplementedwithfidelity(seeinterventionprofileinRTIhandbook)

Evidence-BasedSmallGroupInstruction

Small(3-5)homogeneousgroups

15-45min

IRLAforProgressMonitoring–ensureevidenceisrecordedatleastevery10days

Reading:LiteraryandInformationalText

Writing CommonFormativeAssessmentSpeakingandListening CommonFormativeAssessmentLanguage CommonFormativeAssessment

TierIIITeachDeficitSkill

With…(Materials)

By…(InstructionalModel) To For

(Time)FindOutHowTheyDid

(Assessment)Reading:FoundationalSkills

Clearlyarticulatedinterventionimplementedwithfidelity(seeinterventionprofileinRTIhandbook)

Evidence-BasedSmallGroupInstruction

Small(3-5)homogeneousgroups

15-45min

IRLAforProgressMonitoring–ensureevidenceisrecordedatleastevery5days

Reading:LiteraryandInformationalTextWriting CommonFormativeAssessmentSpeakingandListening CommonFormativeAssessmentLanguage CommonFormativeAssessment

TierIV

TeachWith…

(Dependingonstudentneed,usethefollowingmaterials–examplelist)

By…(ExamplesofModifiedInstructionalModel)

To For(Time)

FindOutHowTheyDid(Assessment)

IndividualizedEducationGoals

•ModifiedGeneralEducationmaterials

•InterventionPrograms•ReplacementPrograms•Materialsdesignedwithstudent’s

individualizedlearningneeds•Websites•iPadApps

•ExplicitInstruction•ShelteringStrategies•GradualRelease•Dictado•Evidence-BasedSmallGroup

Instruction•ComputerAidedInstruction•Modeling•MultisensoryTechniques

•LargeGroups•SmallGroups•1:1•SpeciallyDesignedInstruction

IEPServiceMinutes

•AssessmenttoolsindicatedonIEPgoals•ProgressMonitor

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PlanningStandardsAlignment/BackwardsPlanningProcessAstudent’sdayshouldreflectmeaningful,connectedlearning.Therearemanywaystocreateprogramsandschedulesthatallowforastudent’slearningtobecohesive,integratedandwholeinthecourseofasingleday.Thoughtfulandintentionalplanningwiththeintegrationofliteracyintothedisciplinessuchasmath,scienceandsocialstudiesisaninstructionalrequirement.Backwardsplanningstartingwithstandardsisthefirststeptowardintegrationandassessmentofthesestandardsthroughauthenticandcomplextasks.Backwardsplanningwithstandardsconsiderstheendresultfirst(i.e.,whatwewantallstudentstodowhentheygraduate)andbuildstowardthatend.Thisstructuresupportsthepreparationofallstudentstobesuccessful.BackwardsplanningblendsandsupportstheinstructionalcomponentsoutlinedinthisLiteracyFramework.

Embeddedintheplanningprocessare: •Identifystandard(s)

•Constructlearningtargets•Identifymaterials•Planassessment(s)

LearningTargetsExpectationsforLearningTargetsacrossRSDclassroomsarethattheybedevelopedinteams,arewrittenas“ICan”statements,andarerelevanttothelearningoccurringbyday.Studentswillbeabletoarticulatewhatthelearningtargetis,andteacherswillrefertolearningtargets.

WHO WHAT OUTCOMEStepone

Teachers ChunkandlinkstandardsfrommultipledisciplinesintoUBDunitsofstudyacrosstheinstructionalyear

• Teacherunitmapswithassessmenttasks,Ican/LearningTargetsandinstructionalstrategies/techniquesdefined

Steptwo

Gradelevel/departmentswithspecialists

Combineteacherunitsintoyear-longplans

• Create“minimalstatements”perunit,semesterandyear

• Alignlearningtargetsand“ICan”statements.

StepThree

Buildings/multipledepartments(2ormore)

Alignmapsintobuildingwide/interdisciplinarymapswithbuilding-widethemesandessentialquestions.

• Designflexible,relevantthemes• CreateCommonAssessments:canbeassessedinmore

thanonesubject/content/departmentalarea,drivenbyalignedmaps

Stepfour

Teams Meettodiscussstudentevidenceandplannextlessons

• Responsiveinterventionandacceleration• Teachingfromteam’sstrengths• Increasedstudentaccesstoandoutputinevidence

ofrigorousgradelevelstandards.

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Thestrongestlearningtargets:•Connectthelessontothestandardthroughbackwardsplanning•Arerelevanttothestudent

•Aremeaningfultothecontinuumoflearning•Aredevelopedcollaboratively•Specifycontentandlanguageobjectives

IntegratedLiteracyUnitPlanningTeachingandlearningisrealizedthroughcomprehensiveplanningdonebyteamsusingCommonCoreStateStandardsinEnglishLanguageArtsandcontentareasalignedtoEnglishLanguageProficiencyStandardsthroughcontentareamapsorunitofstudyplans.Guidedbyprincipalsandinstructionalcoaches,schoolteamswillengageincurriculummappingtogeneratestandards-basedunitsofstudy.TheseunitofstudyplanswillbealignedatthedistrictlevelprovidingaconsistentandcohesiveframeworkwiththeoutcomeofaguaranteedandviablecurriculumforeachRSDstudent.UnitsofstudywillbebuiltfollowingtheIntegratedLiteracyUnitPlanningTemplatesincludingthefollowingcomponents:

Theme:EnduringUnderstandingsbasedonstandardsActionPlanCross-CulturalThemeofRespectandSensitivity21stCenturySkills

Standards:CommonCoreEnglishLanguageArtsStandards(CCSSELA)EnglishLanguageProficiencyStandardsODESocialStudiesStandardsNextGenerationScienceStandardsIndicationofotherstandardsincluded(Health,Arts,etc.)

Vocabulary:VocabularyTierII(academicwords,transferrabletoavarietyoftopics)VocabularyTierIII(academicwords,specifictotheenduringunderstanding)

LearningTargetsTrait Definition GuidingQuestion

Specific

•ClearlyStated•Stateswhatteacherwantsstudentstolearnandbeabletodo•OutcomeisEmbedded

WhatdoStudentsNeedtoKnow?

Measureable

•Clearlyassessedwithformativeorsummativeassessments•Built-infeedbackopportunitiesarequalitativeorquantitative

HowWillIKnowifStudentsLearnedIt?

Dynamic

•Adaptive•Malleable•Continuous•Energetic•Continuouslyadaptingtheplannedlevelofrigorbasedonassesseddegreeofstudentneed

WhatDoIDoifStudentsHaveLearnedIt?WhatDoIDoifStudentsHaveNotLearnedIt?

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Assessments: FormativeAssessments

BuilttoprovidefrequentandongoingpracticeinSmarterBalancedAssessmenttasktypes:selectedresponse,constructedresponse,technologyenhanced

SummativeAssessment FollowingformatofSmarterBalancedAssessmentPerformanceTask–

includingwritingtasktiedtogenrestudyResourcesandMaterials: AnchorTitles–aminimumof5highinteresttitlesatgradelevelorhigherto

beusedforwholeclassinstruction ThematicLeveledTextSets–in-classleveledlibrariesofhighinterestbooks

(minimumof100booksperthemeperclassroom)FocusandMotivationStrategiesDesignedtobepresentedinagradualreleasemodel.Listanddefinitionsincludedintemplate.InputStrategiesExplicitdefinitionofstrategiesusedtomakecontentcomprehensibletostudentsofalllanguageabilities.GuidedOralPracticeStrategiesFoundationaltobuildinglanguageskills,guidedoralpracticestrategiesarespelledoutintemplate.ReadingandWritingStrategiesSpecificstrategiesforpracticingreadingandwritingskillswithinthecontentareprovidedintemplate.Asthecontentispresentedandhooksstudentinterest,theopportunitiesforresearch,analysisandsynthesisofideasthroughreadingandwritingarecompounded.

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Instruction

Asweconsiderthestandardsandourstudents’abilitytoaccessthem,wemustalsoconsidertheinstructionalstrategiesthatwillbemosteffective.

Whenteacherscanchoosefromarangeofresearch-basedandtheoreticallygroundedinstructionalapproaches,theirstudentslearnhowtochoosefrom,apply,andreflectondiversestrategiesastheytakeupthevariedpurposes,subjects,andgenresthatpresentcomplexchallengesforreaders.

-NCTEPolicyBrief:ReadingInstructionforAllStudentsTheinstructionalmodelsincludedintheReynoldsSchoolDistrictLiteracyFrameworkapplytoteachersofallgradesandallsubjects.Inorderforstudentstobeliterateglobalcitizens,theymusthaveaccessthroughreading,writing,speaking,listeningandlanguageacrossthefullspectrumofcontentavailableinschool.

Evidence-BasedInstructionTobedescribedas“evidencebased,”acollectionofpracticeshasbeentestedandshowntohavearecordofsuccess.Practiceslistedinthissectionoftheframeworkareallevidence-based.TheMenuofInterventionOptionsintheRTIHandbook(appendix1)namesanumberofotherevidence-basedinstructionalstrategiesthatshouldbeconsultedwhendesigningTierIIinstruction.

ExplicitInstructionExplicitInstructionisasystemoffocused,targetedteachingbehaviorsdesignedtoeliminatedistractions,andtoprovidemaximumopportunitiesforrepetition.Itismosteffectivelyusedwiththerotelearningofsingularskillsand/orfacts.Thefoundationalreadingskillsofphonemicawarenessandphonicscanbeefficientlytaughtusinganexplicitinstructionmodel.Characteristicsofexplicitinstructionare: •Explaintask•Providesignal•Modelresponse/behavior•Wholegroupandindividualresponse•Quickpacing•Monitorresponses•Consistentcorrectionprocedure•IndividualturnsConsiderationforusingExplicitInstructionforcomprehensionstrategiesmustalsobemade.ExplainedthoroughlyinCard#15(p.23ofAppendix8),ProcedureforStrategyInstruction,theessentialcomponentsinclude:

Although some students suffer from the medical definition of dyslexia, many will show great gains when given sufficient intensity of explicit instruction. Because the brain is always growing and changing, many students who have severe learning disabilities in reading can be brought to grade level with enough intensity of instruction and the right match between materials and instruction. (Shaywitz, 2005)

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•Explaintostudentsorreviewwhatthestrategyisanditspurpose•Demonstratethestrategyusingathinkaloudwhileinteractingwithtext•Don’taskquestionsaboutthestrategywhenmodeling•Usethestrategynamewhileguidingstudents•Providemanyopportunitiesforguidedpractice•Provideclearfeedbackregardingcorrectandincorrectuseofthestrategy

TemplatesforexplicitinstructionareappropriatetouseinTierIandTierII.Theprimarydifferenceinapplicationbetweenthetiersisgroupsize.TierIistypicallywholegroupwhileTierIIisolatessmallgroupswithsimilarneedsinordertoprovidemoreindividualpracticeandmonitoringofresponses.Thetemplatesareincludedasappendix8.VocabularyInstructionThereisnotaspecificmaterialorsetofmaterialsnamedinthisframeworktobeusedintheexplicitinstructionofvocabulary.Whilegrowingvocabularyskillisdoneprimarilythroughthevolumeoftextstudentsreadatindependentlevelsacrossavarietyofgenres,providingexplicitinstructionforstudentstobecomeefficientlearnersofnewvocabularyisnecessary.Strategiesthatshouldbeexplicitlyemployedtoensuremaximumgrowthofstudents’vocabularyinclude:•MultipleExposures(Beck,McKeown&Kucan,2002)Providemeaningfulinteractionswithvocabularywordsinavarietyofcontexts.•MeaningfulUse(Beck,McKeown2002)Usewordsinmeaningfulcontextstorequirestudentstoactivelythinkaboutwhatwordsmeanandhowtheyconnecttooneanother.•Polysemy(multiplemeanings)Provideaccesstomultiplemeaningsanddirectinstructionaboutwhenthesemeaningsareapplicabletohelpstudentsdevelopdeeperunderstandingsofwords.•StructuralAnalysis(Nagy,1999)Recognizevariouselementsofaword:prefix,suffix,roots.•CognateIdentificationConnectEnglishwordstotheircognatesinotherlanguages.Thereareover20,000English-Spanishcognates(Rose1997)–usetheidenticalandsimilaroneswithEnglishLanguageLearnersandinduallanguageclassroomstoexplicitlyconnectmeaningandbuildthemusclefortherootsofacademiclanguage.

Independentreadingatacomfortablelevelwillprovidemultipleopportunitiesforstudentstoencounterandexploreavarietyofwordswhichwillincreasetheworkingacademicvocabularyofastudent.Additionalsupportsintheacquisitionofvocabularyare:

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•Provideadirectdefinition •Usesynonymsandantonyms •Makeupanovelsentence •Classifywithotherwords •Relatedefinitiontoone’sownexperiences •Linktoimagesandsketches •UsecontentdictionaryShelteredInstructionAnessentialcomponentofinstructioninReynoldsisShelteredInstruction:anapproachtoplanningandteachingdesignedtomaintaintherigorofcontentwhilesimultaneouslysupportingEnglishdevelopment.ShelteringtechniquesandstrategiesarecriticalforEnglishlearnersandhaveshowntobebeneficialtoallstudents.EnglishdevelopmentthroughcontentallowsstudentstodemonstrateoutputwhichmeetsthedemandsoftheCCSSwhilefosteringaculturallyresponsiveprogramofinstruction.Severalmodelsandapproachesprovideshelteredsupportforstudents.Theseinclude,butarenotlimitedto:GuidedLanguageAcquisitionDesign(ProjectGLAD®),ConstructingMeaning(CM),andShelteredInstructionObservationProtocol(SIOP).ForthepurposesoftheRSDLiteracyFramework,instructionalstrategiesthatmakeuptheshelteredmodelareincludedhere.FurtherdefinitionandexamplescanbefoundinMakingContentComprehensibleforEnglishLearners,(Echevarria,Vogt,Short,2008).

•BuildBackground•CommunicateLanguageandContentObjectivestoStudents•MakeInputComprehensible•ProvideOpportunitiesforStudentstoUseLearningStrategies -CognitiveLearningStrategies

-MetacognitiveLearningStrategies -LanguageLearningStrategies

•UseScaffoldingTechniques-“Ascaffoldisatemporarystructurethatisconstructedtohelpsomeonecompleteataskthatwouldotherwisebetoodifficulttodoalone.”(Echevarriaetal,2008,p123)

•UseaVarietyofQuestionTypes-includingthosethatpromotehigher-orderthinkingskills

•ProvideFrequentOpportunitiesforDiscourseBetweenTeacher/StudentandStudent/Student

•ProvideFrequentOpportunitiesforStudentstoApplyNewLearning

ConstructingMeaning:Providesteacherswiththeprocessandtoolsforweavingexplicitlanguageinstructionintocontentareateaching.Lessonplanningisdrivenbythecontentandacademiclanguagedemandsofdiscipline-specificlearning.Basedonbackwarddesignandgradualreleaseofresponsibilityitpromptsteachersto:

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• Understandtherolelanguageplaysincontentlearning• Decidewhatlanguageknowledgestudentsneedtoaccesscontentandexpress

understanding• Provideappropriate,explicitoralandwrittenlanguageinstructionandpractice

GuidedLanguageAcquisitionDesign(ProjectGLAD®)GuidedLanguageAcquisitionDesign(ProjectGLAD®)isaresearch-basedmodelthatincorporatesalloftheinstructionalstrategiesnamedintheReynoldsLiteracyFramework.Itprovidesexplicitstructuresforprovidingcontent-embeddedliteracyinstructionwhileincreasingengagementandrigor,andprovidinghighlyeffectivesupportsforgrowinglanguagecapacity.Withafocusonstandardsacrossthecontent,highleveragevocabularystrategies,backwardsplanning,highqualityrelevantmaterials,aprint-richenvironment,focusonpurposefuldiscourseandintegratedcontent,ProjectGLAD®isaninstructionalmodelthatreinforcestheconceptsoftheliteracyframework.ProjectGLAD®strategiesandprinciplesarenotthesoleprovinceofthegeneralist/homeroomteacher.Atthesecondarylevel,thisisahighleveragemodelthatcanbeusedbylanguageartsteacherstoteachscienceandsocialstudiescontentaswellasbycontentteacherstoteachandreinforceELAskillsandstrategies.

GradualReleaseofResponsibilityInthegradualreleasemodel,teachersdifferentiatewhichphasetheyareinandhowlongtheywillstaytheredependingontheneedsofthegroup.Doneintentionally,thisprocesswillacceleratestudents’literacygrowth,gainingthemaccesstothedepthandrigorattheheartoftheCommonCore.Thismodelhas4distinctcomponents:•Modeled

“Ido”–teacherexplicitlymodelsskillandwilldifferentiateamountof“Ido”basedonperformanceofstudent.

•Shared/Guided“Wedo”–teachersupportsstudentsastheyattempttoapplytheskillwithvaryinglevelsofscaffolding.

•Collaborative “Youdoittogether”–studentsworkwitheachother.•Independent

“Youdo”–studentsworkalonewithoutateacher.

From Better Learning Through Structured Teaching by Douglas Fisher and Nancy Frey

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Readers’andWriters’WorkshopModelThroughreadingandwriting,studentsseekdeeperandmorecriticalunderstandingoftheirworld.Readers’Workshopprovidesopportunitiesforstudentstochoosebooksattheirindependentreadinglevelthatareengagingandrelevant.Teachers,guidedbyIRLA,conferwithstudentsone-on-onetoensureindividualgrowth.Writers’Workshopprovidesastructurewherebystudentsengageinmeaningfulwritingandfeedbackcyclestodevelopskillsandability.Additionally,forstudentstopowerfullyexpressthemselvesasmembersofagreatersociety,theyneedtohavetheabilitytoidentifyideas,citeevidence,andjustifythinkingthroughthoughtfulinteractionwithavarietyoftextthatrequirewritingopportunitiesbeflexible,open,givenacrosssubjectsandcontexts,andbemeaningfultoeachstudent.EssentialFeaturesofReaders’andWriters’WorkshopModelsare:

•Dailyuninterruptedtimeforstudentstoreadandwrite•Studentchoiceoccurringwithinpredictablestructuresandroutines•Instructiondeliveredthroughmini-lessons•Opportunitiestoconferinordertoreceivefeedbackfromteacherandpeers•Opportunitiesforstudentstosharetheirthinkingandwriting•Engagementinthewritingprocessforavarietyofpurposes•Useofinquiryandcollaborationtoengage,motivateanddeepenlearning•Establishmentofanengagedandaccountablecommunityofreadersandwriters

Inclassesthataretraditionallycontent-based,readers’andwriters’workshopstyleopportunitiesshouldbegiventoprovidestudentsthechancetoexploretheconceptstheyarelearningthroughreadingandwriting.Thisisstronglyrecommendedforavarietyofpurposes: •Tobuildstaminaandincreasereadingandwritingproficiency •Toconductresearchanddevelopexpertiseonvarioustopics •Tocompareandsynthesizeideasacrossmultipletexts •Topresentfindingsinavarietyofmodesandcontexts

ProcessWritingAnemphasisonprocesswritingisexpectedtoformthefoundationofwritinginReynolds.Aprocesswritingapproachinterweavesanumberofwritinginstructionalactivitiesinaworkshopenvironmentthatstressesextendedwritingopportunities,writingforauthenticaudiences,personalizedinstruction,andcyclesofwriting.Teachingthewritingprocessincludesteachingstudentsstrategiesforplanning,drafting,revising,editingandpublishingtheircompositions.SentenceCombiningThisresearch-basedstrategyforteachingstudentstoconstructcomplex,sophisticatedsentencesishighlyrecommendedasacomponentinallwritingclasses.Sentencecombininginstructionbeginswithcombiningsimplesentencesintoeffectivelongersentences.Studentscancombine

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simplesentencesinanygrammaticallyacceptableway,andbegintoexploreaddingorremovingdetails,andrearrangingwordsorphrases.Usingthisstrategyresultsinmoremindfulwritingthatincludesvariedsentencestructure,sentenceediting,punctuation,andparagraphorganization.Italsoprovidesstudentswithpracticecontrollingsyntax,whichcanimprovestudents’abilitytocreatevarietyintheirwriting.WordProcessingThemechanicalskillsforwritingcannotbeoverlooked.Fluencywiththerotemechanicalskilloftypingisessentialforallstudents.Timeeverydaymustbespentpracticingtouch-typingtechniques.Equally,studentsmusthavefrequentopportunitiestousewordprocessingapplicationssothatrevisionandeditingarenotbarrierstocraftingexceptionalwrittenwork.DictadoTheDictadoisastrongstrategytouseintheteachingandpracticingofbothWritingandLanguagestandards.TheDictadoisanadaptationofamethodologyusedaroundtheworldtomeetthelinguisticandpedagogicalneedsofstudents.ItwasadaptedbytheLiteracySquared®Instituteandhasprovedsuccessfulinbothbilingualandmonolingualsituations.Adetaileddescriptionisincludedatappendix11,andprofessionaldevelopmentandcoachingwillbeprovidedthroughouttheimplementationofthisframework.•Theteachercreatesameaningfultextbasedonobservationsofstudentworkandgradelevel

standardsasthefocusforteachingspelling,grammar&language.•Teacherdictatesmessagetostudents,whowriteinblueorblackpen,skippinglines.•Teacherandstudentscollaborativelycreateacorrectedmodeloftext,whilestudents

self-correctusingredpenandastandardmarkingcodetodrawattentiontoapproximations.

•Teacherexplicitlyteachesto2-3teachingpointsofweek•Repeatusingthesametext3timesthroughouttheweek.ReadAloudEverystudentmusthavetheopportunitytoengageingradeleveltext.Readingaloudprovidesafluentmodelofreading,opportunitiesforstudentstobuildbackgroundknowledge,anincreaseofcontentvocabulary,andtheuseofrigorouscomprehensionstrategies.Readaloudshouldbepurposeful,relatedtothegoalsandobjectivesofthelesson,andincludeopportunitiesforstudentstointeractwiththetextandeachotheratthehighlevelsofcognitiverigordenotedintheCommonCore.Readaloudisanopportunitytoincreasestudents’academicvocabulary,backgroundknowledge,speakingandlisteningskills.IndependentReadingReadingindependentlyatanindependentlevelisahighlyeffectivewayforstudentstogainreadingskill.Studentsdonotlearntoreadwithoutreading.Timemustbedesignatedforindependentreadingof‘justrightbooks’everyday.TheIRLAassessmentsystemprovidesteachersandstudentswithstrategiesforknowingindependentlevels,andforsettinggoalsto

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makeimprovements.Leveledlibrariesareakeycomponentofthisframeworkandwillenableteachersandstudentstochoosefromawidevarietyofindependenttext.Readingindependentlyathomeisahabitstudentsmustestablish.RoutinesandexpectationssetineveryclassroomtomakeindependentreadingathomewillbesupportedbytheLiteracyInstructionalFramework,Step5:AcademicallySuccessfulHomeRoutines.Expectations,logsheets,books,andsystemsareprovidedthatwillgetallstudentsreading.ConferringStudentslearnbestwhentheyhaveanopportunitytothinkabouttheirthinking,totalkabouttheirlearning,anddeveloprelationshipswithintheclassroom.Anindividualizedandtargetedapproachtolearningtoreadandwriteisemphasizedinthisframework,andacornerstoneofthepracticeisconferringwithstudents.Thisenablesimmediateproblemsolvingandprogressmonitoringandgrowstheindependenceneededforcollegeandcareerreadystudents.UseofIRLAonaregularbasisprovidesteacherswithguidanceandcoachingforconferringwithstudentsandforsetting“PowerGoals”–attainable,specific,andfocusedgoalsthatstudentsname,understandandworktoward.Groundinginstructioninthesepowerfulgoalsandconferencesaccelerateslearningandgivesstudentsconfidenceandpride.LanguageofInstructionThegoalofinstructioninReynoldsSchoolDistrictisforallstudentstofluentlyread,write,speakandlisteninStandardEnglish.DualimmersionclassroomsatgradesK-5arebeingconsideredtoenablebothnativeEnglishandnativeSpanishspeakingchildrentobecomefluentinbothlanguages.Dualimmersionclassroomswillstartinkindergartenandwillgrowfromthere.Afocusonacademicbilingualism,biliteracy,andbiculturalismwillstrengthenoureducationalprogramsandprepareourstudentstocompeteina21stCenturyglobaleconomy.CarefulconsiderationwasgiventotheinstructionalmodelstoensuretheywillbeequallyeffectiveinbothEnglishandSpanish.ConsiderationsforEnglishLearners

•EffectiveEnglishLanguageDevelopmentprovidesexplicitteachingoffeaturesofEnglishsyntax,grammar,vocabulary,andpronunciationinmeaningfulcontexts.•Astudent’sfirstlanguageispowerful.Supportopportunitiesforstudentstoexpressthemselvesintheirnativelanguage(s).UnderstandthatEnglishLearnerswillusetheirfirstlanguageandmixgrammars.Thistranslanguagingortransferenceiscommonandacceptable.

•Examinethelanguagedemandsofgrade-levelcontentwiththeunderstandingofstudents’Englishproficiencyinordertoprovideaccessthroughscaffoldedinstruction.•UseELPstandardsandshelteredstrategiesthroughoutthedaytoprovidepathwaystoacademicstandards.

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•Examinethematchbetweenstudents’levelofEnglishproficiencyandcurriculumdemandstoprovideappropriateaccesstocontent.TherearevaryinglevelsofnuanceinwhatstudentsknowandcandoregardlessoftheirproficiencyinEnglish.Ahighlevelofflexibilityininstructionandpracticemustbepresenttocapitalizeonwhatstudentsknow

•TeamneedstounderstandprogressionofEnglishLanguageDevelopmentinordertoappropriatelydeterminewhichstudentsneedTierIIintervention.Teacher’sresponseto“lackofprogress”shouldbeimmediateandnot“waitandsee”andexaminetheproficiencylevelofELDprogramimplementation.CollaboratewithEnglishLanguageDevelopment(ELD)teachersand/orotherspecialiststoensureequitableeducation.

ConsiderationsforIndividualEducationPlans(IEPs)•IEPgoalsarerelatedtotheCommonCoreStateStandardsincoordinationwithcorecontentinstruction.•IEPswillbewrittenwitharealisticeyeondevelopmentallysequentialstandards.•Classroomteacherscollaboratewiththespecialeducationteachertoensuretheindividualneedsofthestudentarebeingmet,andtoproblemsolvewheregrowthisnotoccurring.•Wheneverpossible,determinethepathwayforstudentswithoutinterruptiontocontinuousinstructionintheacademiccore.

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Structure:Time

Itistherecommendationoftheliteracycommittee,backedbyresearchandthestructureoftheCommonCoreStateStandards,thatallteachersteachliteracy,andconversely,allteachersteachcontent.Theoutlineoftimebelowcanbeaccommodatedinelementaryandsecondaryschoolswiththoughtfulcollaborationandunifiedcommitmenttoprovidingthestrongest,mostindividualizedandresponsiveinstructionpossible.Usingtheplanningstructureprovidedabove,an‘outsidethebox’mentalitymustbeapplied,andadjustmentsmadeovertimetoachievethisviewofcomprehensive,content-embeddedliteracyinstruction.(K-12)ComprehensiveLiteracy:170minutesperdayAsdenotedbytheCommonCoreStateStandards,literatecollege-andcareer-readyindividuals: •demonstrateindependence •buildstrongcontentknowledge •respondtothevaryingdemandsofaudience,task,purpose,anddiscipline •comprehendaswellascritique •valueevidence •usetechnologyanddigitalmediastrategicallyandcapably •cometounderstandotherperspectivesandculturesItisnecessaryforstudentstospendtimeeachdaywithingradelevelcontentinallclassestolearnandapplytheirreading,writing,speakingandlanguageskills.This170minutesshouldbeconnected,thoughnotnecessarilycontinuous,throughouttheday.Thedesignationof170minutesforComprehensiveLiteracyincludestheexpectationthattimebespentlearningcontent,workinginaworkshopmodelandparticipatingintieredreading.Wholegroup,smallgroupsandindependentpracticearetotakeplaceduringthistime.Writingisnottobelimitedtolanguageartsclassesorconfinedtoasingletimeofday.Theuseofwritingasatoolforlearningandassessingcontentmaterialisahighleveragestrategy.Eachlearningsegmentinthedayshouldhaveopportunitiesforstudentstoexpressunderstandingoftheirlearningthroughwriting.Instructionofwritingmustfollowthesameguidelinesasthatforreading–contentandlearningtargetsextractedfromtheCCSSwillbestatedandunderstoodbystudents.Writinginstructionwillincludemodeling,guidedpracticeandindividualpractice.

Whileanemphasisofwritingacrossthecurriculumeverydayisparamount,dedicatedtimeforthediscreteinstructionofwritingmuststillholdaplaceintheinstructionalday.

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Tiered/DifferentiatedReading(incorporatedinIntegratedLiteracy)Thisisthetimewherestudentswhoarebelowgradelevelreceivefocusedinterventions,andwherestudentswhoareabovegradelevelreceivetheinstructionnecessarytocontinuetogrow.Thisisanidealtimetouseavailableinterventionistsandtieredprogramstopreventstudentsfrommissingcoreinstruction,contentinstructionandwriters’workshop.Groupsizeisidealat3to5accordingtotheExecutiveSummaryoftheOregonK-12LiteracyFramework(2009).Theinstructionalreadinglevelsinagroupshouldnotspanmorethan3gradientsontheFountasandPinnelllevelingsystem(seepg.32),butshouldbeconsolidatedtowithinoneIRLAleveland/orgroupedbypowergoalswheneverpossible.InstructionalstrategiestobeemployedduringthistimeareoutlinedintheInstructionsectionofthisframework.Studentsmayparticipateinmultiplegroupsduringthistime;dependentuponstudentneed.

IntegratedLiteracyMinimumof110minutes(K-5),125minutes(6-12)

WholeGroup(gradelevel) IndependentPractice(independentlevel)Content •ExperientialLearning

•VocabularyInstruction•ReadPrimarySourceMaterial•ReadAloud

•IndependentReading•PartnerWork•NoteTaking•LiteratureExploration

ProcessWriting

Studentswillusethewritingprocessto:•Writeopinions/arguments•Writeinformative/explanatorytexts•Writeimaginarynarrativesornarrativedescriptions•Giveandreceivefeedback•Reviseandeditforcontent,organization,andmechanics•Studymodelsofwriting

Tiered/DifferentiatedReading(instructionallevel)

• Readatinstructionallevel• Individual/smallgroup/wholegroup• Intentionalandaccountableindependentreadingatindependentlevel• Motivation• Comprehensionskillbuilding• Fluency/Prosody• WordStudy• Comprehensionskillbuilding• Readtextrelatedtocontent• TierIIandIIIprogramwork(abouthalfanhourdependingonintervention)• Conferring• IndividualizedGoalSetting• Assessment

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Studentswhoarenotworkingintiered/differentiatedgroupsareindependentlyworkingonintentionalreadingandwritingactivities.Whenavailable,schedulevolunteerhelperstoworkwithstudentsonreadingandwritingskillsatthistime.

(K-5)FoundationSkills:30minutesperdayDoesnotneedtobecontinuous,i.e.215-minuteor310-minutetimesInelementaryclassrooms,30minuteseachdaymustbeusedfortheinstructionandpracticeofgradelevelreadingfoundationalskillsasdefinedbyCommonCoreStateStandards.Theseskillsarecrucialbuildingblocksforthemeaning-makingofreadingandmustbemasteredontimeinorderforstudentstoreachandmaintaingradelevel.“Thepoint[offoundationalskills]istoteachstudentswhattheyneedtolearnandnotwhattheyalreadyknow.”(CCSS,2010,p.15).Oncestudentshavemasteredtheskillsinthefoundationalskillsappendices,theynolongerneedexplicitinstructioninthem.Appropriateandthoughtfuluseofassessmentswillsignalwhenproficienciesarereached.

K-5:30minutes–AccessGradeLevelText/GradeLevelInstructionAllelementarystudentswillhaveaccesstogradeleveltext,contentandthinking.Everyday,aminimumof30minutesmustbespentgrowingstudentcomprehensionanddiscourseatgradelevelinorderto:•Buildknowledgewithcontent-richnonfiction•Read,write,andspeakusingevidencefromtext,bothliteraryandinformational•RegularlyreadcomplextextanditsacademiclanguageThisshouldbedonewithExemplar/CoreTextssupportedthroughshelteredinstructionalstrategiesasinProjectGLAD.

6-12:45minutes–AccessGradeLevelText/GradeLevelInstructionInsecondaryclassrooms,45minuteseachdaymustbeusedfortheinstructionandpracticeofgradelevelreadingskillsasdefinedbytheCommonCoreStateStandardsandbestpracticerecommendationsforadolescentlearnerreadinginstruction.•Buildskillwiththevocabularyandcomplexlanguagestructuresrequiredoftheacademicdiscourse.•Developexplicitcomprehensionstrategiessostudentscanparticipateinextendeddiscussionoftextandmeaninginterpretationinextricablylinkedtoengagementandmotivation.

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K-5:30minutes–FoundationalSkillBuildingWhole,Small,Individualasneeded

ReadingSkill •PhonemicAwareness•AlphabeticPrinciple•WordRecognition/SightWords•FluencywithDecodableText/PhonicsReaders•WordStudy(Morphemes,multisyllabicwords,etc.)

WritingSkill •Dictado•HandwritingWithoutTears•TypetoLearn•Editing

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Assessment-Reading

AResponsetoInterventionModelcallsforthreetypesofassessment:Screening,ProgressMonitoring,andFormativeObservation(Owoki,2010).TheIndependentReadingLevelAssessment(IRLA)anditscounterparttheEvaluacióndelNivelIndependientedeLectura(ENIL)incorporateallthreeoftheseassessmenttypes,andcomprisethecomprehensiveassessmentsystemtobeusedatallgrades,Pre-K-12.WegainfoundationalinformationfromIRLA/ENILwhilesimultaneouslymeasuringcomprehensionlevels,diagnosingfornextstepsandprovidingcoachingtoindividualreaders.IRLA/ENILwasbuiltwithguidancefromthewritersoftheCommonCoreStateStandardsandisdesignedtoidentifywhereastudentisinrelationtotheCCSSfromgradesPre-K–12aswellastoformativelyassessprogressthroughthem.

ScreeningScreeningisconductedinthefirsttwofullweeksoftheschoolyear,andwheneveranewstudenttooursystemarrivesinordertoprovideoverviewinformationforeachstudent.ThescreenerintheRSDLiteracyFrameisthephonicsandacademicvocabularyinfrastructurefoundinthefrontmatteroftheIRLAandENIL.Theseassessmentsprovideaquick,reliablewayforteacherstoidentifythegeneralreadinglevelofeachstudent.Thepurposeofusingthistoolistodeterminewhereonascalefromemergencytoproficientastudentisinreadingabilityaccordingtogradelevel.AtKindergartenandfirstgrade,anadditionalscreeningassessment,theLetterNamesandSounds(LNS)istobeused.ThisassessmentprovidesdiscreteandfocusedinformationthattheIRLAdoesnotrequire.Toensurefoundationalphonemicawarenessandphonicknowledgeisestablished,thisassessmentwillbeadministeredinSeptember,JanuaryandJuneforkindergartenand1stgradestudents.Whenitisclearastudenthasmasteredtheskill,thestudentmay‘graduate’fromtheassessmentandneednotberetested.Acopyoftheassessmentanddirectionsforitsadministrationarefoundintheappendixoftheliteracyframework.

DiagnosticOncetheteacherhasobtainedageneralreadinglevelusingtheinfrastructures,amorecomprehensiveassessmentusingIRLA/ENILEntryRequirementswillbeconducted.Thiswillconfirmormodifytheindependentreadinglevelofastudentandwillprovideteacherandstudentwithpreciseinformationaboutnextstepsinastudent’sindividualreadingcontinuum.A‘PowerGoal’willbesetandareadingrelationshipbetweenstudentandteacherthatwillcontinuethroughouttheyearwillbeestablished.AllinitialdiagnosticassessmentmustbecompletedbytheendofthefirstfullweekofOctobereachyear.

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Formative/ProgressMonitoringAssessmentsThebenchmarktargetinIRLAisconstantlymoving.StudentsmustconsistentlygrowinordertokeepupwiththedemandsoftheCommonCore.UsingIRLAandENIL,teachersandstudentsconferenceonaregularbasis.Thepurposeofareadingconferenceisfortheteachertocheckinonthestudents’progressasareader,toplanindividualizedstrategiesandtoverifywhetheradequategrowthhasbeenmadeornot.GuidedbyIRLA/ENIL,PowerGoalsprovidestudentandteacherfocusoncrucialnextstepsinastudent’sdevelopmentasareader.Readingconferencesaretypicallyconducted1:1,butcanbeaccomplishedinsmallgroupswherestudentPowerGoalsarethesame.SchoolPaceidentifieswhetherastudentisproficient(benchmark),belowproficient(strategic),oremergency(intensive).Toensureadequateinstructionalfocusandtocarefullymonitorastudent’sprogress,studentsattheemergencylevelaretobeconferencedwithaminimumofonceaweek(every5days).Belowproficientstudentswillmeetwiththeteacheratleastonetimeevery10days,andproficientstudentswillconferenceatleastonceeach20days.Evidencemustberecordedateachmeetingtime,whethercheckingofffoundationalskills,vocabularywords,orsimpleevidencestatementsinordertoassuretheprogressischecked.CommonFormativeAssessments(aslistedintheTieredLiteracyFramework,p.10)aretobegeneratedbyProfessionalLearningCommunitiesduringStandardsAlignmentPlanningand/orthedevelopmentofGLADunits.Itisexpectedthateachlessonbegroundedinastandardandhaveafocusunderstoodbyallstudents.Inorderforteacherstogainanunderstandingforwhetherornoteachstudenthasmetthegoalofthelesson,anassessmentistobedesignatedandinformationcollected.CommonFormativeAssessmentsareanintegralcomponentofShelteredInstruction,ProfessionalLearningCommunities,andbackwardplanning.Theseareongoingandflexible.Thereisnodistrictcollectionofthisinformationasitisuseddailytomaketheminuteadjustmentsindailyinstructionthatisfoundationaltostudentlearning.

SchoolPaceSchoolPaceisanonlinetoolusedthroughaniPadoradesktopcomputerinconjunctionwithIRLA/ENIL.Insteadoftakinginformationfromtheassessmentbypaperandpencilandtransferringittoadata-base,teachersenterinformationdirectlyinSchoolPace.Itinstantlyupdatesandcanprovidestudentseasytounderstandpersonaldata,providesteacherswithclassroomleveldata,gradelevelordepartmentteamswithgroupdata,schoolsandthedistrictwithsystemsleveldata.Thisimmediateinformationprovidesopportunitiesfortargetedinterventionsandcelebrationsaswellasdirectprofessionaldevelopmentefforts.

ThechartbelowdemonstratesthelongitudinaldataproducedbySchoolPace.Inthissystem,thereisaseamlesslinkbetweenscreeningandprogressmonitoring,andasteacherscollectformativedataonstudents,itautomaticallyadjusts,providingapictureofstudentprogressovertime.Thiscontinuouschartingofformativedataprovidesteachersinformationaboutwhetherthestudentisprogressingataratethatwillputorkeepthematgradeleveloraboveinatimelymannerandtomakeinstructionaladjustmentsasneededonanindividualbasis.

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AsteachersmonitortheskillgrowthoftheirstudentsusingSchoolPace,students’growthinmasteringtheCommonCoreStateStandardswillbechartedinthedistrictdatabasewithouttheneedforadditionaldatainputbyteacherorotherschoolstaff.

ReliabilityWeknowthatstudentswillmakethegreatestgainsiftheirindependentlevelisaccuratelydetermined.Byestablishingateam-basedsystemofaccountabilityfocusedonaccuracyratherthanachievement,wewillkeeptruetoourobjectiveofprovidingthemostpreciseinstructionforeachindividualpossible.Schoolprincipals,withguidancefromelementarydirector,willestablishasystemforlevelschecks.Instructionalcoachesandteacherswillparticipatequarterlywiththegoalofensuringcalibrationacrossthesystem.

AssessmentSchedule-Reading

Screening CompleteIRLAinfrastructuresbyendof2ndfullweekofSeptemberK&1stgrade,completeLNSbyendofSeptember,JanuaryandJune–studentsshowing

masterydonotneedtobeincludedbeyondSeptemberscreenDiagnostic Completebyendof1stfullweekofOctoberFormativeOngoingasdefinedbyPLCsProgressMonitoringthroughReadingConferenceProficientinSchoolPace: minimumofevery20daysBelowProficientinSchoolPace: minimumofevery10daysEmergencyinSchoolPace: minimumofevery5daysSummative-SmarterBalancedAssessmentsGrades3–8and11: last8weeksofschoolyear

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Assessment-Writing

Writingacrossthecurriculum,andasanintegralcomponentofanylesson,meansthatitishappeningmultipletimeseveryday.Growthinwritingproficiencycanbesteep.Byconstantlymonitoringwithinformalandformalcommonformativeassessments,instructionaladjustmentscanbemadeforteacherstobepreciseandresponsivetothelearningstudentsaredoing.Thebulkofwritingassessmentisimmediateandinformal,deliveredverballywithpowerfulmeaningfulfeedbackthatstudentscanincorporaterightaway.Inordertoensurethatinformalwritingassessmentsaremeetingthemark,theymustbedirectlyconnectedtothefocusofthelesson.

AssessmentSchedule-Writing

Screening BytheendofSeptember,studentswillwriteapieceappropriatetogradeleveldevelopmentalstage.TeacherswillworkinPLCstodetermineneedsandnextstepsforinstruction.Diagnostic/Formative/ProgressMonitoring•Ongoingdaily.GeneratedinProfessionalLearningCommunities.•HandwritingWithoutTears–appropriateprogressionthroughthematerials.Takenoteof

anyin-programassessment.•TypetoLearn–appropriateprogressionthroughtheprogram.SummativeAssessment/PerformanceTaskBytheendoftheschoolyear,eachstudentwillhaveproducedonecompletewrittenprojectineachofthemodesofthecommoncore,scoredwiththeOregonWritingScoringGuide.IngradesK-6,theseprojectsarebuiltintotheIntegratedLiteracyUnits. •Opinion/Argument •Informative/Explanatory •NarrativeSummative-SmarterBalancedAssessmentsGrades3–8and11: last8weeksofschoolyear

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Materials:TierI TheCommonCoreStateStandardsdefinethescopeofthecourseofstudyinReynoldsSchoolDistrict.Whilefoundationalstandardshavebeenmappedbythedistrict’sCurriculumandInstructiondepartment,latitudeisavailableforbuildingprincipalstogetherwiththeirleadershipteamstosequencetheremainingstandardsinawaythatenablestheteachingofthematicunitswithintheconstructofGLADinthemostmeaningfulwaytotheindividualschoolculture.InstructionalCoachesinRSDareabletoprovidetrainingandcoachingwithanyofthematerialslistedinthissection.Pleaseworkwithyourcoachtodetermineyourindividualneedsasaninstructorandtodevelopaplanfortrainingwhereitisneeded.Remember,coachesarenon-evaluativecolleagueswhoseroleinthedistrictistosupportteachersintheimplementationofinstructionaltechniquesandstrategiesthatwillultimatelybenefitallstudents.Administration(Pre-K–12)Action100LiteracyLeadershipFramework(ARC)ThisresourceisacompaniontotheRSDLiteracyFramework.Organizedby12steps,itprovidesadministratorschecklistsforestablishingschool-widesystemsforreadingatschoolandathome,andtopromoteandholdaccountabletheconceptsinthisframework,includingIRLA,DifferentiatedSupport,StrategicInterventions,ProfessionalLearningCommunitiesandContent-BasedLiteracyinstruction.Teachers(Pre-K–8)Action100LiteracyInstructionalFramework(ARC)ThisresourceisacompaniontotheRSDLiteracyFrameworkandprovidesteacherstoolstoestablishandoperationalizeschool-widesystemsforreadingatschoolandathome,andtopromoteandholdaccountabletheconceptsinthisframework,includingIRLA,DifferentiatedSupport,StrategicInterventions,ProfessionalLearningCommunitiesandContent-BasedLiteracyinstruction.Elementary(Pre-K-5)PhonemicAwarenessandPhonicsTheexplicit,systematicinstructionofphonemicawarenessandphonicsmustbeaccomplishedusingoneofthefollowingtwochoicesastheyaredesigned.

•Appendix4includesthewell-researchedprogressionofphonicsacquisitionwithclearlinkstotheCommonCoreStateStandards.UseTemplatesforDirectInstruction(appendix8)toinstructphonicsskillsoutlinedintheprogressions.

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•BenchmarkPhonicsisasystematicandexplicitfoundationalphonicsprogramthatisavailabletoK-2teachersuponrequestandwithtrainingprovidedbyinstructionalcoaches.

IndividualelementaryprincipalswillapprovewhichoftheabovetwochoicesareinplayineachK-2classroom.

•Electronicapplications(web-based,suchasReadingEggs,andappsloadedtoclassroom-providediPads)serveasreinforcementtofoundationalskillsandareavailableineveryclassroom.

Phonics/Spelling:Sound-SpellingCardsThereare45soundsintheEnglishLanguage,butavastlygreaternumberofwaystospellthosesounds.Analphabetfriezethatincludesnotonlythelettersofthealphabet,butdigraphsanddipthongsaswellmustbepresentineveryclassroom.TheSound-SpellingcardsintroducedwiththeHoughtonMifflinadoptionin2006areanavailabletooltohelpteachersdemystifysomeofthespellingsoftheEnglishlanguageandareavailabletosupporttheacquisitionofthespellingsofthesoundsinEnglishandmeettheabovecriteria.Asampleofthesecardsandaroutinefortheirimplementationisprovidedatappendix10.Phonics/Spelling:TemplatesandExamplesTheTemplatesforDirectInstructionprovideroutinesforteachingaffixes,syllabicationandmorphemeanalysisandarehighlyappropriateforuseingrades3-6forthisimportantskill-basedcomponentofreading.FoundationalToolkitsFebruary2016,ReynoldsaddedtheFoundationalToolkitsfromAmericanReadingCompanytosupportfoundationalphonemicawarenessandphonicsskillsindirectalignmentwithIRLAlevels.ThesearedesignedtosupportatTierII,butcanserveasaguideforteachersworkingongradelevelfoundationalskillsinanysmallgroupsetting.AllGrades(Pre-K-12)LeveledBooksMostauthentictextcanbeleveled.TheCCSSrefertotextcomplexitybands,groundedinLexiles.Lexilesaredeterminedusingamathematicalformulathatdoesn’taccountforoverallcontent,ageofreader,ortextfeatures.Therefore,theyarenotthemostaccuratedetermineroftextcomplexity,whichhelpsexplaintheiroverlaps(MetaMetrics,2013).Byusingmultiplesources,wepresentthefollowingcharttorepresentdegreesoftextcomplexityinordertogivecommonexpectationsforstudentprogressionthroughthegrades.Appendix6includesalistoftextfeaturesinherentineachlevel.

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LevelsofTextComplexityandExpectedGrowthRate12

11 10

9 8 7 6 5 4 3 2 1 K

Fountas&PinnellLevelingSystem

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

DRA A,1 2 3 4 6-8 10 12 14 16 18 20 24 28 30 34 38 40 40 40 50 50 50 60 60 70 80 AmericanReadingCompany(IRLA)

1Y-3Y 1G 1G 2G 2G 1B 1B 2B 2B 1R 1R 2R 2R Wt Wt Wt Bk Bk Or Or Or Or Pu Pu Pu 1Br 2Br Si Gl

ReadingRecovery

A,B,1 1 3,4 5,6 7,8 9,

1011,12

13,14

15,16 18 18 20 20 22 24 24 26 26 26 28 28 28 30 30 30 32-

34

AcceleratedReader

0-.9 1 1.1 1.2 1.3 1.4 1.6 1.8 1.9 2.2 2.5 2.7 3 3.3 3.5 3.9 4.1 4.5 4.7 5 5.2 5.8 6 6.4 6.7 7.4

Scholastic A B C D E F G H I,J K L M N N O P Q R S T Y V W X Y Z

1050

-133

5(9

th&

10thGr.

1185

-138

5(11t

h &

12thGr.

Lexile(2012CCSSTextMeasures) 190-530(1stGrade) 520-820(3rdGrade) 830-1010(5thGrade) 970-1185(7th

&8thGrade) 420-650(2ndGrade) 740-940(4thGrade) 925-1070(6thGrade)

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Atalllevels,andeveryday,studentsaretobewritinginconnectionwiththeirreading.

Reflections,extensions,analyses,andotherwritingtoassistwiththecomprehensionofmaterial

readduringallclassesisessential.

Thefluencystandardsinfoundationalreadingskillssignalashiftawayfromprescriptivebasalsto

authenticandchallengingtextforstudentstoreadandreread,gainingdeeperdegreesof

comprehension.However,itisimportanttonotethattheInternationalReadingAssociation

cautionsagainstpushingkindergartenandfirstgradestudentsreadingabovetheirinstructional

leveltoosoon(IRA,2012,p.1)

Materialsforstudentstousetogainproficiencywithinthestandardsmustbeselectedmindfully,

tominimallydothefollowing(fromQualityReviewRubricforInstructionalMaterials,ODE,2013

–fulltoolincludedasAppendix7):

•beinthecorrecttext-complexitybandforeachgradelevel

•provideauthenticlearningandapplicationofliteracyskills

•reinforcekeyknowledgeofprintconceptsandphonologicalawareness

•includesufficienttier2vocabulary

•allowfortheintegrationofreading,writingandspeaking

•buildcontentknowledgeinsocialstudies,science,andthearts

•allowforclosereadingoftext,examiningevidencetogaindeepmeaning

•provideopportunitiestofindevidenceintextand,whenapplicable,through

illustrations,charts,anddiagrams

•balanceliteraryandinformationaltext

•cultivatestudentinterestandengagementinreading,writing,speakingandlistening

•provideaccurateandrelevantconnectionstoeachchild’sracial,ethnicandlinguistic

backgrounds

•provideenoughchallengetoengagestudentsinproductivediscussion

•beofaqualityandnaturethatastudentwillbeproudtoread,regardlessofthelevel

•readaloudtoengagestudentswithcomplextexts(seeappendixBofCCSSfor

examplesofreadaloudselectionsbygradelevel)

Theselectionofbookstocomposedeep,high-qualityleveledlibrariesorbookroomsislefttothe

discretionofeachschool’sadministratorwithguidancefromthecommitteeofELAspecialists,

anddistrictlevelcurriculumandinstructionspecialistsandadministration.Considerationfor

high-interest,lowleveltextmustbemade,aswellasconsiderationfortextinstudents’native

language(s).Theabovelistmustbeusedasselectioncriteriainordertodeterminethetitlesfor

purchaseandthequantity.

On-linetextsetsshouldnotbeoverlookedintheprocessofensuringthatenoughmaterialsare

availableforstudentstobeabletoeasilyselectabookathisorherindependentlevelthatis

sufficientlyengagingtogainpracticeandskillasareader.

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Recognitionofthehighdegreeofculturaldiversitywithinourschooldistrictisadrivingfactorof

thisrecommendation,ashigh-interestbooksaredependentonstudents’backgrounds.

Content-AreaTextBooksAllteachersinaschoolareresponsibleforteachingreading.Incontent-areaclasses(science,

socialstudies,math,etc.),studentshavedistrict-adoptedtextbooksorrealworldsourcematerial

tocomprehend,analyze,evaluateandsynthesize.Intheseclasses,readingandwritingskillsas

definedbytheCommonCorearenottobeoverlooked.Learningtargetswillbepostedinthese

classroomsappropriatetotheELAstandardsintheCommonCoreaswellastothecontent

standards.

AnchorTitlesStudentsmustengagewithcomplextextthroughclose,analyticreadingaswellasreadaloud,

sharedreadingand/ortext-focuseddiscussions.Grade-levelbooksthatareexemplarsinterms

oftextcomplexityandthematicrelevance,bothfictionandnon-fiction,mustbeinuseinall

classroomseveryday.ThroughthedevelopmentofGLADunitsinReynolds,highquality,grade

leveltextswillbenamedandpurchased.Thiswillsupportthedaily30minuteswholeclass,on-

gradeworkwithtextforallstudentsandwill:

•Buildstudentknowledgebasethroughcontent-richnonfiction

•Provideopportunitiesforstudentstoread,write,andspeakusingevidencefromtext,

bothliteraryandinformational

•Engagestudentsinreadingofcomplextextanditsacademiclanguage

ThematicLeveledTextSetsSuccessfullyandindependentlyreadingbooksisthekeycomponenttogainingefficacyasa

reader.Ourclassroomsmustberichinbooksatalllevelssostudentshaverepeatedsuccess

readinguniquebooksonadailybasis.Inordertoprovidehighlyengaging,thematicallyrelevant,

multi-cultural,multi-source,multi-perspectiveleveledtextsforstudentstoreadand

independentlycollectinformationfrom,in-classleveledlibrariesofhighinterestbooksmustbe

builtasarequirementofProjectGLAD.

The2014-2015literacyadoptioncommitteerecommendsthateveryclassroomreceive2full

ThematicLeveledTextSets(100bookseach)ineach’14-’15and’15-’16toprovidein-class

leveledlibrariesofhighinterestbooks,relevanttothematicunitsdevelopedwithinthecontext

ofGLAD.AmericanReadingCompanywillpartnerwithustobuildcustomlibrariesfromtheir

extensivecollectionoftitles,culledfromanextensivelistofpublishers.

Collections,HMHIngrades6-11,theliteracyadoptioncommitteerecommendspurchaseofthisalignedcore

programwithsupportsforteachers,fullytechnologybasedandthematicallyaligned.These

materialswillprovideopportunitiesforthesecondaryleveltotransitionfrompaper-basedto

technologybasedmaterialsovertime,astechnologyinfusesthesystem.Althoughnotleveledto

thedegreetheframeworkcallsfor,thesecondaryteachersanticipatepurchasingwidereading

librariesthatwillprovidetheindependentpracticeforallstudentsinthe’15-’16schoolyear,or

soonerifgrantmoniescanbeaccessed.

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MulticulturalReader,PerfectionLearningEachteacheratthehighschoolwillreceiveaclasssetofMulticulturalReader,acollectionof

essays,storiesandpoemswrittenfrommulti-culturalandmulti-perspectiveviewpoints.Thistext

provideshighlyengagingandrelevantreadingopportunitiesforstudentsandwillserveas

exemplartextforwritingatthehighschoollevel.

MentorTexts(alsoknownas‘anchortexts’ormodeledbooks)Amentortextisapublishedpieceofqualitywritingateacherusesduringaliteracylessonto

modelandteachawritingorlanguageskill.Theyhelpstudentsdiscoverwhatgoodwritersdo

andprovidemotivationandmodeling.Mentortextsarechosenbytheteachertomatchthe

interestleveloftheclassandtheskillbeingtaught.

PeerTextsApeertextisapieceofqualitywritingproducedbyapeer,usedinclasstoreinforceawritingor

languageskill.Theycontributetothecreationofanengagedcommunityofwriters.

HandwritingWithoutTears(GradesK-2)Thisprogramprovidesdevelopmentallyappropriateinstructionregardingthecorrectformation

oflettersandnumbers,afoundationforconventionsofwritingsuchascapitalletters,spaces

betweenwords,andendpunctuationrequiredforaccuratewriting.

TypetoLearn(Grades3-8)Thisisanonlineprogramthatprovidesdevelopmentallyappropriateinstructionregardingthe

correctpositioningofthehandsandbuildingoffluencyfortouchtyping.Aswepreparestudents

fortheirworld,werecognizetheywillbetypingfarmorethanwritingbyhandandmustgain

facilitywiththemostefficientmethodoftypingonafullkeyboard.

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Materials:TiersIIandIII

TiersIIandIIIWhereastudentisnotrespondingtocore(TierI)instruction,TierIIinstructionmustbe

employed.AsdefinedbytheNationalCenterforResponsetoIntervention(NCRTI),TierIIrelies

onevidence-basedstrategiesthatspecifyinstructionalprocedures,duration,andfrequencyof

instruction(NCRTI,2010).MindfulcollaborationwithPLCteammembersshouldresultin

carefullydesignedinstructionalstrategieswithanintentionalfrequencyfocusedonstudentneed.

ThekeytosuccessatTierIIistoidentifyandintentionallyaddressthedeficitskillthatstandsin

thewayofaccesstomaterial,conceptsandskillatTierI.

TierIIincludesallthreeofthecharacteristicsbelow:

•evidence-based

•smallgroupinstruction

•involvesaclearlyarticulatedinterventionimplementedwithfidelity(NCRTI,2010)

Thepurposeofapplyinganinterventionistotargetaspecificskillinordertoaccelerategrowth.

Therefore,carefulconsiderationoftheinterventionandwhatitisexpectedtodoisnecessary.In

additiontocarefullydesignedinstruction,ReynoldsSchoolDistricthasinvestedinsupplemental

programsdesignedtotargetskillsforacceleration.Whenusedwithfidelity,researchindicates

theseprogramsaresuccessful.

Whetherdesigningtomeettheindividualneedsofastudentorgroupofstudents,or

implementingaprogram,teachersmustworktogetherwithintheirProfessionalLearning

Communitiesandwiththesupportofliteracyspecialiststoensureaninstructionalplanis

developedthatwillcatchthestudentupassoonaspossible.Progressshouldbemonitored

everyotherweekinordertocapitalizeongainsormakecorrectionsintheapplicationofthe

interventiontobesurestudentgrowthisontargettocatchup.

SupplementalPrograms

SupplementalProgram TargetGrade

Timeperlesson P.A. Phonics Fluency Comp. Vocab.

Mindfullyplannedintervention

strategiesgroundedinmenuof

interventionoptions:seeMenuof

OptionsinRTIHandbook(appendix1)

Pre-K-12 5-30min X X X X X

TemplatesforDirectInstruction* K-5 10-30min X X X LeveledLiteracyIntervention K-3 30-45min X X X XPhonicsforReadingLv.1-3 3-5 30-45min X GATE.8 2 30min X ReadNaturally 2-6 30min X SoartoSuccess 3-7 30min X Read180 6-12 90min X X X X

*Templatesfordirectinstructioncanbefoundatappendix8.

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IfTierIIstrategiesandprogramsarenotprovidingadequategrowth,applyTierIIIstrategies.

ReplacementProgramsareprovidedtosupportatthistier.TheRSDRTIhandbookdenotes

protocolsfordecisionmaking.

Toachievethefidelityrequiredwhenusingsupplementalorreplacementprograms,training

mustbegiventoanyandallpractitionersoftheprograms(seeprofessionaldevelopment

componentofthisplan),andtheinstructionalprotocolsmustbefollowed.Samplefidelity

checklistsareprovidedatappendix9.

ReplacementProgramsThefollowingchartsareintendedtoguidethediscussionofPLCs,nottobetheabsolute

authority.Theseprogramslistedaredesignedtofocustightlyonnecessaryfoundationalskills

withthegoalofcatchingstudentsupasquicklyaspossible.Itiscrucialtounderstandthat

placingafirstgradestudentinakindergartenprogramisnotrecommendedunlessplansare

madeforacceleratingtheinstruction.Akindergartenprogramwillonlybringastudent

competencewithkindergartenskills,afirstgradeprogramwillonlybringastudenttotheendof

firstgradeandsoon.

Wheneverpossible,TierIIIinterventionshouldtakeplaceduringthefoundationaland/or

differentiated/tieredreadingtime.

Kindergarten

DeficitSkill Program ProgramLetternames ERI ReadWell-K

Lettersounds ERI ReadWell-K

CVC ERI ReadWell-K

FirstGrade

DeficitSkill Program Program Program(K)Letternames ReadingMasteryPlus1 ReadingMasteryClassicLvl.1 ReadWell1

(K)Letternames ReadingMasteryPlus1 ReadingMasteryClassicLvl.1 ReadWell1

(K)CVC ReadingMasteryPlus1 ReadingMasteryClassicLvl.1 ReadWell1

VC ReadingMasteryPlus1 ReadingMasteryClassicLvl.1 ReadWell1

CVCe ReadingMasteryPlus1 ReadingMasteryClassicLvl.1 ReadWell1

CVCC ReadingMasteryPlus1 ReadingMasteryClassicLvl.1 ReadWell1

CCVC ReadingMasteryPlus1 ReadingMasteryClassicLvl.1 ReadWell1

R-controlledVowels ReadingMasteryPlus1 ReadingMasteryClassicLvl.1 ReadWell1

ConsonantDigraphs ReadingMasteryPlus1 ReadingMasteryClassicLvl.1 ReadWell1

VowelDigraphs ReadWell1

Multi-SyllabicWords

SecondGrade

DeficitSkill Program Program Program Program Program Program(K)Letter

names

(K)Letter

names

ReadingMastery

PlusLvl1

ReadingMastery

PlusLvl2

ReadingMastery

ClassicLvl1

ReadingMastery

ClassicLvl.2

ReadWellLvl1

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(K)CVC ReadingMastery

FastTrack1&2

ReadingMastery

PlusLvl1

ReadingMastery

PlusLvl2

ReadingMastery

ClassicLvl1

ReadingMastery

ClassicLvl.2

ReadWellLvl1

(1st)VC ReadingMastery

FastTrack1&2

ReadingMastery

PlusLvl1

ReadingMastery

PlusLvl2

ReadingMastery

ClassicLvl1

ReadingMastery

ClassicLvl.2

ReadWellLvl1

(1st)CVCC ReadingMastery

FastTrack1&2

ReadingMastery

PlusLvl1

ReadingMastery

PlusLvl2

ReadingMastery

ClassicLvl1

ReadingMastery

ClassicLvl.2

ReadWellLvl1

(1st)CCVC ReadingMastery

FastTrack1&2

ReadingMastery

PlusLvl1

ReadingMastery

PlusLvl2

ReadingMastery

ClassicLvl1

ReadingMastery

ClassicLvl.2

ReadWellLvl1

(1st)R-

controlled

Vowels

ReadingMastery

FastTrack1&2

ReadingMastery

PlusLvl1

ReadingMastery

PlusLvl2

ReadingMastery

ClassicLvl1

ReadingMastery

ClassicLvl.2

ReadWellLvl1

(1st)Consonant

Digraphs

ReadingMastery

FastTrack1&2

ReadingMastery

PlusLvl1

ReadingMastery

PlusLvl2

ReadingMastery

ClassicLvl1

ReadingMastery

ClassicLvl.2

ReadWellLvl1

(1st)Vowel

Digraphs

ReadingMastery

FastTrack1&2

ReadingMastery

PlusLvl2

ReadingMastery

ClassicLvl.2

ReadWellLvl1

Prefix/Suffix ReadingMastery

PlusLvl2

ReadingMastery

ClassicLvl.2

ReadWellLvl1

Multi-Syllabic ReadingMastery

PlusLvl2

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Materials:TechnologySmarterBalancedAssessmentsmakeheavydemandsonthetechnologiccomfortlevelof

students.Withoutampleopportunitytoaccessandworkwithavarietyoftechnologies,werun

theriskofstudentsbeingdistractedorhinderedbytechnologyinawaythatmaynegatively

impacttheirtestresults.

EquipmentTomaximizethebenefitsofdigitallearningandtodevelopthetechnologicalcapacitiesof

students,thefollowingequipmentandsoftwareshouldbeavailabletoReynoldsSchoolDistrict

Schools.

ForStudents:

K-5• iPadswithappsuitesthatproviderotepracticeforfoundationalliteracyandmath

skills6-12

• 1:1technologywithonlineaccessforresearchandprogramstocreate,collaborate

andshareworddocuments,spreadsheetsandpresentations

ForTeachers:Oneteachertabletforthepurposeofenhancinginstruction.Functionstoinclude:

• Abilitytoannotatedocuments

• Connecttoprojector

• Rangeofeducationalapplications

• Allowforonlinecollaboration

• Allowforprinting

• Wiredandwirelessusability

ForClassrooms:• Computer

• Projector

• Adevicewhichcreatestheabilitytoprojectdocumentsviaacamerafortheclassto

viewandcollaborateon(currentlyadocumentcamera)

• Speakersadequatetoprojectsoundfortheentireclassroomwheninteractingwith

digitalmedia

ForSchools:Eachschoolwillhaveanappropriateallocationofcomputerlabsdeterminedbythe

approximatenumberofstudentsinattendance.Labswillincludeaprinter.

District-Wide(StudentsandStaff):Adequateaccesstointernetforresearchandlicense-basedprograms.

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ProfessionalDevelopment2016-2017SchoolYear

Plantoberevisitedandupdatedyearly

BeforeschoolstartsinSeptemberTheinauguralPre-InstructionalConference(PIC)occurringAugust30and31,2016providesa

widevarietyof85-minutesessionsfocusedonliteracyskillsandconcepts.Teachersarefreeto

choosefromamongallofthesessionsofthePIC.

Duringtheschool-controlledtwodaysofthebacktoschoolweek,eachprincipalmustinclude

refreshtrainingwithIRLAandtheimplementationcomponentsoftheframework.

LateStartsThereare33LateStartsdesignatedonthe2016-2017schoolcalendar.Professional

DevelopmentduringLateStartswilloccurwithinaProfessionalLearningCommunitycontext.

Studentdatawillprovidethedirectionforteamsonaweeklybasisandmustbekeptcurrentto

informthemostaggressiveinstructionalstrategiespossibleinordertoacceleratestudentswho

areatemergencyoratrisklevels,andtomaintainsteadyprogressforstudentswhoareator

abovegradelevel.

InstructionalCoachingThetwoliteracyprioritiesforinstructionalcoachingare:

•IRLA:Continuedimplementationsupport–movingintosmallgroupworkbasedon

powergoals

•IntegratedLiteracyUnits:Understanding,Implementing,andImprovingwithgradelevel

teams

8FTEforinstructionalcoachingisdesignatedattheelementarylevel.FocusandPriorityschools

eachreceivetheequivalentof1FTEcoachingtime;theremaining6schoolswilleachreceivethe

equivalentof.5FTE.Coachesareresponsibleforworkingwithteamstoeffectivelyimplement

IRLA(formativeassessment,accountableindependentreading)andIntegratedLiteracyUnits.

Principalsandleadershipteamswillbuildaplanforeffectivelyusinginstructionalcoachinginthe

waysnamedaboveintotheirSchoolImprovementPlans.

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41

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