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    Intensive Reading Optimized

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    bishal_rai_2
    This document provides an overview of components for an effective secondary intensive reading block based on research. It recommends that the block include: 1) Direct, explicit comprehension instruction, effective instructional principles embedded in content, motivation and self-directed learning, text-based collaborative learning, strategic tutoring, diverse texts, intensive writing, and ongoing formative assessment. 2) Infrastructure supports like extended time for literacy, professional development, ongoing assessment of students and programs, teacher teams, and leadership. 3) An intensive reading course with daily small group differentiated instruction, independent reading practice, and a lower student-teacher ratio for students most struggling with reading.

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    Intensive Reading Optimized

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    bishal_rai_2
    69 views36 pages
    This document provides an overview of components for an effective secondary intensive reading block based on research. It recommends that the block include: 1) Direct, explicit comprehension instruction, effective instructional principles embedded in content, motivation and self-directed learning, text-based collaborative learning, strategic tutoring, diverse texts, intensive writing, and ongoing formative assessment. 2) Infrastructure supports like extended time for literacy, professional development, ongoing assessment of students and programs, teacher teams, and leadership. 3) An intensive reading course with daily small group differentiated instruction, independent reading practice, and a lower student-teacher ratio for students most struggling with reading.

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    This document provides an overview of components for an effective secondary intensive reading block based on research. It recommends that the block include: 1) Direct, explicit comprehension instruction, effective instructional principles embedded in content, motivation and self-directed learning, text-based collaborative learning, strategic tutoring, diverse texts, intensive writing, and ongoing formative assessment. 2) Infrastructure supports like extended time for literacy, professional development, ongoing assessment of students and programs, teacher teams, and leadership. 3) An intensive reading course with daily small group differentiated instruction, independent reading practice, and a lower student-teacher ratio for students most struggling with reading.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    69 views36 pages

    Intensive Reading Optimized

    Uploaded by

    bishal_rai_2
    This document provides an overview of components for an effective secondary intensive reading block based on research. It recommends that the block include: 1) Direct, explicit comprehension instruction, effective instructional principles embedded in content, motivation and self-directed learning, text-based collaborative learning, strategic tutoring, diverse texts, intensive writing, and ongoing formative assessment. 2) Infrastructure supports like extended time for literacy, professional development, ongoing assessment of students and programs, teacher teams, and leadership. 3) An intensive reading course with daily small group differentiated instruction, independent reading practice, and a lower student-teacher ratio for students most struggling with reading.

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    The passage discusses challenges in adolescent literacy and components of effective reading instruction programs.

    The passage mentions that challenges of the FCAT exam include endurance of reading and writing for 160 minutes, average text length of 900 words, and lack of connection to the text.

    The passage recommends focusing on components like motivation, collaborative learning, strategic tutoring, diverse texts, intensive writing, and formative assessment.

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    Secondary Intensive Reading Block


    Evan Lefsky, Ph.D. Reading Specialist, 6-12

    Questions for Reflection


    Are all students provided with many books they can read and want to read? When students read/write, do they get to write about what they know and care about? Are students given plenty of time to explore topics and themes through reading and writing? When students are asked to read/write content information, are they shown how to do it? Do all students get opportunities to demonstrate and use their strengths in reading and writing, or do reading and writing activities only accentuate their weaknesses?

    Reading Next:
    A Vision for Action and Research in Middle and High School Literacy www.all4ed.org (Biancarosa and Snow, 2004)

    Status of Reading Grades 4-12


    Over 8 million students in grades 4-12 are struggling readers Every school day, 3000 students drop out of high school Only 70% of high school students graduate ontime with a regular diploma High school students in the lowest 25% of their class are 20 times more likely to drop out than the highest performing students 53% of high school graduates enroll in remedial courses in postsecondary education

    Instructional Components
    Direct, explicit comprehension instruction Effective instructional principles embedded in content Motivation and self-directed learning Text-based collaborative learning Strategic tutoring Diverse texts Intensive writing A technology component Ongoing formative assessment of students

    Direct, Explicit Comprehension Instruction


    Comprehension strategies instruction Comprehension monitoring and metacognition instruction Teacher modeling Scaffolded instruction Apprenticeship models

    Effective Instructional Principles Embedded in Content


    Reading instruction using content texts Reinforcement of instruction in content area classes Coordinated with other subject area teachers and the reading coach Teach reading and writing practices specific to subject areas

    Role of Content Area Teachers


    Incorporation of comprehension and vocabulary strategies (i.e. CRISS, SIM, Content Enhancement Routines) Instructional level text for guided strategy instruction Leveled text for independent reading

    Motivation and Self-Directed Learning


    Student choice in text and areas of research Independent reading Make relevance obvious to students Intrinsic versus extrinsic

    Text-Based Collaborative Learning


    Interacting with other students around a text (not just discussion) Scaffolding for engagement at all ability levels Varied levels of text

    Diverse Texts
    Wide range of topics Wide range of reading levels High interest/low readability Appealing to different cultural, linguistic, and demographic groups

    Ongoing Formative Assessments of Students


    Ongoing assessment of strengths and needs Informal and frequent Progress monitoring

    Infrastructure Components
    Extended time for literacy Professional development Ongoing summative assessment of students and programs Teacher teams Leadership A comprehensive and coordinated literacy program

    Extended Time for Literacy


    Two to four hours of literacy-connected learning daily Text-centered instruction in all subjects No longer just teaching content knowledge Effectively reading and writing about content knowledge

    Professional Development
    Long-term, ongoing Anyone who interacts with students Use research on effective adult learning Within the school day Integration of reading coaches

    Professional Development
    Teachers Reading Coaches Administrators All Individual Professional Development Plans (IPDP) geared towards increasing student performance in reading Other strong teachers going through reading endorsement

    Ongoing Summative Assessment of Students and Programs


    Program evaluation Longitudinally tracking individual students and cohort groups Should go beyond state assessments Demonstrate progress toward schoolbased goals Inform instruction where possible

    Teacher Teams
    Regular interdisciplinary meetings Discuss common students Align instruction Kids less likely to get missed Number one factor in student growth

    Leadership
    Commitment and participation Building personal knowledge base in reading and writing difficulties of students Attending professional development targeted at teachers Foundational knowledge needed to alter schedules, etc. Teacher may have to pick up this role

    Comprehensive and Coordinated Literacy Program


    Team meetings Reading and writing teachers support other subject area teachers Kids needs vary Remediation efforts must vary Local community collaboration

    Challenges of FCAT
    Endurance Reading and writing for 160 minutes Text Length average=900 words No connection to text MOTIVATION!

    Research-Based Reading Classroom (Guthrie, 2002)


    Which factors affect FCAT reading scores?

    Research-Based Reading Classroom


    Which components should we focus on?

    Intensive Reading Course


    No One size fits all approach In addition to English/language arts Severity of reading difficulties (as determined by assessment) dictates intensity Rule of thumb:
    In need of decoding, fluency, vocabulary, and comprehension=90 minutes minimum In need of vocabulary and comprehension=45 minutes minimum

    Lower teacher to student ratio (maximum of 15 is recommended)

    Intensive Reading Course


    Daily small group differentiated instruction (in groups no larger than 3-5 students) Highly qualified instructor (deep reading knowledge) Knowledge and skill in motivation of struggling readers Daily independent reading practice

    Practice in Independent Level Text


    Daily independent reading practice Monitored by teacher Fiction and Nonfiction Classroom libraries representing a variety of:
    Reading levels Interests Genres Cultures

    Classroom Setup

    Whole Group Instruction


    15-20 minutes daily Explicit teacher modeling of reading strategies Focus on comprehension, vocabulary, and fluency

    Small Group Rotations= Differentiated Instruction


    3-4 groups of 3-5 students 3-4 stations 2-3 rotations each day Each rotation is 15-20 minutes

    Teacher Led Group


    Reinforce whole group instruction Differentiate instruction to specific areas of student need
    Flexible groups Activity Skill Text

    Shared Reading Group


    Reciprocal Teaching Text-based discussion
    Flexible groups Texts Interests

    Technology
    Practice and reinforcement of skills taught in whole group and teacher led group 2-3 days per week 15-20 minutes per day Must only supplement teacher instruction

    Independent Work
    Research Listening Centers Content area connections

    Classroom Look-Fors
    Text-rich environment (70/30 balance) representing many genres and reading levels Explicit teacher modeling of strategies of expert readers (before, during, and after) Daily student practice in authentic texts Daily small group differentiated instruction Independent reading practice with teacher progress monitoring Teacher read aloud Text-based instructional conversations

    Contact Information
    Just Read, Florida! Office 325 West Gaines Street, Suite 1548 Tallahassee, Florida 32399 Phone: (850) 245.0503
    Website: www.justreadflorida.com E-mail: justread@fldoe.org

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