691 Final Presentation

READ 691
Final
Presentation
Olivia Murray
What led me to the program?
After completing my undergraduate degree at

Longwood in 2020, I felt as if I didn’t have all
the pieces to be able to teach reading effectively.
I decided to apply to the RLL program and
apply the material to my own classroom this
year.
Which experiences were the hardest?
The practicum experiences taught me so much,

but it was definitely one of the hardest things
about this program, especially this year with
having to do my tutoring virtually.
Which experiences taught you the most?
The experiences that have taught me the most

were my practicum placements and READ 650.
I was able to learn more about how to properly
research in READ 650 and I was able to work
with readers in different stages throughout my
time in the program.
Impactful Experience
The observing and modeling assignments in

READ 680 taught me so much about my own
personal teaching style and how each teacher
has different styles when it comes to teaching. I
was able to observe and model different skills to
2 teachers and I was also able to learn during
the process.
Career Goals
My future goals in education are to teach

middle school English and eventually become a
reading specialist either on the elementary level
or the middle school level. I know I want to stay
in the reading field and this RLL program has
helped me feel confident as an educator.
Models of Literacy
Blocks and
transitions, what’s
effective?
Olivia Murray
Pre-Assessment
● Think about your current literacy

block. What are some of the positives
and negatives about the transition?
What works and what doesn’t work?
Turn and talk with a partner!
What do we know?
● One of the most popular and and oldest

methods of targeted instruction is grouping
students of similar reading skills, which
means having students transition to different
classrooms for reading and language arts.
What do we know?
● “Grouping students of similar reading skills—think
“bluebirds” or “redbirds,” for example—has become
ubiquitous in American classrooms as a way to target
instruction to students’ learning needs, spreading from 68
percent of classrooms in 1992 to more than 90 percent by 2015.
But evidence suggests that the practice may be less beneficial
than teachers think: It can exacerbate achievement gaps and
even slow reading growth for some children unless the groups
are fluid and focused on skills rather than overall
achievement” (Sparks, 2018).
What we Know
Tak Cheung Chan and Delbert Jarman, with Georgia’s Kennesaw State
University, advise principals and other school leaders that, for elementary
schools, the rotating classes system has several advantages, including:
■ Permitting teachers to teach the subjects they prefer and know best;
■ Reducing the time teachers spend preparing lessons for several subjects;
■ Allowing teachers to group students according to ability;
■ Ensuring that students cover the standards for each academic subject; ■
Improving teachers’ job satisfaction and retention; and
■ Preparing upper elementary-grade students for the transition to middle school
(Black, 2008).
What We Can Do...
1. Differentiated Learning Instruction

Classroom transitions can be eliminated if
differentiated instruction is implemented into the
classroom to reach all students.
What We Can Do...
1. Differentiated Learning Instruction

Differentiated reading instruction is:
● Teacher-led
● Individual or small group
● Matching instruction to diverse needs
● Flexible
Example
● “The teacher determines each group’s

appropriate lesson structure or lesson plan based
on students’ instructional needs. For instance, in
a first grade classroom, one group of four
students could work on segmenting and blending
three phoneme words, while another group of
five students learns and practices high frequency
words and reads decodable text, while still a
third group of six students learns about syllables
and how to read multisyllabic words”
Kosanovich, 2012)
Think about it….
● How are we as educators

already differentiating
instruction? Share with a
neighbor!
What We Can Do...
2. 90 Minute Reading Block
● Whole Group (Phonemic Awareness, Phonics &

Fluency, and Vocabulary & Comprehension)
● Small groups focusing on individual needs.
● Immediate Intensive Intervention
What We Can Do...
2. 90 Minute Reading Block
● Whole Group (Phonemic Awareness, Phonics &

Fluency, and Vocabulary & Comprehension)
● Small groups focusing on individual needs.
● Immediate Intensive Intervention
What we Can Do...
“The National Reading Panel Report

research shows that ALL students need at
least 90 minutes of uninterrupted reading
instruction each day to become strong
readers, and that this instruction must be
systematic, explicit, scaffolded, and
differentiated across the classroom”
(Reading Rockets, 2019).
Summary
● Today we’ve read advantages and disadvantages
of grouping students and switching classes for
reading, but ultimately we discussed
differentiation and 90 minute structured reading
blocks to be our best solutions. We learned about
the different types of instructional strategies that
go within those two educational tools and how we
can implement them into the classroom.
Exit Ticket
● What was one major

takeaway from today’s
presentation?
Citation(s)
Black, S. (2008). Switching Classes. American School Board Journal, 195(10),
47–49.
Rockets, R. (2019, September 27). An Example of the 90 Minute Reading Block.

Reading Rockets. https://www.readingrockets.org/article/example-90-minute-reading-
block.
Sparks, S. D. (2020, December 1). Are Classroom Reading Groups the Best Way
to Teach Reading? Maybe Not. Education Week. https://www.edweek.org/teaching-
learning/are-classroom-reading-groups-the-best-way-to-teach-reading-maybe-
not/2018/08.

691 Final Presentation

Uploaded by

Copyright:

Available Formats

691 Final Presentation

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

691 Final Presentation

Uploaded by

Copyright:

Available Formats

READ 691

After completing my undergraduate degree at

The practicum experiences taught me so much,

The experiences that have taught me the most

The observing and modeling assignments in

My future goals in education are to teach

● Think about your current literacy

● One of the most popular and and oldest

1. Differentiated Learning Instruction

1. Differentiated Learning Instruction

● “The teacher determines each group’s

● How are we as educators

2. 90 Minute Reading Block

● Whole Group (Phonemic Awareness, Phonics &

2. 90 Minute Reading Block

● Whole Group (Phonemic Awareness, Phonics &

“The National Reading Panel Report

● What was one major

Rockets, R. (2019, September 27). An Example of the 90 Minute Reading Block.

You might also like