90 minute Reading Block Instructional Design Santa Rosa



90 Minute Reading Block Instructional Design from Santa Rosa Literacy PlanElementary Assessment, Curriculum and InstructionState Board Rule 6A-6.053 requires that students be taught utilizing an evidence-based sequence of reading instruction. Research shows that children benefit from reading instruction that includes explicit and systematic instruction in skills and strategies and opportunities to apply those skills and strategies while reading text.Schools must offer daily classroom instruction in reading in a dedicated, uninterrupted block of time of at least 90 minutes. All reading instruction is based on the English Language Arts Florida Standards (LAFS), including access points and English Language Development (ELD) standards which address the individual instructional needs of all students and curricular guidelines. In addition to, or as an extension of, the 90-minute reading block, the classroom teacher, special education teacher or reading resource teacher will provide immediate intensive intervention (iii) on a daily basis within the multi-tiered system of supports wherein student-centered response data gathered through progress monitoring and other forms of assessment informs instructional adjustments.Provide whole group instruction that addresses the ELA standards using Harcourt Journeys or other appropriate resources. Implement small group differentiated instruction for the balance of the 90 minute block.Group students based on educational need determined by a variety of assessments including FSA scores, SRI, STAR reports, Journeys assessments, ERSI, fluency assessments, teacher-made checklists, observations, Tyner word study assessments, Rigby Benchmark assessment, Discovery Education Assessments, and informal running records.Use small group materials matched to the students’ reading and skill levels. These materials could include leveled readers or passages and/or Beverly Tyner’s word study materials.Align differentiation to the scope and sequence of Journeys whenever appropriate for students’ reading and skill levels.Use Harcourt’s leveled readers when the students’ reading level matches or very nearly matches the level of the Harcourt readers because they highlight the weekly core skills and vocabulary.Below level Harcourt readers are appropriate for students as much as ? grade level below.If more than ? grade level below, use other leveled texts, such as Rigby, that are on the students’ instructional level.Also use other leveled texts, such as Rigby, to provide on grade level and above grade level readers opportunities to read authentic text.For the most struggling students and ESE students reading on a K-5 level, use Beverly Tyner’s small group differentiation approach and materials with fidelity 30 minutes daily.Small groups should be flexibly grouped depending upon the lesson focus and should change throughout the year, based on assessment results.Small groups may range from 1—6 students, according to student’s needs. However, groups for the most struggling readers should not exceed 5 students.Provide differentiated literacy center activities that reinforce whole group and small group instruction.Literacy Center recommendations: Avoid excessive use of worksheets. Provide opportunities for independent and shared reading and writing in response to literature.Provide differentiated literacy-based activities that correlate with the week’s targeted skills.Use Harcourt literacy centers, Harcourt’s Leveled Readers Response Activities, trade books, teacher-created materials, etc.Use leveled readers previously introduced in small group lessons.Use extensions from the small group lessons: word study/word work activities, leveled readers, writing in response to reading, etc.Incorporate Daily Five workstations as desired.Immediate Intensive Intervention - iiiWho must receive immediate intensive intervention? Provide immediate intensive intervention (iii) 15-30 minutes a day in addition to the 90 minute reading block five days a week to students demonstrating need, based on the criteria below:(1) Students in grades 1, 2, and 3 who scored Level 1 or Level 2 on the end of year Discovery Education Assessment (3) All students who score Level 1 or Level 2 on FSA ELA (4) Any student retained for a reading deficiency (5) Any other students with reading deficiencies identified through other diagnostic assessments, running records, fluency assessments, and teacher observation.Note: If a student scored a Level 3 or above on the previous year’s FSA, that score supersedes other assessments. However, teachers should use professional judgment about providing iii for these students and should continue to monitor their progress. Points to remember about iii:The classroom teacher, special education teachers (for ESE students only), reading resource teachers—including Academic Intervention Specialist, University of West Florida tutors, and/or trained paraprofessionals—can provide immediate intensive intervention.Plans and materials for intervention begun in the 90-minute block should be coordinated and continued during immediate intensive intervention to ensure continuity and acceleration of reading gains for struggling readers. All personnel that provide instruction and/or intervention should use common terminology with students to avoid confusion.Materials may include Rigby leveled books, Tyner materials, or other approved supplements. Using the Comprehensive Core Reading Program (CCRP) “With Fidelity”The adopted comprehensive core reading program (Harcourt Journeys) serves as the basis for whole group reading instruction in elementary schools. The core should be considered the framework and a basic guide for whole group reading instruction. Use Harcourt Journeys’s small group materials when appropriate for students’ reading and skill levels. When students’ reading or skill levels do not match the levels of Harcourt’s below, on, and above grade level readers, choose leveled readers that do. Beverly Tyner’s small group model and recommended materials may also be used.Teaching should reflect careful selection of the activities offered by the CCRP and utilization of only the most powerful instructional strategies that support the research-based strategies identified by the National Reading Panel: Oral Language, Phonemic Awareness, Phonics, Vocabulary, Comprehension, and Fluency.Teaching “with fidelity” is NOT to be interpreted as using every activity including workbook pages and worksheets suggested by the CCRP. There are more materials in the program than are needed, or even possible to use. Thoughtful and prudent decisions based on students’ needs should drive instructional decisions. Teaching “with fidelity” requires the adherence to the sequence in which reading strategies and focus skills are presented in the CCRP; however, “with fidelity” does NOT imply that the selected readings are the only materials by which to teach these strategies and skills. Teachers may choose to replace a reading selection with other reading material so long as reading instruction complies with the prescribed RP reading stories should usually be implemented as a read aloud. The teacher serves as the lead reader and the students can whisper read and follow along. For many students, the instructional level is too difficult for students to successfully read without teacher support.Repeated readings of the CCRP story may not be beneficial to all students. Research is clear that in order to build fluency, the reading must be at the instructional or independent reading level. To glean maximum comprehension opportunities, the teacher should guide the readers through the first reading of the story using the CCRP teacher guide. Listening to the story on CD or online should not take up valuable instructional time. Instead, students could listen to the story as an independent literacy activity while students are not in small group.The goal of quality literacy instruction should not be to pass the selection test on Friday. Instead, the goal should be to “grow” each student in his/her literacy development.The major focus for small-group instruction is to differentiate literacy instruction to meet the developmental needs of all students.Independent reading and writing activities should be closely related to each student’s developmental level.Whole group grade level phonics instruction should be taught using the CCRP scope and sequence, as appropriate for the skill level of the class. Assessment should reveal if students have already mastered phonics skills targeted in the CCRP. Teachers must use assessment and professional judgment to avoid teaching phonics skills students already know. A quick review may be all that is necessary. Additional phonics instruction to meet the developmental needs of students will be assessed and taught in small group instruction. Consider using interactive read-alouds to enhance the teaching of vocabulary, comprehension. Include a variety of genres, including informational text. Research shows that reading and writing have a reciprocal relationship. Writing in response to reading is an appropriate and an effective strategy for vocabulary and comprehension development. However, writing instruction not related to text should take place outside of the 90 minute block. Spelling instruction should focus on morphology rather than a preselected list of words. (Traditional “Friday Spelling Tests” should be gone.) Students receive spelling instruction through the word study component of small group.The two research-based strategies that are the most powerful in terms of whole group instruction are vocabulary and comprehension. We must go beyond the CCRP story vocabulary for maximum student growth. Specifically, reading aloud from a variety of genres with systematic vocabulary instruction is effective and research-based. ................
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