Download - Reading Instruction: Alterable Variables
Reading Instruction: Alterable Variables
Bethel School District2009
2
TWO PRONG APPROACH
READINGINSTRUCTION
CONTENTLITERACY
3
Bethel School DistrictMiddle School Delivery Model
Grouping Design Design Time
Intensive
Low Emerging/Emerging
Emerging/Established
Advanced
• Corrective Reading (Decoding A)• Wilson Reading Program• Language!• Phonics for Reading
• Open Court• Prentice Hall (adapted version)• Reading Mastery Plus (V & VI)• REWARDS (Between B2 & C)• Corrective Reading (Decoding B1, B2 & C)
• Other Core program• Open Court• Prentice Hall (regular version)• McDougal-Littell• Glencoe• REWARDS Plus
• Junior Great Books• Novels
• (comprehension) • (vocabulary)• Fluency• Decoding Short Words• Phonemic Awareness
• (writing)• Comprehension• Vocabulary• Fluency• Decoding Long Words
• Writing • Comprehension• Vocabulary• (fluency)• (decoding)
•Writing•Comprehension•Vocabulary
90 – 120 mins
60 – 90 mins
45 – 60 mins
45 – 60 mins
4
Bethel School DistrictMiddle School Delivery Model
Grouping Design Design Time
Intensive
Low Emerging/Emerging
Emerging/Established
Advanced
• Corrective Reading (Decoding A)• Wilson Reading Program• Language!• Phonics for Reading
• Open Court• Prentice Hall (adapted version)• Reading Mastery Plus (V & VI)• REWARDS (Between B2 & C)• Corrective Reading (Decoding B1, B2 & C)
• Other Core program• Open Court• Prentice Hall (regular version)• McDougal-Littell• Glencoe• REWARDS Plus
• Junior Great Books• Novels
• (comprehension) • (vocabulary)• Fluency• Decoding Short Words• Phonemic Awareness
• (writing)• Comprehension• Vocabulary• Fluency• Decoding Long Words
• Writing • Comprehension• Vocabulary• (fluency)• (decoding)
•Writing•Comprehension•Vocabulary
90 – 120 mins
60 – 90 mins
45 – 60 mins
45 – 60 mins
5
Bethel School DistrictMiddle School Delivery Model
Grouping Design Design Time
Intensive
Low Emerging/Emerging
Emerging/Established
Advanced
• Corrective Reading (Decoding A)• Wilson Reading Program• Language!• Phonics for Reading
• Open Court• Prentice Hall (adapted version)• Reading Mastery Plus (V & VI)• REWARDS (Between B2 & C)• Corrective Reading (Decoding B1, B2 & C)
• Other Core program• Open Court• Prentice Hall (regular version)• McDougal-Littell• Glencoe• REWARDS Plus
• Junior Great Books• Novels
• (comprehension) • (vocabulary)• Fluency• Decoding Short Words• Phonemic Awareness
• (writing)• Comprehension• Vocabulary• Fluency• Decoding Long Words
• Writing • Comprehension• Vocabulary• (fluency)• (decoding)
•Writing•Comprehension•Vocabulary
90 – 120 mins
60 – 90 mins
45 – 60 mins
45 – 60 mins
6
Bethel School DistrictMiddle School Delivery Model
Grouping Design Design Time
Intensive
Low Emerging/Emerging
Emerging/Established
Advanced
• Corrective Reading (Decoding A)• Wilson Reading Program• Language!• Phonics for Reading
• Open Court• Prentice Hall (adapted version)• Reading Mastery Plus (V & VI)• REWARDS (Between B2 & C)• Corrective Reading (Decoding B1, B2 & C)
• Other Core program• Open Court• Prentice Hall (regular version)• McDougal-Littell• Glencoe• REWARDS Plus
• Junior Great Books• Novels
• (comprehension) • (vocabulary)• Fluency• Decoding Short Words• Phonemic Awareness
• (writing)• Comprehension• Vocabulary• Fluency• Decoding Long Words
• Writing • Comprehension• Vocabulary• (fluency)• (decoding)
•Writing•Comprehension•Vocabulary
90 – 120 mins
60 – 90 mins
45 – 60 mins
45 – 60 mins
7
Bethel School DistrictMiddle School Delivery Model
Grouping Design Design Time
Intensive
Low Emerging/Emerging
Emerging/Established
Advanced
Initial Grouping• Rank students from low to high based on most recent EasyCBM fluency
scores
• “Chunk” students into categories of performance by fluency– below 10th percentile– 10-20th percentile– 20-50th percentile– 50th percentile and above (you could chunk this group more)
• Add other measures and considerations (EasyCBM comprehension scores, OAKS data, SWIS data, teacher judgment)
• Identify students on reading IEPs
• Identify students in need of placement tests
8th Grade Example Rank low to high
Student Name EasyCBM (ORF)
Ginger 114
Lori 116
Drew 123
Rhonda 126
Erika 130
Monique 132
Mindy 136
Lisa 136
Mike 139
Daniel 146
Tereasa 150
Dianne 151
Amanda 178
Kim 187
Charlotte 205
Nola 209
Deb 215
8th Grade Example “Chunk” by performance
Student Name EasyCBM (ORF)
Ginger 114
Lori 116
Drew 123
Rhonda 126
Erika 130
Monique 132
Mindy 136
Lisa 136
Mike 139
Daniel 146
Tereasa 150
Dianne 151
Amanda 178
Kim 187
Charlotte 205
Nola 209
Deb 215
< 10th percentile
10-20th percentile
21-50th percentile
> 50th percentile
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EasyCBM Progress Monitoring Score Interpretations Guidelines
Passage Reading Fluency5th Grade
Fall Winter Spring
10%ile 61 74 83
20%ile 79 92 101
50%ile 110 127 139
75%ile 139 156 168
90%ile 166 182 194
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EasyCBM Progress Monitoring Score Interpretations Guidelines
Passage Reading Fluency5th Grade
Fall Winter Spring
10%ile 61 74 83
20%ile 79 92 101
50%ile 110 127 139
75%ile 139 156 168
90%ile 166 182 194
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EasyCBM Progress Monitoring Score Interpretations Guidelines
Passage Reading Fluency6th Grade
Fall Winter Spring
10%ile 100 110 118
20%ile 118 127 140
50%ile 137 148 160
75%ile 170 189 200
90%ile 206 214 220
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EasyCBM Progress Monitoring Score Interpretations Guidelines
Passage Reading Fluency7th Grade
Fall Winter Spring
10%ile 118 120 121
20%ile 130 137 145
50%ile 160 167 175
75%ile 200 201 202
90%ile 204 209 224
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EasyCBM Progress Monitoring Score Interpretations Guidelines
Passage Reading Fluency8th Grade
Fall Winter Spring
10%ile 120 133 142
20%ile 140 145 151
50%ile 176 178 179
75%ile 200 201 202
90%ile 211 212 225
8th Grade Example Add other measures
Student Name EasyCBM (ORF) OAKS ELA
Ginger 114 224
Lori 116 217
Drew 123 238
Rhonda 126 228
Erika 130 228
Monique 132 222
Mindy 136 232
Lisa 136 237
Mike 139 231
Daniel 146 236
Tereasa 150 222
Dianne 151 217
Amanda 178 228
Kim 187 226
Charlotte 205 247
Nola 209 236
Deb 215 234
8th Grade Example Identify students w/IEPs
Student Name EasyCBM (ORF) OAKS ELA
Ginger 114 224
Lori 116 217
Drew 123 238
Rhonda 126 228
Erika 130 228
Monique 132 222
Mindy 136 232
Lisa 136 237
Mike 139 231
Daniel 146 236
Tereasa 150 222
Dianne 151 217
Amanda 178 228
Kim 187 226
Charlotte 205 247
Nola 209 236
Deb 215 234
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Group Size
• Students with intensive needs receive instruction in smallest groups (4-12 students)
• Students with established reading skills receive instruction in the largest groups (35+ Students)
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Flexible Grouping
• Changes in grouping are made based on student performance– How often
• Minimally after each universal screening
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Bethel School DistrictMiddle School Delivery Model
Grouping Design Design Time
Intensive
Low Emerging/Emerging
Emerging/Established
Advanced
• (comprehension) • (vocabulary)• Fluency• Decoding Short Words• Phonemic Awareness
• (writing)• Comprehension• Vocabulary• Fluency• Decoding Long Words
• Writing • Comprehension• Vocabulary• (fluency)• (decoding)
•Writing•Comprehension•Vocabulary
21
Bethel School DistrictMiddle School Delivery Model
Grouping Design Design Time
Intensive
Low Emerging/Emerging
Emerging/Established
Advanced
• Corrective Reading (Decoding A)• Wilson Reading Program• Language!• Phonics for Reading
• Open Court• Prentice Hall (adapted version)• Reading Mastery Plus (V & VI)• REWARDS (Between B2 & C)• Corrective Reading (Decoding B1, B2 & C)
• Other Core program• Open Court• Prentice Hall (regular version)• McDougal-Littell• Glencoe• REWARDS Plus
• Junior Great Books• Novels
• (comprehension) • (vocabulary)• Fluency• Decoding Short Words• Phonemic Awareness
• (writing)• Comprehension• Vocabulary• Fluency• Decoding Long Words
• Writing • Comprehension• Vocabulary• (fluency)• (decoding)
•Writing•Comprehension•Vocabulary
Resources forCurriculum Selection
• Florida Center for Reading Research http://www.fcrr.org/
• Stupski Foundationhttp://www.stupski.org/documents/Secondary_Literacy_Instruction_Intervention_Guide.pdf
8th Grade Example Placement tests
Student Name EasyCBM (ORF) OAKS ELA
Ginger 114 224
Lori 116 217
Drew 123 238
Rhonda 126 228
Erika 130 228
Monique 132 222
Mindy 136 232
Lisa 136 237
Mike 139 231
Daniel 146 236
Tereasa 150 222
Dianne 151 217
Amanda 178 228
Kim 187 226
Charlotte 205 247
Nola 209 236
Deb 215 234
24
Bethel School DistrictMiddle School Delivery Model
Grouping Design Design Time
Intensive
Low Emerging/Emerging
Emerging/Established
Advanced
• Corrective Reading (Decoding A)• Wilson Reading Program• Language!• Phonics for Reading
• Open Court• Prentice Hall (adapted version)• Reading Mastery Plus (V & VI)• REWARDS (Between B2 & C)• Corrective Reading (Decoding B1, B2 & C)
• Other Core program• Open Court• Prentice Hall (regular version)• McDougal-Littell• Glencoe• REWARDS Plus
• Junior Great Books• Novels
• (comprehension) • (vocabulary)• Fluency• Decoding Short Words• Phonemic Awareness
• (writing)• Comprehension• Vocabulary• Fluency• Decoding Long Words
• Writing • Comprehension• Vocabulary• (fluency)• (decoding)
•Writing•Comprehension•Vocabulary
90 – 120 mins
60 – 90 mins
45 – 60 mins
45 – 60 mins
Scheduling
• Middle School Examples– Cascade Middle School, Bethel School District– Briggs Middle School, Springfield School District
Cascade Middle School - Bethel SDDaily Schedule
PERIOD TIME1 8:00 - 8:50 Reading Period2 8:54 - 9:39 3 9:43 - 10:28 4 10:32 - 11:17 5A 11:21 - 12:06
(second lunch 12:06 - 12:37) 5B 11:52 - 12:37
(first lunch 11:17 - 11:48) 6 12:41 - 1:26 7 1:30 - 2:15
Video
Scheduling
• High School Examples– Willamette High School, Bethel School District– Cottage Grove High School, Cottage Grove SD– Generic examples from around Oregon– Stupski Foundation suggestions
30
TWO PRONG APPROACH
READINGINSTRUCTION
CONTENTLITERACY
31
Bethel School DistrictMiddle School Delivery Model
Grouping Design Design Time
Intensive
Low Emerging/Emerging
Emerging/Established
Advanced
• Corrective Reading (Decoding A)• Wilson Reading Program• Language!• Phonics for Reading
• Open Court• Prentice Hall (adapted version)• Reading Mastery Plus (V & VI)• REWARDS (Between B2 & C)• Corrective Reading (Decoding B1, B2 & C)
• Other Core program• Open Court• Prentice Hall (regular version)• McDougal-Littell• Glencoe• REWARDS Plus
• Junior Great Books• Novels
• (comprehension) • (vocabulary)• Fluency• Decoding Short Words• Phonemic Awareness
• (writing)• Comprehension• Vocabulary• Fluency• Decoding Long Words
• Writing • Comprehension• Vocabulary• (fluency)• (decoding)
•Writing•Comprehension•Vocabulary
90 – 120 mins
60 – 90 mins
45 – 60 mins
45 – 60 mins
ACCE
SSACCESS