Secondary Intensive Secondary Intensive Reading BlockReading Block

Evan Lefsky, Ph.D.Evan Lefsky, Ph.D.

Reading Specialist, 6-12Reading Specialist, 6-12

Questions for ReflectionQuestions for Reflection

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

Reading Next:Reading Next:

A Vision for Action and A Vision for Action and Research in Middle and High Research in Middle and High

School LiteracySchool Literacy

www.all4ed.orgwww.all4ed.org

(Biancarosa and Snow, 2004)(Biancarosa and Snow, 2004)

Status of Reading Grades 4-12Status of Reading Grades 4-12

Over 8 million students in grades 4-12 are Over 8 million students in grades 4-12 are struggling readersstruggling readersEvery school day, 3000 students drop out of Every school day, 3000 students drop out of high schoolhigh schoolOnly 70% of high school students graduate on-Only 70% of high school students graduate on-time with a regular diplomatime with a regular diplomaHigh school students in the lowest 25% of their High school students in the lowest 25% of their class are 20 times more likely to drop out than class are 20 times more likely to drop out than the highest performing studentsthe highest performing students53% of high school graduates enroll in remedial 53% of high school graduates enroll in remedial courses in postsecondary educationcourses in postsecondary education

Instructional ComponentsInstructional Components

Direct, explicit comprehension instructionDirect, explicit comprehension instructionEffective instructional principles embedded in Effective instructional principles embedded in contentcontentMotivation and self-directed learningMotivation and self-directed learningText-based collaborative learningText-based collaborative learningStrategic tutoring Strategic tutoring Diverse textsDiverse textsIntensive writingIntensive writingA technology componentA technology componentOngoing formative assessment of studentsOngoing formative assessment of students

Direct, Explicit Comprehension Direct, Explicit Comprehension InstructionInstruction

Comprehension strategies instructionComprehension strategies instruction

Comprehension monitoring and Comprehension monitoring and metacognition instructionmetacognition instruction

Teacher modelingTeacher modeling

Scaffolded instructionScaffolded instruction

Apprenticeship modelsApprenticeship models

Effective Instructional Principles Effective Instructional Principles Embedded in ContentEmbedded in Content

Reading instruction using content textsReading instruction using content texts

Reinforcement of instruction in content Reinforcement of instruction in content area classesarea classes

Coordinated with other subject area Coordinated with other subject area teachers and the reading coachteachers and the reading coach

Teach reading and writing practices Teach reading and writing practices specific to subject areasspecific to subject areas

Role of Content Area TeachersRole of Content Area Teachers

Incorporation of comprehension and Incorporation of comprehension and vocabulary strategies (i.e. CRISS, SIM, vocabulary strategies (i.e. CRISS, SIM, Content Enhancement Routines)Content Enhancement Routines)

Instructional level text for guided strategy Instructional level text for guided strategy instructioninstruction

Leveled text for independent readingLeveled text for independent reading

Motivation and Self-Directed Motivation and Self-Directed LearningLearning

Student choice in text and areas of Student choice in text and areas of researchresearch

Independent readingIndependent reading

Make relevance obvious to studentsMake relevance obvious to students

Intrinsic versus extrinsicIntrinsic versus extrinsic

Text-Based Collaborative LearningText-Based Collaborative Learning

Interacting with other students around a Interacting with other students around a text (not just discussion)text (not just discussion)

Scaffolding for engagement at all ability Scaffolding for engagement at all ability levels levels

Varied levels of textVaried levels of text

Diverse TextsDiverse Texts

Wide range of topicsWide range of topics

Wide range of reading levelsWide range of reading levels

High interest/low readabilityHigh interest/low readability

Appealing to different cultural, linguistic, Appealing to different cultural, linguistic, and demographic groupsand demographic groups

Ongoing Formative Assessments of Ongoing Formative Assessments of StudentsStudents

Ongoing assessment of strengths and Ongoing assessment of strengths and needsneeds

Informal and frequentInformal and frequent

Progress monitoringProgress monitoring

Infrastructure ComponentsInfrastructure Components

Extended time for literacyExtended time for literacy

Professional developmentProfessional development

Ongoing summative assessment of Ongoing summative assessment of students and programsstudents and programs

Teacher teamsTeacher teams

LeadershipLeadership

A comprehensive and coordinated literacy A comprehensive and coordinated literacy programprogram

Extended Time for LiteracyExtended Time for Literacy

Two to four hours of literacy-connected Two to four hours of literacy-connected learning dailylearning daily

Text-centered instruction in all subjectsText-centered instruction in all subjects

No longer just teaching content knowledgeNo longer just teaching content knowledge

Effectively reading and writing about Effectively reading and writing about content knowledgecontent knowledge

Professional DevelopmentProfessional Development

Long-term, ongoing Long-term, ongoing

Anyone who interacts with studentsAnyone who interacts with students

Use research on effective adult learningUse research on effective adult learning

Within the school day Within the school day

Integration of reading coachesIntegration of reading coaches

Professional DevelopmentProfessional Development

TeachersTeachers

Reading CoachesReading Coaches

AdministratorsAdministrators

All Individual Professional Development All Individual Professional Development Plans (IPDP) geared towards increasing Plans (IPDP) geared towards increasing student performance in readingstudent performance in reading

Other “strong” teachers going through Other “strong” teachers going through reading endorsementreading endorsement

Ongoing Summative Assessment Ongoing Summative Assessment of Students and Programsof Students and Programs

Program evaluationProgram evaluation

Longitudinally tracking individual students Longitudinally tracking individual students and cohort groupsand cohort groups

Should go beyond state assessmentsShould go beyond state assessments

Demonstrate progress toward school-Demonstrate progress toward school-based goalsbased goals

Inform instruction where possibleInform instruction where possible

Teacher TeamsTeacher Teams

Regular interdisciplinary meetingsRegular interdisciplinary meetings

Discuss common studentsDiscuss common students

Align instructionAlign instruction

Kids less likely to get missedKids less likely to get missed

Number one factor in student growthNumber one factor in student growth

LeadershipLeadership

Commitment and participationCommitment and participation

Building personal knowledge base in Building personal knowledge base in reading and writing difficulties of studentsreading and writing difficulties of students

Attending professional development Attending professional development targeted at teacherstargeted at teachers

Foundational knowledge needed to alter Foundational knowledge needed to alter schedules, etc.schedules, etc.

Teacher may have to pick up this roleTeacher may have to pick up this role

Comprehensive and Coordinated Comprehensive and Coordinated Literacy ProgramLiteracy Program

Team meetings Team meetings

Reading and writing teachers support Reading and writing teachers support other subject area teachersother subject area teachers

Kids needs varyKids needs vary

Remediation efforts must varyRemediation efforts must vary

Local community collaborationLocal community collaboration

Challenges of FCATChallenges of FCAT

EnduranceEnduranceReading and writing for 160 Reading and writing for 160 minutesminutesText Length average=900 wordsText Length average=900 wordsNo connection to textNo connection to textMOTIVATION!MOTIVATION!

Research-Based Reading Research-Based Reading Classroom (Guthrie, 2002)Classroom (Guthrie, 2002)

Which factors affect FCAT reading scores?Which factors affect FCAT reading scores?

40%

20%

10%

15%

15%

Reading ability

Contentknowledge

Motivation

Format

Error

Research-Based Reading Research-Based Reading ClassroomClassroom

Which components should we focus on?Which components should we focus on?

40%

20%

20%

10%

10%

Guided instructionEngaged readingStrategiesMotivationFormat

Intensive Reading CourseIntensive Reading Course

No “One size fits all” approachNo “One size fits all” approachIn addition to English/language artsIn addition to English/language artsSeverity of reading difficulties (as determined by Severity of reading difficulties (as determined by assessment) dictates intensityassessment) dictates intensityRule of thumb:Rule of thumb:– In need of decoding, fluency, vocabulary, and In need of decoding, fluency, vocabulary, and

comprehension=90 minutes minimumcomprehension=90 minutes minimum– In need of vocabulary and comprehension=45 In need of vocabulary and comprehension=45

minutes minimumminutes minimum

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

Intensive Reading CourseIntensive Reading Course

Daily small group differentiated instructionDaily small group differentiated instruction

(in groups no larger than 3-5 students)(in groups no larger than 3-5 students)

Highly qualified instructor (deep reading Highly qualified instructor (deep reading knowledge)knowledge)

Knowledge and skill in motivation of Knowledge and skill in motivation of struggling readersstruggling readers

Daily independent reading practiceDaily independent reading practice

Practice in Independent Level TextPractice in Independent Level Text

Daily independent reading practiceDaily independent reading practiceMonitored by teacherMonitored by teacherFiction and NonfictionFiction and NonfictionClassroom libraries representing a variety Classroom libraries representing a variety of:of:– Reading levelsReading levels– InterestsInterests– GenresGenres– CulturesCultures

Classroom SetupClassroom Setup

Supplemental Reading Program

Supplemental Reading Program

Method

•Comprehension

•Vocabulary

•Fluency

Teacher Read Aloud

•Discussion of new vocabulary

•Discussion of concepts

5 minutes

Closing

•Comprehension

•Vocabulary

•Fluency

•Student selected texts

•Independent reading level

•Progress monitoring by teacher (WCPM fluency and comprehension)

20 minutes

Independent Reading Practice

•Comprehension

•Vocabulary

•Fluency

•Phonics

•Phonemic Awareness

Differentiated instruction

•Small group and individual instruction

•Literacy centers

•Technology

•Audio-assisted reading

•Reading strategy instruction, application, and feedback

40-45 minutes

Differentiated

Instruction

•Morphemic Analysis

•Syntactic ApplicationDaily Vocabulary Review Routine

5 minutes

•Comprehension

•Vocabulary

•Fluency

Whole class or small group differentiated instruction

•Explicit and scaffolded modeling of strategies in instructional level text

15-20 minutes

Initial

Instruction

Reading ComponentsFridayThursdayWednesdayTuesdayMondayTime and activity

Secondary Intensive Reading Block (90 min.)

Whole Group InstructionWhole Group Instruction

15-20 minutes daily15-20 minutes daily

Explicit teacher modeling of reading Explicit teacher modeling of reading strategiesstrategies

Focus on comprehension, vocabulary, and Focus on comprehension, vocabulary, and fluencyfluency

Small Group Rotations= Small Group Rotations= Differentiated InstructionDifferentiated Instruction

3-4 groups of 3-5 students3-4 groups of 3-5 students

3-4 stations3-4 stations

2-3 rotations each day2-3 rotations each day

Each rotation is 15-20 minutesEach rotation is 15-20 minutes

Teacher Led GroupTeacher Led Group

Reinforce whole group instructionReinforce whole group instruction

Differentiate instruction to specific areas of Differentiate instruction to specific areas of student needstudent need– Flexible groupsFlexible groups– ActivityActivity– SkillSkill– TextText

Shared Reading GroupShared Reading Group

Reciprocal TeachingReciprocal Teaching

Text-based discussionText-based discussion– Flexible groupsFlexible groups– TextsTexts– InterestsInterests

TechnologyTechnology

Practice and reinforcement of skills taught Practice and reinforcement of skills taught in whole group and teacher led groupin whole group and teacher led group

2-3 days per week2-3 days per week

15-20 minutes per day15-20 minutes per day

Must only supplement teacher instructionMust only supplement teacher instruction

Independent WorkIndependent Work

ResearchResearch

Listening CentersListening Centers

Content area connectionsContent area connections

Classroom Look-ForsClassroom Look-Fors

Text-rich environment (70/30 balance) Text-rich environment (70/30 balance) representing many genres and reading levelsrepresenting many genres and reading levels

Explicit teacher modeling of strategies of expert Explicit teacher modeling of strategies of expert readers (before, during, and after)readers (before, during, and after)

Daily student practice in authentic textsDaily student practice in authentic texts

Daily small group differentiated instructionDaily small group differentiated instruction

Independent reading practice with teacher Independent reading practice with teacher progress monitoringprogress monitoring

Teacher read aloudTeacher read aloud

Text-based instructional conversationsText-based instructional conversations