What IsHigh Quality Reading Instruction?

High quality reading programs provide evidence of what each child

CAN do and provide each teacher with the tools (training, assessments

and materials) to teach each child what they need to learn next.

Teaching Reading is ComplexThree systems influence the delivery

of an effective program

ORGANIZATIONAL STRUCTURE

SYSTEM

SYMBOLIC SYSTEM

EXPERTKNOWLEDGE

SYSTEM

Teaching Reading is ComplexThree systems influence the delivery

of an effective program

ORGANIZATIONAL STRUCTURE

SYSTEM

Teaching ReadingWith A Sense Of Urgency

From Kindergarten on “meaningful differences” exist between students’ literacy knowledge

and experience (Hart& Risley, 1995)

There is an 88% probability of being a poor reader in 4th grade if you were a poor reader in

1st grade. (Juel, 1988)

Meaningful Differences

Words heard

per hour

Words heard in

a 100-hour week

Words heard in a 5,200

hour year

4 years

Welfare 616 62,000 3 million 13 million

Working Class 1,251 125,000 6 million 26 million

Professional 2,153 215,000 11 million 45 million

Hart & Risley 1995, 2002

In The RtI Model

All children have full access to all the components of the universal or core reading

program the full time period.

• No interruptions• No absences• No field trips

• No assemblies• No pull outs by specialists

• No 2 hour delays or early release

Teaching ReadingWith A Sense Of Urgency

Grade 1-3 there are 540 days to teach

Protected Time

Sufficient amount of time allocatedfor literacy within the school day

• Kindergarten at least 50% of available time• Grades 1 - 3 at least 90 min daily… Ideally 2

hours• Grades 4 & 5 at least 75 minutes, with an

additional 30 minutes for writing - NH Literacy Action Plan for the 21st Century

Advantages of High Quality Programs

Improves communication:1. Teachers within and across grades have common

language and goals

Improves learning:2. Students receive a consistent approach to

reading3. Teachers have an systematic instructional

sequence of skills and strategies4. Teachers have more opportunity to differentiate

instruction

Teaching Reading is ComplexThree systems influence the delivery

of an effective program

ORGANIZATIONAL STRUCTURE

SYSTEM

SYMBOLIC SYSTEM

GoalsA Set of Research-Based Measurable Goals that Guide Assessment,

Instruction and Learning

• Specific goals that include targeted, measurable outcomes and a time frame

• Literacy goals aligned with the 5 Dimensions of reading

• Aligned to GLE’s or Standards• Clear expectations for each grade (Curriculum

mapping)• Reliance on research to define what, when and

how to teach it

Goals aligned with5 Dimensions in Reading

1. Phonemic Awareness: The ability to hear and manipulate sounds in words.2. Alphabetic Principle: The ability to associate sounds with letters and use these sounds to read words.3. Accuracy and Fluency with Connected Text: The effortless, automatic ability to read words in isolation and in text.4. Vocabulary Development: The ability to understand and use words to acquire and convey meaning.5. Comprehension : The complex cognitive process involving the intentional interaction between reader and text to extract meaning.

Allington’s 5 +1 Additional Dimensions of Reading

1. Classroom organization 2. Matching students and books 3. Access to interesting texts (choice and

collaboration) 4. The Writing and reading connection 5. Expert tutoring+1 Motivation (NH Literacy Action Plan)

Phonological AwarenessSequence of Instruction

1. Concept of Word - comparison and segmentation

2. Rhyme - recognition and production

3. Syllable - blending, segmentation, deletion

4. Onset/Rime - blending, segmentation

5. Phoneme - Matching, blending, segmentation, deletion and manipulation

Alphabetic Principle

• Associating sounds with letters• Using sounds to form words• Understanding that spoken language can be

represented in print• Sounds in words relate to the letters that

represent them

Skills included in Alphabetic Principle

• Letter-Sound Correspondence: Knowing the sounds that correspond to letters (f=/f/ and ph=/f/)

• Regular/Irregular Word Reading/Spelling :Reading and spelling words using the common letter sound correspondence and those with uncommon sound correspondence (mat vs was)

• Advanced Word Analysis Skills :Reading and spelling words that have letter patterns and combinations (wait, weight)

• Structural Analysis: Reading/spelling words with prefixes and suffixes and multisyllabic words

Importance of Fluency

If a reader has to spend too much time and energy figuring out what the words are, she will be unable to concentrate on what the

words mean. (Coyne, Kame’enui, and Simmons, 2001)

Repeated and monitored oral reading improves fluency and comprehension

Fluent Readers…

Orchestrate comprehension, decoding and vocabulary skills together.

Read with speed, accuracy, expression, and prosody.

Focus on the understanding of the text. Interpret the text.

Vocabulary Knowledge

• Expressive Vocabulary : A writer or speaker can produce a precise label for a certain meaning.

• Receptive Vocabulary: A reader or listener associates a certain meaning with a given label.

Both including the development of meanings, pronunciations, prefixes and suffixes.

In a High Quality Program theTeacher….

• Uses the core program with fidelity• Uses a variety of assessments to inform instruction• Uses explicit language to teach• Teaches whole group strategy lessons using read alouds or the

anthology• Provides small group instruction with texts at students instructional

levels• Knows each student’s instructional and frustrational levels• Creates authentic tasks and provides time to practice• Differentiates instruction and supplements the program as needed• Models strategies in decoding and comprehension, models fluency• Communicates with and involves the family as co-educators of the

child.

Teaching Reading is ComplexThree systems influence the delivery

of an effective program

ORGANIZATIONAL STRUCTURE

SYSTEM

SYMBOLIC SYSTEM

EXPERTKNOWLEDGE

SYSTEM

Assessment types

• Screening:Brief assessment that focuses on critical reading skills strongly predictive of future reading growth and development and conducted 3 times a year, first at the beginning of the year, with all students to identify those likely to need extra instruction.

• Formative (Progress Monitoring):Assessments that determine if students are making adequate progress or need more intervention to achieve grade level reading outcomes.

• Diagnostic:Assessments that help teachers plan instruction by providing in-

depth information about students’ skills and instructional needs.

• Summative (Outcomes):Assessments that provide a bottom line evaluation of the effectiveness of the instruction.

Data Sets

• District and School Level Data (Screening and Outcomes)

• Grade Level Data (Screening and Outcomes)

• Classroom Level Data (All assessment Types)

• Individual Student Data (All assessment Types)

Use assessment to distribute resources and form groups for differentiated instruction at each grade level

Professional Development

• Role of LLT to assess and plan focus• PD based on students needs in literacy• Expert literacy teachers are models and

mentors-role of Literacy Coach• Reflections and self assessment help shape PD

planning• PD provided for content area teachers• PD is ongoing, job embedded, school-based

Literacy Leadership Teams

The Principal is the primary change agent “ the keeper of the dream” (Reitzig and Burrello)

• Understands literacy processes and shares it with staff.

• Attends the PD offered to staff and stays informed.• Is visible in classrooms.• Makes decisions based on supporting students

learning.• Empowers and fosters teacher growth and expertise.

“The greatest danger for most of us is not that our aim is too high and we miss it, but that it

is too low and we reach it.”Michelangelo