Reading PLCRecommendations

To meet the needs of all learners, the school must provide different layers of instruction:

• Initial instruction by the classroom teacher

• Interventions and enrichment by a teacher or resource personnel

• Intervention or enrichment provided by:

a. ESE push-in programsb. Pull-out programsc. Before and after school programs

TeachersClassroom teachers are the key to student achievement. Teachers are expected to know the levels and needs of all of their students.

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To do this teachers need access to:

Cum filesprogress monitoring reports

SME dataWrite Score DataEduSoft DataFAIR reportsClassroom Assessments

a. DRA

Help is available

The administrators, resource teachers, and RTI team are available to assist teachers with interpreting data and planning instruction.

Instructional Time

• Students must receive 90 minutes of reading instruction daily.

This should include the following:Guided instruction in the elements of effective reading and writing using materials at a student’s instructional level

This should include the following:. Shared reading and writing

This should include the following:

Meaningful independent work

This should include the following:

In class independent reading and writing opportunities

This should include the following:

. In class independent reading and writing opportunities

This should include the following:. Instruction in phonemic awareness, phonics, vocabulary, fluency and

comprehension.

This should include the following:Teacher Read Aloud

This should include the following:

. Intervention or enrichment by classroom teacher

. Utilize essential questioning

This should include the following:

. Instruction in the elements of writing, spelling, and grammar

Delivery Model

Teaching students to read requires a variety of instructional delivery models including whole group, small group, individual instruction and independent practice.

Varying the ways students are grouped for instruction facilitates meeting individual needs and accommodates varying reading levels and learning types.

Resources

An effective literacy program requires the use of many different types of texts at all phases of literacy development. A variety of types of text are needed across ALL grade levels to meet the instructional needs of all students.

Accelerated Reader

Accelerated Reader is being implemented to provide teachers an efficient means of monitoring students’ independent reading. The purpose of independent reading is for children to practice their reading skills and to develop a love of reading

Children are encouraged to meet goals that will enable them to become more proficient readers. Children will establish individual reading goals that will meet their individual reading needs. The focus will be on children reading a wide range of books, different genre and reading appropriate leveled texts.

Great Resources

http://www.literacyleader.com

http://cms.dsusd.k12.ca.us/education/coponents/docmgr/default.php?sectiondetailid=46577&

• www.clickNkids.com

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Whole Group Reading Plan for k-2 Monday

Tuesday

Wednesday

Thursday

Friday

Teacher Aloud Story from the Anthology Phonemic Awareness/Phonics Decoding Instruction Introduction of High-Frequency Words

Shared Reading of Student Story Review Phonics Introduce story Vocabulary Review decoding skills Build background knowledge for story

Anthology selection/Comprehension Skills Writers’ Craft Lesson Comprehension/Critical Thinking

Independently Read the Anthology Story Phonics review Phonics Library FCAT comprehension/Critical Thinking

Review and Assess

Whole Group Reading Plan for 3-5 Monday

Tuesday

Wednesday

Thursday

Friday

Teacher Aloud Story from the Anthology Introduce targeted skill for the week/ex.inferencing Introduce story vocabulary

Reading of Student Story Segment 1 Partner read Teacher read aloud Whole group reading Review of skills and vocabulary Independent practice of skills

Review of vocabulary and skills through independent practice. Continue with segment 2 of story.

Science and Social Studies Content Reading Test Taking Practice

Testing of skills (spelling, reading, vocabulary) Science and Social Studies content reading continued. Extension Activites

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