Building a Whole Approach to Reading

New to NTI Principals

Session 3

2

Learning Targets

• I can effectively guide elementary teachers to use EL’s Recommendations for Reading Foundations and Language Standards to provide a whole ELA program in grades 3-5.

• I can effectively guide middle school teachers to use research-based interventions in Academic Support and the resource room in grades 6-8.

• I can support and encourage the use of Independent Reading and the Recommended Text Lists build students’ volume of reading.

Purposes of the Resources

• Articulates the research base for additional literacy support.

• Points teachers to where that instruction lives “within the modules.”

• Offers options about how to organize and what to teach during an additional literacy block or a support literacy period (AIS, Resource Room) to comprehensively address the ELA standards.

EngageNY.org

Current State

• Locate the Current State/Desired State Notecatchers (two versions are provided – one for elementary level principals and one for middle level principals) on pages 44-46 and 47-50 in your Participant’s Notebook.

• Independently write about your schools’ “Current State.”

• Be as specific as possible.

• 5 minutes.

EngageNY.org

Share

• Split tables (groups of 4-5).

• Take no more than 2 minutes per person to describe your current state.

• If there’s time, talk about any concerns you have about your current state.

• 10 minutes total for this discussion.

5

Foundational Reading and Language Resources 3-5

EngageNY.org

An additional chunk of time than the modules.

Overview, 3-5 Booklet

EngageNY.org

Common-Core Aligned Interventions for Adolescent Readers, 6-8

8

Occurs in intervention block, AIS, resource, RTI, etc.

Overview, 6-8 Booklet

EngageNY.org

Expert Activity

10

Grades 3-5 Grades 6-8

• Overview AND Word Study • Overview AND Word Study and Vocabulary

• Additional Work with Complex Text

• Additional Work with Related Text

• Fluency • Creating Routines for Fluency Instruction

• Show the Rule • Syntax and Mechanics

Anchor Chart – 15 Minutes

• Title of assigned section (very important!)

• 5-7 bullet points naming the most important points in your assigned section, especially those points which represent new practices or practices that need strengthening.

• Role(s) of building leader in supporting the type of instruction outlined in the tab

• Post your chart when finished.

11

Silent Gallery Walk

• As you visit relevant posters around the space, add key information to Step 2 of your Current State/Desired State notecatcher.

• Consider the following:

What is new information to you? What do you want to explore further? What do you need to share with teachers/take

action upon?

12

Third Learning Target

• I can support and encourage the use of the Recommended Text Lists to enhance ELA instruction.

13

Independent Reading

• Locate Task Card: Recommend Texts and High Volumes of Independent Reading on p. 50.

• This is a critical resource for your teachers (and many teachers don’t realize this is a critical component of the Common Core). We strongly recommend that you plan a professional development session related to this resource.

14

Return to Your Current State/Desired State Notecatcher

• What is important learning from this section.

• How will you encourage teachers to incorporate the Recommended Text Lists into their literacy instruction?

15

Action Steps

• Turn to the Section 3 of your Current State/Desired State notecatcher.

• Imagine a “desired state” based on what you have learned about creating a “whole” approach to reading instruction in this session.

• What should you help your teachers or schools do differently?

• Write some action steps that you can take to help your school reach the “desired state(s).”

16