Laura Conlon Presentation 92204

8/8/2019 Laura Conlon Presentation 92204

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Managing the Components of theComprehensive Literacy Framework


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References

Demystifying the 90-minute Reading Block

by Ruth Gumm and Sheryl Turner Florida Center for Reading Research

Fcrr.org


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What reading

components are

necessary?

How do I organize

thereading block?

How do I differentiate

instructionwith

flexiblegroups?

Managing the Componentsofthe

Comprehensive Literacy Framework

What does

research evidencetell us?

How do I manage the

reading block?

How do I address

differentiated

intervention?


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What doesresearch evidencetell us?

Effective reading instruction requires:

At least 90 uninterrupted minutes per day

Systematic delivery of explicit instruction

Scaffolded instruction

Differentiation Intensive intervention in addition to initial

instruction


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FrameworkforReadingAdapted from National Reading Panel, 2000

Put Reading First, CIERA, 2001

Phonemic

Awareness Phonics Fluency Vocabulary Comprehension

Decoding Comprehension


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Scaffolded

Instruction

Child

Child

Teacher IndependentPractice and

Application

Modeling

Guided Practice

Direct Explanation


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Instructional Cycle

Informed byAssessment

Plan

Instruction

ModelGuided

Practice

Practice and

Application

Assessment


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HowDo I Organize theReading Block?

Classroom Characteristics

Academically engaged Accountability

Elements

Whole Group Instruction

Read Aloud

Shared Reading


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Elements

Differentiated Instruction with Small Groups Guided Reading

Differentiated Instruction with Learning Centers

Teacher-led centers

Several Student Centers (group, pair, cooperative,individual)

Independent reading

Differentiated intervention with at-risk student in small,

flexible groups


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Group Size

Typically 3-8 High-risk groups 3-5

Small Group

Work with each group differently based on

instructional need as determined by results ofvarious reading assessments.


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Small Group

Monitor progress of at-risk students morefrequently to make instructional changes to

accelerate learning:

Size of small group

Group members

Level of explicitness

Amount of scaffolding

Length of time for targeted instruction


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Preventive InstructionPreventive Instruction

InitialInstruction

Differentiated

Instruction

Differentiated

Intervention

Intensive

Intervention

The best intervention is effective instruction. (National Research Council)


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HowDo I Differentiate Instruction?

Differentiation is instruction planned and delivered

with precision in small, flexible groups of students. All students receive differentiated instruction.

Differentiated instruction is delivered daily during the

reading block.

Planning: Identify target reading components

Identify target resources

Implement a classroom management system


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TheReading

Block

90 minutes

Minimum daily

Total Time:

20-30 min. daily

WholeGroup Resources:

Core program

Total rotationtime: 60-70

min. daily

20-25 minutesper group

Differentiated InstructionTeacher-led centers with Groups

1, 2 and 3

Resources:

Core and

Supplemental

Instructional

Focus

Session I 1 2 3 1 2

Session II 2 3 1 2 3

Session III 3 1 2 3 1

TM W Th F


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Classroom

Intervention

Additional

Class Time

with teacher

10-15

minutes

(Basic)

30 min.

(Minimal

Proficiency)

Differentiated Intervention

Intervention

Session

Resources:

Supplemental

and

Intervention

Flex Time

Additional

Class Timewith teacher

30 minutes ReadingAcross the

Curriculum

LanguageArtsWriting

Spelling

Resources:

Supplemental

M T W Th F


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Instruction Rangeof

Time

Class Configuration ExamplesofTeacher-Led

Activities

TheReading BlockTheReading Block

TOTAL TIME:TOTAL TIME:

90 minutes minimum daily

TOTALTOTAL

TIME:TIME:

20-30 min

daily

WholeGroupWholeGroup

Resource:Resource: CCRPSegment sounds (PA)

Sound-letter correspondences (Phonics)

Partner reading (Fluency)

Prereading Lesson: words (Vocab)

Reciprocal Teaching (Comprehension)

TOTALTOTALROTATIONROTATION

TIME:TIME:

60-70 min

Daily

Differentiated Instruction:Differentiated Instruction:

Small Group Instruction: Groups 1, 2, & 3 Resources:Resources:

CCRP & SRP

Group Instructional Focus

20-25 min M T W Th F

daily per

group

Session 1 1 2 3 1 2 Group 1: segment sounds

w/Elkonin boxes

Session 2 2 3 1 2 3 Group 2: word sorts w/commonsyllable spelling patterns

Session 3 3 1 2 3 1 Group 3: reread decodable books

Classroom InterventionClassroom Intervention

Additional Classroom Time

w/teacher

TIME:TIME:

10-30 min

daily

Differentiated Intervention:Differentiated Intervention: 3 5

students

Resources:Resources:

SRP & Intervention Program

M T W Th F

Intervention X X X X XSession

Instructional Focus:Instructional Focus: Phonemic segmentation w/ mirrors

Word building w/letter & pocketcharts

Word-level fluency card activity

CCRP = Comprehensive Core Reading ProgramSRP = Supplementary Reading Program

Flex TimeFlex Time Time:

30. min

daily

Reading Across the Curriculum

Writing, Spelling

Supplemental Materials


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IntensifyingShared ReadingforWordIdentificationStrategies and

Comprehension

An effective daily routine that evolves

throughout the year. 20-30 minutes in Whole Group

Same materials in small group and centers

Stay focused on students needs and on

critical skills and strategies


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IntensifyingShared ReadingforWord

IdentificationStrategies

Monday: Prepare for the Reading

Tuesday: Shared and Assisted Rereading ofthe text

Wednesday: Reread with specific focus on

sound-letter patterns

Thursday: Reread with focus on specific

sight words

Friday: Reread with a focus on specific

structural elements


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IntensifyingShared Readingfor

Comprehension

Monday: Activate prior knowledge, preview

vocabulary Tuesday: Read with predictions and

questions

Wednesday: Reread for fluency

Thursday: Reread with focus on specific

strategy

Friday: Response


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HowDo I Manage theReading Block?

Rules vs. Procedures

Plan procedures Teach procedures

Consistently enforce procedures

Room Arrangement

Large group area

Small group area


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HowDo I Manage theReading Block?

Academic Tasks

Whole GroupA

ctivities Teacher Led Center

Student Led Centers

Independent Activities

Transitions


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Student Centers

Word Work

word sorts spelling activities

vocabulary w/graphic organizers

Elkonin boxes

six common spelling patterns

Readingcorner

partner reading

independent reading

whisper choral reading

Writing

written response to reading

conventions practice

Investigations

question probe

graphic organizers


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Decisions

What do assessment results tell me abouteach of my students?

Which target skills can I identify?

Which of my students need to work togetheras a group at this time?

How much time is required per group? What resources are available for me?

How do I organize the classroom during thereading block in order to manage

differentiated instruction?


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Key Components ofEffective Reading Instruction

The TeacherA teacheraffects

eternity;

she can

never tell

where herinfluence

stops.

Henry Brook Adams

American Historian

Laura Conlon Presentation 92204

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