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Transcript of READING STREET
Bring together instruction, assessment, and professional development
Combine explicit and systematic instruction with carefully scaffold instruction that provides modeling and feedback
Administer constant evaluations (baseline, unit, end-of-the year benchmarks)
Customized instruction to differentiate for the needs of each student
Guide an implementation plan
Complete constant evaluations
Focus on one of six important writing traits each week
Participate in the cooperative learning process
On what theory of reading is the program based?
Focuses on specific assets of reading after looking at research-driven data
tells us which skills most important during which grade
phonemic awareness, fluency, phonics are essential to reading
fictional and non-fictional books taught
Promotes literacy by connecting reading and writing
1 of 6 writing skills emphasized each week
final project connects these 6 writing skills
Close-reading strongly used
believe in increasing text complexity
Teachers are provided with extensive materials for assessments
Emphasis on Common Core
Teacher's Manual for Grade 1: large emphasis on state standards
Class Progress Charts
Scoring and understanding results
Assessments inform lessons and other assessments - student-focused
How does The Reading Street Program approach students?
A entry level assessment determines their placement in the classroom
Shows the teacher what students need extra help and which ones are proficient and need to be challenged
Students are classified as emergent, on level or independent
Establishes "baseline data" for the teacher
Role of professional development in the program
Online forums and discussions for teachers to support each other
teacher books provide with detailed lesson plans
3 day events, team and individual skills, learning leadership roles, workshops
Online links and resources connected to teacher books each day
How does Reading Street view children?
Every student is seen as an individual
Is aware that every student learns differently
The entry level test determines their placement
PreK-12, each with their own
specialized language arts programs
ELL specific programs
Role of the Teacher
Role of the Student
For Whom the Program is Intended for
What does Reading Street look like?
“Reading Street will inspire you, guide you, and prepare you to teach. Every lesson is finely tuned to teach the Common Core State Standards. You’ll teach with confidence and assurance. You’ll love what you teach”
6 different manuals based on unit
potentially 5 different workbooks based on level
4 different assessment books based on level
supplemental tools (CDs, posters, games, worksheets, activities)
Each week has one main book and 5 leveled texts
End of the year assessments
book based on unit
different book based on level/ week
Reading Street is based on the Common Core Standards
The teacher's manual is very detailed with...
even how to organize your classroom
What is the research?
Constantly adjusting the program
teaching towards the common core
states that use Reading Street
Arizona, Delaware, Illinois, Kentucky, Maine, Mass, Michigan, Missouri, Minnesota, Nebraska, Nevada, North Carolina, North Dakota, Ohio, Pennsylvania, Rhode Island, Utah, Virginia, Wisconsin
3 primary researchers: Common Core and ELA Standards
Peter Afflerbach, Ph. D. - Professor at University of Maryland, College Park
P. David Pearson, Ph. D. - Professor at University of California, Berkeley
Karen Kring Wixson, Ph. D. - Dean of Education, University of North Carolina, Greensboro
Other areas of expertise include: motivation, professional development, English language learners, phonics, and oral vocabulary
Large emphasis on student assessment and feedback to inform instruction
Options for non-native speakers
Varied lessons and resources for teachers to properly implement
Teachers might not be familiar with how to properly assess
Units are based on 5 day structures
Rigidity of common core influence
Too many resources and materials