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Copy of Secondary Literacy Block Framework for Intensive Reading Classes

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by

Jean Washburn

on 13 May 2013

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Transcript of Copy of Secondary Literacy Block Framework for Intensive Reading Classes

Secondary
Literacy Block
Framework Whole Group Teacher-led Small Group Independent Reading Stations Individual or Group You do or Ya'll Do Examples We-Do Skills or Strategies Flexible Groups Lit Circles Accountability Practice of skill modeled in whole group and small group A whole class lesson may be:
Shared reading (Explicit Modeling with think aloud)
Mini-Lesson based on standards (Explicit Modeling with think aloud)
Teaching skills or strategies(Explicit Modeling with think aloud)
Close reading (over several days)
Whole group is as rigorous as possible with grade level models whenever possible. It exposes all students to grade level vocabulary and expectations. Incorporate CCSS shifts
Text Complexity
Increased Reading of Informational Text
Text-Dependent Questions
Evidence-Based Writing
Academic vocabulary
Literacy Instruction in all Contents MANAGEMENT, MANAGEMENT,
MANAGEMENT
Planning
Establish rules and procedures
Handling materials and equipment
Movement
Help
Conversation
Participation
Flexible grouping Examples
Computers
Writing
Collaborative learning
Word work
Fluency practice
Folder centers Non-examples
worksheets
workbooks
Test prep
Word search
Dictionary work Class size matters
Resources are important
Teachers will need sources of instructional and grade level text and classroom libraries
Room arrangement and furniture should facilitate group work.
Computers in the classroom are important; enough for 1/3 - 1/4 of the students to be at a computer station.
Placement and flexible grouping matters - Review and triangulate data.
Teachers need a planning period During the first month teachers will need to establish routines for:
movement
participation
materials
getting help
conversation
Introduce and practice, practice, practice all the rotations and stations.
Reflected in DQ 6 Rules and Procedures and DQ 7 Adherence
DQ 2, 3, and 4 Organizing students for various lesson segments. DQ 2 Helping Students Interact with New Knowledge
Identify Critical Content
Organizing Students to Interact with New Knowledge
Previewing New Content
Chunking Content into "Digestible Bites"
Processing New Information
Elaborating on New Information
Recording and Representing Knowledge
Reflecting Learning DQ 2 Helping Students Interact with New Knowledge
Identify Critical Content
Organizing Students to Interact with New Knowledge
Previewing New Content
Chunking Content into "Digestible Bites"
Processing New Information
Elaborating on New Information
Recording and Representing Knowledge
Reflecting Learning DQ 5 Engaging Students
Noticing when Students are not Engaged
Using Academic Games
Managing Response Rates
Using Physical Movement
Managing a Lively Pace
Demonstrating Intensity and Enthusiasm
Using Friendly Controversy
Providing Opportunities for Student Talk
Presenting Unusual or Intriguing Information Next steps
Plan a time for the admin and coach to meet
Determine schedule for common planning time
Consider furniture and materials needs
Develop a plan for utilizing the reading coach for maximum impact
modeling
coaching
consulting/conferencing
Professional development sessions with follow-up
Determine needs of teachers
collaboration
consulting
coaching
Place students based on Chart G in K-12 reading plan and placement test of CIRP.
Spring FAIR
Teacher data
Work with guidance Comprehensive Intervention
Reading Programs
Read 180
Journeys
Supplemental
Achieve 3000 DQ 3 Helping Students Practice and Deepen New Knowledge
Reviewing Content
Organizing Students to Practice and Deepen Knowledge
Using Homework
Examining Similarities and Differences
Practicing Skills, Strategies, and Processes
Revising Knowledge DQ 3 Helping students Practice and Deepen New Knowledge
Reviewing Content
Organizing Students to Practice and Deepen Knowledge
Using Homework
Examining Similarities and Differences
Practicing Skills, Strategies, and Processes
Revising Knowledge Examples
Reading log
Dialogue with the text
Text-dependent discussion or writing related to whole group lesson
Foldables Accountability

Differentiated:
text
support
product
process

Related to Whole Group or CIM

Learning Goal Increase intensity by decreasing size of teacher-led small groups, especially in double block classes.

Use other adults to lead additional groups
Paraprofessionals
Support facilitators
Tutors

Be sure you train them and they are part of the planning. Like a Blueprint is
necessary for building,
PLANNING is crucial for a
successful reading
block. Both in-depth planning and daily planning are needed. DQ 9 Communicating high expectations to my students
Demonstrate Value and Respect for Low Expectancy Students.
Ask Questions of Low Expectancy Students.
Probe Incorrect Answers with Low Expectancy Students DQ 3 Help students practice and deepen their understanding of new knowledge.
Review Content
Organize Students to Practice and Deepen New Knowledge
Use Homework
Examine Similarities and Differences
Examine Errors in Reasoning
Practice Skills, Strategies, and Processes
Revise Knowledge Teacher-led Small group can be:
Guided Reading
Directed Reading and Thinking Activity (DRTA)
Close Read
Strategy instruction
Reteach Common Core Foundational Standards K-5
Print concepts K-1 Demonstrate understanding of the organization and basic features of print
Phonological Awareness K-2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Phonics and Word Recognition K-5 Know and apply grade-level phonics and word analysis skills in decoding words.
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Fluency K-5 Read with sufficient accuracy and fluency to support comprehension
Read grade-level text with purpose and understanding.
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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