am that accompanies the core reading program 2. Research based program that targets specific skills, is implemented explicitly and systematically, is coordinated and consistent with the work that is being done during initial instruction.
8 Reading Coaches Responsibilities An important part of the Coaches responsibility is to help teachers use assessment data to navigate, organize, and plan for ii and iii.
9 Classroom Teacher Responsibilities Uninterrupted 90 minute block of reading instruction (this is a minimum) Implement high quality initial instruction differentiated instruction immediate intensive intervention
10 Classroom Organization Whole Group Instruction Teacher-Led Center - Small (flexible) group instruction Independent Student Centers - Academically engaged - Accountability - Group, Pair, Cooperative, Individual
11 Flexible Groups Keep high risk group sizes small (5-7 as a maximum). For students not making adequate progress in a group of 5-7, it is critical to reduce the group size. Monitor high risk student progress more frequently in order to make instructional changes, small group changes, and to accelerate learning. It is important to work with each small group differently based on instructional need. Consider attitudes, behaviors, and work ethics when forming and modifying groups.
12 Model for Student Success Continuous Assessment Instruction Data-Based Instructional Planning
13 Florida s Formula 5 Components 3 Types of Assessment Initial Instruction Immediate Intensive Intervention Phonemic Awareness Phonics Fluency Vocabulary Comprehension Screening Progress Monitoring Diagnostic Whole Group Differentiated
14 Goals for Today 1. Understand the big picture of an effective reading program. 2. Learn important characteristics of reading programs that are aligned with current research. 3. Learn about the purpose, content, and process of FCRR Reports. 4. Learn how to access FCRR Reports and related resources. 5. Discuss opportunities for SLPs to help every child become an independent, fluent reader.
15 Why be concerned with selecting programs? We have evidence that curriculum matters. Instruction that s guided by a systematic and explicit curriculum is more effective, particularly with at-risk learners, than instruction that does not have these features.
16 Characteristics of Scientifically Based Reading Programs Instructional Content Empirical Evidence Instructional Design
17 Instructional Content = Ingredients
18 Instructional Content Core elements of scientifically based reading programs include explicit and systematic instruction in the following: phonemic awareness phonics fluency vocabulary comprehension strategies
19 Phonemic Awareness Phonemic awareness is the ability to hear, identify, and manipulate individual sounds in spoken words (Torgesen, 1998).
20 PA Research & Instruction PA improves word reading, spelling, and comprehension Poor readers who enter first grade with weak PA are most likely to be the poor readers in fourth grade Auditory Activities Needs to follow the developmental hierarchy of phonological awareness
22 Phonics An understanding of the alphabetic principle the relationship between phonemes and graphemes.
23 Phonics Research Systematic and explicit phonics instruction is more effective than non-systematic or no phonics instruction significantly improves children s reading comprehension
24 Phonics Instruction Systematic pre-specified sequence of letter sound correspondences taught in a logical order (e.g., most common sounds taught first; progresses from simple to more complex; once a few letter sounds are learned, students are taught a decoding strategy; students apply recently learned phonics to reading connected text) Explicit taught directly (teacher modeling, providing guided practice, and independent practice)
25 Fluency The ability to read text quickly accurately with proper expression
26 Fluency Research Repeated and monitored oral reading improves reading fluency and overall reading achievement.
27 Fluency Instruction Articulate the importance & provide modeling Determine R