Elem 502

Today’s Agenda Read Aloud Chapter 13 Review CCSS Breakdown Basal Reading programs/ Supplementary Materials Leveled Reading Texts Technology Literacy Rich Discussion

Chapter 13 Do you remember how you learned to read? What strategies did your teachers use? Did you read independently and in small groups? Did your teachers use programs? What was the physical environment like? How does it compare to your own teaching practices?

Chapter 13 Read through Box 13.2 on page 374 Think about your own students that are language learners. How are your reading instructional practices helping/hurting your Els? What suggestions could you implement tomorrow?

Basal Reading Programs Look at the standards at your tables. Analyze the basal reading program at your tables or the programs you use. Where are the RF, RL, and RI standards applied? Where are the language and writing standards applied? Where might you need to supplement? How can you supplement? Review standards first, then have them do this activity. Also, intro the critical analysis sheet to use. Also, look at pg 386 for additional questions to ask regarding the basals.

Supplementing Materials Leveled texts Literature Circles Small Group Word Study Technology What are each individual usage? Figure 13.3

Federal Funding Title 1 Title 3 IDEA Three of the most important federal funding tools we receive and have to follow, as public educators. See page 386

Title 1 “Title I, Part A (Title I) of the Elementary and Secondary Education Act, as amended (ESEA) provides financial assistance to local educational agencies (LEAs) and schools with high numbers or high percentages of children from low-income families to help ensure that all children meet challenging state academic standards. Federal funds are currently allocated through four statutory formulas that are based primarily on census poverty estimates and the cost of education in each state.” https://www2.ed.gov/programs/titleiparta/index.html

Title 3 The program helps eligible IHEs to become self-sufficient and expand their capacity to serve low-income students by providing funds to improve and strengthen the academic quality, institutional management, and fiscal stability of eligible institutions. Granted based on number of EL students. https://www2.ed.gov/programs/iduestitle3a/index.html

IDEA Under the Individuals with Disabilities Education Act (IDEA), federal special education funds are distributed through three state grant programs and several discretionary grant programs.  http://www.edcentral.org/edcyclopedia/individuals-with-disabilities-education-act-funding-distribution/

Part B of the law, the main program, authorizes grants to state and local education agencies to offset part of the costs of the K-12 education needs of children with disabilities; it also authorizes preschool state grants. Part B, section 611 authorizes funding to students age 3-21, while section 619 is targeted specifically at children aged 3 to 5. The funding formulas to distribute to states are nearly identical, but Congress separately allocates total funds for each section separately. Part C authorizes infant and toddler state grants for pre-kindergarten programs and early intervention services. 

IDEA Part D and Part E Part D and Part E authorize discretionary grants to state and local education agencies for a variety of “national” special education activities, including research, evaluation, and the training and recruitment of personnel.

Using Basal Reading Programs with RTI Page 388 The following chart is the Tiers 1, 2, and 3 RTI stages.

RTI

Literacy Rich Assignment Write a two-page paper (200 points) including a diagram of your actual class and dream world describing how you would organize your classroom to support the goals of a reading program.

For the model, use your current practicum or classroom Think about word wall/focus wall centers small group instruction library or book tubs portfolios access to student materials technology, bulletin board ideas movement.

Develop a room diagram to illustrate how you would arrange (re-arrange) furniture, materials, equipment, student activities, storage, etc. Label both diagrams. You will show the class your diagrams (put it on a flash drive or email it to me/yourself so you can present and discuss with the class)