An Overview of Reading First: A Plan for Success RGCCISD Principal’s Academy-SPI By: Norma McKee August 6-7, 2014

Objectives The 5 Components of Reading First Effective Instruction Common Traits in Successful Schools The “Look For’s” in the Classroom The Nonnegotiable

The Facts… According to the most recent National Assessment for Educational Progress (NAEP) results, which is our nation’s report card, “only about 60% of fourth graders read at or above basic levels and fewer than 30% read at proficient levels or above. Although research-informed reading instruction has truly helped many children learn to decode and read words, many continue to have difficulty understanding what they read in books”. “Children in underprivileged homes will hear 30 million fewer words than middle-class children by the time they reach age 5”. (The Hart and Risley Study (1995))

The “Big 5” Components  Phonological Awareness -ability to orally manipulate words, word parts, syllables and phonemes (S C). (see Handout A)  Phonics/Decoding/Word Study-learning sound/symbol relationships and their application in decoding and encoding words. (See Handout B)  Fluency- being able to read accurately, quickly, and with appropriate expression and intonation to ensure better comprehension. (See Handout C)

The Big 5 Components (continues)  Vocabulary/Oral Language Development-learning and understanding the meaning of words and concepts. (See Handout D)  Comprehension- making sense of what you read. (See Handout E)

Effective Instruction Plan for Success:  We must increase the quality, consistency and reach of classroom instruction by providing systematic and explicit instruction, and by providing differentiated instruction delivered individually or in small groups. Small groups should be differentiated by: 1. The frequency of meeting in small groups (3X/week; 5X week) 2. The size of the instructional group (3-5 students) 3. The focus of instruction (the Big 5) 4. The format of the lesson  We must administer timely and valid assessments to identify students lagging behind and monitor progress.  We must provide immediate intensive intervention for students who are behind in development of critical reading skills. (Response to Intervention RTI) (See Handout F)

Effective Interventions  Why? 1. Diversity  What do we know about effective interventions? 1. Increase the intensity of instruction a. increase time b. decrease number of children c. improve quality of instruction “Working Smarter Not Harder”

7 Common Traits in Successful Schools  Strong Leadership  Positive Belief and Teacher Dedication  Data Utilization and Analysis  Effective Scheduling  Professional Development  Scientifically Research Intervention Programs  Parental Involvement (See Handout G &H)

The “Look For’s” in the Classroom  Implementation of a Comprehensive Core Reading Program (CCRP)  District’s Supplemental and Intervention Materials  Explicit and Systematic Instruction  Classroom Management Plan in Place  Reading Materials are in Place (effectively and efficiently)  Direct Instruction of Vocabulary/Interactive Letter/Word Wall  DOK Charts  Teacher Behavior (PACK)(pace, accessible, check, knowledgeable)  Flexible/Small Group Intervention Activities  Interactive Learning Stations (3P’s) (See Handout I-K) Five Minute Walk-Throughs

The Nonnegotiable  CCRP  90+ Minute Reading Block (5 components)  Progress Monitoring-Know your DATA!  Immediate Intensive Intervention (3I’s)  The students!

We are a TEAM “There is no getting around it- the key to improving student achievement is improving instruction… easy to say, tremendously challenging to do.” Kevin Feldman Listserv, May 2011

Questions/Reflections Thank you!