Marcia L. Kosanovich, Ph.D. The Florida Center for Reading Research Florida State University July 17-20, 2006 National Reading First Conference Reno, Nevada Ready-to-Use Student Center Activities

Objectives for Today Learn about Professional Development that can be utilized with teachers to help them differentiate instruction –Implementing and managing student centers by using Student Center Activities

Reading First Four Pillars of an Effective Reading Program: Valid and Reliable Assessments Instructional Programs and Aligned Materials High Quality Professional Development Dynamic Instructional Leadership

Reading First Site Visits Classroom Observations Student Data Interviews –Teachers –Reading Coaches –Principals

Determination:

Florida’s Formula 5 Components3 Types of Assessment Initial Instruction Immediate Intensive Intervention Phonemic Awareness Phonics Fluency Vocabulary Comprehension Screening Progress Monitoring Diagnostic Whole Group Differentiated

TIER II Quality Initial Instruction “The best intervention is effective instruction.” - National Research Council Whole group instruction core reading program (meeting 80% of classroom needs) Differentiated instruction small group rotations small, flexible groups core & supplementary reading programs teacher selected materials which reflect whole group lesson Differentiated classroom intervention small, flexible group(s) supplemental & intervention programs

Materials: K-1 A Professional Development DVD and 3 Books: 1.Phonological Awareness and Phonics Student Center Activities 2.Fluency, Vocabulary, and Comprehension Student Center Activities 3.Teacher Resource Guide to accompany the professional development DVD

Materials: Grades 2 & 3 A Professional Development DVD and 3 Books: 1.Phonemic Awareness and Phonics Student Center Activities 2.Fluency, Vocabulary, and Comprehension Student Center Activities 3.Teacher Resource Guide to accompany the professional development DVD

Expectations Not mandatory A free resource Available on FCRR’s website:

Role of the Reading Coach If the Student Center Activities are going to be used, it is expected that the Reading Coach will provide professional development to the teachers. The Teacher Resource Guide and the DVD are designed to support this professional development.

Teacher Resource Guide The Five Components of Reading Instruction Frequently Asked Questions Implementing and Managing Student Centers in the Classroom: System One Implementing and Managing Student Centers in the Classroom: System Two Interpretation of Activity Plans Implementation of Activity Plans Crosswalk Glossary

The Five Components of Reading Instruction For each of the 5 components of reading: –Definition –Goal –A brief description of how the K-3 Student Center Activities support growth in each component of reading Sequenced by concept in a logical order of instruction

Phonics (K-1 example) Letter Recognition –Students practice matching, identifying, and ordering the letters in the alphabet. Letter-Sound Correspondence –Students practice identifying and ordering letter sounds (initial, final, and medial). Onset and Rime –Students first practice identifying the initial consonant or consonants (onset) and the vowel and any consonants that follow it (rime); then practice blending, sorting, and segmenting the onset and rime. Word Study –Students practice sorting, blending, segmenting, and manipulating the sounds of letters in words and practice identifying high- frequency words. Syllable Patterns –Students practice blending and segmenting syllables in words. Morpheme Structures –Students practice blending compound words, roots and affixes, and roots and inflections to make words.

Comprehension (2-3 example) Narrative Text Structure –Students practice identifying story elements (characters, setting, sequence of events, problems, solution, plot, and theme). Expository Text Structure –Students practice identifying details, main idea, and important information in expository text. Text Analysis –Students practice identifying and organizing text. Monitoring for Understanding –Students practice using strategies to comprehend text.

VIDEO for questions 1 and 2 5:10-10:14 FAQ’s Concerning Reading Centers 1.What is differentiated instruction? 2.What is a Reading Center? 3.What are examples of Reading Centers and Activities? 4.How are these Reading Centers different from the centers of the past? 5.Why should Student Center Activities be implemented in second and third grades?

Implementing and Managing Student Centers in the Classroom I.Form Flexible Groups Based on Assessment II.Identify Appropriate Center Activities Based on Assessment III.Design Center Management System IV.Implement a Behavior Management System V.Give Explicit Center Directions VI.Organize the Classroom VII.Manage Transitions VIII.Establish Accountability

Implementing and Managing Student Centers in the Classroom: Pre-Planning I.Form Flexible Groups Based on Assessment II.Identify Appropriate Center Activities Based on Assessment III.Design Center Management System

Implementing and Managing Student Centers in the Classroom: Executing IV.Implement a Behavior Management System V.Give Explicit Center Directions VI.Organize the Classroom VII.Manage Transitions VIII.Establish Accountability

Interpretation Activity Plans Activity Plans –Used by the teacher to plan and teach an activity –Sequenced by concept in a logical order within each component Activity Masters –Used by the students –May need to be copied –Can be laminated and stored for future use Student Sheets –Used by students (consumable) –Need to be copied for each student

Implementation of Activity Plans Preparing and Organizing Materials Setting Up Centers Computer-Based Centers Selecting Quality Computer Software and Technology-Based Curricula Materials Materials Needed for Student Center Activities

Crosswalk Crosswalks are sorted by 1.Activity Number and Subcomponent 2.DIBELS measures 3.Grade Level Expectation K, 1, 2, & 3

Glossary

Book One

Book Two

Guiding Questions for Principal Walkthroughs What is the goal or objective for student outcome? Are the Activities at the Centers based on SBRR? Is the goal directly related to reading?

Guiding Questions for Principal Walkthroughs Has the skill already been taught explicitly by the teacher? Has the student demonstrated the skill correctly? Is the student practicing, demonstrating, or extending a skill?

Acknowledgements Just Read, Florida! at the Florida Department of Education Mary Laura Openshaw, M.A. Barbara Elzie, M.A. Cari Miller, M.A. 2-3 Development Team at FCRR Marcia Kosanovich, Ph.D. Teresa Logan, B.A. Connie Weinstein, M.Ed. Kelly Magill, M.S. Curriculum Review Team at FCRR Georgia Jordan, M.S. Michelle Wahl, M.S. Mary Van Sciver, M.S. Lila Rissman, M.S. Elissa Arndt, M.S. CCC

Questions?

Thank You!