1. IMPLEMENTING RTI Critical Features: Practices & System Components

3. Improved Outcomes For All Children Research-Based Core Curriculum Universal Screening Progress Monitoring Fidelity and Integrity of Instruction and Intervention Tiered Levels of Intervention Educational Support Teams Data-Based Decision- Making Scientific Research- Based Interventions

4. RESEARCH-BASED CORE CURRICULUM

5. What Do We Know Now About Literacy Development? We have over 25 years of converging scientific research We know how children learn to read, what factors impede reading development, and which instructional approaches provide the most benefit

6. Research Supported Core Reading Instruction …integrates the features that are identified through scientifically based reading research Phonemic awareness Phonics Fluency Vocabulary Comprehension “The Big 5”

7. Model Literacy Instruction and Programs

8. What We Have To Do? Provide intensive, explicit research-based reading instruction to ALL children

9. How Do We Do It: Adopt a Core Reading Program Success for All Macmillan McGraw-Hill Reading Program 2003 Open Court Reading Houghton Mifflin’s A Legacy of Literacy, 2001 Houghton Mifflin’s A Nation’s Choice, 2003 Houghton Mifflin Reading 2005 Scott Foresman 2004 Reading Scott Foresman 2007 Reading

10. How Do We Do It: Self-Assessment Revisit the fidelity & integrity of implementation of the existing curriculum Local plan to address the “Big 5” within the classroom

11. Phonemic Awareness Provide explicit and systematic instruction focusing on only one or two phonemic awareness skills, such as segmenting and blending Link sounds to letters as soon as possible Use systematic classroom- based assessment to inform instruction What Students Need to LearnHow We Teach It That spoken words consist of individual sounds or phonemes How words can be segmented (pulled apart) into sounds, and how these sounds can be blended (put back together) and manipulated (added, deleted, and substituted) How to use their phonemic awareness to blend sounds to read words and to segment sounds in words to spell them

12. Phonics and Word Study Accurate and rapid identification of the letters of the alphabet The alphabetic principle (an understanding that the sequence of sounds or phonemes in a spoken word are represented by letters in a written word) Phonics elements (e.g., letter- sound correspondences, spelling patterns, syllables, and meaningful word parts) How to apply phonics elements as they read and write Provide explicit, systematic phonics instruction that teaches a set of letter-sound relations Provide explicit instruction in blending sounds to read words Include practice in reading texts that are written for students to use their phonics knowledge to decode and read words Give substantial practice for children to apply phonics as they spell words Use systematic classroom-based assessment to inform instruction What Students Need to Learn How We Teach It

13. Fluency How to decode words (in isolation and in connected text) How to automatically recognize words (accurately and quickly with little attention or effort) How to increase speed (or rate) of reading while maintaining accuracy Provide opportunities for guided oral repeated reading that includes support and feedback from teachers, peers, and/or parents Match reading texts and instruction to individual students Apply systematic classroom-based assessment to monitor student progress in both rate and accuracy What Students Need to LearnHow We Teach It

14. Vocabulary The meanings for most of the words in a text so they can understand what they read How to apply a variety of strategies to learn word meanings How to make connections between words and concepts How to accurately use “new” words in oral and written language Provide opportunities for students to receive direct, explicit instruction in the meanings of words and in word learning strategies Provide many opportunities for students to read in and out of school Engage children in daily interactions that promote using new vocabulary in both oral and written language Actively involve students in making connections between concepts and words What Students Need to LearnHow We Teach It

15. Comprehension How to read both narrative and expository texts How to understand and remember what they read How to relate their own knowledge or experiences to text How to use comprehension strategies to improve their comprehension How to communicate with others about what they read Explicitly explain, model, and teach comprehension strategies, such as previewing and summarizing text Provide comprehension instruction before, during, and after reading narrative and expository texts Promote thinking and extended discourse by asking questions and encouraging student questions and discussions Provide extended opportunities for English language learners to participate Use systematic classroom-based assessment to inform instruction What Students Need to LearnHow We Teach It

16. Self-Assessment: Core Literacy Instruction Phonemic awareness Phonics Fluency Vocabulary Comprehension

18. PA Programs/Resources Sounds Abound, LinguiSystems Road to the Code, Brookes Publishing Fundations, Wilson Language Training Corp. Sounds Sensible, S.P.I.R.E., EPS LiPs, Pro Ed

19. Phonics Program/Resources LiPS, Pro-Ed Phonology Guide, (Project Read), Language Circle Fundations, Wilson Language Training Corp. Wilson Reading System Language!, Sopris West S.P.I.R.E., EPS MegaWords, EPS

20. Fluency Resources Multi-sequence Speed Drills for Decoding Automaticity, Oxton House Pub. Speed Drills, S.P.I.R.E., EPS Read Naturally, Read Naturally Inc. Great Leaps Reading, Diarmuid, Inc Repeated reading of controlled text

21. Vocabulary Resources/Programs Framing Your Thoughts, Language Circle Elements of Vocabulary, Steck Vaughn Harcourt Achieve Classroom Strategies for Interactive Learning, IRA Bringing Words to Life, Guilford Press Visualizing and Verbalizing, Pro. Ed Metacognitive Reading Comprehension, Neuhaus Multiple Meanings, Pro. Ed. HELP Books, Linguisystems Word Power, NEA Professional Library Teaching Vocabulary to Improve Comprehension, ERIC, NCTE, IRA

22. Comprehension Resources/Programs Metacognitive Reading Comprehension, Neuhaus Center Reciprocal Teaching, Palinscar Collaborative Strategic Reading, Vaughn Teaching Reading in the Content Area, ASCD Strategies that Work, Stenhouse Publishers Project CRISS, Creating Independence Through Student Owned Strategies, Kendall/Hunt Publishing Reading to Learn in the Content Areas, Thomson/Wadsworth Publishing