1. WelcomeOPLC’s Reading Program and How it Works

2. OPLC Overview Balanced Reading Program – Reading Block – Whole Group Reading Assessments – Grouping Supports/Enrichment

3.  Independent reading-Independent writing  Shared reading-Shared writing  Guided reading-Guided writing  Modeled reading (read aloud)-Modeled writing  Word Study

4. Strands of Reading The 5 Critical Elements of Reading Graphic by: Deborah Simmons Phonemic Awareness Vocabulary Comprehension Alphabetic Principle Fluency

5.  DIBELS/Progress Monitoring  DRA  Project Read Daily Dictation  Project Read Unit Assessments  Scott Foresman Benchmark Assessments  Terra Nova  Regularly Scheduled Data & Collaboration Meetings

6. Developmental Reading Assessment (DRA) Administered 2/4x a year in kindergarten, first and second grade. Assesses and documents reader’s development at instructional levels Results determine reading block placement.

7. Dynamic Indicators of Basic Early Literacy Skills (DIBELS) 1.Phonemic Awareness 2.Alphabetic Principle and Basic Phonics 3.Word Attack Skills 4. Accurate and Fluent Reading of Connected Text 5. Comprehension

8.  80 Minutes Long  Three Reading Levels ◦ Title Groups/Working Towards ◦ Average ◦ Above Grade Level  Project Read/Word Study  Guided Reading Homogeneous Group (Instructional Reading Level/Reading Block)

9. 1. DRA ◦ 1 st grade - Level 3 (Strategic/Core with Concerns) or below ◦ 2 nd grade - Level 16 (Strategic/Core with Concerns) or below 2. DIBELS- Strategic/Intensive 3. 2 nd grade only ◦ Below an average of 75% on previous year’s Core/benchmark scores for Scott Foresman 4. Teacher observation of ongoing student performance: This can include work samples, weekly assignments, ongoing progress monitoring, etc.

10. To be in this category, the child must have the following criteria. 1. DRA ◦ 1 st grade - Level 3 - 14 ◦ 2 nd grade - Level 16 (Independent) or above 2. DIBELS-Strategic/Benchmark 3. An average of 75% on previous year’s benchmark scores for Scott Foresman 4. Teacher observation of ongoing student performance: This can include work samples, weekly assignments, ongoing progress monitoring, etc.

11. Students must meet the following criteria to be in this category. 1. DRA ◦ 1 st grade - Level 16 or above ◦ 2 nd grade - Level 24 or above 2. DIBELS – Core/Benchmark 3. An average of 90% or above on previous year’s benchmark scores for Scott Foresman 4. Teacher observation of ongoing student performance: This can include work samples, weekly assignments, ongoing progress monitoring, etc.

12. Project Read Skills  Anticipatory Set: Warm Up  Skill Introduction  Teach to Transfer  Checking for Understanding  Dictation  Automaticity and Fluency Guided Reading  Monitoring comprehension  Use graphic and semantic organizers  Answering questions  Generating questions  Recognizing story structure  Shared reading  Guided reading  Summarizin g

13.  60 Minutes Long  Grade Level Materials  Whole Group Instruction ◦ With Differentiation  Scott Foresman  Writing Process  Independent Reading Heterogeneous Group (Mixed ability grouping/Homeroom)

14.  Shared Reading & Shared Writing ◦ Monitoring comprehension ◦ Use graphic and semantic organizers ◦ Answering questions ◦ Generating questions ◦ Recognizing story structure ◦ Summarizing  Grammar  Process Writing/Journal  Independent Reading & Writing

15. Tier 1: Core Curriculum Reading PA State Standards Block Reading Grouped by instructional reading level Systematic, Explicit Reading Instruction Curriculum Fidelity & Consistency Researched Based Programs & Techniques Universal Screenings – DIBELS, DRA Data Driven Instruction Tier 2: Strategic Interventions Reading Extension of Tier 1 Title I Reading Support Data Driven Instruction Weekly/Biweekly Progress Monitoring Change Interventions Extra Support in Reading Block & Tier Time Additional Small Group Instruction Reading Extension of Tier 1 & 2 Title I Reading Support Data Driven Instruction Weekly Progress Monitoring Intensity & Duration of Interventions Extra Support through Small Group Instruction Tier 3: Intensive Interventions ADDITIONAL READING SUPPORTS PROVIDED BASED ON DATA & TEACHER VALIDATION

16.  Establish Learning Goals  Reading  Individual  Apply Learned Concepts ◦ Application & transfer of taught concepts used throughout all subject areas  Knowing Instructional Focus of Lesson ◦ Understand & be able to explain the lesson’s purpose- why it is critical to learn this chunk of information, on this day, and in this way

17.  Be in the KNOW ◦ Child’s Academic Levels ◦ Student Reading Goals ◦ Attend Parent Conferences ◦ Provide Current Phone Numbers  Support/Parent Involvement ◦ Home Support ◦ Participation in Reading Incentive Program ◦ Reading Eggs ◦ Attendance ◦ Read, Read, Read with your child  Model Expectations ◦ Motivate ◦ Encourage/Support/Provide ◦ Enforce