1. Building a Whole Approach to Reading New to NTI Principals Session 3

2. 2 Learning Targets I can effectively guide elementary teachers to use EL’s Recommendations for Reading Foundations and Language Standards to provide a whole ELA program in grades 3-5. I can effectively guide middle school teachers to use research-based interventions in Academic Support and the resource room in grades 6-8. I can support and encourage the use of Independent Reading and the Recommended Text Lists build students’ volume of reading.

3. Purposes of the Resources Articulates the research base for additional literacy support. Points teachers to where that instruction lives “within the modules.” Offers options about how to organize and what to teach during an additional literacy block or a support literacy period (AIS, Resource Room) to comprehensively address the ELA standards. EngageNY.org

4. Current State Locate the Current State/Desired State Notecatchers (two versions are provided – one for elementary level principals and one for middle level principals) on pages 44-46 and 47- 50 in your Participant’s Notebook. Independently write about your schools’ “Current State.” Be as specific as possible. 5 minutes. EngageNY.org

5. Share Split tables (groups of 4-5). Take no more than 2 minutes per person to describe your current state. If there’s time, talk about any concerns you have about your current state. 10 minutes total for this discussion. 5

6. Foundational Reading and Language Resources 3-5 EngageNY.org Overview Word Study Additional Work with Complex Text Fluency Show the Rule Independent Reading An additional chunk of time than the modules.

7. Overview, 3-5 Booklet EngageNY.org Resources in the package Research Base RF and LS Standards within Module lesson Sample schedule

8. Common-Core Aligned Interventions for Adolescent Readers, 6-8 8 Overview Word Study and Vocabulary Additional Work with Related Text Creating Routines: Fluency Syntax and Mechanics Independent Reading Occurs in intervention block, AIS, resource, RTI, etc.

9. Overview, 6-8 Booklet EngageNY.org Intervention Suggestions Research Base References

10. Expert Activity 10 Grades 3-5Grades 6-8 Overview AND Word StudyOverview AND Word Study and Vocabulary Additional Work with Complex Text Additional Work with Related Text FluencyCreating Routines for Fluency Instruction Show the RuleSyntax and Mechanics

11. Anchor Chart – 15 Minutes Title of assigned section (very important!) 5-7 bullet points naming the most important points in your assigned section, especially those points which represent new practices or practices that need strengthening. Role(s) of building leader in supporting the type of instruction outlined in the tab Post your chart when finished. 11

12. Silent Gallery Walk As you visit relevant posters around the space, add key information to Step 2 of your Current State/Desired State notecatcher. Consider the following:  What is new information to you?  What do you want to explore further?  What do you need to share with teachers/take action upon? 12

13. Third Learning Target I can support and encourage the use of the Recommended Text Lists to enhance ELA instruction. 13

14. Independent Reading Locate Task Card: Recommend Texts and High Volumes of Independent Reading on p. 50. This is a critical resource for your teachers (and many teachers don’t realize this is a critical component of the Common Core). We strongly recommend that you plan a professional development session related to this resource. 14

15. Return to Your Current State/Desired State Notecatcher What is important learning from this section. How will you encourage teachers to incorporate the Recommended Text Lists into their literacy instruction? 15

16. Action Steps Turn to the Section 3 of your Current State/Desired State notecatcher. Imagine a “desired state” based on what you have learned about creating a “whole” approach to reading instruction in this session. What should you help your teachers or schools do differently? Write some action steps that you can take to help your school reach the “desired state(s).” 16