Welcome OPLC’s
Reading Program and How it Works
OPLC Overview
• Balanced Reading Program– Reading Block –Whole Group Reading
• Assessments– Grouping
• Supports/Enrichment
Independent reading-Independent writing
Shared reading-Shared writing Guided reading-Guided writing Modeled reading (read aloud)-Modeled writing
Word Study
What does a balanced literacy program include?
Strands of ReadingThe 5 Critical Elements of Reading
Graphic by: Deborah Simmons
Phonemic Awareness
Vocabulary
Comprehension
Alphabetic Principle
Fluency
DIBELS/Progress Monitoring DRA Project Read Daily Dictation Project Read Unit Assessments Scott Foresman Benchmark Assessments Terra Nova Regularly Scheduled Data & Collaboration
Meetings
In a Nut ShellAssessments – Monitoring - Validations
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.
Dynamic Indicators of Basic Early Literacy Skills
(DIBELS)1. Phonemic Awareness2. Alphabetic Principle and Basic
Phonics3. Word Attack Skills4. Accurate and Fluent Reading of
Connected Text 5. Comprehension
Reading Program
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)
1. DRA ◦ 1st grade - Level 3 (Strategic/Core with Concerns) or below◦ 2nd grade - Level 16 (Strategic/Core with Concerns) or below
2. DIBELS- Strategic/Intensive
3. 2nd 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.
Grouping DescriptorsWorking Towards Grade Level
To be in this category, the child must have the following criteria.
1. DRA ◦ 1st grade - Level 3 - 14 ◦ 2nd 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.
Grouping DescriptorsGrade Level
Students must meet the following criteria to be in this category.
1. DRA ◦ 1st grade - Level 16 or above◦ 2nd 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.
Grouping DescriptorsAbove Grade Level
READING BLOCK COMPONENTS
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 Summarizing
Reading Program
60 Minutes Long Grade Level Materials Whole Group Instruction
◦ With Differentiation Scott Foresman Writing Process Independent Reading
Heterogeneous Group(Mixed ability
grouping/Homeroom)
Heterogeneous Group(Mixed ability grouping/Homeroom)
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
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
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
Students
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
Parents