Chicago Reading Initiative

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Chicago Reading Initiative

• Reading Instruction Framework

Chicago Public Schools Arne Duncan - Chief
Executive Officer Barbara Eason-Watkins, EdD -
Chief Education Officer Timothy Shanahan, PhD -
Executive Director, Chicago Reading
Initiative Jennifer Hester, PhD - Manager of
Secondary Reading
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Secondary Level Framework Guidelines
Chicago Reading Initiative

• Each student should receive 120 minutes per day
  of reading and writing instruction.
• It is the responsibility of all teachers to meet
  time requirements.
• Rather than focusing on reading skills, core
  subject matter teachers need to teach reading and
  writing of their subject matter.
• Time allocations should be divided equally among
  the four framework components.

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Secondary Level Framework Guidelines continued
Chicago Reading Initiative

• Core subject allocations of time for each reading
  component are determined by an agreement among
  departments.
• Word recognition should primarily be taught in
  remediation, therefore the major emphasis is on
  teaching word meaning.
• No matter how well a student is performing, the
  amount of vocabulary, comprehension, and writing
  instruction should not be reduced.
• Simply assigning reading and writing does not
  satisfy requirements. Students need to be taught
  how to comprehend and write effectively.

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Reading
Framework
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Word Knowledge
Chicago Reading Initiative

• Word Meaning
• Structural Analysis

• Sight Vocabulary
• Phonemic Awareness
• Phonics

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Fluency
Chicago Reading Initiative

• Fluency is a combination of
• Reading Speed
• Oral Reading Accuracy
• Phrasing
• Expression

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Comprehension
Chicago Reading Initiative

• Comprehension is the construction of meaning.
• Text Structure
• Inquiry and Study Strategies
• Finding Key Information

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Writing
Chicago Reading Initiative

• Writing is the composing of original text.
• Purpose
• Audience
• Process
• Quality