Critical Components of Successful Reading: NJ Literacy Initiatives Administrators Guide of What to L

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Critical Components of Successful Reading NJ
Literacy InitiativesAdministrators Guide of
What to Look for in IEL classes
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Impact

• NJ Reading First 82 schools and 20,400 students
  
• IDEAL31 districts, 46 schools
• Intensive Early Literacy (Abbott Districts) 305
  schools and 120,000 students

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Philosophy/Principles

• SBRR (Scientifically Based Reading Research) and
  the five essentials of reading as per NRP and
  USDOE (NJ has 6)
• Early Literacy Task Force Report
• Preventing Reading Difficulties in Young
  Children, Snow, Catherine et al.

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Critical Elements

• Motivation and Background Knowledge
• Phonemic Awareness
• Phonics
• Vocabulary
• Comprehension
• Fluency
• Writing

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Motivation and Background knowledge

• Teachers preview readings by accessing and/or
  building background knowledge
• Motivation
• All primary students want to learn to read
• Teachers make real life connections to students
  and respect connections students make

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Phonemic Awareness v Phonics

• Phonemic Awareness precedes phonics instruction
• What sound do you hear at the beginning of these
  words? Boy, bag, big (phonemic awareness)
• What letter makes the /b/ sound? (alphabetic
  principle)

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Vocabulary I see

• Word walls everywhere
• Word walls change over time
• Types
• Story word walls
• Writing words
• Content area word walls
• Targeted word walls
• Lesson plans include pre-reading vocabulary and
  strategy for instruction

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Comprehension I see

• Teacher sets guiding question (s) in whole group
  (based on the picture, what do you think this
  story is about?)
• Through guided reading at the instructional
  level, comprehension strategies are taught.
• Teachers should have guided reading groups based
  on data

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Comprehension I see

• There is more to life than the wh questions
  which usually require literal/stated information
  response
• Look for personalization, text-to-self type
  questions for higher order thinking
• What would you do in that situation?
• How else could ______ resolve this situation?
• If _____, then how would it be different?
• Follow up in writing center

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Writing I see

• Time dedicated to writing everyday
• Evidence of process writing on the walls or in
  the portfolio
• Published work in the halls
• Works in progress in the classroom
• Quick writes, reader responses
• Non-fiction writing
• Writing in Spanish in bilingual classrooms

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Structure

• 90 minute, uninterrupted block of time
• 120 minute block for bilingual/ESL students
• Requires specific time to small group instruction
  during reading block. No Pull-outs.

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Structure

• Reading First Districts
• IDEAL Initiative Districts
• Smaller class size is recommended
• Cites research of fewer than 21

• Intensive Early Literacy
• Abbott Districts
• Class size provisions, not to exceed the
  following
• Pre K, 15
• Grades K-3, 21
• Each Pre- and K must have an aide

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Structure

• Reading First Districts
• IDEAL Initiative Districts
• Classroom library(IDEAL requires 300 RF
  recommends)
• Recommends literacy centers

• Intensive Early Literacy
• Abbott Districts
• Classroom library (300 titles)
• Recommends literacy centers, and further mandates
  a
• reading center (Pre K-4),
• technology center (K-4) and
• writing center (Pre K-4)

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Classroom Libraries I see

• Hundreds of titles aligned to the core organized
  by _____ (levels, themes)
• Titles for diversity, gender, language pattern
  support ( decodables), grammatical pattern
  support ( I see a ____ ), another guided reading
  system other than the core
• Story word walls in the classroom
• Evidence in the writing portfolios of reader
  responses and prompts based on classroom library
  stories

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Core Tier 1
Guided Reading Tier 2
Co-teaching
Tier 3
Flexible Groups based on goal-specific, targeted
instruction
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Guided Reading Co-teacher ModelGrades 1-3
Learning Centers(Students rotate every 20-25
min.)
Whole Class Area Co-teacher Guided
Reading Student Group A
Writing Center Student Group B
Technology Center Student Group D
Reading Center Co-teacher Guided Reading Student
Group C
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Structure - I see

• A clear block in the schedule
• Co-teachers assigned with specific time for small
  group instruction
• Collaborative planning between homeroom teacher
  and co-teachers
• Teacher plans designate time for whole group,
  small group, literacy centers and small group
  intervention
• Plans across the block make sense and are not
  isolated lessons
• Bilingual/ESL plans include oral ESL

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Curriculum

• 6 Key areas that must be aligned
• NJCCCS
• Thematic organization
• CRP (Comprehensive Reading Program) and other
  materials and supplies (e.g., classroom library)
  must be mapped
• Strategies and Techniques
• Assessment (benchmarks)
• Compensatory and Supplemental programs

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Curriculum I see

• Classroom library readings are co-ordinated with
  the theme, subskill lessons, and/or NJCCCS
• Read Aloud, shared reading, comprehension
  activities, vocabulary development
• Example Having been taught past tense endings,
  students point out past tense verbs in Little Red
  Riding Hood and create a targeted word wall chart

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Curriculum (cont)

• Requires differentiated materials, strategies and
  techniques, and multiple entry points for special
  populations and requires native language and ESL
  reading as per state bilingual law
• Requires use of appropriate software
• For Abbott districts, must include Pre K
• Names specific reading strategies (Appendix C)

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Curriculum I see

• Bilingual/ESL classes have appropriate native
  language and ESL reading core materials
• Teachers have and utilize all components of the
  core (flip charts, guided reading, intervention
  kits)
• Alternate guided reading materials exist and are
  utilized for small group instruction
• Struggling readers receive additional instruction
  beyond the block

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Assessment and Testing

• Assessment of Home Language and
• English Language Proficiency Pre K-3

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HLS and ELPT I see

• Teachers have available the HLS and know what
  languages and to what extent they are spoken in
  the home
• Teachers have available ELPT history on the
  students and know how to read the results
• Teachers know the extent of native language
  development and academic skills in the native
  language

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Assessment and Testing

• Levels of Assessment
• Screening
• NJCCCS Benchmarks
• Diagnostic
• Annual testing
• (Nationally recognized normed or criterion
  referenced test)
• State mandated assessments (NJASK3)

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Screening I see

• Screening results are current and history is
  readily available
• Screening results inform guided reading and
  intervention strategies
• Teachers understand the developmental sequence
  and grade level expectations
• Bilingual/ESL teachers understand late
  acquisition English sounds and impact on DIBELS
• Children learning to read in Spanish are screened
  in Spanish

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Ongoing Student Performance Based Assessment

• Competency Based
• Pick the word that has the same initial sound as
  in the word top.
• A. pot
• B. cop
• C. tip

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Ongoing Student Performance Based Assessment

• Performance Based
• Make as many words as you can with this family
  ending _an
• A. pan D. ran
• B. can E. zan
• C. tan F. han

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Assessment I see

• Complete assessment portfolios on all students
• Pre-referral practices include all language,
  screening, and standardized tests on students
• Intervention strategies have been spelled out and
  tried in the general education program

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Compensatory and Supplemental Services

• Provision of supplemental services for children
  reading below grade level in accordance with NCLB
• In-class co-teaching
• After the block, one-to-one targeted assistance
• After school
• Summer, etc.

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Professional Development

• Professional development in areas
• SBRR and six components of Reading
• Curriculum mapping
• Approved strategies and techniques
• Assessment

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Professional Development I have

• A school plan based on the IEL/IDEAL/Reading
  First models that include
• Knowledge based workshops
• Strategies and techniques for classroom practices
• Process writing
• Data analysis and student assessment

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Populations Served

• Impacts all populations including
• General Education, English Language Learners and
  Special Education students

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Special Education Students

• Special education students are not a monolithic
  group. There is no single supplemental and/or
  reading intervention program ideal for all
  special education students.
• Access to the chronological and/or cognitively
• appropriate core
• Participate in all aspects and components of
  literacy program
• block of time
• 3 tiered instructional approach
• extra time and additional instruction
• response to intervention
• IEP is the priority document

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Reading Programs What we Know

• Native Language Instruction is preferred
  (especially grades k and 1)
• Second Language only programs can be successful,
  but they carry a higher risk of reading problems
• Programs designed for English Language Background
  students have high risk for Second Language
  Learners
• Key to transfer and ESL only is background
  knowledge and vocabulary in English

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Additional Personnel

• Reading First - Reading Coordinator and Literacy
  Coaches are required
• Abbott Literacy Coach at the school level is
  recommended and an allowable Abbott position and
  expense
• IDEAL Literacy Specialist assigned to
  districts some districts to receive special
  education literacy resources coaches
• SELRC Specialist

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Personnel I see

• Specialists and Coaches meet with teachers at
  school level to present workshops
• Specialists and Coaches meet with teachers at
  grade level to present workshops and discuss
  data analysis
• Coaches provide in-class modeling for teachers

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New Jersey Reading Initiatives Contacts

• Fred Carrigg
• Special Assistant to the Commissioner for
  Literacy
• (609) 633 - 1726
• Mary Ann Capetola
• Director Reading First
• (609) 633 0285
• Linda Dold-Collins
• Office of Literacy
• (609)-633-1726