Ctg presentation reading rocks 10.19.17 (1)
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This document outlines an agenda for literacy instruction that compares traditional and emergent views of literacy. It discusses the key components of an effective reading program according to research: phonological awareness, phonics, fluency, vocabulary, and text comprehension. It proposes a comprehensive balanced approach and describes the components of such a program, including guided reading, lesson plans, and support materials. Lesson plans are suggested for different grade levels. The document also discusses how its instructional materials can help schools meet federal mandates for special education.
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Ctg presentation reading rocks 10.19.17 (1)
- 1. Reading Rocks with n2y October 18, 2017 Karrie kwelch@n2y.com Scott smarfilius@n2y.com
- 2. Literacy Instruction: Agenda • Traditional vs. Emergent View of Literacy • Components of an Effective Reading Program • Comprehensive Balance Approach • Lesson Plans • Support Materials • SymbolStix PRIME • News-2-You
- 3. Traditional View Reading Alphabet Sound-Symbol Auditory Skills Visual Skills Readiness Skills & Concepts Receptive Expressive ORAL Language FOUNDATION Writing
- 6. Research says… Effective reading instruction includes 5 key elements: 1. Phonological/Phonemic Awareness 2. Phonics 3. Fluency 4. Vocabulary 5. Text Comprehension
- 7. Comprehensive Balanced Approach • No single intervention works for all • Develop decoding and spelling fluency • Students need to read and write about “real things” • Guide students reading and thinking
- 8. Components of a Comprehensive Balanced Program Guided Reading
- 9. Lesson Plans • Preschool – 27 activities a week, 108 for the month • Elementary – 35 activities a week, 136 for the month • Intermediate – 35 activities a week, 136 for the month • Middle – 20-28 activities a week, 93 for the month • High School – 20-27 activities a week, 92 for the month • Transition – 12-16 activities a week, 58 for the month Each grade-band level has activities each month that address these components
- 10. Lesson Plans • BEFORE Reading • DURING Reading • AFTER Reading Revisit the text for multiple purposes Follow BEST PRACTICES in Reading
- 11. Why do I need ULS? Federal Mandates Individuals with Disabilities Education Act (IDEA) IEP teams must address how students will participate and progress in the general curriculum. No Child Left Behind 2001 has impacted where we are today Improve teaching and learning for ALL students, including students with disabilities. Every Student Succeeds Act (ESSA) will impact where we are going and n2y will be ready! ALL students must be receiving instruction based on their state’s academic content.
- 12. Preschool Elementary K-2 High School 9-12 Middle 6-8 Intermediate 3-5 Suggested Monthly Plan
- 13. Suggested Monthly Plan Preschool – 27 activities a week, 108 for the month
- 14. Suggested Monthly Plan Elementary – 35 activities a week, 136 for the month
- 15. Suggested Monthly Plan Intermediate – 35 activities a week, 136 for the month
- 16. Suggested Monthly Plan Middle – 20-28 activities a week, 93 for the month
- 17. Suggested Monthly Plan High School – 20-27 activities a week, 92 for the month
- 18. Suggested Monthly Plan Transition – 12-16 activities a week, 58 for the month
- 19. Fluency Fluency
- 20. Vocabulary Vocabulary Building Middle – Transition Unit calls out target vocabulary for practice for all reading activities. Vocabulary Building Middle – Transition Unit calls out target vocabulary for practice for all reading activities.
- 21. Vocabulary Dedicated Vocabulary Lessons MS-HS Lesson 15 Dedicated Vocabulary Lesson and Activities MS-HS Lesson 15
- 22. Comprehension Building Comprehension Middle – Transition Dedicated comprehension lessons with additional lessons to show comprehension through alternative means.
- 23. Phonics/Phonemic Awareness Connecting Letters to sound and sound blending Connecting Letters to sound and sound blending
Editor's Notes
- Please make sure to cover that key legislation mandates that we teach standards based curriculum. We are closely monitoring Every Student Succeeds Act. Read about it if you are not up to date. http://www.ed.gov/essa This is from Kathy Staugler’s notes and it will provide you with a reference for the language being used as we talk about ULS: Prior to 1975 and IDEA, or P.L. 94-142 as it was originally known, many children with significant disabilities were excluded from an education. As programs were developed for these students, the educational experience was expected to have a functional or life skills focus. While these functional life skills are important for our students, the expectation for academic learning was so minimal that most students with cognitive delays were never presented learning that included reading, writing or math. Current educational mandates require that all students learn within the framework of the state content standards. Admin Bullet: Aligns to the mandates of the Individuals with Disabilities Education Act (IDEA) for all students to access, participate and make progress in the general curriculum. ULS lessons and data collection support IEP development. Language from the support Center: Today’s legal mandates tell us that all students must be educated in a standards-based curriculum. Our students with significant disabilities must not only participate in reading, writing and math activities, they must make progress with the general curriculum Unique is a standards-based curriculum program designed specifically for students with significant disabilities. Unique looks at the essence of content standards and designs the lessons and material that provide academic learning that is required in depth and breadth within core areas of the content standards. As of Aug 2012, all lessons are aligned to the common core standards but we are also aligned for those states that are no longer part of the Common Core or never participated in the CC as well as the Dynamic Learning Maps. ULS meets the needs of underlying theme of functional skills yet makes connection to academic outcomes.