1 Critical Components of Successful Reading: NJ Literacy Initiatives Administrators Guide of What to Look for in IEL classes

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Critical Components of Successful Critical Components of Successful Reading: NJ Literacy InitiativesReading: NJ Literacy Initiatives

Administrators’ Guide of What to Look Administrators’ Guide of What to Look for in IEL classesfor in IEL classes

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ImpactImpact

NJ Reading First: 82 schools and NJ Reading First: 82 schools and 20,400 students 20,400 students

IDEAL:31 districts, 46 schoolsIDEAL:31 districts, 46 schools

Intensive Early Literacy (Abbott Intensive Early Literacy (Abbott Districts): 305 schools and 120,000 Districts): 305 schools and 120,000 students students

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Philosophy/PrinciplesPhilosophy/Principles

SBRR (Scientifically Based Reading SBRR (Scientifically Based Reading Research) and the five essentials of Research) and the five essentials of reading as per NRP and USDOE (NJ has 6)reading as per NRP and USDOE (NJ has 6)

Early Literacy Task Force ReportEarly Literacy Task Force Report Preventing Reading Difficulties in Young Preventing Reading Difficulties in Young

Children, Children, Snow, Catherine et al.Snow, Catherine et al.

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Critical ElementsCritical Elements

Motivation and Background Motivation and Background KnowledgeKnowledge

Phonemic AwarenessPhonemic Awareness PhonicsPhonics VocabularyVocabulary ComprehensionComprehension FluencyFluency Writing Writing

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Motivation and Background Motivation and Background knowledgeknowledge

Teachers preview readings by Teachers preview readings by accessing and/or building accessing and/or building background knowledgebackground knowledge

Motivation: Motivation: • All primary students want to learn to All primary students want to learn to

readread• Teachers make real life connections to Teachers make real life connections to

students and respect connections students and respect connections students make students make

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Phonemic Awareness v PhonicsPhonemic Awareness v Phonics

Phonemic Awareness precedes Phonemic Awareness precedes phonics instructionphonics instruction

What sound do you hear at the What sound do you hear at the beginning of these words? Boy, bag, beginning of these words? Boy, bag, big (phonemic awareness)big (phonemic awareness)

What letter makes the /b/ sound? What letter makes the /b/ sound? (alphabetic principle)(alphabetic principle)

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Vocabulary – I seeVocabulary – I see

Word walls everywhereWord walls everywhere Word walls change over timeWord walls change over time Types:Types:

• Story word wallsStory word walls• Writing wordsWriting words• Content area word wallsContent area word walls• Targeted word wallsTargeted word walls

Lesson plans include pre-reading Lesson plans include pre-reading vocabulary and strategy for instructionvocabulary and strategy for instruction

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Comprehension – I seeComprehension – I see

Teacher sets guiding question (s) in Teacher sets guiding question (s) in whole group (based on the picture, whole group (based on the picture, what do you think this story is what do you think this story is about?)about?)

Through guided reading at the Through guided reading at the instructional level, comprehension instructional level, comprehension strategies are taught.strategies are taught.

Teachers should have guided reading Teachers should have guided reading groups based on datagroups based on data

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Comprehension – I seeComprehension – I see

There is more to life than the “wh” There is more to life than the “wh” questions which usually require questions which usually require literal/stated information responseliteral/stated information response

Look for personalization, text-to-self type Look for personalization, text-to-self type questions for higher order thinkingquestions for higher order thinking• What would you do in that situation?What would you do in that situation?• How else could ______ resolve this situation?How else could ______ resolve this situation?• If _____, then how would it be different?If _____, then how would it be different?

Follow up in writing centerFollow up in writing center

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Writing – I seeWriting – I see

Time dedicated to writing everydayTime dedicated to writing everyday Evidence of process writing on the walls or Evidence of process writing on the walls or

in the portfolioin the portfolio Published work in the hallsPublished work in the halls Works in progress in the classroomWorks in progress in the classroom Quick writes, reader responsesQuick writes, reader responses Non-fiction writingNon-fiction writing Writing in Spanish in bilingual classroomsWriting in Spanish in bilingual classrooms

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StructureStructure

90 minute, uninterrupted block of 90 minute, uninterrupted block of timetime

120 minute block for bilingual/ESL 120 minute block for bilingual/ESL studentsstudents

Requires specific time to small Requires specific time to small group instruction during reading group instruction during reading block. No Pull-outs.block. No Pull-outs.

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StructureStructure

Reading First Districts;IDEAL Initiative Districts

Smaller class size Smaller class size is recommendedis recommended

Cites research of Cites research of fewer than 21fewer than 21

Intensive Early LiteracyAbbott Districts

Class size provisions, Class size provisions, not to exceed the not to exceed the following:following:• Pre K, 15Pre K, 15• Grades K-3, 21Grades K-3, 21• Each Pre- and K must Each Pre- and K must

have an aidehave an aide

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StructureStructure

Reading First Districts;IDEAL Initiative Districts Classroom Classroom

library(IDEAL library(IDEAL requires 300 RF requires 300 RF recommends) recommends)

Recommends Recommends literacy centersliteracy centers

Intensive Early LiteracyAbbott Districts Classroom library (300 Classroom library (300

titles)titles) Recommends literacy Recommends literacy

centers, and further centers, and further mandatesmandates a a• reading center (Pre K-4), reading center (Pre K-4), • technology center (K-4) and technology center (K-4) and • writing center (Pre K-4)writing center (Pre K-4)

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Classroom Libraries – I seeClassroom Libraries – I see Hundreds of titles aligned to the core Hundreds of titles aligned to the core

organized by _____ (levels, themes) organized by _____ (levels, themes) Titles for diversity, gender, language Titles for diversity, gender, language

pattern support ( decodables), pattern support ( decodables), grammatical pattern support ( I see a grammatical pattern support ( I see a ____ ), another guided reading system ____ ), another guided reading system other than the coreother than the core

Story word walls in the classroomStory word walls in the classroom Evidence in the writing portfolios of reader Evidence in the writing portfolios of reader

responses and prompts based on responses and prompts based on classroom library storiesclassroom library stories

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Core: Tier 1

Guided ReadingTier 2

Co-teaching

Flexible Groups based on goal-specific, targeted instruction

Tier 3

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Guided Reading Co-teacher ModelGuided Reading Co-teacher ModelGrades 1-3 Learning CentersGrades 1-3 Learning Centers

((Students rotate every 20-25 min.)Students rotate every 20-25 min.)

Whole Class AreaCo-teacher

Guided Reading

Student Group A

Writing Center

Student Group B

Reading Center

Co-teacher

Guided Reading

Student Group C

Technology Center

Student Group D

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Structure - I seeStructure - I see A clear block in the scheduleA clear block in the schedule Co-teachers assigned with specific time for Co-teachers assigned with specific time for

small group instructionsmall group instruction Collaborative planning between Collaborative planning between

homeroom teacher and co-teachershomeroom teacher and co-teachers Teacher plans designate time for whole Teacher plans designate time for whole

group, small group, literacy centers and group, small group, literacy centers and small group interventionsmall group intervention

Plans across the block make sense and are Plans across the block make sense and are not isolated lessonsnot isolated lessons

Bilingual/ESL plans include oral ESL Bilingual/ESL plans include oral ESL

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CurriculumCurriculum 6 Key areas that must be aligned6 Key areas that must be aligned

• NJCCCSNJCCCS• Thematic organizationThematic organization• CRP (Comprehensive Reading Program) CRP (Comprehensive Reading Program)

and other materials and supplies (e.g., and other materials and supplies (e.g., classroom library) must be mapped classroom library) must be mapped

• Strategies and TechniquesStrategies and Techniques• Assessment (benchmarks)Assessment (benchmarks)• Compensatory and Supplemental Compensatory and Supplemental

programsprograms

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Curriculum – I seeCurriculum – I see

Classroom library readings are co-Classroom library readings are co-ordinated with the theme, subskill lessons, ordinated with the theme, subskill lessons, and/or NJCCCSand/or NJCCCS

Read Aloud, shared reading, Read Aloud, shared reading, comprehension activities, vocabulary comprehension activities, vocabulary developmentdevelopment

Example: Having been taught past tense Example: Having been taught past tense endings, students point out past tense endings, students point out past tense verbs in Little Red Riding Hood and create verbs in Little Red Riding Hood and create a targeted word wall charta targeted word wall chart

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CurriculumCurriculum (con’t) (con’t)

Requires Requires differentiateddifferentiated materials, strategies materials, strategies and techniques, and multiple entry points for and techniques, and multiple entry points for special populations and requires native language special populations and requires native language and ESL reading as per state bilingual lawand ESL reading as per state bilingual law

Requires use of appropriate softwareRequires use of appropriate software

For Abbott districts, must include Pre KFor Abbott districts, must include Pre K

Names specific reading strategies (Appendix C)Names specific reading strategies (Appendix C)

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Curriculum – I seeCurriculum – I see

Bilingual/ESL classes have appropriate Bilingual/ESL classes have appropriate native language and ESL reading core native language and ESL reading core materialsmaterials

Teachers have and utilize all components Teachers have and utilize all components of the core (flip charts, guided reading, of the core (flip charts, guided reading, intervention kits)intervention kits)

Alternate guided reading materials exist Alternate guided reading materials exist and are utilized for small group instructionand are utilized for small group instruction

Struggling readers receive additional Struggling readers receive additional instruction beyond the blockinstruction beyond the block

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Assessment and TestingAssessment and Testing

•Assessment of Home Language and

•English Language Proficiency Pre K-3

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HLS and ELPT – I seeHLS and ELPT – I see

Teachers have available the HLS and Teachers have available the HLS and know what languages and to what know what languages and to what extent they are spoken in the homeextent they are spoken in the home

Teachers have available ELPT history Teachers have available ELPT history on the students and know how to on the students and know how to read the resultsread the results

Teachers know the extent of native Teachers know the extent of native language development and academic language development and academic skills in the native languageskills in the native language

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Assessment and TestingAssessment and Testing

Levels of AssessmentLevels of Assessment• ScreeningScreening• NJCCCS BenchmarksNJCCCS Benchmarks• DiagnosticDiagnostic• Annual testing Annual testing

(Nationally recognized normed or (Nationally recognized normed or criterion referenced test)criterion referenced test)

State mandated assessments (NJASK3)State mandated assessments (NJASK3)

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Assessment LevelAssessment Level ToolTool GradeGradeLevels(s)Levels(s)

GivenGiven Area of Reading AssessedArea of Reading Assessed

PhonemicPhonemicAwarenessAwareness

PhonicsPhonics FluencyFluency VocabularyVocabulary ComprehensionComprehension

Screening:Screening: An assessment An assessment that is valid, reliable and that is valid, reliable and based on scientifically based on scientifically based reading research. based reading research. It is a brief procedure It is a brief procedure designed as a first step in designed as a first step in identifying children who identifying children who may be a high risk for may be a high risk for delayed development or delayed development or academic failure and in academic failure and in need of further diagnosis need of further diagnosis of their need for special of their need for special services or additional services or additional reading instruction.reading instruction.

DIBELSDIBELS K-3K-3 F W SF W S

DRA2DRA2 K-3K-3 F SF S

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Screening – I seeScreening – I see Screening results are current and history is Screening results are current and history is

readily availablereadily available Screening results inform guided reading Screening results inform guided reading

and intervention strategiesand intervention strategies Teachers understand the developmental Teachers understand the developmental

sequence and grade level expectationssequence and grade level expectations Bilingual/ESL teachers understand late Bilingual/ESL teachers understand late

acquisition English sounds and impact on acquisition English sounds and impact on DIBELSDIBELS

Children learning to read in Spanish are Children learning to read in Spanish are screened in Spanishscreened in Spanish

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Assessment LevelAssessment Level ToolTool Grade Grade Level(s)Level(s)


Phonemic Phonemic AwarenessAwareness


Ongoing:Ongoing: An assessment An assessment that evaluates that evaluates children’s learning children’s learning based on systematic based on systematic observations by observations by teachers of children teachers of children performing academic performing academic tasks that are part of tasks that are part of their daily classroom their daily classroom experience and is used experience and is used to improve instruction to improve instruction in reading, including in reading, including classroom instruction. classroom instruction. This assessment is This assessment is aligned to the aligned to the curriculum (which is curriculum (which is aligned to the aligned to the NJCCCS).NJCCCS).

ELASELAS Prek,KPrek,K F W SF W SEvaluationEvaluation

Locally Locally DevisedDevised

K-4K-4 QuarterlyQuarterlyEvaluationEvaluation

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Ongoing – Student Performance Ongoing – Student Performance Based AssessmentBased Assessment

Competency BasedCompetency Based

Pick the word that has the same Pick the word that has the same initial sound as in the word “top”.initial sound as in the word “top”.

• A. potA. pot• B. copB. cop• C. tip C. tip

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Ongoing – Student Performance Ongoing – Student Performance Based AssessmentBased Assessment

Performance BasedPerformance Based

Make as many words as you can with Make as many words as you can with this family ending _anthis family ending _an

• A. panA. pan D. ranD. ran• B. canB. can E. zan*E. zan*• C. tanC. tan F. han*F. han*

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Diagnostic:Diagnostic: An assessment An assessment that is valid, reliable and that is valid, reliable and based on scientifically based based on scientifically based reading research. It is used reading research. It is used for students below reading for students below reading level as identified by the level as identified by the district-approved reading district-approved reading program and/or the school program and/or the school level WSR model and serves level WSR model and serves the following purposes:the following purposes:1.1.identifying a child’s specific areas identifying a child’s specific areas of strengths and weaknesses so that of strengths and weaknesses so that the child has learned to read by the the child has learned to read by the end of grade 3end of grade 32.2.determining any difficulties that a determining any difficulties that a child may have in learning to read child may have in learning to read and the potential cause of such and the potential cause of such difficultiesdifficulties3.3.helping to determine the possible helping to determine the possible reading intervention strategies and reading intervention strategies and related special needsrelated special needs

see Oregon L

ist at:see O

regon List at:

http://ww

w.nj.gov/njded/grants/docs/A

ppendixD.pdf

http://ww

w.nj.gov/njded/grants/docs/A

ppendixD.pdf

K-4K-4 as neededas needed

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Summative:Summative: An outcome An outcome assessment that is State-assessment that is State-approved, norm-approved, norm-referenced and/or referenced and/or criterion-referenced and criterion-referenced and is independent of the is independent of the Comprehensive Reading Comprehensive Reading Program.Program.

NJASK3NJASK3 33 SS

NJASK4NJASK4 44 SS

Terra Nova Terra Nova 22ndnd ed. ed.

K-2K-2 SS

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Assessment – I seeAssessment – I see

Complete assessment portfolios on Complete assessment portfolios on all studentsall students

Pre-referral practices include all Pre-referral practices include all language, screening, and language, screening, and standardized tests on studentsstandardized tests on students

Intervention strategies have been Intervention strategies have been spelled out and tried in the general spelled out and tried in the general education programeducation program

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Compensatory and Supplemental Compensatory and Supplemental ServicesServices

Provision of supplemental services for Provision of supplemental services for children reading below grade level in children reading below grade level in accordance with NCLBaccordance with NCLB

•In-class co-teachingIn-class co-teaching•After the block, one-to-one targeted After the block, one-to-one targeted

assistanceassistance•After schoolAfter school•Summer, etc.Summer, etc.

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Professional DevelopmentProfessional Development

Professional development in areas:Professional development in areas:• SBRR and six components of SBRR and six components of

ReadingReading• Curriculum mappingCurriculum mapping• Approved strategies and techniquesApproved strategies and techniques• Assessment Assessment

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Professional Development – I Professional Development – I havehave

A school plan based on the A school plan based on the IEL/IDEAL/Reading First models that IEL/IDEAL/Reading First models that include:include:• Knowledge based workshopsKnowledge based workshops• Strategies and techniques for classroom Strategies and techniques for classroom

practicespractices• Process writingProcess writing• Data analysis and student assessmentData analysis and student assessment

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Populations ServedPopulations Served

Impacts all populations including: Impacts all populations including:

General Education, English General Education, English Language Learners and Special Language Learners and Special Education studentsEducation students

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Special Education StudentsSpecial Education Students

Special education students are not a monolithic Special education students are not a monolithic group. There is no single “supplemental” group. There is no single “supplemental” and/or reading intervention program ideal for and/or reading intervention program ideal for all special education students. all special education students.

Access to the chronological and/or cognitively Access to the chronological and/or cognitively appropriate coreappropriate core

Participate in all aspects and components of Participate in all aspects and components of literacy program:literacy program:block of timeblock of time3 tiered instructional approach3 tiered instructional approachextra time and additional instructionextra time and additional instructionresponse to interventionresponse to intervention

IEP is the priority documentIEP is the priority document

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Reading Programs: What we Reading Programs: What we Know:Know:

Native Language Instruction is preferred Native Language Instruction is preferred (especially grades k and 1)(especially grades k and 1)

Second Language only programs can be Second Language only programs can be successful, but they carry a higher risk of reading successful, but they carry a higher risk of reading problemsproblems

Programs designed for English Language Programs designed for English Language Background students have high risk for Second Background students have high risk for Second Language LearnersLanguage Learners

Key to transfer and ESL only is background Key to transfer and ESL only is background knowledge and vocabulary in Englishknowledge and vocabulary in English

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Additional PersonnelAdditional Personnel

Reading First - Reading Coordinator and Reading First - Reading Coordinator and Literacy Coaches are required Literacy Coaches are required

Abbott – Literacy Coach at the school Abbott – Literacy Coach at the school level is recommended and an allowable level is recommended and an allowable Abbott position and expenseAbbott position and expense

IDEAL – Literacy Specialist assigned to IDEAL – Literacy Specialist assigned to districts; some districts to receive special districts; some districts to receive special education literacy resources coacheseducation literacy resources coaches

SELRC SpecialistSELRC Specialist

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Personnel – I seePersonnel – I see

Specialists and Coaches meet with Specialists and Coaches meet with teachers at school level to present teachers at school level to present workshopsworkshops

Specialists and Coaches meet with Specialists and Coaches meet with teachers at grade level to present teachers at grade level to present workshops and discuss data analysisworkshops and discuss data analysis

Coaches provide in-class modeling Coaches provide in-class modeling for teachersfor teachers

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New Jersey Reading New Jersey Reading Initiatives Contacts:Initiatives Contacts:

Fred CarriggFred CarriggSpecial Assistant to the Special Assistant to the Commissioner for LiteracyCommissioner for Literacy(609) 633 - 1726(609) 633 - 1726

Mary Ann CapetolaMary Ann CapetolaDirector – Reading FirstDirector – Reading First(609) 633 – 0285(609) 633 – 0285

Linda Dold-Collins Linda Dold-Collins Office of LiteracyOffice of Literacy(609)-633-1726(609)-633-1726

Documents

1 Critical Components of Successful Reading: NJ Literacy Initiatives Administrators Guide of What to Look for in IEL classes