CTC Reading Curriculum Overview July 26, 2010. CCS EOG Reading Goal Summary Data Grade 3 Goal...

CTC Reading Curriculum Overview

July 26, 2010

CCS EOG Reading Goal Summary Data

Grade 3Goal 2--70.1% (weighted mean % correct)

Goal 3--75.3% (weighted mean % correct)

Literary Reading--72.6% (weighted mean % correct)

Informational Reading—69.4% (weighted mean % correct)

CCS EOG Reading Goal Summary Data

Grade 4Goal 2--73.1% (weighted mean % correct)

Goal 3—69.4% (weighted mean % correct)

Literary Reading--72% (weighted mean % correct)

Informational Reading—71.2% (weighted mean % correct)

CCS EOG Reading Goal Summary Data

Grade 5Goal 2--70.1% (weighted mean % correct)

Goal 3—75.3% (weighted mean % correct)

Literary Reading—72.6% (weighted mean % correct)

Informational Reading—69.4% (weighted mean % correct)

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Goal 2 Goal 3 Literary Info Text

3rd4th5th

2010 EOG Goal Summaries

Guided reading has many of the same components as shared reading.  However,  it is conducted with a

smaller number of students and focuses more on the individual reading needs of each child.

Interven

tion

sS

elf

Sel

ecte

d

Rea

din

g

Test Strategy

Instruction

Direct Reading Instruction

Reading Instruction

Shared Reading

Guided ReadingModeled

ReadingIndependent

ReadingAssessment

strategies

Skill InstructionSkill

Deficiency

Intense Instruction

Reading InstructionReading Instruction

Skill Focus

VocabularyFluency

Comprehension

Pre-During-PostVariety of Resources

NovelsAnthology

PoetryInformational TextReader’s TheatreEOG Selections

Engage the Reader

Direct Self- Selected

InterventionTest Strategy

VocabularyFluency

Comprehension

Three Levels of Word Knowledge

Unknown the word is completely unfamiliar and its

meaning is unknown

Acquainted the word is somewhat familiar; the student

has some idea of its basic meaning

Established the word is very familiar; the student can

immediately recognize its meaning and use the word correctly

Students know words in varying degrees.

AccuracyAccuracyThe words are read correctly The words are read correctly

RateRateText is read at a suitable speed. Text is read at a suitable speed.

Not too fast, not too slowNot too fast, not too slowPhrasingPhrasing

Text is read in phrases,Text is read in phrases, not word by word or choppy, not word by word or choppy,

paying attentionpaying attention to punctuation marks.to punctuation marks.

ExpressionExpression The words are read with feeling The words are read with feeling

and the right toneand the right tone

Fluent Readers Read…•Correctly (Checkmark)

•Automatically (Snap)

•With Expression (Hands)

Model Fluent Reading

Partner ReadingSentence Read

Paragraph Read

Choral Read

Echo Read

Drop Read

**Repeated Reading

Skill focused instruction rather than read/question/answer approach to instruction.

All other subjects choose skill/objective focus. Why not reading?

Teach SKILLS not stories.

Assess SKILLS not stories.

Drawing Conclusions

Making Connections

Interpreting Informational Text

Text Features

Point of View

Character Traits

Making Predictions

Main Idea/Detail

Fact and Opinion

Sequencing

Author’s Craft

Cause and Effects

Reading InstructionReading Instruction

Skill Focus

VocabularyFluency

Comprehension

Pre-During-PostVariety of Resources

NovelsAnthology

PoetryInformational TextReader’s TheatreEOG Selections

Engage the Reader

Direct Self Selected

InterventionTest Strategy

Engage the

Reader

Post

Pre

During

Vocabulary checkCheck purpose for reading

Practice FluencyComprehension Skill activity

Comprehension Skill questioning

Set Purpose for readingIntroduce Vocabulary

Comprehension skill mini-lesson

Check VocabularyComprehension Skill Questioning

Practice Fluency

Engaging the Reader

Reading InstructionReading Instruction

Skill Focus

VocabularyFluency

Comprehension

Pre-During-PostVariety of Resources

NovelsAnthology

PoetryInformational TextReader’s TheatreEOG Selections

Engage the Reader

Direct Self Selected

InterventionTest StrategyVariety of

Resources

Reading InstructionReading Instruction

Skill Focus

VocabularyFluency

Comprehension

Pre-During-PostVariety of Resources

NovelsAnthology

PoetryInformational Text

Reader’s TheatreEOG Selections

Engage the Reader

Direct Self- Selected

InterventionTest Strategy Direct

How Often?

AssessmentBalanced Literacy

Grouping

Skill Focus

Type of Text

Direct Reading Instruction

3-5 Days/week Whole ClassCentersStations

Leveled Grade Level

FluencyVocabulary

ComprehensionGuided and

SharedFormal and

Informal Assessment

Direct Instruction Pre-During-Post Format Comprehension Skill Focus Not teaching story- teaching skills Include vocabulary and fluency focus

every day Spend more time teaching skill – less

time reading Does not have to be a story a week Make sure assessments match skill

Reading InstructionReading Instruction

Skill Focus

VocabularyFluency

Comprehension

Pre-During-PostVariety of Resources

NovelsAnthology

PoetryInformational TextReader’s TheatreEOG Selections

Engage the Reader

Direct Self- Selected

InterventionTest Strategy

Interventions

How Often?

AssessmentBalanced Literacy

Grouping

Skill Focus

Type of Text

Literacy Interventions

3-5 Days/week One-on-oneCentersStations Instructional Level

FluencyVocabulary

ORORComprehension Intense

Instruction FormalAssessment

Interventions Pre-During-Post Format Fluency or Vocabulary Skill

Focus Explicit direct skill instruction Begin at individual’s point of

need Challenge level but not

frustration level Monitor interventions closely

to determine effectiveness- different interventions work for different learners

Vocabulary InterventionsIntro

Determine what words they know/don’t know

Define words, kid friendly phrases, movements

ActivityExplain skill (prefix/suffix, context clues,

synonym/antonym etc. )

Play game with partner or as group

Closure Review words with phrases/movement

Reading InstructionReading Instruction

Skill Focus

VocabularyFluency

Comprehension

Pre-During-PostVariety of Resources

NovelsAnthology

PoetryInformational TextReader’s TheatreEOG Selections

Engage the Reader

Direct Self- Selected

InterventionTest Strategy Self

Selected

How Often?

AssessmentBalanced Literacy

Grouping

Skill Focus

Type of Text

Self-Selected Reading

3-5 Days/week Whole ClassCentersStations

Reading LevelInterest Level

FluencyVocabulary

orComprehension Modeled and

Independent Informal Assessment

Independent Reading Misused Structure is easy Purpose for reading Closure Accountability One time you know they can read on their

level Partners small groups OK Not all about AR about reading

Pre-Lessonmodel skillset purpose

During LessonStudents read and apply skill

InterventionsStatus of the class

Post Lesson Share applications of skill with

partner and class

Reading InstructionReading Instruction

Skill Focus

VocabularyFluency

Comprehension

Pre-During-PostVariety of Resources

NovelsAnthology

PoetryInformational TextReader’s TheatreEOG Selections

Engage the Reader

Direct Self- Selected

InterventionTest Strategy

Test Strategy

How Often?

AssessmentBalanced Literacy

Grouping

Skill Focus

Type of Text

Test Strategy Instruction

Start early, use sparingly Whole class

CentersStations Skill Level

Test Strategy

Direct Instruction Informal

Assessment

Test Strategy Don’t let it take over direct reading

instruction in February. Explain that good readers have to take

tests. Distinguish between what good readers do

and what good test takers do. Practice test taking skills separate from

direct reading activities.

Interpreting Text Features

Skim and Scan

Reading Questions First

Eliminating wrong Answers

Summarizing Paragraphs

Justifying Answers

QAR

Levels of Questioning

Separate from direct reading instruction

Students understand taking

Reading InstructionReading Instruction

Skill Focus

VocabularyFluency

Comprehension

Pre-During-PostVariety of Resources

NovelsAnthology

PoetryInformational TextReader’s TheatreEOG Selections

Engage the Reader

Direct Self - Selected

InterventionTest Strategy

K-2 Reading Program Overview

Pacing Guides

Kindergarten Components

Weekly Pacing

Saxon Phonics

Harcourt

Weekly Writing Prompts

Homework Ideas

Pacing Guides

First Grade Components

Weekly Pacing

Saxon Phonics (Word Work)

Harcourt

Reading

Writing

Grammar

Pacing Guides

Second Grade Components

Weekly Pacing

Saxon Phonics (Word work)

Harcourt

Weekly Writing Prompts

Cross Curricular

Saxon Phonics

Components of Saxon Spelling and Phonics

Lesson Warm-up

New Increment

Application and Continual Review

Classroom Practice

School/Home Reinforcement

Weekly Assessments

Saxon Phonics

Grades 1 and 2 Components

Spelling Review

New Increment

New Learning

Handwriting

Spelling with the new increment

New card decks

Saxon Phonics

Grades 1 and 2 Components

Alphabet Activity

Phonemic Awareness (explicitly taught in first 70 lessons of 1st grade, then embedded)

Daily Letter and Sound Review

5 Review Decks-Letter, Picture, Spelling, Affix, and Word Decks

Saxon Phonics

Grades 1 and 2 Components

Spelling Review

New Increment

New Learning

Handwriting

Spelling with the new increment

New card decks

Saxon Phonics

Grades 1 and 2 Components

Application and Continual Review

Boardwork (teacher guided activity that follows the instructional component

Worksheets/Homework

Decodable Readers (fully controlled texts)

Saxon Phonics

Grades 1 and 2 Components

Classroom Practice

Classroom Activities

Fluency Readers

Assessment (oral and written every 5 lessons)

Grades 1-5 Harcourt Trophies

Overview

Harcourt Trophies Components

Phonics for Early Grades (CCS does not use)

Reading

Comprehension

Vocabulary

Independent Reading

Writing

Grammar

Spelling

Cross-Curricular Stations

Pacing Guides

Third Grade Components

Weekly Pacing

Read Aloud

Leveled Readers

Vocabulary/Comprehension Skills

Writing

Grammar/Spelling

Pacing Guides

Fourth Grade Components

Weekly Pacing

Read Aloud

Leveled Readers

Vocabulary/Comprehension Skills

Grammar/Spelling

Pacing Guides

Fifth Grade Components

Weekly Pacing

Selection

Focus Skill

Vocabulary

Grammar/Spelling

Writing

Additional Reading Resources

Novel Units

Informational Texts

Nonfiction books

Directions

Recipes

Schedules

CCS Reading Webpage