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Baltimore City Public School System
Elementary Reading/Language Arts
Professional Development
Office of Literacy Presenters: ISTs
September
Outcomes For This Session
By the end of this session the participants will be able to:• Review Lesson Design of the Open
Court Reading Program • Review Reading/Language Arts VSC
Alignment and Pacing Guide• Understand format and use of the
OCR Intervention Guide
Do You Remember?1. The ultimate goal of the Reading/Language Arts True False VSC Alignment and Pacing Guide is to align HSA, instruction and Open Court unit assessments in elementary reading/language arts.
2. The Year-at-a Glance Pacing Guide provides True False specific timeline information for grades Pre-k, 1, 2, and 3 only.
3. The BCPSS Benchmark Assessment is administered True False to grades 3-8 to assess skills taught each quarter.
4. All components of the Open Court Reading/Language True False Arts Program should be taught daily.
5. The Reading/Language Arts time allocation is True False 165 minutes daily.
6. The second workshop can be implemented after the blue True False
band or the red band.
7. Items in italics represent objectives that require True False
supplemental instruction prior to MSA.
8. The BCPSS/OCR Reading Assessments are True False
administered to grades Pre-K, K, 1, 2, 3, 4, and 5.
9. There are two forty minute workshops True False
in the lesson design of Open Court.
10. During the first workshop the teacher re-teaches True False small groups after the green band.
Lesson Design of Open Court
VOLUNTARY STATE CURRICULUM
UNIT1
UNIT2
UNIT3
UNIT4
UNIT5
UNIT6
OCR
AUGMENTATION 1.GENERAL READING
PROCESSESD. Vocabulary - Students
will use a variety of strategies and opportunities to understand word meaning and to increase vocabulary
3. Understand, acquire, and use new vocabulary
Use context to determine meaning
□ Assessment Limit:Words with multiple
meanings1 = Content StandardsD = Standard Topic3 = Indicatora = Objectives□ = Assessment Limits
x x
This column is designed to address one critical question:
← IS THE VSC OBJECTIVE AND/OR ASSESSMENT LIMIT* TAUGHT IN THE OPEN COURT READING PROGRAM? IF SO, WHEN? If a skill is taught only in units 4 and 6 of OCR, then the teacher must provide instruction in that skill prior to MSA. This column provides suggested instructional techniques, sample assessment stems or items (both brief constructed response (BCR) and selected response (SR) items), and special notes.*NOTE: Not all objectives in the VSC have assessment limits.
Teachers should use the information in the alignment document to augment instruction within the Open Court Reading Program. Only with this augmentation will students be fully prepared for the midyear administration of Maryland School Assessment in Reading. The pages that follow contain the entire Grade 4 Alignment Document. A Teacher Feedback Form is included on the final page.
X denotes the unit in which skill is taught
Intervention
Purpose of OCR Intervention Develops students’ reading fluency skills and
understanding of text. Provides teachers’ with additional instructional
strategies in: decoding, fluency comprehension, spelling and dictation writing skills.
Enables struggling readers to interact with their classmates in the regular reading lesson.
When and Why to InterveneGood Readers have developed phonemic awareness and an
understanding of alphabetic principles. are able to decode words. have acquired an extensive sight-word
vocabulary. have a broad speaking and reading vocabulary. have developed reading comprehension
strategies. read often and for extended periods. are motivated to learn.
When and Why to InterveneStruggling Readers have not grasped the principles of reading multisyllable
words. have not mastered basic phonics principles. have not developed automaticity.
At any point, a reader can have difficulty-even a good reader. A
good reader’s difficulties are usually short-lived when the observant
teacher notices and intervenes.
Other readers struggle with several elements of reading. Theyfunction in the regular classroom, but they arenot comfortable reading.
Intervene or Not ?
Daniel can decode. In fact, he decodes all the time , but he hasn’t developed automaticity. He does not read fluently.
Kame’enui’s Principles of Intervention Instructional time is a precious commodity; don’t lose it; Intervene and remediate early, strategically, and
frequently; Teach less more thoroughly; Communicate reading strategies in a clear and explicit
manner, especially during initial phases of instruction; Guide student learning through a strategic sequence of
teacher-directed and student-centered activities; Examine the effectiveness of instruction and
educational tools by formatively evaluating student progress.
General Instructional Strategies
Pre-teaching Re-teaching Supplemental practice Monitoring Student Progress Corrective feedback
Lesson Organization
Corresponds to the lesson plans in the OCR Teacher’s Editions.
Designed to be implemented in 3 to 5 days.
Scheduled lesson planner charts are at the beginning of each lesson.
Preparing to Read
Using Blending/Reading Words Student:
reads the wordlines writes the new words in their Writer’s
Notebook Teacher:
corrects errors immediately calls attention to the specific problematic
phonics elements
Preparing to Read
Using Developing Oral Language Teacher:
guides the students through the process of creating and extending sentences.
Student: writes their sentences in their Writer’s
Notebooks.
Preparing to Read
Using Dictation and Spelling Teacher:
guides the students through the dictation corrects errors.
Student: writes the corrected words and sentences
in their Writer’s Notebooks.
Reading and Responding
Option 1: The Anthology Selection Reading the Anthology Selection
Preteaching the Selection Vocabulary Preteaching the Student Anthology Selection
Reading and Responding Option 2: The Intervention
Selections Reading Intervention Selection One
Pre-teaching the Selection Vocabulary Pre-teaching Challenging Words Reading the Selection Comprehension Strategies
Reading Intervention Selection Two Pre-teaching the Selection Vocabulary Pre-teaching Challenging Words Reading the Selection Comprehension Strategies
Reading and Responding
Repeated Reading Implemented with peer partners Increases reading fluency Increases reading accuracy Enhances text comprehension
Language Arts Grammer, Usage, and Mechanics
skills are parallel to those addressed in OCR number of concepts introduced are reduced
Writing provides additional opportunities for guided practice
and independent writing guided practice activities include brainstorming,
using graphic organizers, as well as other planning activities
independent writing activities are designed to encourage students to generate more text and become comfortable and fluent with writing
independent work is occasionally done with peer partners as well as individually
Intervention Guide
Lessons correspond to lessons in the
Teacher’s Edition in all Units Preparing to Read Reading and Responding Language Arts
Using the Intervention Guide Form pairs at your table. Each pair at your table will read a
specific part of the lesson: Part 1- Preparing to Read Part 2- Reading and Responding Part 3- Language Arts
Identify and discuss the organization of each component in your part
Be prepared to present the Big Ideas of each component in your lesson part
Intervention GuideLessons correspond to lessons in the Teacher’s Editionin all Units Preparing to Read:
Additional practice reading words; help students integrate what they are learning about reading and writing, develop writing fluency using the conventions of writing they are learning.
Reading and Responding: Preteaching vocabulary, reteaching comprehension strategies with
decodables, preteaching selections in the Big Books and anthologies (Units 7-10).
Language Arts:
Supplemental practice on specific language arts skills and additional opportunities to apply in students’ own writing with guided practice.
Intervention Management Participation Schedule Group Management Monitoring Students Progress Text Placement Assessment Fluency Checks Independent Work Summary of Student Progress Guidelines for Instructional
Recommendations
Expert Intervention Managers Each participant will receive a number to
determine which component of the Intervention Management they will study.
Read the component your group is responsible for in the Intervention Guide on pages T12-T16.
Be prepared to share your component with the total group, highlighting the key points.
Participation
Teachers will use informal assessment tools to determine which students will benefit from intervention.
Schedule
Recommended that teachers allocate 30-45 minutes daily.
In order to preteach the content intervention will be scheduled before the general reading period.
Group Management Teachers work with students from
Option 1 or Option 2: Other students may be engaged in:
Partner Reading Writing the Selection Vocabulary and
corresponding sentences in their Writer’s Notebooks
Working on the Language Arts practice worksheets
Monitoring Students Progress
Teachers monitors reading performance by using the same assessments
The intervention strand also provides supplemental assessment opportunities: Text placement assessment Fluency Checks Independent Worksheets
Text Placement Assessment Determines the level at which students
are reading. Estimated accuracy used to determine
reading levels are: Independent Level- 96%-100% accuracy Instructional Level- 95% accuracy Frustration Level- 92% accuracy
Teacher administer the text placement assessment twice during an instructional unit, midway through the instructional unit and at the end of the unit.
Fluency Checks Fluency checks administered week 3,
week 6 or 7 for accurate reading rate. Use text placement assessment to
determine if fluency rates are improving. A one minute timing determines the
fluency rate An untimed reading determines the
reading level
Independent Work
Two activities per week: Grammar, Usage, and Mechanics Writing
Summary of Student Progress
Make the assessment information from OCR intervention strand accessible
Record the results of the: text placement assessment fluency checks
Provide a place for teacher comments
Guidelines for Instructional Recommendations
Use of Summary of Student Progress form assists with: acceleration remediation
Appendix includes: students progress monitoring system guidelines for instructional decisions
In Conclusion
The goal of the OCR program is to help each and every student experiences success in becoming a proficient reader.
The intervention strand of the OCR program is designed to make sure that the needs of all students are met and that you, the teacher, have the tools necessary to meet those needs.