{Comprehensive Reading Instruction Action Plan} [4/30/15]

As some of you may know by now I have a huge love of learning. I continually want to know more about the teaching practice and what I can do to help my students be successful. I tend to pile things on my plate, but in the end it's all worth it because my brain is growing. My school district partnered with a local university to build teacher background knowledge in literacy in the hope that we can reach our kiddos more intentionally and effectively. I am finishing up my second class of the year with an action plan of how I incorporate research-based reading instruction strategies into my classroom on a daily basis. This experience and assignment has provided me with a foundational beginning for next year. Part of my final assignment is to share my learning. Here it goes...

Literacy Project Reading Instruction Delivery Model
 

Purpose: To provide differentiated reading instruction that targets students' ZPD and incorporates all of the big 5 (as relevant to student need).

The Big 5 includes phonemic awareness, phonics, fluency, comprehension, and vocabulary. These fall into the following four categories that make literacy instruction balanced: Fluency, Word Work, Comprehension, and Refining Reading.

What does this look like in Room 106?

Here is my literacy plan for this week...

 

Reading Component	Monday	Tuesday	Wednesday	Thursday	Friday
Word Work 9:00-9:15	Tier III Vocabulary (Week 1 Terms) ·          Migrate ·          Natural Resources ·          Origin Stories ·          Adaptations ·          Kiva	(Week 2 Terms) ·          Geography ·          Climate ·          Latitude ·          Longitude ·          Compass	Modified Frayer Model 1.      Definition 2.     Context Sentence 3.      Illustration/sketch 4.      Connection	Continue Frayer Model	Vocabulary Quiz (Students fill in sentences with missing vocabulary term.)
Fluency 9:25-9:40 *Incorporated into Social Studies opening to lead into daily S.S. activities.	Social Studies Alive!  Introduction ·          Unison ·          Antiphonal ·          Line Around (Paragraph around)	Social Studies Alive!   Identifying reasons the North and South were fighting	Social Studies Alive!    Life on the Home front	Social Studies Alive!   Key Battles	Social Studies Alive!   The End of the War
Compre-hension 10:20-10:40	Sign of the Beaver Ch. 4 Purpose: Determine challenges faced by Matt. Model how to annotate challenges faced by Matt. Think aloud how to determine how Matt adapts to the challenges.	Integrated Writing: Using details from the text describe how Matt adapted to challenges he faced during chapter 4.	Sign of the Beaver Ch. 4 and Ch. 5 Partners work to identify challenges Matt adapted to in Ch. 5. Discuss learning. Individual Assessment: A.    Using details from the text describe how Matt adapted to challenges he faced in Chapter’s 4 and 5. B.     Explain how Matt was already well-suited to survive.	“Hot to Trot: The Secrets and Superstitions of Jockey Fashions”   Modified Close Read Main idea. Phrase meanings. 2 MCQ Quick Check	“Racing Silks in Every Color, Provided You Wear a Small”   Modified Close Read Author’s POV. Phrase meanings. 2 MCQ Quick Check   Compare BOTH texts from Thurs. and Fri.
Refining Reading 11:00-11:50	Schedule is flexible for students depending on when they are pulled into small groups. Students are able to determine the order in which they would like to complete the workshop activities.	1) Tic-Tac-Toe board (Comprehension) Students have choice of what literary text to read. Students choose 4 options from the choice board and complete according to the directions.	2) Fluency   Students time each other, practice the text, respond to comprehension questions, and determine the meaning of unknown tier II vocabulary terms.	3) Topic Journal (Reflection) Students pick a journal and write a free response or read and comment on other student responses.	4) Lexia   Mixed-Skill iPad learning program.
Guided Reading/ Focus Groups 11:00-11:50	11:00-11:30 Focus Group “No More Super-Sized Sodas”   Tamesha Nevaeh Kayden Gabby Lakyn Kayden   Summarizing.	11:00-11:30 Focus Group “Let Me Drink What I Want”   Tamesha Nevaeh Kayden Gabby Lakyn Kayden   Author’s opinion and supporting reasons.	11:00-11:30 Word Work “Larry Bird” (Theory, resort, assiduous, withdrew, accolades, ethic, tenacity)   Elijah Andrew Isaiah Ray	11:00-11:30 Comprehension “Larry Bird” Text dependent comprehension check.   Elijah Andrew Isaiah Ray	11:00-11:30 Focus Group-Theme “Twins Luck” Anija Jason Jashuad   Complete reading. Answer MCQ quick check.
	11:30-11:50 Focus Group “No More Super-Sized Sodas”   Elijah Andrew Isaiah Ray William Lemar   Main idea and supporting details.	11:30-11:50 Focus Group-Theme “Twins Luck”   Anija Jason Jashuad   Discuss focus. Read and annotate main characters and events.	11:30-11:50 Guided Reading-Comprehension-Locating evidence in the text. “The Derby Festival: Kentucky’s Pre-Derby Party” Tamesha Nevaeh Kayden Gabby Lakyn Kayden	11:30-11:50 Focus Group “Let Me Drink What I Want”   Elijah Andrew Isaiah Ray William Lemar   Summarizing.	11:30-11:50 Response to Intervention Probes   Conferring with individual students. Kayden (Shiloh) Gabby (Shiloh)
11:50-12:00 Reflection: Students fill out daily accountability log for “choice” activities. What did you learn today during workshop? What strategies did you use to help your understanding of your text? Do you have any questions or concerns about your reading? Did anything you read today give you something to look further into?



So what does all of this look like in action?

For each component I gathered artifacts to display the components in action. Some activities could fit into multiple component categories.
The artifacts display evidence of:
1) student engagement during the specific component
2) an assessment tool and analysis for instructional grouping
3) instructional strategy being implemented.

Fluency

 

1) Student Engagement: Students working together to practice a fluency passage during workshop.

 

  

 2) Assessment Tool: This text was used to determine the text that would be used in the fluency workstation that fit the twelve students in the classroom during workshop. 

 

After students practiced the passage they answer 3 open-ended questions to assess their understanding. Students then chose 2 tier II words to diagram for further understand. Below is the organizer students filled out for their chosen vocabulary words. 

 

3) Instructional Strategy-Whole Class Choral Reading: This week the grade-level text utilized for whole class choral reading was our Social Studies text book. This was the introduction to our main social studies lesson for the day. It lasted about 15 minutes. Before reading, I set a purpose for what to annotate with imaginary markings (because we cannot write in our books.) Throughout the week we participated in various types of choral reading. The students are most engaged when we read in unison or when groups of students read an entire paragraph.



 Comprehension

 

1) Student Engagement: Integrated Writing-Based on my think-aloud, modeling, and annotations students worked together to answer the key short answer questions. Students took turns coming to the front of the room and adding to and revising how they felt the prompts should be answered.

2)Assessment Tool: Modified Close Read for Guided reading with a focus on author's purpose.
Text students referred to.

Pre-planned text dependent questions that will lead students in understand the author's purpose. 

 

Short answer students will answer when modified close read is complete. 

 

3)Instructional Strategy: Mini-Lesson-I modeled how to determine how a character adapts to challenges.

 

Word Work

 

1) Student Engagement: Student notebook with a modified frayer model of weekly vocabulary words. Students write the definition, draw a simple sketch, write the word in contextual sentence, and make some type of connection.

2) Assessment Tool: I chose 7 tier II words from the text that I chose for a guided reading group that focused on the group being able to find evidence in the text to support their understanding of key text dependent questions. I used a modified version of the Vocabulary Knowledge Scale. The students expressed their knowledge of the words.

This text was chosen in conjunction with student interest and purpose of the group. These students were having difficulty using the text to find evidence for key comprehension questions. This is the text I chose the vocabulary terms from.

 

This assessment was created with the vocabulary words students broke apart using the Frayer model. Contextual sentences are used to ensure students understand the term rather than just memorizing the definition. 



 

3) Instructional Strategy: Marzano's Six Steps- Small group acting out the meaning of accolade. Student on the right is accepting his accolade and tearing up with joy.

This is the page I created to utilize while implementing the 6 steps. Students recorded ideas in their notebooks.

Refining Reading

 

1) Student Engagement: During workshop students have a choice to read a literary text of choice and complete four different activities on the Tic-Tac-Toe board. They then self-assess themselves.

2)Assessment Tool: Reading Proficiency results are utilized to create focus groups. This data was used to determine students that would be in the theme group, which students needed work on vocabulary skills, main ideas and supporting details, and summarizing. These assessments are administered and analyzed every nine weeks to guide instruction.

3) Instructional Strategy: Guided Reading- The first session with the students included a discussion of theme, discussing the title, making predictions based on the title, and beginning to annotate character notes. After this group is able to describe characters, we will annotate main events that influence character actions, thoughts, motives ect. From those annotations we will develop a message or lesson learned from the story.

 

I am sure that as I continue to create a well-balanced literacy block items will be modified and adjusted. I hope that you were able to gain some understanding of ways to incorporate research-based instructional strategies to increase student achievement. This project also brought to surface how many things are related and connected. As educators we just need to remember to always be intentional in our planning! Let me know if you have any ideas, suggestions, or questions! I love learning with others.

 

 

Happy Reading!

 

xoxo-Kim