building a whole approach to reading new to nti principals session 3
TRANSCRIPT
Building a Whole Approach to Reading
New to NTI Principals
Session 3
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Learning Targets
• I can effectively guide elementary teachers to use EL’s Recommendations for Reading Foundations and Language Standards to provide a whole ELA program in grades 3-5.
• I can effectively guide middle school teachers to use research-based interventions in Academic Support and the resource room in grades 6-8.
• I can support and encourage the use of Independent Reading and the Recommended Text Lists build students’ volume of reading.
Purposes of the Resources
• Articulates the research base for additional literacy support.
• Points teachers to where that instruction lives “within the modules.”
• Offers options about how to organize and what to teach during an additional literacy block or a support literacy period (AIS, Resource Room) to comprehensively address the ELA standards.
EngageNY.org
Current State
• Locate the Current State/Desired State Notecatchers (two versions are provided – one for elementary level principals and one for middle level principals) on pages 44-46 and 47-50 in your Participant’s Notebook.
• Independently write about your schools’ “Current State.”
• Be as specific as possible.
• 5 minutes.
EngageNY.org
Share
• Split tables (groups of 4-5).
• Take no more than 2 minutes per person to describe your current state.
• If there’s time, talk about any concerns you have about your current state.
• 10 minutes total for this discussion.
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Foundational Reading and Language Resources 3-5
EngageNY.org
An additional chunk of time than the modules.
Overview, 3-5 Booklet
EngageNY.org
Common-Core Aligned Interventions for Adolescent Readers, 6-8
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Occurs in intervention block, AIS, resource, RTI, etc.
Overview, 6-8 Booklet
EngageNY.org
Expert Activity
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Grades 3-5 Grades 6-8
• Overview AND Word Study • Overview AND Word Study and Vocabulary
• Additional Work with Complex Text
• Additional Work with Related Text
• Fluency • Creating Routines for Fluency Instruction
• Show the Rule • Syntax and Mechanics
Anchor Chart – 15 Minutes
• Title of assigned section (very important!)
• 5-7 bullet points naming the most important points in your assigned section, especially those points which represent new practices or practices that need strengthening.
• Role(s) of building leader in supporting the type of instruction outlined in the tab
• Post your chart when finished.
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Silent Gallery Walk
• As you visit relevant posters around the space, add key information to Step 2 of your Current State/Desired State notecatcher.
• Consider the following:
What is new information to you? What do you want to explore further? What do you need to share with teachers/take
action upon?
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Third Learning Target
• I can support and encourage the use of the Recommended Text Lists to enhance ELA instruction.
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Independent Reading
• Locate Task Card: Recommend Texts and High Volumes of Independent Reading on p. 50.
• This is a critical resource for your teachers (and many teachers don’t realize this is a critical component of the Common Core). We strongly recommend that you plan a professional development session related to this resource.
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Return to Your Current State/Desired State Notecatcher
• What is important learning from this section.
• How will you encourage teachers to incorporate the Recommended Text Lists into their literacy instruction?
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Action Steps
• Turn to the Section 3 of your Current State/Desired State notecatcher.
• Imagine a “desired state” based on what you have learned about creating a “whole” approach to reading instruction in this session.
• What should you help your teachers or schools do differently?
• Write some action steps that you can take to help your school reach the “desired state(s).”
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