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.