Instructional Framework Intensive Reading Enrichment 9th & 10th Grades ( IRE)

INSTRUCTIONAL FRAMEWORK / RESOURCES
Primary Benchmark:
Based on the ETO Instructional Focus Calendar
Secondary Benchmark:
Based on FCAT Data
Use BBA, Monthly, Interim Results
Weekly Vocabulary Words
FCAT vocabulary from the Benchmark and words from the Focus Lesson materials
Suggested Before, During and After Reading Strategies
(see attached)
•Preview text features
•S.W.A.G.
•W.I.N.
•Explicit Instruction
  • M.O.P.P
  • Think Alouds
•Reciprocal Teaching
Evaluation
Home Learning / Bell Ringer/Opening Activity (5-15 mins):
  • Explicit instruction in FCAT Benchmark Vocabulary, Passage Vocabulary or FAIR Vocabulary
  • Review CBC: Objective, Essential Question (EQ), Agenda
  • Use Discovery Education to activate and/or build prior knowledge about the passage or topic they are going to cover. Or have students respond to a journal entry related to the topic being covered (or other activities based on FAIR data results)
WHOLE GROUP
Plugged into Reading Curriculum. Focus Lesson (30 mins.) Data Driven—(Refer to “before, during, and after reading strategies on the attached sheet) This lesson must be taught explicitly and deeply by the teacher,
The Practice Book can be used as the I Do for the skill being taught
  • Discuss benchmark focus using transparencies,Promethean/SMART boards and/or other appropriate materials: (Setting the purpose for the lesson). Utilize an article from JRN Resource Binder Trek 4, In class reader, Critical Reading Series, Select articles from USA Today, or Websites with articles that other appropriate source and supports the benchmark instruction
  • Teacher models fluency by reading aloud and students read choral reading, buddy reading, cloze reading, finish the sentence. Teacher provides guided instruction utilizing explicit instruction (“I do”, “We do”, and “You do” model). (The teacher models the reading and thinking process aloud and walks through how he or she processes the text.- repeat during teacher led)
OR
Socratic Circles/Literature Circles/Novel Study
  • Plugged into Reading Curriculum.
  • Teacher can also use this time to teach a novel (at appropriate lexile level) and infuse informational text related to the novel. Remember: 70% of the FCAT is informational text., so articles should be selected that are correlated with the novel’s theme and be deep taught with a benchmark focus.

Small group, differentiated instruction (Teacher should see least two rotational groups each class session-most neediest students)
Small Groups
Teacher Led: (15-20 mins.) (can provide “suggested” materials that can be used to enhance and impact instruction)
  • Select resources and activities based on data Benchmark/FAIR data.
  • Teacher draws students’ attention to unfamiliar vocabulary terms and their meanings.
  • Teacher provides immediate and explicit feedback.
  • Use Trek 4 remediation lessons as needed
Computerized Instruction ( 15-20 mins.) * (may have to use an alternate rotation schedule to ensure students get time on the computer)
  • JRN (TREK 4 Work)
  • If students complete Trek 4 use FCAT Explorer.
Independent Reading/Work: (15-20 mins.) This assignment needs to have a purpose and be data-driven, should focus on building Fluency.
  • Students will work on activities that have been pre-selected by the teacher (based on FAIR/Monthly/Interim data results).Use Task cards, model use
  • Students can work on follow-up work presented during the whole-group instruction and/or bell ringer.
  • Students will read lexiled appropriate novels and complete writing activities tied to the reading.

Closure: (5 mins.)
  • Wrap-up lesson, relate back to Essential Question, assign Home learning, Exit Slip, etc…
/ Bellringer
Offline Reading Plus student worksheets, Broward, Palm Beach and Orange County passages, Standard Based Bell Ringers, Vocabulary, Journal Responses etc…
Common Board
Essential Question (driven by objective)
Higher order questions (plan 3-5 to promote student discourse during whole group and teacher lead group)
Agenda (the objectives and activities being covered in whole group and DI)
Focus Lessons:
Plugged into Reading Curriculum. Novel (at appropriate lexile level) and informational text related to the novel.In class reader, Critical Reading series, Practice Book, JRN Resource Binder Trek 4 materials, USA Today articles, Develop questions using the task cards based on the benchmark being taught.
The selection needs to be explicitly taught following the Focus lesson Instructional Routines. In no way should these materials be given to students to complete independently. After the materials are explicitly taught students may complete the assignment in the Independent group.
Teacher Lead Plan 3-5 Higher order questions
Plugged into Reading Curriculum. Practice Book, JRN resource binder, Trek 4, Fluency Practice, FCRR Student Centered Activities, Offline FCAT Explorer passages. Offline Reading Plus student worksheets, Task Cards,
Computerized Instruction
JRN Trek 4-FCAT Explorer
Independent Work
Plugged into Reading Curriculum. Task Cards, Lexiled Library selection, Reading Log prompt, Follow-up from Teacher Led, Bell ringer, Whole group after Reading/Writing Assignment

Model the Strategy (I DO) Before Reading

  • Scan the article-: Look for Text features- (Find one and model and discuss why you chose it.)
  • Then We Do-have some students volunteer to point out a text feature, read and star, them
  • You Do-Have them find the rest and then go over, have a discussion about text features and the reasons it is important to read them first-(They are details that support the main idea).
  • Discuss the things we know about the reading just from looking at the text features (building background knowledge).
  • Discuss what other text features they might see in a passage.
  • Set a purpose for reading, by turning the title into a question, or looking at the text features and what they learned from the text features, I Do model for the students in your own think aloud.
  • We Do: Poll the room and ask for purpose/prediction-ask them to justify why.
  • Preview the questions and underline the key words in the question -Come up with a code for each question if you are able to identify the benchmark, for example cause/ effect c./e. If the benchmark does not stand out, tell students not to worry about it. The reason to do this is if the teachers have taught specific strategies for teaching for example cause and effect they can recall those strategies.
  • Remember to follow the I DO, WE DO, YOU DO-You do one, do some together and then have the students do a few, go over.
  • Stress to the students that these are pre-reading strategies.

Model the Strategy (I DO)During Reading

  • Read the 1st part of the passage and think aloud,
  • Discuss the WIN strategy-W-Who or What is this section of text about.
  • I=what is the most important about the who and the what and N=underline if the main idea is directly stated or write the main idea in the least amount of words (5 or less words) this is the GIST.
  • Important MODEL: I do-Think aloud, show your thought process. Write or underline a gist in the margin after reading sections of text. Do the 1st two paragraphs as an I DO (Model the process). Stress to the students that the GIST should only be 1-5 words.
  • Important MODEL: I do-Think aloud, show your thought process
  • While doing the GIST continue to use the Win strategy to get at the GIST.
  • W=The Who or the What the article/passage is about. I=The most important information about the Who or the What. N=In the least amount of words possible.
  • Continue to read the story together-using CLOZE reading, choral reading, partner reading and discuss-Please do not have 1 student read while everyone else reads> this practice does not encourage active engagement.
  • MOPP –Explicitly model discuss Text Structure: How is the article organized? How do you know? Signal Words….Review text structure after each one has been taught explicitly: What is the author’s perspective/point of view?How do you know? What word choice and examples does the author use to let you know? What is the author’s purpose in writing this article? How do you know? Important MODEL: I do-Think aloud, show your thought process, when students get used to it : gradual release to We Do and You Do.
  • We Do: Continue to verbally discuss WIN and write or underline a GIST together after each section of text.
  • You Do: Have the students try 1 or two paragraphs on their own and write or underline the GIST, go over their answers.
  • If there are questions, remind them of the key words that were underlined:What is the question asking?
  • Review the text structure. Ask students reflect on why the author chose this method of development/pattern of organization to support the main idea of the article.
  • Answer the questions together by covering the answer choices and formulate an answer in your head from looking at the text. Go back to GIST that might lead you to the right answer (unless the question stem says Which statement would the author most likely….. or which words mean…..).
  • Remember model this!!!!
  • Look at the choices and choose the answer that most closely matches what you are thinking in your head. Again follow I DO WE DO YOU DO
  • Discuss distracters and reason one answer is better than another.

Use this same strategy to explicitly model any strategy or benchmark that you are teaching

Other After Reading: ( Can be done in Independent Group)

RAFT assignment

Quick Writes on the Essential Question

Write student-generated questions with the Task Cards

Socratic Circles

During Reading

  • Selective Underlining
  • WIN
  • Gist
  • MOPP

After Reading

  • MOPP

Active Reading Strategies (SWAG)

  • Scan the article & star and read all features –Set a purpose
  • Words-Preview the questions and underline key words
  • And….
  • GIST using the WIN strategy

MOPP

  • Identify Main Idea
  • Organizational Pattern (Text Structure, Methods of Development)
  • Perspective of the Author
  • Purpose (What is the author’s purpose in writing this article?)