How Similar to the Research Situation Is out Situation

STRATEGY Research Best Practices STATEMENT: Teachers will… Can we do it the RIGHT way? Guided How similar to the research situation is our situation? If our situation is not the same, can we still implement the practice (gold-standard/non-negotiable) with fidelity?

Critical Component “Gold Standard” for Acceptable Variation for Unacceptable Variation for How does this component contribute Implementing a Critical Implementing a Critical Implementing a Critical Component to the overall outcome of this Component Component Define the boundaries of practice? What would you see when this component What adaptations are unacceptable implementation. is implemented well? acceptable/contextual without losing value? Benchmark/Summative  Correct placement of students NWEA: Adjust score by converting If assessment is not given with assessment for guided reading groups. the lexile fidelity,  Instructional needs of students  Add 100 to low score DRA has no reliability or validity NWEA identified OR and can cause systemic problems  Homogeneous small group of across grade levels. DRA  Subtract 50 from high score 4-8 Fountas/Pinnell  Students need to know their lexile level to set goals once a month

Organizational framework  Management must be in place Teacher tasks:  Selects books at students  Lack of classroom  Readers workshop in  A plan could extend up to 3 place instructional level management  Develops lesson plan days  Guided Reading (A o 1-2 focuses per day component of Readers  # of books each week: workshop) o Levels A-8: 3 books per week Students engaged in--- o Levels 9-16: at least 2  Meaningful Literacy books per week tasks o Levels 18 and up: # of  Daily 5 books based on length. While teacher is teaching Guided Reading, students are:  Working on meaningful literacy tasks in whole group, small groups, partners, and individually. Literacy tasks include:

MISD/FSI/Stage 4 DO, Guided Reading Strategy Implementation Guide (Revised 10-15-15) Page 1 Research Best Practices Can we do it the RIGHT way?  Independent reading  Partner reading  Writing  Word work  Listening station Critical Component “Gold Standard” for Acceptable Variation for Unacceptable Variation for How does this component contribute Implementing a Critical Implementing a Critical to the overall outcome of this Implementing a Critical Component Component practice? Component What adaptations are Define the boundaries of unacceptable implementation. What would you see when this acceptable/contextual without losing value? component is implemented well? Differentiated Instruction  Guided Reading-1 hr of  Students making adequate literacy block time for kdg-2nd gains at their instructional Wide variety of leveled texts  Round robin reading grade level.  Whole group instruction  Students decoding text at their  Multiple leveled sets  Core reading materials Guided reading- 45 minutes for instructional level (90-94%  Internet resources grades 3-5 accuracy)  Students developing fluency o Eg: readworks.org  Students using comprehension Eg: newsela.org  Reading materials are o strategies selected based on  Poetry  Students applying students’ instructional skills/strategies in independent levels. reading  Students working within  Discussions taken to meaning their zone of proximal that is grounded in the text development and expands thinking as  3 groups per day required by state assessments o 1 group may be shorter  Most at risk meet with teacher on a daily basis- five times per week  Next level meets with teacher four times per week  At or above level meet with teacher 1 or 2 times per week

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Formative assessment To measure effectiveness of instruction and student growth  Students advancing up levels  May check fluency, accuracy  No formative or  Students developing fluency and comprehension at diagnostic assessment Example: ORR (oral reading  Students applying different times record) comprehension strategies  Anecdotal notes taken while Assess for: students are reading  Accuracy  Teacher completing ORR for 1  Fluency minute or up to 100 words  Comprehension while other students at the  Written table are rereading familiar  Oral texts  Cloze procedure to measure comprehension

Progress Monitoring with ORRs

Intensive Students (2 or more years behind): 1 ORR every 2 weeks

Strategic Students (1 year behind): 1 ORR each month

Benchmark Students (On or above grade level): 3 ORRs each year (fall, winter, spring)

“ MISD/FSI/Stage 4 DO, Guided Reading Strategy Implementation Guide (Revised 10-15-15) Page 3 Research Best Practices Can we do it the RIGHT way? Critical Component “Gold Standard” for Acceptable Variation for Unacceptable Variation for How does this component contribute Implementing a Critical Implementing a Critical Implementing a Critical Component to the overall outcome of this Component Component Define the boundaries of practice? What would you see when this component What adaptations are unacceptable implementation. is implemented well? acceptable/contextual without losing value? Consistent Protocol for Teacher… Actual Guided Reading  Has selected appropriate text May find you have to build background Teacher doing all the work Lesson  Briefly introduces story, knowledge with lots of oral language o Asking and answering own keeping in mind language, questions Before Reading –Essentials/ interest level, meaning, and o Teacher making all the visual information Non-negotiables per Guided predictions  Engages readers in making Reading lesson plan template predictions and connecting topics to their personal lives  Identifies and discusses 2 (tier 2) words per day  Leaves some questions to be answered through reading  Sets purpose for reading 1 -2 pages or by chunks

Students…  identify 2-3 unknown words per day  Engage in conversation about the text  Raise questions  Build expectations  Relate text to prior knowledge

MISD/FSI/Stage 4 DO, Guided Reading Strategy Implementation Guide (Revised 10-15-15) Page 4 Research Best Practices Can we do it the RIGHT way? During Reading Teacher… Essentials/  Observes behavior for  On occasion, the text selected  Teacher doing all the Non-negotiables evidence of strategy use may be too hard. Use a choral work,  Confirms student’s problem or shared reading of text for o Asking and solving attempts that day. answering own  Assists problem-solving at  A different text must be questions difficulty when appropriate selected, for the following day. without telling them what to  No turning and talking do opportunities for the  Interacts with individuals as students needed  Takes anecdotal notes on strategies students are using while listening to individuals read

Students…  Read the whole text or a unified part to themselves  Read softly or silently, not trying to stay in concert with others  Solve problems while reading for meaning with occasional help from the teacher  Apply strategies  Reread parts if they finish earlier than others or may engage in assigned response

MISD/FSI/Stage 4 DO, Guided Reading Strategy Implementation Guide (Revised 10-15-15) Page 5 Research Best Practices Can we do it the RIGHT way? After Reading Teacher…  Turn discussion over to Essentials/  Sets stage for all students to students as you pose open  Too many follow up Non-negotiables engage in conversation ended questions. activities, not enough o Must make sure all  Every selection does not need student reading miles on students can hear to be followed up with an the pages.  Poses ideas raised in the activity.  Not enough discussion, introduction  May need to use 3-4 minutes not enough student  Invites personal response on word work especially with responses.  Assesses students’ intensive students  Teacher interpreting the understanding of what they  Teacher may add another text for the students read comment to anecdotal notes  Not enough student talk  Returns to the text for teaching opportunities – allow rereading for fluency, finding evidence, discussing problem- solving strategies  Poses questions at DOK levels 2-4  Assigns daily writing in response journals o How students use a strategy o Reflects on text read

Students…  Talk about the text they have read  Check predictions and answer questions  Revisit the text at points of problem-solving as guided by the teacher  Reread the text with partners or independently for fluency  Respond in writing journal at their seats after the lesson is complete o May bring this to group the next day to share

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