phonics, spelling, vocabulary, comprehension, fluency, and grammar phonics, spelling, vocabulary, comprehension, fluency, and grammar phonics, spelling, vocabulary, comprehension, fluency, and grammar Guided Reading Instruction Macmillan Approaching/On/Beyond leveled readers in addition to additional leveled library materials. 2 X per week/15-20 min. per student Macmillan Approaching/On/Beyond leveled readers in addition to additional leveled library materials. 4-5 X per week/15-20 minutes per student Macmillan Approaching/On/Beyond leveled readers in addition to additional leveled library materials. 4-5 X per week/15-20 minutes per student Heggerty Phonics 3 X per week 3 X per week As needed Fundations Strategies (tapping, letter and word work) 1-4 quarters 1-4 quarters 1-4 quarters 6-Minute Solution - - Daily Making Words At least 1X/week (whole class) At least 1X/week whole class and in centers At least 1X/week in centers Word Sorts Introduce and use in Centers Introduce and use in centers Introduce and use in centers Reader Response Interactive in guided reading groups and whole class using a word work graphic organizer Whole class and in response to guided group readings, using one of the grade level approved graphic organizers Whole class and in response to guided group readings, using of the grade level approved graphic organizers (including one that transitions to the 3rd grade organizer) Spelling Macmillan Spelling Weekly – tied to weekly concepts Macmillan Spelling Weekly- tied to weekly concepts Handwriting Zaner-Bloser Manuscript weekly Zaner-Bloser Manuscript weekly Zaner-Bloser Manuscript weekly – transitioning to cursive 2nd semester
b. The child may be referred to Special Education. What are the assessments and screeners used to identify struggling students? Assessment AIMSWeb Reading STAR Renaissance Learning Qualitative Reading Inventory-4 (QRI-4) Description Progress monitoring system based on direct, frequent assessment of fluency and comprehension abilities. Assessments provide online data for analysis and tracking progress. For benchmarking, the MAZE, a 3 minute cloze-like assessment is administered to a large group. The R-CBM, (3) one-minute selected passage readings, is administered one-on-one. For progress monitoring, the MAZE and/or R-CBM, with only (1) one-minute passage reading. Benchmark assessment used for assessing and documenting students' development as readers over time. The STAR evaluates the major aspects of reading & vocabulary that are critical to independence as a reader. The assessments are conducted as a whole group. Students read short passages and answer related comprehension questions. The assessment can be used to follow students’ growth over multiple years. Informal reading inventory made up of word identification, fluency, and comprehension tasks used to assess reading skills and diagnose reading difficulties and problems. The QRI-4 is administered one-on-one over several short meetings. The evaluator conducts assessments of word recognition using word lists. The student then previews, reads, retells, and answers explicit and implicit comprehension questions regarding either narrative or expository passages. Purpose To screen and identify students in need of reading interventions and monitor the progress and improvement of students over the course of the school year. To identify students’ reading level, independent reading strengths and weaknesses, planning for instruction, and monitoring reading growth. To assess and diagnose reading problems, observe reading abilities and behaviors, and identify students’ independent, instructional, and frustration level. Students Tested Benchmark: ALL STUDENTS Progress Monitoring: Students being provided with Tier 2 RtI reading interventions. ALL STUDENTS ONLY students being brought to the RtI team after repeated failure to respond to classroom reading interventions. Assessment Times Benchmarking: One time during fall, winter, and spring. Progress Monitoring: according to schedule created. Benchmarking: One time during fall, winter, and spring. Any time throughout the year. To be set up with Reading Support Personnel upon signing student up for RtI team meeting.
activities. Extended response items are included as test items throughout the school year. Graphic organizers and visuals are used in every classroom to support the instruction of extended response. activities. Extended response items are included as test items throughout the school year. Graphic organizers and visuals are used in every classroom to support the instruction of extended response. activities. Extended response items are included as test items throughout the school year. Graphic organizers and visuals are used in every classroom to support the instruction of extended response. The instruction of the core curriculum is applied through the use of our textbook, McDougal Littell Literature, novels, and teacher-produced materials. The novels read include Freak the Mighty and Rules. The accelerated class uses more challenging material that may be different from the ones listed above. The instruction of the core curriculum is applied through the use of our textbook, McDougal Littell Literature, novels, and teacher-produced materials. The novels read include The Giver, The Outsiders, Soldier’s Heart. The accelerated class uses more challenging material that may be different from the ones listed above. The instruction of the core curriculum is applied through the use of our textbook, McDougal Littell Literature, novels, and teacher-produced materials. The novels read include Hunger Games, A Day No Pigs Would Die, That Was Then, This Is Now. The accelerated class uses more challenging material that may be different from the ones listed above.