INSTRUCTIONAL DELIVERY COMPONENTS WORD WORK 10-15 minutes Whole class instruction Word work: phonemic awareness, phonics Spelling Vocabulary Word Work: Teacher and students interact and manipulate word parts in order to identify words, increase fluency, and develop comprehension of words in context and out of context, content and academic vocabulary READING FOCUS LESSON Whole Group Instruction I Do 10-15 minutes Whole group, partner or independent reading, guided reading, and literacy stations Comprehension strategy instruction Reading To Children Read aloud Reading demonstration Interactive read aloud Reading Workshop: Whole group focus lesson followed by partner/independent reading and reading conferences. Read To (Read Aloud)/ Read With (Shared Reading): Teacher and/or students read aloud in order to build background, develop vocabulary and literary concepts, and explore expository text structure. Read With/Read By (Guided Reading): Using teacher-selected text, the teacher works with small, flexible groups of students to develop comprehension and fluency of increasingly difficult texts. Read By (Independent Daily Reading): Students silently read books on independent levels and respond accordingly, depending on teacher directions. Literacy Stations (to also include Science/Social Studies): Students work independently to practice skills. GUIDED READING Small Group Instruction/ Guided Practice Independent Practice Intervention We Do/ You Do 30-50 minutes Reading With Children Interactive read aloud Shared reading Guided reading Reading Workshop Reading conferences Intervention Reading By Children Guided reading Partner/independent reading Reading Workshop Literature circles Literacy Stations Authentic reading & writing practice Independent work time Intervention REFLECTION Whole Group 5-10 minutes (Whole class/individual/conferences) Reflection: Students reflect on their own learning by discussing how they applied a skill or process, sharing reading selections, or thinking about growth as readers. This may happen in whole group discussions, small groups, or through independent responses in reading journals. Reading Expectations-Kindergarten The Grade Level Reading Expectations build from the Texas Essential Knowledge & Skills (TEKS) Curriculum Framework. Reflecting best practices and current research, they provide a set of clear and rigorous expectations for all students and provide teachers with clearly defined statements of what students should know and be able to do as they progress through elementary school.
ISIP Advanced Reading 4-5 Istation's Indicators of Progress is a skill-based assessment that isolates essential advanced reading skills. Advanced reading scores are generated in subtests related to overall reading, comprehension, word analysis, vocabulary, and text fluency. • Group Administered Multi-Choice Computer Adaptive (approx. 30 minute per student) ISIP Espanol PreK-3 Istation's Indicators of Progress is a skill-based assessment that isolates essential early reading skills. Overall scores are generated in subtests related to listening comprehension, phonological awareness and phonetics, vocabulary, and reading comprehension (grades 1-3). • Group Administered Multi-Choice Computer Adaptive (approx. 30 minute per student) WRAP - Spanish 4-5 Writing and Reading Assessment Profile- is a screening tool designed to scaffold teachers through collecting information on their student’s literacy understandings, development, behaviors, and attitudes in their first language. • Individually Administered (approx. 5 min. per student) Diagnostic DIBELS/IDEL K-5 Dynamic Indicators of Basic Early Literacy Skills/ Indicadores Dinamicos del Exito en la Lectura is a series of short tests that assess early childhood literacy. It is a set of procedures and measures for assessing the acquisition of a set of literacy skills, such as phonemic awareness, alphabetic principle, accuracy and fluency, vocabulary, and comprehension. It complements the ISIP by providing additional data to identify students who need more assistance and to monitor the effectiveness of intervention strategies. • Individually Administered (approx. 2 min. per student) DRA2/EDL2 K-5 Developmental Reading Assessment/Evaluacion del desarrollo de la lectura are reading a level assessment that complements the ISIP by determining each student's independent and instructional reading levels. This helps teachers to find appropriate books for students to practice (in Guided and Independent settings) and it also serves as a measure of reading progress. • Individually Administered (approx. 20 min. per student) Formative CBA’s 2-5 Curriculum Based Assessments are grade-level reading & writing assessments designed to mimic the STAAR reading and writing tests while also maintaining alignment with the district curriculum. Developed by BISD staff in English and Spanish (in elementary grades) to assess student understanding of text and specific literary concepts commonly tested on the STAAR. • Group Administered Mult-Choice with some short answer and essay questions (approximately 45 min.)
Professional Training Grade Level Literacy Academies Guided Reading Developmental Writing Rubric-Norma Jackson DRA2- /EDL Diagnostic Tool Planning for Instruction Using Assessment Data Explicit Instruction Resources for Best Practices Provided and/or Included in Training From The District TEA Website Resources Treasures IStation The Continuum of Literacy Learning – Gay Su Pinnell, Irene C. Fountas The Comprehension Toolkit- Stephanie Harvey and Anne Goudvis Café-Gail Boushey & Joan Moser Daily Five- Gail Boushey & Joan Moser