On-Demand (Paper/Pencil) / An assessment that takes place at a predetermined time and place, usually under standard conditions for all students being assessed. Examples include the SAT, district and state tests, and most in-class unit tests and final exams.
Performance/Project / An assessment based on observations of behaviors or based on work performed on a complex activity.
Writing Prompt/Essay/Rubric / An assessment that requires students to produce a written composition on an assigned topic or in response to a particular prompt. Writing assessments often set prescribed lengths for student responses and are scored using a rubric.
LEAP Intensive Reading Single Block Edge
Essential Tools / ResourcesCurriculum
Tier I – Literacy (reading/writing/ speaking/listening) across the content areas / · All 9th and 10th grade students participate in a daily schedule of core classes as required for student progression and to meet graduation requirements for career and college readiness.
· Schools support the instruction of reading and discipline- specific literacy across all content areas.
· Tier I instruction in reading occurs primarily in Language Arts using the core language arts texts and materials in which all students receive instruction for mastery of the Next Generation Sunshine State Standards (NGSSS) for Reading/Language Arts.
· Tier 1 students may have identified needs in the areas of comprehension or vocabulary and may receive supplemental instruction using one or more resources identified on the Secondary Struggling Reader Chart posted on BEEP. See the section on Curriculum Tier III Reading for specific recommendations.
Curriculum
Tier II – Intensive Reading Edge B and Edge C single block (Literacy strategies are applied to instruction of students placed using the CAR-PD option) / Instructional Materials:
· Hampton Brown/National Geographic Edge B (9th Grade)
· Hampton Brown/National Geographic Edge C (10th Grade)
Vocabulary Through Morphemes (optional, resources allowing):
Guaranteed Curriculum: Edge
· Teachers should always do the Unit Launch, vocabulary/word study, pre, during and post reading strategies for the reading selections in each Cluster of each Unit in Edge.
· Students should spend the majority of their time every day reading and writing to learn as part of whole and small group instruction.
· Teachers need to facilitate rich and varied learning experiences for students as part of daily differentiated instruction through rotational models to allow for reteaching, enrichment, project based learning, workplace workshops, and novel/genre study and literature circles.
· Teachers may substitute the Comprehension Instructional Sequence in place of Lessons 18-23 in Cluster 3 of any unit. Teachers may use the passage in the Edge text or another passage identified as a complex, grade level text for this purpose. (The Secondary Reading department will be providing those passages for teacher/student use and they will be posted in the BEEP as soon as available.)
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Vocabulary Through Morphemes:· Vocabulary Through Morphemes is a supplemental intervention for
either Edge B or Edge C (or students in content area reading intervention (resources allowing) in the form of mini-lessons throughout the year.
· There are 82 Lessons in structural analysis (morphology) across three “parts” or units - Suffix Study, Prefix Study, Roots Study.
· Each lesson includes suggestions for teaching the lesson, including standards-based objectives, a warm-up activity, ideas for explicit instruction using the instructional pages, suggestions for using the practice page for application and extension, an answer key, and optional word study games and activities.
Curriculum
Tier III – Reading / Students who are not progressing adequately using Edge B or Edge C may need more intensive and strategic (Tier 3) interventions to support remediation in one or more areas of reading.
The Secondary Struggling Reader Chart provided recommendations for remediating deficits in all areas of reading including:
Word Study and Fluency Interventions:
Edge Fluency routines and passages
REWARDS Secondary/REWARDS Plus Science
Vocabulary Through Morphemes (indirect application)
Jamestown Fluency
QReads
Jamestown Critical Reading and Jamestown Signature Series
In addition to the resources identified above, classroom practices that encourage repeated oral reading with feedback lead to meaningful improvement in students’ fluency. Recommended fluency routines for high school classrooms that do not require specialized programs and materials include:
· Modeling: Teacher reads aloud to model the expression and prosody prosody (phrasing, expression, and intonation). The teacher should model the expressive reading of short texts daily.
· Choral Reading: Students read in unison following the teacher’s phrasing, expression, and intonation.
· Echo Reading: Students echo the teacher’s phrasing, expression, and intonation.
· Listening while Reading: Students listen to a recording while following the text in print.
· Paired Reading: Students read aloud to an adult or peer, for practicing
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prosody (phrasing, expression, and intonation).· Reading Recording: Students use recording tools to record their own reading, listen and analyze it, and repeat readings to develop accuracy and rate.
· Timed Repeated Readings: Students establish specific targeted goals to increase their reading rate with good accuracy with texts they have previously read.
· Reader’s Theater: Students read and/or perform individual or choral parts in dramatic texts (such as poetry, plays).
NOTE: Round Robin Reading is NOT a recommended practice for high school reading or content area classrooms.
Vocabulary Interventions:
Edge Vocabulary Routines
REWARDS Secondary/REWARDS Plus Science Vocabulary Through Morphemes
Vocabulary Improvement Program
Word Generation
In addition to the resources identified above, teachers help build vocabulary and comprehension skills by immersing students in rich and varied language experiences, word study, playing with words, and making words their own through authentic reading, writing, speaking, and listening activities. Teachers should model daily the use of targeted, complex language in natural contexts. Explicit and systematic vocabulary routines and word study that do not require specialized programs and materials include:
· Morphology and structural analysis
· Context/syntax clues
· Vocabulary notebooks
· Vocabulary study cards
· Vocabulary graphic organizers (such as Frayer Models and Semantic Maps)
· Word sorts
· Word games
· Word wall activities
Comprehension and Critical Thinking Interventions:
Edge Comprehension routines
Reading Advantage
Jamestown Critical Reading Series and Jamestown Signature Series Impact 3.0 or 4.2
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Explicit and systematic comprehension strategies that do not require specialized programs and materials include:· The Comprehension Instructional Sequence is a research-based sequence of instruction that supports deeper engagement with complex, grade level texts. Students will deeply process and comprehend a literary or informational text through reading and rereading, generating questions and answers based on the text, and participating in extended text discussions.
· The Adolescent Toolkit: Content Area Literacy Guide. The Guide is a free resource posted in the BEEP Teacher Portal that provides concrete literacy strategies for supporting all students as they progress from “learning to read” to “reading to learn.” The guide includes a collection of strategies that support students’ literacy development and understanding of content.
Instructional Focus Calendars (IFCs)/ Pacing Guides / Pacing for Edge B and Edge C:
· Edge B and C and should be completed in sequence, at a brisk and engaging instructional pace, providing time for differentiated instruction and reteaching to mastery.
· Teachers have been allotted two weeks on the IFC for each cluster in each unit of Edge. (In some cases a cluster can be completed in about 8 or so days, allowing for additional time for novel/genre study and literature circles, project based learning, and differentiated instruction for reteaching, remediation and enrichment.
· The Edge curriculum is recursive and sequential, and each of the 7 units focuses on a different set of reading strategies and genres, both informational and literary. If teachers pace instruction to complete one unit every 5-6 weeks, teachers will complete 6 to 7 units in Edge by the end of the year.
· Teachers should not try to include every supplemental activity offered in the Edge Teacher’s Guide. Teachers must make instructional decisions based on data to best meet the needs of students.
· Students should spend the majority of their instructional time engaged in scaffolded support for close reading and rereading of the texts. Teachers should use explicit instruction through the gradual release model when facilitating pre and post reading strategies to help students build independence as readers and learners.
Pacing for Vocabulary Through Morphemes:
· Begin Part One approximately 3-4 weeks into the school year allowing time to establish instructional routines and/or to complete Unit 1 in Edge.
· All lessons should be completed in sequence. Students will complete about 2-3 lessons per week. The first lesson in each new sequence of
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instruction will take about 20 minutes to provide for initial explicit instruction and modeling. Subsequent lessons during the week should take about 10-15 minutes.· Begin by teaching only one lesson each day. Eventually, as the routine is learned, some students could master two or possibly three lessons a day to accelerate and if additional time is allocated for instruction.
· Provide the practice page the next day, or as homework on the same day.
· Occasionally, apply skills with the suggested games and activities.
· Weekly, model the Outside-In Strategy with content area reading.
Alternate Instruction to Prepare Students For Complex Grade Level Text like they will encounter on the FCAT:
· The cluster 3 sequence of instruction in each unit of Edge may be skipped if all students have achieved mastery of the unit content tin cluster 1 and 2 as evidenced by the cluster tests.
· Teachers may substitute Cluster 3 instruction for the Comprehension Instructional Sequence using complex grade level texts such as those identified in the Text Exemplars of the Common Core State Standards and released FCAT tests.
· Teachers should see their reading coach for guidance on the resources for this sequence of instruction. The resources are under development by Secondary Reading department in the District Curriculum department and will eventually be posted to BEEP Learning Village portal.
Lesson Plans / Edge Lessons and Resources:
· All Edge resources are posted in BEEP > Teacher Portal > Learning Village and include:
· Edge Lesson Plans
· Hampton Brown Edge Online Student Book
· Hampton Brown Edge Online Teacher Resources (Edge Teacher Guide, Edge Library Teacher Guides, Edge Interactive Practice Book Teacher Edition, Grammar and Language Resources, Fluency Passages, Assessments and Rubrics (including projects), Reteaching Lessons.
· Edge A and Edge B NGSSS Mini-Benchmark Assessments - NGSSS benchmark focused assessment for each cluster of each unit in Edge or a total of 21 Assessments.
· Edge B FCAT Connections extension lessons – 7 mini units of additional instruction, passages and strategies suitable for reteaching,
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enrichment, or extended learning. (NOTE: There are no Edge A FCAT Connections extensions lessons at this time.)Tier II – Instructional Resources/ Interventions (RtI) / Placement in the single-block of Intensive Reading Edge B or C is already a Tier II Intervention.
Tier III – Instructional Resources/ Interventions (RtI) / If students are not progressing even when curriculum and instruction is implemented with fidelity, the student may need to be referred to the Collaborative Problem Solving Team (CPST) to analyze data and determine why the Tier II interventions are not working.
The Secondary Struggling Reader Chart provided recommendations for remediating deficits in all areas of reading. See Tier II Interventions for examples of these interventions.
Tier III students may need additional interventions or modifications such as:
· More explicit and systematic instruction
· Additional instruction through extended learning opportunities
· Push-in or pull out tutoring
· A change in the focus, format, frequency and/or size of the
instructional group to meet the student’s needs.
· More frequent and ongoing monitoring of interventions and
modifications as needed.
Enrichment/ Acceleration / · High school students must not just meet FL DOE high school graduation requirements, but they must be meet high standards for career and college readiness.
· Students placed in intensive reading intervention should be given the same opportunities for enrichment, project-based learning, and participation in literature circles/genre study, and other learning opportunities as all students.
· Using a rotational model for differentiated instruction, teachers can provide small group targeted interventions and reteaching, can conduct informal fluency checks, engage in “Clipboard Cruising” meeting with individual students and small groups for brief conferences and status/progress checks as students complete guided and independent work, give students opportunities to work collaboratively (in small groups or pairs) on projects and project- based learning, in literature circles, read at the student’s independent reading level for information and pleasure, and engage in other strategic literacy learning activities to meet varying levels of need.
Extended Learning Opportunities (ELO) / Resources for Extended Learning Opportunities are outlined for teachers in the BEEP Teacher Portal and include:
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· Comprehension Instructional Sequence· Common Core State Standards Text Exemplars (App B)
· Lit2Go (http://etc.usf.edu/lit2go/) and Project Gutenberg
(http://www.gutenberg.org/wiki/Main_Page) - Complex texts in the
Public Domain
· Articles of the Week (Kelly Gallagher/others - BEEP)
· Vocabulary Through Morphemes
· Word Generation (http://wordgeneration.org/)
· Edge FCAT Connections Lessons (BEEP)
· Edge Online Teacher Resources (Reteaching Lessons, Novel Guides.
Fluency Passages, more (BEEP)
· Topics from the Restless
· Jamestown Signatures/Jamestown Critical Reading Series
· Impact 3.0 (Interpreting Data & Technical Extensions)
· FAIR Toolkit - Scaffolded Discussion Templates
· FCAT Explorer (http://www.florida-achieves.com/)
· Florida Focus (http://www.florida-achieves.com/)
· Literacy Essentials And Reading Network (LEaRN)
(http://learn.nefec.org/)
· Thinkfinity's Read Write Think (http://www.readwritethink.org/)
· Beep Student Portal Databases (Opposing Viewpoints,
teachingbooks.net, more)
The Instructional Focus Calendar also provides additional suggestions for Differentiated Instruction and Supplemental and Digital Tools and Resources.
Professional Development/PLC – Lesson Study / · Ongoing professional development is provided to coaches, teachers, administrators, district and school support staff by the Secondary Reading department. A calendar of face-to-face workshops is published each semester and during the summer of workshops for reading endorsement, reading strategies, and program-specific (REWARDS and Edge) instruction.
· Resources for self-paced and collaborative study are posted in BEEP, in CAB conferences, on Wikis, in Blackboard and other resources.
· Reading Coaches provide modeling, support, and co-planning and co- teaching of lessons to support teachers at their schools.
· It is highly recommended that teachers teaching Edge co-plan and share resources, engage in Lesson Study with one another, and support and learn from Model Classrooms at their schools.
Technology Integration / · Supplemental digital materials and resources are identified on the Secondary Struggling Reader Chart and may include, but are not limited to, Edge Online, Teen Biz, netTrekker, SunSentinel online, and other resources in the BEEP Teacher and Student Portal.
· Digital tools recommended for enhancing instruction in the classroom
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