The recent First Year Principal Meeting focused on a presentation by Eleanor Goldberg. Ms. Goldberg discussed Effective Reading Strategies with the principals.
We would like school-based administrators to share an effective reading strategy currently being used in their buildings. Post a strategy. Review the other postings if you need a few, new ideas.
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The most effective reading strategy that we use at McNicol Middle would be FCAT FOCUS. Students take the assessments weekly and then the data is automatically accessible to our teachers. Teachers then begin mini lessons based on their students weakest strands. The reading coach plans push ins and pull outs based on patterns/trends identified via this data.
I feel this to be an effective program for our students and allows for me as the administrator easy access from anywhere to look for and monitor student reading growth and areas for concern.
One of the strategies that my school has adopted this year is the 5 W's. With this reading strategy, the students are able to answer questions about and select specific information regarding the Who, What, Where, When and Why. In addition, they will answer the How if applicable. By being able to recognize specific information in the text by using these question words, the students are able to gain a better understanding of the details in the passage.
At the previous school I was in, we had a 90 minute block where the first 30 minutes was dedicated to SMART (Strategies, Methods, and Reading Techniques) time and then it would continue throughout the lesson in each content area. Strategies modeled by the Reading Coach were utilized and the school made Safe Harbor in Reading last year!
In our school we utilize FOCUS as a strategy to continually assess our students in the reading strands. Teachers rotate into the media center weekly in order to assess the students. Our reading coach then pulls the data and schedules push ins and pull outs based on student and teacher needs.
Recently we sent in for approval of Study Island which was discussed at our last meeting. After having the trainers visit our school and share the success of this program we are eager to utilize this program to assist our struggling readers and to enrich the reading area for our higher students.
An effective strategy we utilize is what we call the reading block. Every day from 8:30-9:30 this time is held "sacred". Every member of the support staff, specials, and even some clerical push into the classrooms to do small groups. The reading coach realigns the groups regularly and trains personnel in the use of a variety of programs. The team effort has proven highly successful and the students' growth is rewarding.
We are using our reading coach to model and go into classes to work with small groups. In addition, the entire school is meeting by grade levels for their PLCs and focusing on the application of technology across all curricular areas. Teachers and students are eager to learn and apply what they are learning with technology.
There is a strong emphasis at my school on "I Do, We Do, You Do" as a method of teaching reading. A tried and true practice, this method gradually releases the student to work independently after much guided practice. Additionally, there has been a lot of focus on cooperative learning, allowing the students to teach each other. This helps students to put into practice the skills they have gained in class in one of the most effective ways of learning.
We are using a reading pull-out this year. We used the FCAT and the first BAT to identify the struggling students. Also grouped them according to their weakness. The children meet everyday in small groups for 30 minutes.
In my school the level 3 and higher students engage in a weekly reading focus during Lang Arts based on the program All Star Readers. Level 1 and 2 students program called the 9 Novels on the Nine is completed through their 90min. block of Reading.
Throughout elementary classrooms, teachers have been incorporating technology into instruction, enrichment, as well as remediation. With each teacher having an interactive white board within their classroom, students are able to extend their learning beyond any textbook. Being a facility that prides itself on the innovative use of technology to drive instruction, teachers have begun to utilize hand held devices that will allow all students to participate interactively throughout the day. In addition, one-on-one data chats that include the classroom teacher and each student are being conducted quarterly. By disaggregating data, teachers are able to effectively differentiate not only their instruction, but student based centers and individualized homework as well. This process is providing students with the ability to comprehend each standard and benchmark as well as gain an understanding of their progression throughout the year.
At our school we rotate SURF every Wednesday through each subject area. Students must have a novel in their book bag at all times. On SURF days students are allowed to read for their leisure in the designated class. Teachers often bring in a novel of their choice to read along with the students. Additionally at the end of reading, teachers require students to complete a closure activity that reinforces the reading time.
This blog is a great way to obtain new ideas! Thank you to all my AP colleagues for sharing your ideas.
At Davie Elementary School, we celebrate our reading successes for each and every child. We just implemented the Accelerated Reading Program K-5. Administration provides incentives for students reaching certain benchmarks monthly AND we reward the teachers too with either a class party, ice cream treats, "free time" where we cover their class after a special or lunch, and promotion on our morning announcements!
We also reward students with some time in our Video Arcade room. When students reach a certain amount of points with their AR reading tests, they can sign up for our video room which has lots of fun technology to play academic games. Think about it- who has a "video arcade" in their school? We now have teachers competing class against class for reading!
At our school, our reading coach models different reading strategies to various teachers and subjects. In addition, we have pullouts that the reading coach and all administrative staff conduct on a weekly basis.
We do what we call TBI.. Targeted Benchmark Instruction. This is a school-wide initiative where students are able to practice a different benchmark each week.
One of the many creative FCAT review strategies at CLM is called a "Teachable Moment"which is also known as students as teachers. Students work in small groups, choose their weakest benchmark based on data chats and create their own lesson to present in class. Students learn how to prepare, present, practice, and evaluate daily reading strategies. Students are able to clarify some points their classmates might have been confused about, thrilled to create something new, collaborate and experience speaking before a large group, but most of all, they have fun!
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