2007-08 K-12 Comprehensive Research-Based Reading Plan

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Brevard Public Schools has a history of utilizing Lexiles to assist in matching studentsto text. Using FAIR (Florida Assessments for Instruction in Reading) or SRI (ScholasticReading Inventory) data, students set growth goals throughout the school year toincrease their Lexile score, which motivates students to read more, as well as morecomplex, text. An integral part of the Scholastic Reading Inventory is the InterestInventory that each student takes as part of the test. At the end of each assessment, eachstudent will be provided with a list of books that are targeted to his interest and Lexilelevel. We also encourage teachers to look beyond Lexiles, the quantitative measure oftext. Text may be more complex and have a lower Lexile on account of the shades orlevels of meaning within a text, the language or structures within the text or the priorknowledge the reader must have to understand the meaning of the text. The mediaspecialist and teacher will play an integral role in helping our students find readingmaterials that will be motivating and challenging at a variety of reading levels andcomplexities based on the required task of reader.Student reading development is enhanced and reinforced through easy, frequent, openand flexible access to classroom libraries and to the school media center. Researchstudies indicate that participation in the Accelerated Reader and Reading Countsprograms increases students’ reading motivation. The majority of secondary studentshave access to the Accelerated Reader or Reading Counts reading incentive programs.District guidelines are in place to ensure that these programs are used appropriately,not for grades or limiting student choice and access to text. In addition to texts in themedia center, independent reading practice is monitored by the teacher in all readingclassrooms using the classroom libraries that accompany the Comprehensive ReadingIntervention Program as well as a variety of materials. Time spent reading from avariety of diverse text provides opportunities for students to increase their readingfluency, develop vocabulary and comprehension skills, and apply higher orderthinking skills. Teachers will monitor progress through running records, responsejournals and shared inquiry or literacy center activities.6. How will all content area and elective teachers teach students to think as they read insubject area classrooms and extend and build discussions of text in order to deepenunderstanding? Describe how teachers are implementing text based content areainstruction in:Content area teachers (English, social studies, science) have been provided text setscreated after a review of content standards. These text sets, from American ReadingCompany, have a range of six reading levels and are to be used as a supplementaryresource to the textbook. Teachers received training in matching students to text aswell as how to incorporate text sets into their instruction. Providing access toauthentic content area material at appropriate reading levels will increase studentbackground knowledge and overall comprehension of material.Literacy coaches continue to provide support to teachers as they utilize the “MESHVocabulary and Comprehension Strategies” handbook. This handbook focuses on twopedagogical principals – scaffolded release of responsibility (“I do”, “We do”,“You do”) and supporting students before, during and after reading. Each contentarea teacher (math, English, science and history) is provided a handbook that has thesame literacy strategies but with his or her own specific content area examples.28 | P a g e
Moving forward, the Comprehension Instructional Sequence (CIS) will be thecornerstone of our support for content area teachers – it is critical to the success ofour students. In fact, the English Language Arts curriculum guides are beingrewritten this summer and the CIS will be embedded as an example of best practice.Additionally, all English Language Arts and reading teachers will be receivingtraining in the Common Core State Standards over the next two years:Session 1: Overview, Developing a K-U-D: Where Standards and DI MeetSession 2: ELA – Unpack the Language Cluster; Reading – Unpack theFoundational Skills ClusterSession 3: Unpack the Reading Informational and Reading Literature ClustersSession 4: Vendor Showcase for Adoption – Review for alignment to CCSSSession 5: Unpack the Speaking and Listening Cluster; Socratic Seminar,Philosophical Chairs, Discussion ProtocolsSession 6: Literacy Design Collaborative and/or Tiered Lesson (DI)In addition to the modules being required through Professional Development Day,teachers will required to participate in training on the following six topics:1. Understanding the Staircase of Complexity2. Utilizing the Comprehension Instructional Sequence3. Innovative Grammar4. Teaching how to Write from Sources5. Close Reading and Text Dependent Questioning6. Best Practices for Increasing Rigor in the ELA ClassroomContinued training for social studies teachers will strengthen and increase the useof Document Based Questions (DBQs). DBQs require students to participate in notonly close reading but in answering text-based questions. Thinking Maps are oftenutilized as a way for students to organize information in social studies content aswell. This aid in organizing information allows students the ability to more deeplycomprehend the text as demonstrated by written responses and discussions.Teachers will receive training in Socratic Seminars and Philosophical Chairsactivities that require students to cite specific information from the text to supporttheir answer. Word walls and vocabulary instruction focused on pertinentGreek/Latin roots, suffixes and prefixes aid in student comprehension of disciplinespecific words.The Middle School Science Curriculum Guide is being updated to provide templatesand resources for science teachers to use as they develop differentiated instructionlessons that will provide opportunities to expand literacy development in theirstudents. A curriculum writing team of middle school science teachers will use thecurrent 8 th grade Content Literacy Standards Aligned with the Anchor Standards –Writing and Reading as a framework to develop content specific activities andresources to facilitate literacy. There will be training offered to middle schoolscience teachers during the summer and fall for this framework and its appropriateuse in lesson development. Literacy development will include science vocabulary,critical analysis of informational texts, and the scientific process. The scientificprocess includes a student-generated question being researched and tested to arrive29 | P a g e
Page 1 and 2: K-12 Comprehensive Research-Based R
Page 3 and 4: LeadershipDistrict Level Leadership
Page 5: 5. If additional exposures to compl
Page 9 and 10: 3. How are texts reviewed and selec
Page 11 and 12: Elementary Assessment, Curriculum,
Page 13 and 14: ooks which are utilized for differe
Page 15 and 16: studies indicate that participation
Page 17 and 18: ESE and ELL teachers utilize the co
Page 19 and 20: igorous and relevant titles that su
Page 21 and 22: use of the close reading model. Clo
Page 23: The tests items included in this as
Page 26 and 27: Middle school students who score at
Page 30 and 31: at a conclusion. This process requi
Page 32 and 33: The tests items included in this as
Page 34 and 35: how to use text evidence to explain
Page 36 and 37: different levels of intensity for r
Page 38 and 39: thinking skills. Teachers will moni
Page 40 and 41: 9. What before, after, and summer s
Page 42 and 43: Role of the Literacy CoachSchools u
Page 44 and 45: 9.17.20122012 - 2013K-6 Assessment/
Page 46 and 47: Grade 1 Assessment Decision TreeFAI
Page 48 and 49: K-2 Progress Monitoring BenchmarksK
Page 50 and 51: 3 rd - 6 th Grade Progress Monitori
Page 52 and 53: ComprehensiveIntensiveReadingProgra
Page 54 and 55: 2012 - 2013 AssessmentCurriculumDec
Page 56 and 57: ComprehensiveIntensiveReadingProgra
Page 58 and 59: Grades 3- Assessment Decision Tree
Page 60: Oral LanguageVocabulary (Receptive)

2007-08 K-12 Comprehensive Research-Based Reading Plan

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