Summer Reading Academy
Catawba County Schools
2013
S
March 2014
Today’s Agenda
S Background – Purpose, Budget, Sites, Directors, Student
Selection
S Solution – Class Grouping, Daily Schedule, Materials,
Instruction, Progress Monitoring
S Results – Student Data, Parent and Teacher Feedback,
Reflection
S Question and Answer
Why Summer Academy for
nd
2 graders?
S Read to Achieve
S Subcommittee
S Selecting sites, directors, teachers, and
support staff
S Budget (Meals and Transportation)
Budget
Actual Costs
From PRC 069
Staff
$132,690.14
Transportation
$ 20,877.67
Materials
$ 1, 519.73
Total
$155,087.54
Breakfast and lunch were provided free of charge through the
Department of Health and Human Services “Summer Food Services
Program.” This program is available to any district with a
free/reduced status of 50% or greater.
Selection and Grouping
SStudent selection process
SGrouping of students
Student
H
R
M
M
C
C
F and P
K
A
H
H
L
R
M
F and P
P
G
S
E
V
B
S
F and P
TRC
Ethan
E
Kevin
F
Allicyn
G
Austin
G
Dexter
G
William H
Blue
Kallisa
H
Giovanni H
Joshua H
Elliot
I
Makayla I
Jasmine I
Mariah
I
Blue
Isis
I
Damien (Tyler)
I
Drew
I
Dana
I
Corey
J
Trenton J
Dallas
J
Blue
Student
Fluency
Student
Accuracy
L
E
H
R
C
M
Makayla
Dana
Ethan
Kevin
William
Austin
24
26
34
37
37
39
L
R
E
H
M
P
Makayla
Kevin
Dana
Ethan
Austin
Isis
67
74
79
83
83
83
S
S
M
B
P
M
H
Dallas
Drew
Allicyn
Trenton
Isis
Mariah
Elliot
39
41
42
43
44
46
48
S
M
B
S
M
C
H
Dallas
Mariah
Trenton
Drew
Allicyn
Dexter
Elliot
85
85
86
87
89
89
92
C
G
V
A
R
K
H
Dexter
Damien (Tyler)
Corey
Giovanni
Jasmine
Kallisa
Joshua
51
62
63
69
91
98
108
C
G
R
K
A
V
H
William
Damien (Tyler)
Jasmine
Kallisa
Giovanni
Corey
Joshua
93
93
95
96
97
98
99
41
51
61
Student
Grouping
Developing a Plan
S Based on the recommendations
of the National Reading Panel,
we developed a plan to meet the
needs of our diverse learners.
The Plan
S Training of Teachers
S Two ½ day trainings
S Weekly support
S 3 week plan
S Daily Schedule
Daily Schedule
S 8:00-8:20
Poem of the Day with focus on Fluency and repeated readings
(whole group)/ Library Visit on assigned day.
S 8:20-9:05 LLI Intervention Fountas and Pinnell Kit (small group)
Each group worked at their appropriate level.
S 9:05-9:25 Shared/Interactive Read Aloud Lesson (whole group)
S 9:25-10:20 Skills Group (small group)
Each group worked on specific skills to meet their needs.
S 10:20-10:40 Shared Interactive Writing Lesson (whole group)
S 10:40-11:25 Word Study on (small group)
Instructional Framework
1st Day Activities:
Making Student Reading
Toolboxes
Setting Up Student Literacy
Notebooks
S
Poem of the Day (Whole Group)
Task: Using poetry to increase fluency
Materials: Short poem copied on chart paper, individual copies of poem, scissors,
student notebook, glue sticks, pencils, highlighters
Directions:
1. Read aloud the poem several times, using good expression, and pointing to the
words as it is read.
2. The class or a small group then reads the poem and points to the words.
3. Discuss the meaning of the poem.
4. Choose groups of students to read aloud the poem to the rest of the students.
5. Begin a word study by choosing 2-4 interesting words from the poem.
6. Briefly discuss the words and their meaning in the poem.
7. Students look for rhyming words and key word families (such as –at, -ub, -ink) and
highlight or circle them on the poem. Allow students to think of other rhyming
words and add them to the word bank.
8. Always end this time with chorally REREADING as a whole group!
9. Be sure to model and expect expression and prosody!
*Students will have the opportunity to glue their poem into their notebook for rereading!
Fountas and Pinnell:
Leveled Literacy Intervention
S Students will be divided into three groups
based on their guided reading level.
S Lesson numbers have been
assigned for each group.
Lesson Design
(SMALL Group)
Plan for Odd Numbered
Lessons
5 minutes
Rereading
Books/
Assessment
5 minutes
Phonics/Word
Work
15 minutes
New Book
(Instructional
Level)
Writing About
Reading
5 minutes
New Book
(Independent
Level)
Letter/Word
Work
Optional
Letter/Word
Work
5 minutes
Rereading
Books
5 minutes
Phonics/Word
Work
15 minutes
5 minutes
Plan for Even Numbered
Lessons
Interactive Read Aloud (Whole Group)
The Grouchy Ladybug- PA skills
The Very Busy Spider- PA skills
Swimmy- PA skills
The Day Jimmy's Boa Ate the Wash- PA skills
Where the Wild Things Are- RA lesson, Infer
The Relatives Came- RA lesson, Making Connections
Officer Buckle and Gloria- RA lesson, Ask and Answer Questions
Alexander and the Terrible, Horrible,
Very Bad, No Good Day-PA skills
Miss Rumphius- You Tube video
The Stray Dog- RA lesson; Cause and Effect
Diary of a Worm- Tumblebooks
The Paper Bag Princess- Tumblebooks
Pinkerton Behave!- PA skills
Roxaboxen- Questioning
Some Smug Slug- RA lesson, Alliteration
S
Task: Engage students in active listening, exposure to teacher think aloud and use of
reading strategies to think critically about text.
S
Materials: Read aloud text, lesson plan, chart paper, marker, highlighter, pointer, sticky
notes
Directions:
These were provided. They had
15 different lessons from which
to choose.
S
1. Set a focus for new read aloud
S
2. Teacher modeling through Think Aloud with prosody and preplanned stopping points
S
3. Explicit instruction of comprehension strategies
S
Guided Practice in discussing text:
S
4. Teacher uses question prompts throughout the modeling and think aloud process
S
5. Using misconceptions as teaching points
S
6. Clarification of student thinking as they share their thoughts and responses to prompts
S
7. Posters make student thinking visible
S
*Reading the notes is essential!
Interactive Read Aloud
(Whole Group)
Specific skill groups have been formed focusing on
PHONICS and FLUENCY
T
2
T
1
T
3
Skills Groups
(Small Group)
Fluency (Small Group)
Task: Build fluency through repeated and performance reading.
Materials: Student Notebook, Individual poems, pencil, highlighter, Reader’s Theater Scripts
Directions:
Reread Poem of the Day
1. Have students turn to Poetry section in their notebooks to chorally reread Poem of the
Day.
2. Highlight or underline any key words discussed in morning meeting including rhyming
words or unknown vocabulary words.
Reader’s Theater
1. Introduce script to students by reading aloud the text.
2. Model reading with expression and voice inflection when reading different characters.
3. Assign/Choose characters and have students work on rehearsing their parts.
4. Listen in and provide scaffolding as students rehearse their parts at least two times.
5. Be sure to reinforce and expect expression, voice inflection, phrasing…
6. Rehearse the script as a small group; allowing the story to unfold.
7. Rehearse often until the group is ready for performance.
8. Invite site director or teacher support to view the small group performance.
Fry’s Fluency Frenzy
Let’s take a look at how this will work!
S
Introduce phrases to small group by reading aloud, choral reading, and practice
partner reading. Model what is expected of the students with a demo partner.
S
Put students in groups of two.
S
Set timer for one minute.
S
Have students take turns reading one phrase at a time for one minute.
S
At the end of the minute, students will record their stopping point on their
individual graphs.
S
Have students begin with the first phrase each time and graph their results after
each read.
S
Students should keep the same partner for one week. *Alternate starting partner
each day!
Roll-A-Phrase
Modification to directions on activity sheets:
S
Roll 2 dice, if the 2 numbers added together equal one of the numbers on the
sheet (0-9), then the student reads the phrase beside the sum.
example: roll: 3 and 5; 3+5=8, read the phrase beside the 8
S
If the sum of the 2 numbers is not on the chart, then the student must
subtract the 2 numbers and then read the phrase beside the difference.
examples:
roll: 6 and 4; 6+4=10, so student would need to subtract 6-4=2
roll: 6 and 5;
6+5=11, so student would need to subtract 6-5=1
roll: 6 and 6; 6+6=12, so student would need to subtract 6-6=0
Phonics (Small Group)
Task: Build understanding of letter-sound relationship to decode words quickly and
accurately.
Materials: Student Notebook, Individual poems, pencil, highlighter, FCRR and
Literacy Strategies Interventions
Directions:
Reread Poem of the Day
1. Have students turn to Poetry section in their notebooks to chorally reread Poem
of the Day.
2. Highlight or underline any key words discussed in morning meeting including
rhyming words or unknown vocabulary words.
Phonics Intervention:
1. Use the Florida Center For Reading Research Interventions and/or Literacy
Strategies
provided for your group.
2. Each game or intervention should be introduced and teacher directed.
Fluency and Phonics
(Small Group)
Task: Build understanding of letter-sound relationship to decode words quickly and accurately
Materials: Student Notebook, Individual poems, pencil, highlighter, FCRR and Strategies
Interventions
Directions:
Reread Poem of the Day
1. Have students turn to Poetry section in their notebooks to chorally reread Poem of the
Day.
2. Highlight or underline any key words discussed in morning meeting including rhyming
words or unknown vocabulary words.
Fluency and Phonics Interventions:
1. Use the Florida Center For Reading Research Interventions and/or Literacy Strategies
provided for your group.
2. Each game or intervention should be introduced and teacher directed.
3. Roll-a-Phrase game can be used during this time.
Shared Writing (Whole Group)
S Task: The teacher and students co-create; teacher writes and thinks aloud while
the students actively listen and engage in their thoughts coming alive on paper.
S Materials: Mentor Text, preplanned prompt, chart paper, student notebooks,
pencils
Directions:
1. Introduce the lesson or topic by modeling how to begin writing
2. Plan the text and help students generate ideas for writing
3. Record students’ ideas, reinforcing print conventions such as capitalization,
punctuation, and print directionality
4. Reinforce students’ phonemic awareness through writing
5. Ask students to participate in the writing at strategic points by asking
individuals to write known letters, words, pieces of punctuation, or phrases
6. Involve your students in repeatedly reading the products they have created
during interactive writing sessions
7. The teacher should be sure to read and reread the ultimate composition,
Making Words (Small Group)
Task: To learn word patterns in order to read and spell words accurately and fluently .
Materials: Student Notebook, making words lesson plan, pencil, highlighter,
Fry’s Fluency Frenzy phrases and graph, timer, Ziploc® bags
Directions:
Fry’s Fluency Frenzy:
1. Each pair of students gets a phrase list. Set timer for one minute.
2. Student 1 reads as many phrases as they can accurately in one minute.
3. Student 2 checks Student 1 and counts the number correct.
4. Student 1 completes their fluency graph for the corresponding day.
5. Repeat for Student 2.
Making Words Lesson:
1. Using the lesson plan provided, follow the directions in the lesson plan to work with the
small group on making words.
2. Students should record words in the Word Study section of their student notebook.
Making Words
1. Set up columns in their literacy notebook page
for the day’s lesson (headings for columns, ex. 2
letters, 3 letters, 4 or more letters, etc.).
2. Students cut out their letters from the lesson
sheet.
3. Using the yellow letter cards and a pocket
chart/ table surface the teacher leads the
student through making words. Start with
smaller words, 2 letter words, then 3 letter
words, 4 or more letters.
Students use their letter cards as
manipulatives and create the word. Then
students write the words into their literacy
notebook.
4. When you have finished making words in each
of the columns, then see if which student can
help create the “mystery word” for the day using
all of the letters.
5. Students glue the letters to spell the “mystery
word” onto the bottom of their literacy
notebook lesson page.
Results
Overall
Academy
Increase
Maintain
Decrease
68%
23%
9%
*Data reflects growth in overall reading levels including
accuracy, fluency and comprehension of connected text.
*209 Students were assessed at the beginning and end of
Summer Reading Academy.
Roles and Responsibilities
Media
8:00-8:20 Media Visit on Assigned Day
M, T, W, Th (Rotation)
Walk Through for Fidelity
Summer Reading Academy Report
July-August 2013
Dear Parents/ Guardians of ____________________:
We have enjoyed working with your child during the Summer Reading Academy. Each day your child received intensive instruction in word study, phonics,
fluency, and reading at his/her instructional reading level. We want to share with you the progress your child has made during our time together this summer and to
provide you with a few tips for you to consider as you continue to support your young reader.
(The goal is to be at level M at the beginning of 3rd grade)
Beginning of Reading Academy
Your Child’s Reading Level
(The goal is to be at level M at the
beginning of 3rd grade)
Oral Reading Fluency Rate
(Words Read per Minute)
Oral Reading Accuracy
(% of Words Read Correctly)
Attendance
Your child attended ________ of 14 days.
Behavior
Satisfactory
Needs Improvement
Unsatisfactory
Teacher Comments:
Teacher’s signature: ___________________________________________
Ideas to help your child grow in reading
•
Read the comics in the newspaper with your child. Post a favorite on the refrigerator.
•
Play Scrabble Jr or Boggle Jr to help your child use words.
•
Keep books available to your child, and make regular trips to the public library.
•
Read books together and take turns reading to one another.
•
Let your child read the recipe to you when cooking together.
•
Talk to your child about what you see and do to build background knowledge.
•
Tell your child stories (When I was young....)
•
Talk about pictures, artwork and/or other interesting details that accompany the text or book.
•
Ask interesting questions about the text. Encourage and model curiosity.
•
Make reading a fun, enjoyable experience.
•
Enjoy the experience of reading together; show interest in what you are reading and talking
about together.
End of Reading Academy
Parent
Feedback
Feedback
2. What did you like about this year’s
academy?
“It helped my
child’s reading
and now she
enjoys reading
more.”
“My son loved the
Summer Reading
Academy. He could
not wait each
morning to go. He
loved the teachers and
they made him want
to read. The program
is awesome and I
hope it continues.”
“Everything! My
child was enthused
to go. She kept up
with her reading.
Bus to and from
school, snacks
provided; her father
and I both work and
this made her
attendance doable.
Thank you!
“This ended up being
a successful program.
It was convenient.
The breakfast and
lunch were a great
addition. The
teachers were
awesome. My child
improved with his
reading also.”
“…This program helped children
who could not have gotten help
outside (the school system).”
3. What changes would you make next year?
“Nothing, I think it
was a great academy.”
“Not sure, maybe an additional
week would be beneficial; would
also like to have been able to
speak to teacher at end to gain
more insight on child’s progress
and ideas on how to continue to
work with her at home to help
her succeed.”
“Perhaps the reading
program should be longer
than 14 days.”
“Send home progress
half way through.”
Teacher
Feedback
1. What worked well or was most helpful for you
in teaching Summer Academy?
“The small groups and
consistency of routine.”
“Summer Academy was very
organized. Our plans were
made for us. Our supplies were
provided.”
“Being able to partner
teach, well planned
lessons and small
groups.”
“Having most resources
readily available so that
teachers had minimal
planning was a HUGE
help.”
2. What would you change about Summer
Academy?
“Needs to be longer to really see
growth in kids. Six to eight
weeks would be much better.”
“Healthier option for
breakfast.”
“Add bus routes so that
children are not getting
on the bus at such early
times.”
“Lunch distribution was a little stressful
because of the technique that was
required by the federal government.”
“I would add a
technology piece to
the schedule.”
3. What instructional needs did
most of the students you worked
with have at the beginning of the
session?
“Understanding that
fluency did not mean speed
reading and understanding
some basic phonics rules.”
“Majority of the students
needed help with fluency,
sight words,
comprehension and
phonics.”
4. What are your biggest
concerns for these rising 3rd
graders in coming year?
“The students in our
classroom need to
continue to work on
fluency and
comprehension skills.”
“We also noticed they
need a lot of work in the
area of writing.”
5. What comments, suggestions, or advice can you offer
regarding the instruction of these rising 3rd graders in the
coming academic year?
• Vocabulary
• Emphasis on writing in response to reading
• Reading lots of text
• Fluency
• Comprehension
• Small Group instruction is key
• Phonics daily
Reflection
S What we learned and will do differently.
S What will we do next?
S Data Analysis and Transfer
S Professional Development
S Phonics
S Balanced Literacy
S District Writing Plan
Team Planning Time
S Questions for Us
S Guiding Questions
(provided in foldable)
S Preliminary Planning Time
Summer Reading Camp Planning Sheet
Think about these questions with your district’s needs in mind.
How many students will qualify at this time?
Translation of documents to be sent home.
Will a translator be needed? (parent info sessions, at specific sites)
How many teachers will be needed? Describe roles.
How many buildings will be needed?
How many site directors will be needed? Describe roles.
Are other support staff needed? (Media Specialist, TAs, Instructional Coach/ Specialist, Cafeteria)
When will the training for teachers and site directors take place? Who will do the training?
Will the district provide transportation? Number of bus drivers needed.
Hours of the summer camp?
Will breakfast and /or lunch be served?
What reading materials will be used for the program?
What data will be collected throughout the program?
What extra materials will be needed for the program?
(Paper, pencils, index cards, chart paper, markers, tissues, sentence strips, sticky notes)
How will parents be informed of the student’s progress and final results?
Questions and Comments
Thank you for joining us today!
Federal Program Director:
Leslie Barnette
lbarnette@catawbaschools.net
Curriculum Specialists:
Lora Drum
Lora_Drum@catawbaschools.net
Regina Propst
Regina_Propst@catawbaschools.net
Mia Johnson
Mia_Johnson@catawbaschools.net
Summer Academy Roles & Responsibilities
Site Directors:
-
Daily Walk-throughs (observation forms)
Buses
Discipline
Call for substitutes, both teachers and bus drivers
Inventory materials/resources on August 9th for return to the storage bin (list will be provided)
Teacher Assistants:
-
Library checkout/check-in/return books to shelf
Daily: Check students reading logs
Make copies, if needed
Assist individual students or small groups of students as directed by teachers
Assist with assessments as needed
Supervision of students in restrooms, classroom, etc.
Teachers:
-
Follow daily instructional schedule and routines
Daily: Collect lessons/books and return/file
Supervise/instruct students
Share co-teaching responsibilities
Prepare daily poem on chart paper, small and large group lessons
Assess students using mCLASS on July 22nd and August 8th
Formatively assess students’ needs on daily basis
Summer Reading Camp Planning Sheet
(These questions will be used in conjunction with a foldable for brainstorming)
Think about these questions with your district’s needs in mind.
How many students will qualify at this time?
Do you need documents translated to be sent home?
Will a translator be needed? (parent info sessions, at specific sites)
How many teachers will be needed? Describe roles.
How many buildings will be needed?
How many site directors will be needed? Describe roles.
Are other support staff needed? (Media Specialist, TAs, Instructional Coach/
Specialist, Cafeteria)
When will the training for teachers and site directors take place? Who will do the
training?
Will the district provide transportation? Number of bus drivers needed.
Hours of the summer camp?
Will breakfast and /or lunch be served?
What reading materials will be used for the program?
What data will be collected throughout the program?
What extra materials will be needed for the program?
(Paper, pencils, index cards, chart paper, markers, tissues, sentence strips, sticky
notes)
How will parents be informed of the student’s progress and final results?
Enrollment Forms information:
Are there any dietary needs for students?
Are there any students that require assistive technology?
Team/Classroom___________________________________________ Date _____________ Time _________
Observer _________________________________________________
School _____________________
Morning Meeting: Poem of the Day (whole group)
Lesson Components
Implementation
Teacher Introduces Poem
Yes
No
Poem on chart paper
Yes
No
Students read chorally
Yes
No
Comments
Rotation 1: Fountas & Pinnell Leveled Literacy Instruction (small groups)
Lesson Components
Implementation Comments
Rereading Books
Students are rereading familiar books
Yes
No
Yes
No
Group Activity
Yes
No
Teacher engages student participation
Yes
No
Teacher listens in and prompts children as
needed for word solving
Phonics/Word Work
Odd Numbered Lesson
New Book
Even Numbered Lesson
Writing
Introduce the text
Dictated Writing
Yes
No
Students read the text
(no round robin)
Discuss and revisit the
text
Teaching Point
Interactive Writing
Yes
No
Independent Writing
Yes
No
Yes
No
New Book
Introduce the text
Yes
No
Students read the text
Yes
No
Discuss and revisit the
text
Teaching Point
Yes
No
Yes
No
Letter/Word Work
Letter/Word Work
(optional)
Group Activity
Group Activity
Yes
No
Teacher engages
student participation
Teacher engages
student participation
Yes
No
Shared Interactive Read-Aloud (whole group)
Lesson Components
Implementation Comments
Teacher reads aloud
Yes
No
Teaching Point
Yes
No
Students actively engaged
Yes
No
Rotation 2: Skills Group (small groups)
Lesson Components
Implementation
Teaching Point
Yes
No
Students actively engaged
Yes
No
Shared Interactive Writing (whole group)
Lesson Components
Implementation
Teacher Introduction/Modeling
Yes
No
Students write
Yes
No
Teacher circulates: support/
conference with individual
students
Yes
No
Rotation 3: Word Work (small groups)
Lesson Component
Implementation
Teacher Introduction/Models
Yes
No
Student actively participating
Yes
Comments
No
Comments
Comments