Read to Achieve
Summer Reading Camp
Vickie Sproul
Elementary School Director
Anna Crooke
Site Administrator
Rebecca Summer
Site Administrator
Susan Barlow
Literacy Coordinator
Caldwell County Schools
Mission Statement:
To provide quality instruction in a
safe, caring environment.
Vision Statement:
Every student will graduate from
high school, be globally competitive
for work or post-secondary
education, and be prepared for life
in the 21st century.
Goal of Read to Achieve
 To ensure that every student
read at or above grade level by
the end of third grade and
progress in reading proficiency in
order to read, comprehend,
integrate, and apply complex
texts needed for secondary
education and career success.
("§ 115C-83.1A. State goal.)
Planning For
Summer Reading Camp
 Elementary
School Director, Instructional
Facilitator, and Site Administrators began
planning in February 2014.
 Student data was collected at the school
level to gather portfolio information and
Good Cause Exemptions.
 Data was used to project the number
of students in order to plan for camp.
Yearlong District Data Collection
Establishing Classes and Groups
 Student data for students who would attend
summer camp was compiled by the
Instructional Facilitator and Title I Instructional
Specialist.
 Student groups were developed using Reading
3D measures and included targeting specific
weaknesses by analyzing error patterns.
 Summer Camp teachers were provided
student data through Google Drive.
Sample Class List
Staff Training
Life at
Summer Reading Camp
in
Caldwell County
Summer Reading Camp at a
Glimpse
 2 Summer Reading Camp Sites
 82 Students Participated
 15 Schools Represented
 14 Certified Teachers
 9 Instructional Assistants
 2 Site Administrators
 1 Instructional Facilitator
 5 Bus Drivers/Custodians/Food Service
The Tools of Summer Camp
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North Carolina Standard Course of Study
Leveled Literacy Intervention
Letterland
Imagine Learning Interactive Software
N.C. Comprehensive Reading Strategies
Aligned Literature and Informative Texts
Reader’s Theater
Tier-Two Vocabulary Instruction
Student Interactive Notebooks
The Daily Schedule
8:00 - 8:15
8:15 - 9:00
9:00 - 10:00
10:00 - 11:30
Morning Poetry
Leveled Literacy Intervention
Fabulous Focus Stations
Class Rotations
 Media Lesson
 Imagine Learning
 Shared Writing
11:30 - 12:00 Lunch
12:00 - 12:45 Leveled Literacy Intervention
12:45 - 1:00 Modeled Reading
Books to
Capture the
Reader
Leveled Literacy Intervention
Leveled Literacy Intervention
• Two 45-minute lessons per day
• 3-5 Students per Group
• Fiction and Nonfiction Selections
• Structured Close Reading Sessions
• Explicit Vocabulary Instruction
• Attention to Genre and Text Features
• Oral Language Support
• Odd and Even Lessons
• Embedded Phonics Instruction
Leveled Literacy Intervention
Odd Lessons
• Four Key Areas
• Discussion of Yesterday’s New Book
• Revisiting Yesterday’s New Book
• Comprehension, Vocabulary, or Fluency
• Phonics/Word Study
• Reading a New Book
• Introducing the Text
• Reading the Text
• Discussion
• Teaching Points
Leveled Literacy Intervention
Even Lessons
• Five Key Areas
● Revisiting Yesterday’s New Book
○ Comprehension, Vocabulary, or Fluency
● Rereading and Assessment
● Writing About Reading
● Phonics/Word Study
○ Systematically selected from The Continuum of
Literacy Learning
● Reading a New Book
○ Independent Leveled Text
Leveled Literacy Intervention
Other Materials
• Consumable Literacy Notebook –
• Writing About Reading and Word Study
• Student Portfolio Folders
• Word Magnets and Dry Erase Boards
• Teacher Prompting Guides
Blue and Green LLI Systems in Action
Red LLI Systems in Action
Analyzing the Text
Word Work
Fabulous Focus Stations
1. Fluency with Reader’s Theater
and Fry Phrases
2. Vocabulary
3. Comprehension Focus Skills
Directly taught word attack
strategies, appropriate phrasing,
and use of context clues.
Reader’s Theater in Action
Fry Phrases for Fluency
Fry Phrases for Fluency
Vocabulary
 Use of Tier Two Vocabulary –
General Academic Words
 Use of context clues to determine
word meaning with direct and
indirect instruction
 Use of Marzano’s Six Steps of
Effective Vocabulary Instruction
Marzano’s Six Steps of Effective
Vocabulary Instruction
1. Explanation of word with description and
example.
2. Use own words to explain word.
3. Illustrate the word.
4. Extend understanding by acting it out,
verbalizing a sentence, then writing a
sentence.
5. Students discuss and share with step 4.
6. Review and reinforce in conversations
and application.
Comprehension:
Close Reading Strategies
Class Rotations
 Media Center
 Shared Interactive Writing
 Imagine Learning in the
Computer Lab
Media Center
 Students spent 30 minutes each day in
the media center.
 Media assistant explicitly taught a
lesson each day for students. Lessons
ranged from genre study to creating art
projects based on a selection from LLI.
 Students checked out books each day
to read at night.
Comprehending With Actions
Learning
to
Blow
Glass!
Blowing Glass with Bubble
Gum & Straws
Writing Station
 Writing lessons were organized by day.
 Each lesson started with a stimulus.
 Object, Picture, or Close Reading Session
 Day 1 started with sentence structure.
 Day 20 ended camp with scaffolded
support writing a brief constructed response.
Key to writing success at camp:
• Start at the each student’s success level.
• Model, Model, MODEL!
• Provide clear descriptive and corrective feedback.
Interactive Notebooks
Imagine Learning
○ Computer adaptive program
○ Places students based on a diagnostic test
○ Unique features that allow students to
interact with text and build basic skills
○ Features reports that allow teachers to
identify small groups of students that need
additional assistance
Remarkable Results
○ 82 Students attended Summer Reading Camp.
○ 21 Students passed Read To Achieve Test
○ 4 Students passed based on TRC level.
○ 82% of students showed growth on the
Read to Achieve Test.
○ 69% of students showed growth on TRC.
○ 91% of students showed growth in at
least one area.
What our teachers had to say…
Summer Reading Camp was a very positive experience
for students. In most cases students were given an
opportunity to become a shining star academically. An
opportunity, I feel sure, most of the students have
never had. I loved it and they loved it!
The program was very engaging
for the students. They enjoyed
learning.
More Staff Feedback
• Imagine Learning software was a great tool. It
allowed the students to receive extra support for
targeted skills from the LLI Lessons and the
reports made it easy to see if the targeted
instruction was effective.
• I loved that the lessons were so easy to deliver. I
remember thinking that I was doing the same
things over and over and questioned the
effectiveness. When I saw the amazing results
through TRC. I was sold.
• LLI is an excellent program for struggling readers.
The books in the LLI series are entertaining and
interesting for the students, even for the teachers!
The Keys to Our Success
• FLEXIBILITY in all Areas
• Dedicated and Trained Staff – LLI,
Imagine Learning, and Prior Skill Sets
• Organization and Preparation of Materials
• Co-teaching within the classroom
• Student Engagement through a Variety of
Tasks and Learning Opportunities
• Positive Attitudes!
Student Feedback Says It All!
• Building Background Knowledge for
Academic Achievement by Robert Marzano
• Questioning the Author
by Isabel Beck and Margaret McKeown
• 7 Keys to Comprehension
by Susan Zimmerman
• Unlocking Literacy by Marcia Henry
• Strategies that Work
by Stephanie Harvey and Anne Goudvis
• Creating Robust Vocabulary by Isabel
Beck, Margaret McKeown, and Linda Kucan