Welcome
OPLC’s
Reading Program and
How it Works
OPLC Overview
• Balanced Reading Program
– Reading Block
– Whole Group Reading
• Assessments
– Grouping
• Supports/Enrichment
Independent reading-Independent
writing
 Shared reading-Shared writing
 Guided reading-Guided writing
 Modeled reading (read aloud)-Modeled
writing
 Word Study
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Strands of Reading
The 5 Critical Elements of Reading
Phonemic Awareness
Vocabulary
Comprehension
Fluency
Alphabetic Principle
Graphic by: Deborah Simmons
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DIBELS/Progress Monitoring
DRA
Project Read Daily Dictation
Project Read Unit Assessments
Scott Foresman Benchmark Assessments
Terra Nova
Regularly Scheduled Data & Collaboration
Meetings
Developmental Reading Assessment
(DRA)
• Administered 2/4x a year in
kindergarten, first and second
grade.
• Assesses and documents
reader’s development at
instructional levels
• Results determine reading block
placement.
Dynamic Indicators of Basic Early
Literacy Skills (DIBELS)
1. Phonemic Awareness
2. Alphabetic Principle and Basic
Phonics
3. Word Attack Skills
4. Accurate and Fluent Reading of
Connected Text
5. Comprehension
Homogeneous Group
(Instructional Reading Level/Reading
Block)
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80 Minutes Long
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Three Reading Levels
◦ Title Groups/Working
Towards
◦ Average
◦ Above Grade Level
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Project Read/Word Study
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Guided Reading
1. DRA
◦ 1st grade - Level 3 (Strategic/Core with Concerns) or below
◦ 2nd grade - Level 16 (Strategic/Core with Concerns) or below
2. DIBELS- Strategic/Intensive
3. 2nd grade only
◦ Below an average of 75% on previous year’s Core/benchmark
scores for Scott Foresman
4. Teacher observation of ongoing student performance:
This can include work samples, weekly assignments,
ongoing progress monitoring, etc.
To be in this category, the child must have the following
criteria.
1. DRA
◦ 1st grade - Level 3 - 14
◦ 2nd grade - Level 16 (Independent) or above
2. DIBELS-Strategic/Benchmark
3. An average of 75% on previous year’s benchmark
scores for Scott Foresman
4. Teacher observation of ongoing student
performance: This can include work samples, weekly
assignments, ongoing progress monitoring, etc.
Students must meet the following criteria to be in this
category.
1. DRA
◦ 1st grade - Level 16 or above
◦ 2nd grade - Level 24 or above
2. DIBELS – Core/Benchmark
3. An average of 90% or above on previous year’s
benchmark scores for Scott Foresman
4. Teacher observation of ongoing student
performance: This can include work samples, weekly
assignments, ongoing progress monitoring, etc.
Project Read Skills
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Anticipatory Set: Warm Up
Guided Reading
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Monitoring comprehension
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Use graphic and semantic
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Skill Introduction
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Teach to Transfer
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Answering questions
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Checking for
Understanding
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Generating questions
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Recognizing story structure
Dictation
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Shared reading
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Guided reading
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Summarizing
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Automaticity and Fluency
organizers
Heterogeneous Group
(Mixed ability grouping/Homeroom)
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60 Minutes Long
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Grade Level Materials
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Whole Group Instruction
◦ With Differentiation
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Scott Foresman
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Writing Process
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Independent Reading
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Shared Reading &
Shared Writing
◦ Monitoring comprehension
◦ Use graphic and semantic
organizers
◦ Answering questions
◦ Generating questions
◦ Recognizing story
structure
◦ Summarizing
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Grammar
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Process Writing/Journal
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Independent Reading &
Writing
Tier 1:
Core Curriculum
Tier 2:
Strategic Interventions
Reading
Reading
• PA State Standards
• Block Reading
• Grouped by
instructional reading level
Tier 3:
Intensive Interventions
Reading
•Extension of Tier 1
•Extension of Tier 1 & 2
• Title I Reading
Support
• Title I Reading
Support
ADDITIONAL
• Data Driven READING
Instruction
SUPPORTS
PROVIDED
• Weekly/Biweekly
Progress
BASED Monitoring
ON DATA &
• Change
TEACHERInterventions
VALIDATION
• Data Driven
Instruction
• Systematic, Explicit
Reading Instruction
• Weekly Progress
Monitoring
•Curriculum Fidelity &
Consistency
• Intensity &
Duration of
Interventions
• Researched Based Programs
& Techniques
• Universal Screenings –
DIBELS, DRA
• Data Driven Instruction
•Extra Support in
Reading Block &
Tier Time
• Additional Small
Group Instruction
•Extra Support
through Small
Group Instruction
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Establish Learning Goals
 Reading
 Individual
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Apply Learned Concepts
◦ Application & transfer of taught concepts used
throughout all subject areas
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Knowing Instructional Focus of Lesson
◦ Understand & be able to explain the lesson’s
purpose- why it is critical to learn this chunk of
information, on this day, and in this way
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Be in the KNOW
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Child’s Academic Levels
Student Reading Goals
Attend Parent Conferences
Provide Current Phone Numbers
Support/Parent Involvement
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Home Support
Participation in Reading Incentive Program
Reading Eggs
Attendance
Read, Read, Read with your child
Model Expectations
◦ Motivate
◦ Encourage/Support/Provide
◦ Enforce