SSI Reading Curriculum Training
Mandi Bush, Taylor Davis, Joanna Kysar
SSI Reading Netschool Page
• Scope and Sequence
• Resources
• Middle School ELA SSI:
http://moodle.nisdtx.org/enrol/instances.php
?id=11046
• Enrollment Key: curriculum2014
Scope and Sequence
Mandatory Resources
• The Continuum of Literacy Learning by Pinnell and
Fountas
• Text and Lessons for Content-Area Reading by Daniels
and Steineke
• Text and Lessons for Teaching Literature by Daniels and
Steineke
• Comprehension and Collaboration by Harvey and Daniels
• DRA2
• Leveled Readers
Optional Resources
• Literacy Navigator by Pearson
• Novels from book room
• Literature textbook
The Continuum of Literacy Learning
by Pinnell and Fountas
What is The Continuum of Literacy
Learning?
• A large body of literacy learning as it happens
over time
• Addresses interactive read aloud and
discussion, writing, guided reading,
spelling/phonics skills, reading response, etc.
• A common vision of children’s progress
• Go to for guided reading groups in SSI
DRA2 for Progress Monitoring
What is DRA2?
• Help identify students’ skills and plan for timely instruction
in reading, engagement, fluency, and comprehension.
• Monitor student growth on a variety of crucial skills and
strategies that successful readers utilize.
• Prepare students to be successful at meeting today’s
classroom and testing expectations.
• Provide support and forma to keep parents and other
stakeholders informed about the level of student reading
and achievement.
Research Based
• “It can also be used more frequently [than annual or
semiannual] with struggling readers to ensure continued
progress.”
• Four different field tests were conducted. Two with each
edition.
• Based on current research in reading from sources such
as National Reading Panel Report and Reading for
Understanding
• DRA2 helps students become good readers by scaffolding
and encouraging them to work towards the skills and
qualities good readers have. (pg. 6 and 7)
DRA2 Materials
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28 Benchmark Assessment Books
Teacher Guide
Blackline Masters (book and CD)
30 Student Assessment Folders
DRA2 Organizer Box
29 Hanging Folders
Assessment Procedures Overview Card
DRA2 Clipboard
Training DVD
Book Information
• 20 books are leveled for on or above fourth through eighth
grade (40-80)
• Bridge Pack- eight books for those below fourth grade
level
• Each level consist of two fiction and two nonfiction books
ranging between 12-16 pages in length with word count
starting at 400 (20) and ending at 2,000 (80).
• Most on-level students are able to read silently an entire
text in 10-15 minutes.
• List of books are on pages 13-20.
Basic Steps to Conducting the DRA2
• Step 1: Student Reading Inventory- reading habits (10-15min)
• Step 2: Reading Conference- oral reading fluency (6-10min) Choose level
based on previous student performance data in Aware and choose fiction
or nonfiction based on what was studied the six weeks. If oral reading is in
the shaded area- stop the test and move down a level
• Step 3: Independent Student work- independent reading and
demonstration of comprehension ability (30-40min)
• Step 4: Analyzing Student Performance- use teacher observation guide
(10min)
• Step 5: Input data to AWARE
• Use data to select level for guided readers and to help guide instruction
(especially one-on-one or small group)
• DRA2 will be completed at the end of each six weeks for progress
monitoring
Understanding Guided Reading
What is Guided Reading?
• Guided reading is meant to work with students at their instructional
reading level, giving them the chance to read a book during the
guided reading format that they may not be able to read
independently.
• Guided reading is made up of a text introduction, reading of the
text, discussing/revisiting the text, teaching for processing
strategies, word work, and extension.
• During guided reading, students are processing the text
independently and are supported by a text introduction and a
discussion after reading the text.
• Guided reading groups are homogeneous but also flexible.
Students should move around as necessary.
• Consistent guided reading will help students take on the skills they
need to be successful readers.
Teacher Role in Guided Reading
• Teachers use guided reading to get to know their students
as readers.
• In guided reading, a teacher helps individual students
learn how to process a variety of increasingly challenging
texts with understanding and fluency within a small group
setting.
• Guided reading allows the teacher to meet the needs of
all students within the class.
• Guided reading provides a setting for teachers to
demonstrate reading strategies to students.
Parts of a Guided Reading Lesson
• Text introduction: unlock the text and provide scaffolds that will allow the
reader to understand the text.
– Point out challenging words and their meanings
– Activate background knowledge that will get students interested in the text and
encourage connections
– Have students make predictions
– Talk about the author
– Talk about text features, pictures, and organization with in the text
• Reading the text: Listen to students read out loud from where they are in their
independent reading and ask a quick comprehension question or two, making
your way around to all members in the guided reading group.
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Prompt for fluent reading
Prompt for self-monitoring to make sure students are comprehending their reading.
Prompt for self correcting
Check for comprehension
Demonstrate how to read fluently and/or search for and use information from the text
Parts of a Guided Reading Lesson Cont.
• Discussing and Revisiting the text: Ask students a question or questions from
within, beyond, and about the text to ensure that you are having a
conversation surrounding all different types of thinking about the text.
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Within the text (recall and summarize)
Beyond the text (prediction, connection, and synthesize)
About the text (analyze and critique)
Use The Continuum of Literacy Learning by Pinnell and Fountas (page 324-355) for
questioning guide
• Teaching for Processing Strategies: Provide a brief, explicit teaching point
focused on the reading process by modeling your thinking to students.
– Solving words, monitoring and checking, searching for and using information,
summarizing, maintaining fluency, predicting, making connections, inferring,
synthesizing, analyzing, and critiquing
– Use what was taught in Text and Lessons for Teaching Literature and Text and Lessons
for Content Area Reading by Daniels and Steineke within guided reading groups.
Parts of a Guided Reading Lesson Cont.
• Working with Words: Give students a 1-2 minute exposure to a word study
concept appropriate to their group’s level that would help them as readers
and/or writers. The concept doesn’t have to relate to the guided reading.
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Spelling principle
Greek/Latin root words
Homographs/homophones
Commonly misused grammar concepts
Punctuation rules
Use The Continuum of Literacy Learning by Pinnell and Fountas (page 324-355 and
pages 369-404) for word work ideas
• Extending the Understanding of the Text: Ask students to extend their
understanding of the text by doing some writing about their reading,
researching something surrounding the reading, etc.
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Diary entry from character’s perspective
Letter or e-mail from one character to another
Research a concept mention in the text
Use The Continuum of Literacy Learning by Pinnell and Fountas (page 92-99) for ideas.
Leveled Readers with The Continuum for
Guided Reading
• Use The Continuum of Literacy Learning by Pinnell
and Fountas
• Page 240- a guided reading lesson for using with
the leveled readers.
• Page 247- text characteristics for guided reading
Text and Lessons for ContentArea Reading
and
Text and Lessons for Teaching
Literacy
by Daniels and Steineke
Take a Look and Teach a Lesson
• Find a partner and choose a lesson from your
assigned book (Teaching Literature or
Content-Area Reading) to teach to us.
• You and your partner will have 20 minutes to
find a lesson and prepare to present.
• You will have approximately 5 minutes to
teach the 20-50 minute lesson- condense! 
Book Clubs and Inquiry Circles:
Taking it a Step Further
Comprehension and Collaboration
by Harvey and Daniels
• Focus is on Chapter 10: Literature Circle Inquiry
–Different than tradition book clubs
–Four different stages (page 201)
• Immersion
• Investigation
• Coalesce
• Go Public
Questions/Concerns?
Thank you and enjoy
the rest of your
summer! 