• Reader’s Workshop
    and 
    READ 180 Next Generation Overview


    This course implements an intensive reading intervention program designed to meet the needs of students who are reading below grade level. This program directly addresses individual needs through teacher-directed lessons, adaptive software, and age appropriate nonfiction and fiction texts, and data driven differentiation.

    Instructional Model: This program includes four main components: Whole Group, Small Group, Instructional Software, Modeled and Independent Reading. Over the course of two days (45 minute class periods) a student will rotate through each of the four areas.

    Whole Group Instruction: Students are instructed as an entire class. Whole-Group instruction builds reading, vocabulary, writing and oral language skills through teacher-led lessons.

    Small Group Instruction: Students continue with the skill focus and receive individualized attention.
    • view Anchor Videos to build background knowledge
    • read aloud rBook passage to model accuracy, fluency, and expression
    • students perform repeated readings to build fluency and comprehension
    • explicit instruction in academic vocabulary words
    • scaffolded practice with multi-paragraph writing
    • differentiation of lessons at various checkpoints

    Instructional Software: Students are automatically placed in the software according to their Lexile score. The level is adjusted by the teacher as a student makes progress. There are four levels, level 4 being closest to grade level.
    • Level 1: 0-400 Lexile
    • Level 2: 401-600 Lexile
    • Level 3: 601-800 Lexile
    • Level 4: 801 Lexile and above

    • Reading Zone
      • video previewing the current topic
      • reading passages: nonfiction, content-area text that helps to build fluency and familiarity with text they will see in other subject areas
      • targeted spelling patterns, high-frequency words, and content vocabulary
      • comprehension questions: main idea, summarize, sequence of events, read for detail, draw conclusions, make inferences, cause/effect, compare/contrast, and problem/solution
      • vocabulary questions: assesses the words that were highlighted in the passage


    • Word Zone
      • word assessment identifies words from the passage that the student is able to read with automaticity and words that need further study
      • word clinic presents words from the assessment activity and offers decoding tips and highlight common phonemic elements

    • Spelling Zone
      • spelling assessment words are taken from the leveled passage in the current segment
      • the software looks for a small instructional set of study words
      • offers immediate and corrective feedback 
      • spelling tip models how to identify the important parts of words, ie blends, common phonograms
      • proofreading activity helps the student transfer spelling skills to writing activities
    • Success Zone
      • after demonstrating mastery of all study study words and correctly answering fifteen questions in the Reading Zone
      • discrepancy passage: student reads 2-3 passages and selects the one that is factually correct
      • context passage: student fills in the blanks within the displayed passages which helps develop comprehension
      • final recording assesses fluency
     
    • Writing Zone
      • Respond and Write prompt: models how to use the student’s point of view to generate a topic sentence then it presents two support sentence frames and a conclusion sentence frame
      • common words are identified and suggestions are presented to the student in order for them to replace with a precise word
      • prompted to self-check and revise
      • student makes a recording of the piece and listens prior to submission

    • Independent Reading
      • students select titles from READ 180 paperbacks which are high-interest and age-appropriate
      • the student builds comprehension, vocabulary, and fluency.

     

    Scholastic Reading Inventory (SRI): an objective assessment of a student’s reading comprehension ability.  This assessment is given 4-5 times/year.  



    rSkills Tests:  a curriculum based assessment that aligns with each rBook Workshop and assesses specific reading skills. This assessment is administered each marking period.



    Quarterly Grade Reporting

    A student’s quarterly grade will consist of the following:


    Participation

    rSkills Test

    Wrap-up Test

    End of Workshop Writing

    Comprehension Score

    Vocabulary Score

    Fluency Score

    Spelling Score

    Context Passage Score

    Reading Counts Quiz Average

    Reading Logs/Corresponding Worksheets

    Supplemental Activities




    Workshop Overviews for 2015-2016

    Workshop 1: Survivors

    Comprehension

    • Main Idea

    • Read for Detail

    • Analyze

    Vocabulary/Word Study

    • Target Words

    • Prefixes

    • Suffixes

    Writing

    • Informational Paragraph

    Conventions 

    • Identifying Sentences and Fragments

    • Using Correct End Punctuation 


    Workshop 2:  Amigo Brothers 

    Comprehension

    • Sequence of Events

    • Main Ideas and Details

    • Synthesize

    Vocabulary/Word Study

    • Target Words

    • Synonyms

    • Antonyms

    Writing

    • Narrative Paragraph

    Conventions

    • Correcting Sentence Fragments

    • Using Capital Letters

     

    Workshop 3: Your Brain Exposed


    Comprehension

    • Story Elements

    • Read for Detail

    • Evaluate

    Vocabulary/Word Study

    • Target Words

    • Verb Endings

    • Word Families

    Writing

    • Literary Analysis

    Conventions

    • Correcting Run-On Sentences

    • Using Correct Word Order

    Workshop 4:  When Music Offends


    Comprehension

    • Summarize

    • Sequence of Events

    • Analyze

    • Synthesize

    Vocabulary/Word Study

    • Target Words

    • Antonyms

    • Suffixes

    Writing

    • Informational Summary

    Conventions

    • Using Correct Verb Tense

    • Using Commas in a Series



Last Modified on November 3, 2015