LANGUAGE The Comprehensive Literacy Curriculum

1
Welcome to Intensive Reading!
2
FCAT / Intensive Reading

• The state of Florida requires students who are
  not working at the standard on the FCAT to be
  enrolled in Intensive Reading classes.
• The curriculum used in Intensive Reading classes,
  called LANGUAGE!, was designed to fill the gaps
  by focusing on all aspects of the reading
  process.
• It can help students make rapid progress in
  reading achievement.

3
LANGUAGE! Levels

• LANGUAGE! comes in three levels A-B, C-D, and
  E-F

E-F
C-D
E-F
A-B
A-B
4
Reading Placement 2008-09

• Students in IR 07-08 school year and score level
  1 or 2, 2007 FCAT, move to next developmental
  level
• Level A/B 07-08 C/D 08-09
• Level C/D 07-08 E/F 08-09
• Level E/F 07-08 appropriate instructional level
  single-period intensive reading class

5
It takes time

• The 90-minute reading block
• Decreases the amount of interruptions
• Increases the amount of time students are
  involved in instructional activities
• Improves student performance
• Creates opportunities for academic success

6
LANGUAGE! embraces all aspects of literacy
7
Daily Lessons 6 Steps90 minutes instruction
daily (10 Lessons per Unit)

• Step 1 Phonemic Awareness and Phonics
• Step 2 Word Recognition and Spelling
• Step 3 Vocabulary and Morphology
• Step 4 Grammar and Usage
• Step 5 Listening and Reading Comprehension
• Step 6 Speaking and Writing

8
Step 1 Phonemic Awareness10 minutes daily
(Phonemic/Phonics Lesson)

• Phonemic awareness- the ability to identify and
  manipulate the speech sounds, or phonemes, in
  spoken words.
• Phonemic awareness is strictly auditory
• Phonemic awareness is an essential skill in
  successful reading
• Tasks include segmenting, blending, substituting,
  categorizing, isolating, dividing syllables, word
  fluency checks, listening for stressed syllables,
  etc.

9
Step 2 Word Recognition and Spelling10 minutes
daily (Word Recognition/Spelling Lesson)

• Essential Words- automatic sight word recognition
• Spelling- ability to use knowledge of
  sound/symbol association and sight word
  vocabulary to spell words
• Fluency- speed, accuracy, and prosody
  (expressionvoice) in reading
• Fluency checks measure WPM (words per minute),
  minus errors, which translates to words read
  correctly per minute.
• Tasks include decoding and encoding activities,
  spelling tests, fluency checks, etc.

10
Step 3 Vocabulary and
Morphology15 minutes daily (Vocabulary/Morphology
Lesson)

• Vocabulary- study of word meaning
• Morphology- study of the structure and form of
  word parts, or morphemes. Morphemes are word
  parts that hold meaning prefixes, roots,
  suffixes.
• Unit Vocabulary and morphology, idioms,
  expressions, and signal words
• Tasks include word study, context-based
  strategies (form and function), classifying,
  exploring words, multiple meaning maps, etc.

11
Step 4 Grammar and Usage15 minutes daily
(Grammar/Usage Lesson)

• Grammar- parts of speech (form)
• Usage- function of words in sentences and syntax
  (grammatical arrangement of words in sentences)
• Strategies to build sentences, to show the
  function of words in sentences, and the impact of
  word order on meaning.
• Tasks include Masterpiece sentences, diagramming,
  grammar sorts, etc.

12
Step 5 Listening and Reading Comprehension20
minutes daily (Listening/Reading Comprehension
Lesson)

• Each unit includes Decodable/Independent Text,
  Instructional Text, and Challenge Text.
• Decodable/Independent Text- written at a level
  that students can handle selections provide some
  background and vocabulary for higher levels.
• Instructional Text- text written at levels that
  allow students to practice multiple strategies
  taught in lessons.
• Challenge Text- written at a high readability
  level for teacher read-alouds, listening
  comprehension, higher vocabulary, and higher-
  order thinking skills.

13
Step 6 Speaking and Writing20 minutes daily
(Speaking/Writing Lesson)

• Includes explicit instruction in the writing
  process.
• Paragraph types include classification, time
  sequence, reasons, compare/contrast, narrative,
  and persuasive.
• Encourages use of outlines and graphic
  organizers.
• Incorporates Six Traits of Effective Writing
  rubric.
• Integrates all steps in the writing process.
• Provides opportunities for oral expression.

14
Assessment

• Where do we go from here?
• Assessments are built into the LANGUAGE!
  curriculum
• Language Placement tests for placement in program
• (Levels A/B, C/D, E/F)
• Content Mastery Assessments test students for
  mastery of each unit
• Weekly fluency and spelling tests
• Summative Assessment after each book- Semester
  Exams

15
On the Way to Success

• Each step of the way, students find
• high goals expectations
• clear, systematic instruction
• on-going assessment
• pride in their progress