READING & MATH CURRICULUM
Evidence Based Literacy Instruction - EBLI
EBLI instruction assists learners of all ages and ability levels in reaching their highest potential in reading. EBLI works for everyone, from new readers and non-readers to students labeled learning disabled or dyslexic. From struggling readers and spellers to honors students wishing to improve their reading speed and comprehension for college entrance exams such as the ACT or SAT, instruction in EBLI will effectively and efficiently help all learners reach their reading goals.
EBLI is effective, efficient, research-based strategies and activities intended to move learners to their highest potential in reading, spelling, and writing. The focus of EBLI is to improve reading accuracy, speed, and comprehension.
A typical lesson includes the following components:
- Sound lines with high frequency words
- Same Sound/Different Spelling Sorts
- Same Spelling/Different Sound Sorts
- Multi-Syllable Spelling
- Multi-Syllable Reading
- Oral Reading & Summarizing
- Written Summary
EBLI was developed from what research has shown is necessary to teach anyone of any ability level to reach their highest potential in reading as well as from over a decade of working individually with clients of all ages and ability levels at Ounce of Prevention Reading Center in Flushing, MI.
For more information about EBLI please go to their website at www.ebli.com
LLI - Leveled Literacy Intervention
Leveled Literacy Intervention (LLI) is a research-based curriculum developed by Fountas & Pinnell. It is structured to support and build students’ literacy skills, fluency, and comprehension in order that at-risk students might close their reading gap and read at benchmark. Daily, 30 minute lessons are strictly organized into the following parts:
- Rereading (5 minutes)
- Phonics or Word Work (5 minutes)
- Reading a new book at the student’s instructional reading level, or Writing about reading (15 minutes)
- Letter/Word Work, or Reading a new book at the student’s independent reading level (5 minutes)
In Title 1, students are engaged in LLI lessons for 30 minutes Monday through Thursday, and are weekly assessed with a running record on Fridays.
There are several literacy skills that students work on during their LLI lessons. These include, but are not limited to:
- Using picture clues for decoding support
- Breaking a word familiar chunks or syllables for decoding support
- Reading high frequency words (sight words) with speed and accuracy
- Reading with expression according to punctuation, bold faced words, etc.
- Discussing important details from the text
- Making inferential observations beyond the text
- Writing with proper mechanics (capitalization, spacing, and punctuation)
- Writing high frequency words (sight words) with speed and accuracy
- Using familiar chunks or syllables to write words
The objective of Reading Recovery lessons is to promote accelerated learning so that students catch up to their peers, close the achievement gap as quickly as possible, and can benefit from classroom instruction without supplemental help. Daily 30-minute Reading Recovery lessons are individually designed and individually delivered. Each lesson consists of.
- The student reading familiar books, reading yesterday’s new book and taking a running record, working with letters and/or words using magnetic letters, writing a story, assembling a cut-up story, and reading a new book.
- The teacher creates opportunities for the child to problem solve and provides just enough support to help the child develop strategic behaviors to use on texts in both reading and writing.
- Every lesson incorporates learning about letter/sound relationships.
- Children are taught to hear and record sounds and to work with spelling patterns.
- Reading Recovery encourages comprehension and problem solving with print so that decoding is purposeful and students read fluently.
- A series of Reading Recovery lessons has two positive outcomes:
- The child meets grade-level expectations and can make progress with classroom instruction, no longer needing extra help. (This is the outcome for approximately 75% of the children with a complete Reading Recovery intervention.)
- The child makes significant progress but does not reach grade-level expectations. Additional evaluation is recommended and further action is initiated to help the child continue making progress.
- Delta Math - Black River Elementary Team incorporates the Ottawa ISD Delta Math RtI Program.The Delta Math RtI Program was developed to support schools in their efforts to identify struggling math students and to respond to their individual needs.
Grade level readiness screeners are designed to be used as universal screeners.
All children entering each grade level are screened for targeted learning gaps.
Interventions are scheduled and provided “just in time” to fill these gaps and
increase each students readiness to learn. Winter and spring grade level readiness
screeners are used to measure each student’s response to the intervention.
Delta Math Readiness Screeners focus on whole numbers and fractions for grades 1 through
5 and fractions, integers, linear expressions and equations for grades 6 through 8.
Delta Math readiness standards have also been modified to align to Common Core
Accelerated Math - What is it? Accelerated Math is a computer program that helps provide the students with the essential math practice component in math class. This classroom proven software:
- Creates math assignments tailored to each student's current level.
- Automatically scores all math practices, including assignments and tests.
- Provides ongoing feedback on students' daily practice.
- Helps the teacher differentiate math instruction, addressing each student's individual needs.
To find out more information about how Accelerated Math works, see www.renlearn.com
Home Connect:Home Connect is a program that works with Accelerated Math and Accelerated Reader. This program allows parents and students to access and share information about student progress in Accelerated Math and Accelerated Reader. This program can be accessed by clicking on the link below:
Accelerated Math Summary:
- Student gets a practice.
- Student works out problems on the practice.
- Student scores assignment with scantron, home connect, neo, or responder.
- Student receives a TOPS Report with results and another practice.
- Student shows the teacher the TOPS Report.
- Teacher signs/initials the TOPS Report and gives feedback/acknowledgement.
- Student corrects any incorrect answers.
- Student begins working on the next practice.
- Student continues this process until he/she is ready to test on objectives.
- Title 1 teacher will print tests when students are ready.
- How to scan (score an assignment)…
- Home Connect - Students can score Practices and Exercise
- What are the Assignments/How do students get them?
- Practices – are regular (daily) assignments, the computer chooses from any and all of the objectives that has been assigned by the teacher. This is automatically printed when the previous practice is scored.
- Exercises – These are assignments that are printed specifically by the teacher. The teacher can print to specific objectives in which she believes the student needs extra help or practice.
- Tests – These assignments are printed by the teacher when the computer shows the student is ready to test on objectives. When a student has answered 6 consecutive questions correctly on a practice the computer will show the student is ready for a test. The objectives on this test will only be the objectives the student is ready to prove mastery.
- Diagnostic Tests – These assignments are printed by the teacher on specific objectives that she wants to assess students’ knowledge. This could be as a pre-test or as a way to allow students to master objectives without the extra practice on practices or exercises.
- Accelerated Math WARNING:
Parents, We are glad that you want to help your child to be successful. We want them to be successful, as well. Please only help your child after he or she has scored/graded an assignment. When students are helped on assignments, it tricks the computer program to believing they know the objective/skills and allows us to print a test when they are really not ready for a test. This leads to poor grades on tests. We put test grades in the progress monitoring, but we do not put practices or exercises in the progress monitoring. Please help us by allowing the students to do their own work on an assignment, then after they have scored/graded the assignment, you may correct it with your child. This will allow your child's true understanding of the material to be recorded in the computer and in turn allows them to only get a test when they are truly ready for them. Thanks for your help.