Personalized Practice to Mastery Workshop

Module 4: LISTENING / READING BINS

Practicing Individualized Skills to Mastery

Strategy: When planning student text reading practice activities, pivot from leveled texts to decodable texts to help students successfully master newly acquired decoding patterns with accuracy and comprehension and offer independent reading time using complex grade level texts to students who are secure with basic decoding skills.

Synchronous Session: Practicing Individualized Skills to Mastery

Personalized Practice to Mastery | TXRL Workshop (Slides)

Mini-Lesson |Practicing Text Fluency

Listening / Reading Bins provide students with text fluency / language comprehension practice based on student skills data.
Intended as additional practice AFTER finishing playlist activities and the meeting time/lesson requirements on Adaptive online content.
Oral reading fluency protocols are followed as students read aloud with a partner.
Pre-readers listen to fluently read high level texts. Readers select materials based on word recognition proficiency.
Adaptive online tool reports help determine if students are on-grade level with word recognition skills.
- If on grade level with word recognition skills --> use grade level texts.
- If below grade level with word recognition skills --> use decodable texts.

Key Criteria for Listening / Reading Bins

Listening and reading materials are not leveled.
Bins are clearly labeled with decodable text patterns and topics of grade-level text sets.
Students read aloud rather than silently. Pre-readers follow along and read aloud words they know.
Students are trained and utilize best practice protocols for partner fluency practice.
Personalization is based on the type of reading material students select which depends on grade level proficiency of word recognition skills.

District Team Step-Through Listening / Reading Bin Guide

District Step-Through

Opportunity to hear directly from your district leaders on how the Listening/Reading Bins will work in your district context including clarifying details such as those below:

Listening / Reading Bin purpose

- - What is the core instructional purpose of the listening / reading bin activities?
  - How do the listening / reading bins connect to targeted small group instruction?
  - What misconceptions might teachers have about listening / reading bins that we need to clarify?

Activity Materials

- - What are the specific materials students will use in the listening / reading bins associated with WR?
  - Associated with LC? + Describe any scaffolding needed.

How Will Listening / Reading Bins work?

- - How will students know which activity to work on?
  - What indicators will signal when a student is ready to move to the next activity?
  - How will students be supported to provide their best effort? (e.g. formative check-ins, turn in work, apply feedback from goal-setting)

Q&A

Campus Literacy Teams: Do you have the clarity you need regarding the Reading/Listening Bins expectations so they can be implemented on your campus? Note and ask any questions or clarifications your Campus Literacy Teams have in mind.