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The core reading curriculum utilized in our classroom is HMH's R180 and The Code. This is an evidenced based program focused on the five pillars of reading. Using this program, my daily schedule utilizes a 60 minute ELA block of small group rotations in order to support student's reading progress along with an additional 30 minutes of whole-group phonics instruction from and individualized sight word work. You can see breakdowns of what those rotations as well as links to the programs below.
Summative progress through both programs is assessed through The Growth Measure, given in the Fall, Winter, and Spring. The Growth Measure is a research-based assessment that measures the reading comprehension based on 35 adaptive questions. Students can place into R180 or four different segments of The Code based on their assessment results. Staff can make adjustments to placement based on student performance.
We are also using the UFLI Foundations Phonics Program this year. UFLI is an evidence and research-based, explicit, systematic phonics program that introduces students to the foundational reading skills necessary for proficient reading. I've used the free resources provided by the University of Florida I'm excited to see the growth our students experience as a result of this whole curriculum.
Read 180
Read 180
The R180 software program focuses on facilitating deeper word knowledge with multi-sensory activities, building accuracy and fluency, deepening comprehension (including inferential), writing and organizational skills, and explicit instruction in decoding and morphology. The Code software works on building foundational reading skills through explicit and sequential instruction of phonological and phonemeic awareness skills.
UFLI Foundations
UFLI Foundations
Students are introduced to two skills a week following an A/B two day instructional pattern for each. These skills are taught using the same routines, including spiral review, explicit instruction, and guided practice. Skills follow a research-based scope and sequence and include irregular spelled sight/heart words. Each Friday, students are assessed on their ability to spell 6 new concept words, between 1-4 new irregular words, and 1-2 dictated setences.
Rotation 1
Rotation 1
'Independent' Reading
(Staff facilitated read aloud during which students are taught to be independent readers. )
Guided ‘independent’ reading group during which students work together on the same book and are assisted in putting their phonics awareness and decoding skills to practice. Students also work on improving their fluency, complete culmination activities, and monitor their progress and growth.
Rotation 2
Rotation 2
Book Work
(Teacher-led instruction from curriculum textbooks with supplemental activities.)
Literacy, comprehension, and writing instruction through exposure to a variety of informational texts. Teacher also guides work on spelling, grammar, structure of English language, modeled fluent reading, and more which are integrated into textbook.
Rotation 3
Rotation 3
Software/App
(Independent rotation monitored through each domain for progress, mastery, and usage)
A multimodal approach to teach phonics, decoding, encoding and sentence structure with immediate feedback and progression through student mastery. Students interact with an ‘instructor’ on the screen and data is monitored by staff.
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