Reading Instruction at OMS

  • INTENSIVE INSTRUCTION/INTERVENTIONS

    At Osceola Middle School, students scoring a level 1 or 2 on the Florida Standards Assessment (FSA) reading test are receiving intensive instruction, in addition to their language arts class. Additionally, those students who do not have an Florida Standards Assessment (FSA) score are assessed to determine whether or not they would benefit from the intensive reading classes. If their scores indicate a need for the program, we are serving them as well. The intensive reading classes are designed to address, in a smaller group setting, the students’ individual remedial needs while their on-grade level needs are being addressed in their language arts class. 

    The reading classes are designed to provide effective instruction along with individualized attention by utilizing technology, working in small group rotations, and frequent monitoring of progress.

     

     

    READING COURSES OFFERED AT OSCEOLA MIDDLE SCHOOL

    READ 180

    READ 180® is a reading program designed for struggling readers. READ 180® is composed of three parts: whole-group direct instruction, small-group rotations, and whole-group wrap-up. The instruction begins with 20 minutes of whole-group direct instruction, in which the teacher provides instruction in reading, writing, vocabulary, and grammar to the entire class. This is followed by rotations of smaller groups of students through three activities:

     

    • Small-group direct instruction, in which the teacher works closely with individual students using an interactive work text (called the ReaL Book). Instruction focuses on language development, comprehension, vocabulary, writing, and fluency across six workshops. Each workshop has distinct subject content, focus questions, anchor videos, and career focus. At the end of each workshop, students complete a career-focused, project-based learning assessment.

     

    • Students’ independent use of a computerized READ 180® Student Application that includes six components (called “zones”): (1) Explore, which includes anchor videos with vocabulary activities; (2) Reading, which involves close reading of individualized texts based on a student’s instructional reading level; (3) Language, which includes vocabulary building and practice; (4) Fluency, which includes practice in spelling and reading; (5) Writing, which includes crafting argumentative, narrative, and informative essays; and (6) Success, which includes progressively more complex fluency and comprehension activities.

     

    • Modeled and independent reading, designed to build comprehension and accountability. Students can select from over 100 paperbacks, eBooks, or audiobooks using a digital bookshelf or classroom materials. The instruction ends with a brief wrap-up discussion with the whole group. The goal of the READ 180® software is to continually adjust the level of instruction based on student performance.

     

    System 44

    System 44 Next Generation is a foundational reading program for the most challenged readers in Grades 3–12+. System 44 is proven to help students master the foundational reading skills required for success with the new standards, college, and career through explicit instruction in phonics, comprehension, and writing.

     

    The System 44 Model for Blended Learning combines adaptive technology and teacher-led instruction to help students become proficient readers, writers, speakers, and critical thinkers. 

     

    Instruction follows a rotational model that includes:

    Instructional Technology - Students work independently on the software and receive intensive, individualized reading instruction and skills practice.

    Modeled & Independent Reading - Students build fluency and reading comprehension through modeled and independent reading.

    Small-Group Instruction - Teachers present targeted small-group differentiated instruction.

     

    50-MINUTE

    During the 50-minute reading period, students use Escalate materials to improve their reading skills. As students read text, teachers model before, during, and after reading comprehension strategies. Students respond to literature, retell information, and write about what they read. Students also receive instruction in vocabulary and grammar.