EYEQ is an online program that is being piloted by Arp ISD to assist students who are having problems reading at a level that is

qUse of EYEQ software three times a week for 7 minutes a day to increase speed & comprehension. After the 7 minutes of exposure to the EYEQ software, the students are directed to read one of four types of texts: biographies, text books, non-fictional texts, and teacher selected novels. The students will read for no more than 15 minutes and then be asked to participate in a classroom discussion of what they read, how far they read, and whether they noticed a difference in their speed and comprehension. In the upper grades, this discussion should be more formal addressing higher-order thinking skills.

Monday

Tuesday

Wednesday

Thursday

Friday

Break the sessions up as follows:

	1 minutes timed reading assessment. Tell students to read at a natural pace and to pay attention to comprehending the story. DO NOT HIT space bar until completely understanding the passage.
	5 minutes EYEQ exercises (students should be seated comfortably in chair, hands in lap, head still, eyes only moving. Students may stop and rest eyes using the space bar
	1 minute post test - do NOT hit space bar until passage has been read and fully comprehended.
	After the post test a read chart comes up that you may wish to print.
	10 Minutes individual reading to practice skills. Use a classroom set of books so that all students are reading the same content.
	10 minutes teacher-driven discussion using comprehension questions (see 6 strategies)

Explicit Reading Instruction:

Use this session to read through biographical, non-fiction, or text book type short reading samples.

Use ideas from How to structure Classroom Reading or TAKS reading & Writing

Over the course of 4 weeks integrate areas needing improvement: Main Idea, plot, point-of-view, theme, character traits, conflict, change, literary techniques, drawing conclusions, making predictions, interpretation, and summarization.

Use these skills to blend reading, questioning, discussing, and writing. An example of a balanced literacy schedule might be:

	10 minutes reading
	5 minutes questioning & discussing
	10 minutes writing using a prompt
	5 minutes oral presentation and/or defense of writing

Break the sessions up as follows:

	1 minutes timed reading assessment. Tell students to read at a natural pace and to pay attention to comprehending the story. DO NOT HIT space bar until completely understanding the passage.
	5 minutes EYEQ exercises (students should be seated comfortably in chair, hands in lap, head still, eyes only moving. Students may stop and rest eyes using the space bar
	1 minute post test - do NOT hit space bar until passage has been read and fully comprehended.
	After the post test a read chart comes up that you may wish to print.
	10 Minutes individual reading to practice skills. Use a classroom set of books so that all students are reading the same content.
	10 minutes teacher-driven discussion using comprehension questions (see 6 strategies)

Explicit Reading Instruction:

Use this session to read through biographical, non-fiction, or text book type short reading samples.

Use ideas from How to structure Classroom Reading or TAKS reading & Writing

Use these skills to blend reading, questioning, discussing, and writing. An example of a balanced literacy schedule might be:

	10 minutes reading
	5 minutes questioning & discussing
	10 minutes writing using a prompt
	5 minutes oral presentation and/or defense of writing

Break the sessions up as follows:

	1 minutes timed reading assessment. Tell students to read at a natural pace and to pay attention to comprehending the story. DO NOT HIT space bar until completely understanding the passage.
	5 minutes EYEQ exercises (students should be seated comfortably in chair, hands in lap, head still, eyes only moving. Students may stop and rest eyes using the space bar
	1 minute post test - do NOT hit space bar until passage has been read and fully comprehended.
	After the post test a read chart comes up that you may wish to print.
	10 Minutes individual reading to practice skills. Use a classroom set of books so that all students are reading the same content.
	10 minutes teacher-driven discussion using comprehension questions (see 6 strategies)

qStudents are held accountable for increasing their reading repertoire using a teacher defined reading list. The minimum of which might be 1 biographical, 1 novel, and 1 AR book of their choice every two weeks.

qOn the days the students are not exposed to EYEQ (every other day), students are given explicit & direct reading instruction using:

TEA's 3-Tier Reading Model (TEA's PowerPoint). Please refer to the following

Assessment: http://www.tea.state.tx.us/curriculum/readingfirst/assessment.html

TPRI (grades K-3) http://www.tea.state.tx.us/curriculum/readingfirst/TPRIREADFIRSTTIER2CRITERIA.pdf

Differentiated Instruction: http://www.tea.state.tx.us/curriculum/readingfirst/instrucframe.html

Reading Strategies that Work: http://www.arp.sprnet.org/curric/READ/strategies.htm

Arp Schools Reading Improvement Initiatives: http://www.arp.sprnet.org/default/curric/READ/Initiatives.htm

the National Institute for Literacy recommendations for a Reading Program -- http://www.nifl.gov/partnershipforreading/questions/questions_about.html .

qStudents will be re-evaluated after 6 weeks using STAR Reading test.