•Read Well is a primary reading curriculum thatadjusts to the needs of each student.•K-2+ reading core and intervention programs• Mastery-based and research-validated instructionalstrategies.•Multiple entry points for placement into appropriatesmall groups.•A unique sound sequence.•Differentiated instruction with flexible pacing.•Ongoing assessment and progress monitoring.•An instructional framework that addresses theneeds of a response to intervention (RtI) model.
What is Read Well?Read Well is a research-based primary reading curriculum that consists of whole class and small group instruction and independent practice.Students are placed into small groups based on assessed skills and should acquire mastery before moving on.
All Read Well Products Can Be Purchased @http://www.voyagerlearning.com/readwell/index.jsp
Designed to meet the needs of…• Whole Group• Small Group• Individual Assessment and Practice
Age appropriate whole Explicit Instruction Small group class instruction placement Ongoing Assessment determined by assessed skill levelTargeted extrapractice andreinforcement Skills taught to mastery in small group lessons.
What makes Read Well different? What makes it work?• Designed to be flexible to meet the needs of all students, regardless of their ability or achievement level • Small group placement determined by assessed skill level (ORF)• Skills taught to mastery in small-group instruction, with sufficient, targeted, appropriate extra practice to reinforce skills as needed • Ongoing assessment to monitor progress and guide pacing • Daily instruction in phonemic awareness, phonics, vocabulary, comprehension and fluency • Comprehensive and ongoing professional development
Implementation Scheduling options for 120 min/90 min/60 min (and what is covered during this time) 120 minutes: 30 minutes whole class [Read Well ABC Routines, Theme- Related Read Alouds, and Write Well Spelling] and 30 minutes small groups (3) [Classroom teacher with 3 group rotations: 30 mins Teacher- Directed instruction, 30 mins Read Well Independent Work, 30 mins Teacher-Developed Center Activites] 90 minutes: 60 minute walk-to-read (Teacher and Assistant 45 minutes directed; 15 minute independent work); plus 30 minute whole-classinstruction (Teacher doing Read Well ABC Routines, Theme-Related Read Alouds, and Write Well Spelling) 60 minutes: walk-to-read with Teacher and no whole-class instruction
Whole Group Warm-up (Alphabet Cheers, ABC routines) Review or Preview decoding,choral reading, repeated reading, themed read alouds Write Well Spelling
Small Group Teacher Directed:Sound Reviews, Exercises, Vocabulary and Story Reading Independent: Story Rereading, Comprehension and Skill Activities
Validation• Not a lot of independent study to back up the claim that RW makes improvements in reading performance• However, Read Well incorporates researched-based practices that have been proven to be effective for diverse learners. • Preplacement Assessment and ongoing Progress Monitoring • Scaffolded Instruction • Explicit Instruction • Targeted Interventions • Teaching to Mastery • And more…• Sopris West and Cambium Learning (publishers) conducted numerous studies to show Read Well’s effectiveness in diverse school settings. However, these studies do not pass WWC’s threshold (lack comparison, control groups, tests of significance, etc.)
IES What Works Clearinghouse EffectivenessRead Well® was found to have no discernible effectson reading achievement and potentially positiveeffects on English language development forelementary school English language learners.
What Teachers Like About Read Well• Incorporates authentic reading materials that kids are interested in (Arthur, Magic Tree House, etc.)• Flexible and easy to differentiate• Doesn’t follow strict timelines• Explicit (scripted) instruction• Fits RTI model well (progress monitoring and varying degrees of intervention)
Sources CitedCambium Learning Group/Voyagerwww.voyagerlearning.com/readwellLisa Elliot, Wildwood Park Elementary.http://www.slideshare.net/LisaDElliott/read-wellWhat Works Clearinghousehttp://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=411
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