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Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
Read  Well
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Read Well

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Read Well class for paraeducators

Read Well class for paraeducators

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  • Transcript

    • 1.
      • History and Rationale
      • Why Explicit Instruction
      • Curriculum Overview
      • Today’s Outcome
      Lisa Elliott 2/18/08 http:// tiny.cc/ReadWellPara
    • 2. Agenda
      • Whole Group 1:00
      • Parking Lot Explanation
      • Break Gallery Walk 1:30
      • Small Groups 1:40-2:10
      • Switch Small Groups 2:15-2:45
      • Break Gallery Walk 2:45-2:55
      • Whole Group 3:00 Props Play and Positive Interaction
      • Parking Lot Questions 3:10-3:30
      • Gallery Thoughts 3:30
      • Evaluation 3:45-4:00
    • 3. Scientifically Based Reading Program
      • “ In order to learn to read students must master a progression of skills beginning with an awareness of speech sounds and letters and continuing through comprehension.”
    • 4. The Snow Report
      • SWRL Books Marilyn Sprick
      • Achievement Gap
      • Whole Language High Jinks
        • Phonemic Awareness
        • Phonics
        • Reading Fluency
        • Vocabulary Development
        • Reading Comprehension
    • 5. The Achievement Gap
    • 6. The Big Five
    • 7. Washington State Intervention Tiers
    • 8.
      • Read Well ® is a research-based primary reading curriculum that consists of whole class and small group instruction.
      • Students are placed into small groups based on assessed skills and must acquire mastery to move on to the next unit.
      What is Read Well?
    • 9. Students Benefit from Read Well Age appropriate whole class instruction Small group placement determined by assessed skill level Skills taught to mastery in small group lessons. Targeted extra practice and reinforcement Explicit Instruction Ongoing Assessment
    • 10. Students Benefit At All Levels
    • 11. Materials for 1 st Grade and Kindergarten
    • 12.
      • Yellow Program Guides 1, 2, 3
      • Decoding Folders Units 1-38
      • Duet and Solo Stories Units 1-38
      • Skill and Comprehension Books (3)
      • Homework and Extra Practice Extensions
      1 st Grade
    • 13. Kindergarten Materials Teacher Guides Magazines Student Story Books Assessment Manual Cards
    • 14. Kindergarten Materials
    • 15. Kindergarten Materials
    • 16. Whole Group Para-Educator Role
    • 17. Para-Educators Role
      • TO PROVIDE
      • Positive gentle encouragement.
      • Assess and gain information.
      • Communicate needs to teacher in a professional manner.
      • Gather or set-up materials for small groups.
      • NOT TO
      • Correct in a negative demeaning way.
      • Advise teacher or make decisions.
      • Discuss teacher or students outside school or use “…if this was my class…”
      • Expect teacher to set-up for you.
    • 18. What Instruction Looks Like
    • 19. Whole Group (Warm-up) Alphabet Cheer Review or Preview decoding folder choral read, repeated reading Large Group encoding sound spelling practice with white boards
    • 20. Whole Group Photos
    • 21. Para-Educators Role Whole Group Is to assist with instruction in a quiet guiding manner. Model behavior expectations. -Redirect by pointing -Use proximity -Increase student engagement in lesson. -Think Pair Share with students who struggle with level of instruction
    • 22. Small Group Instruction 1 st Grade Kindergarten
    • 23. Small Group Instruction *Need for established routines *Structure *Positive Redirection *Props *Building in Rewards *Start instruction at easy or where students are and scaffold new
    • 24. Small Group Instruction Kindergarten and Struggling Readers Consists of 3-5 students closely matched skills
    • 25. Small Groups can take on a variety of shapes and are flexible
    • 26. Para-Educator’s Role Small Group
      • If student makes an error gently correct the whole group.
      • Explain and demonstrate. If students say /duh/, say something like: The sound is /d/ not /duh/.
      • Guide. Read the sound with me. /D/
      • Provide practice, independent of your voice. You can read the sound without me. /D/.
      • Each time the difficult sound or word comes up have students read the sound 3 times and circle on folder.
      • Have students recognize their accomplishments. Everyone, put your hand in the air and pat your back.
    • 27. Bumpy and Smooth Blending
    • 28. Partner Read Demo One Book Book Holder Points Reader Reads Gentle Correction Tell Word Try Again Good Job!
    • 29. Let’s Get Started Sound Practice
    • 30.  
    • 31. Partner Sound Card Practice Group Activities K and 1
    • 32. Placement in Flexible Groups 1 st Grade
      • Rank Order Placement Inventory
      • Administer Decoding Assessments that deepens student placement into groups of 3-5 depending on the number of groups.
      • All groups receive instruction daily with weekly assessment built in.
      • Struggling students receive the most instruction or double dose.
    • 33. Placement Inventory 1 st Grade
    • 34. Placement Inventory Student Copy
    • 35. Pacing Chart for Groups
    • 36. Daily Planning Guide
    • 37. I Do We Do You Do
    • 38. Reading Rockets Videos (Louisa Moats) http:// tiny.cc/ReadingRockets Links Learning Videos http:// tiny.cc/LinksLearning Interactive Reading Practice SMART Board Compatible http://www.starfall.com Read Write Think http:// tiny.cc/PictureMatch Clifford’s Road to Reading http:// tiny.cc/BigRedDog Links to Further Learning

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