Read Well


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Read Well class for paraeducators

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Read Well

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