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Raee teacher training prof dev 091509
- 1. Welcome
- 2. Improving How the Brain Learns to Read
- 3. Introductions Product Overview 10:00 – 10:15 BREAK Hands-On 11:30 – 12:30 LUNCH Enrollment and Reports 2:00 – 2:15 BREAK Preparing for Day 1 Closing 3:00 END
- 5. Language is natural. Reading is not.
- 6. Reading is Like A New Language
- 9. Comprehension Vocabulary Phonemic Awareness Phonics Fluency
- 13. Brain is dynamic. Certain conditions encourage learning The Learning Brain (Brain Plasticity)
- 14. Frequency and Intensity Adaptivity Simultaneous development Timely motivation
- 16. Cunningham & Stanovich. (1998) What reading does for the mind. American Educator , Spring/Summer, pp. 8-15. From Anderson,Wilson,& Fileding (1988). Growth in reading and how children spend their time outside of school .RRQ,23 ,285-303. Frequency and Intensity An Extra 10 Minutes a Day Marilyn Jager Adams
- 17. Adaptivity Individual Paths Content Choices
- 18. Simultaneous Development Fluency Vocabulary Comprehension Fluency Vocabulary Comprehension
- 20. Immediate help
- 21. Point Rewards
- 22. Reading Assistant Expectations Completing Content Sufficient Accuracy
- 23. Content Levels Thematic Clusters Selections
- 24. Implementation Plan and Goals
- 25. School Year Scheduling Days per week Managing Product Changes
- 26. 40 minutes per day 3 days per week Grades 6-12 30 minutes per day 3 days per week Grades 4-5 20 minutes per day 3 days per week Grades K-3 Recommended Protocols Grade Band
- 27. Sample Weekly Schedules Reading Assistant Expanded Edition Other language arts Reading Assistant Expanded Edition Other language arts Reading Assistant Expanded Edition 10:00-10:20 Friday Thursday Wednesday Tuesday Monday Time
- 28. Sample Weekly Schedules Reading Assistant Expanded Edition Other language arts Reading Assistant Expanded Edition Other language arts Reading Assistant Expanded Edition 10:00-10:30 Friday Thursday Wednesday Tuesday Monday Time
- 29. Sample Weekly Schedules Reading Assistant Expanded Edition Other language arts Reading Assistant Expanded Edition Other language arts Reading Assistant Expanded Edition 10:00-10:40 Friday Thursday Wednesday Tuesday Monday Time
- 34. Hands-On
- 38. Creating Groups
- 41. Assign Product
- 49. Language Support
- 61. Reports
- 62. Overview Report
- 63. Summary Report
- 65. Fluency Report
- 66. Session Detail
- 67. Portfolio
- 68. Comprehension
- 69. Comprehension
- 70. Comprehension
- 71. Participant Progress by Selection
- 73. Monitor the Group Closely
- 74. Intervene
- 76. Daily Steps
Editor's Notes
- When students’ brains can process more efficiently, your curriculum and instruction become more powerful.
- Reading requires translating the words into print and then becoming fluent. Anyone in the room fluent in a second language? What did it take to get there? Next there will be a passage from The Canterbury Tales by Geoffrey Chaucer, written in Middle English.
- Invite the group to read this silently to see what they can figure out.
- Here is the translation to modern English. How do their fluency, vocabulary, and comprehension change?
- When we look at the “big five” of reading instruction, phonemic awareness (there are these symbols called letters and the have associated sounds), and phonics (you combine sounds to make words) are addressed in the earlier years of elementary. The ultimate goal of reading instruction, obviously, is understanding what you are reading and developing a strong vocabulary to support comprehension. In the middle is the bridge of fluency – being able to read well enough so that you stop becoming a word-by-word reader and are able to read phrases for meaning without your thread of comprehension being broken by reading errors. Reading Assistant initially focuses on developing fluency, but also focuses on building vocabulary and comprehension in the process. The program has a rich vocabulary tool to provide contextual understanding of key vocabulary words, and comprehension assessments that employ a variety of comprehension strategies (ie: inference, prediction, vocabulary, factual recall). The product is appropriate for students with a basic decoding set that are reading at an entry point of 25 wcpm. Word Calling is DIFFICULT! It takes a lot of work and you need to focus your attention the phonetics rather than the meaning… and then what do you comprehend??? Review the 5 components of literacy instruction: phonemic awareness, phonics, fluency, vocabulary & comprehension. Reading Assistant focuses on fluency growth and the associated vocabulary and comprehension gains. It is not a phonemic program and should be used with students who have a basic decoding set. Slide 5 - The term fluency has a couple of connotations. Often is it used to define a measurement of reading proficiency – “how fast or automatically can a student read” – we take that measurement in WCPM (words read correct per minute). We focus on the fluency as a skill - the ability to read easily enough, accurately enough so that the reader can maintain the thread of comprehension while they are reading. Reading Assistant looks to strengthen this skill through its supportive guided oral reading.
- Word Calling is DIFFICULT! It takes a lot of work and you need to focus your attention the phonetics rather than the meaning… and then what do you comprehend???
- Conditions in the brain are dynamic. They change and “rewire” at any age The brain’s ability to change, or be trained, is known as brain plasticity The brain can learn at any age, and certain conditions encourage learning
- Important to introduce these concepts, but more important to talk about them in the context of the hands-on demonstration.
- Let’s consider this analogy to better understand brain fitness, or improving brain processing efficiency. Online content accessed via a broadband connection yields an entirely different user experience than the same content accessed via a dial-up connection. Similarly, two students experiencing the same research-based curriculum can have very different learning experiences based upon the preparedness of the brain to capture, process and retain proven instruction (their bandwidth). Scientific Learning unifies proven curriculum with brain fitness exercises to improve brain processing efficiency for learners; thereby accelerating the learning process that results in enduring gains. This means that the at-risk students you worry about most will be moving quickly toward adequate yearly progress.
- With frequency of intensity helps students grow in their exposure to vocabulary and learning.
- The level of adaptivity in Reading Assistant Expanded Edition provides students with exposure to passages that provide enough challenge for student to grow in their reading ability.
- Improved Generalization – Domain specific skills are presented within short intensive learning epochs
- Reading Assistant helps as you read. There is no delay between the time when a student needs support and when they get support. We offer point reward to maintain student engagement.
- Reading Assistant helps as you read. There is no delay between the time when a student needs support and when they get support. We offer point reward to maintain student engagement.
- Best Practices – Set the Plan!
- -Many schools using Reading Assistant alone may be implementing in the classroom, during center rotations. This is a popular implementation model in many Elementary Schools, where there are 4-5 computers in the back of the classroom for students who need additional practice with Fluency and Comprehension.
- -Many schools using Reading Assistant alone may be implementing in the classroom, during center rotations. This is a popular implementation model in many Elementary Schools, where there are 4-5 computers in the back of the classroom for students who need additional practice with Fluency and Comprehension.
- -Many schools using Reading Assistant alone may be implementing in the classroom, during center rotations. This is a popular implementation model in many Elementary Schools, where there are 4-5 computers in the back of the classroom for students who need additional practice with Fluency and Comprehension.
- -Many schools using Reading Assistant alone may be implementing in the classroom, during center rotations. This is a popular implementation model in many Elementary Schools, where there are 4-5 computers in the back of the classroom for students who need additional practice with Fluency and Comprehension.
- In these Joint Product Use schedules, the recommendation is to use RA EE every other day after FFWD Products are completed. On Tuesday/Thursday, the recommendation is to have students either work on their assigned FFWD exercises again for 20 minutes or work on another LA activity. A great use of this time could also be for whole/small group interventions with students having difficulty in particular FFWD exercises.
- Best Practices