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Consultant customized training

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This is a presentation one of our consultants created using the other two presentations and some internal resources as well as her own "stuff".

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Consultant customized training

  1. 2. Goals <ul><li>You Will Understand: </li></ul><ul><ul><li>Reading Assistant </li></ul></ul><ul><ul><li>Reading Content & Assignments </li></ul></ul><ul><ul><li>Microphone Headsets </li></ul></ul><ul><ul><li>Protocol/Student Use </li></ul></ul><ul><ul><li>Interventions </li></ul></ul><ul><ul><li>Enrollment </li></ul></ul><ul><ul><li>Where to go for Support and Data </li></ul></ul>
  2. 3. Scientific Learning
  3. 4. <ul><li>Improving the learner’s ability to capture, process and retain proven instruction </li></ul>
  4. 6. We’ve Given the Computer Ears
  5. 7. Reading Comprehension Vocabulary Fluency Phonics Phonemic Awareness
  6. 8. <ul><li>Phonemic Awareness </li></ul><ul><li>Phonics </li></ul><ul><li>Fluency </li></ul><ul><li>Vocabulary </li></ul><ul><li>Comprehension </li></ul>
  7. 9. <ul><li>READ! </li></ul><ul><ul><li>Aloud </li></ul></ul><ul><ul><li>With a helper </li></ul></ul><ul><ul><li>Repeatedly </li></ul></ul>The NRP’s Fluency Recommendation Guided Oral Reading has been shown in the research to develop reading fluency National Reading Panel 2000 National Reading Panel REPORT OF THE TEACHING CHILDREN TO READ An Evidence-Based Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction
  8. 10. Fluency is Measured in WCPM but… Fluency is NOT just about SPEED!
  9. 11. Reading Fluency <ul><li>Fluency is the ability to read with sufficient ease and accuracy that the reader can focus attention on the meaning and message of text. </li></ul><ul><li>Building automaticity for larger and larger chunks of text </li></ul><ul><ul><ul><li>Jay Samuels, Reading Fluency: Its Development and Assessment, 2002 IRA What Research has to say about Reading Instruction, p.166 </li></ul></ul></ul>
  10. 12. Fluency and Comprehension are closely and causally linked <ul><li>Research over many years has affirmed the high degree of correlation between fluency and comprehension – over 85% </li></ul>
  11. 13. <ul><li>Klauda and Guthrie: “…There is evidence that fluency is both a contributor to and a product of comprehension” </li></ul><ul><li>Journal of Educational Psychology 2008, Vol. 100, No.2, 310-321 </li></ul>Word Recognition Fluency Comprehension
  12. 14. Fluency & Exams 7 th Grade Skill/ability FCAT Performance Level 1 2 3 4 5 % Students at Level 28 21 29 17 6 WPM on FCAT 88 113 122 144 156 Fluency Percentile 7th 25th 45th 82nd 95th Phonemic Decoding 27th 53rd 63rd 74th 84th Verbal knowledge/reas. 34th 45th 64th 88th 93rd 1 Schatschneider, Buck, Torgesen, Wagner, Hassler, Hecht and Powell-Smith, A Multivariate Study of Individual Differences in Performance on the Reading Portion of the Florida Comprehensive Assessment Test: A Brief Report , Florida Center for Reading Research, 2004. Page 6
  13. 15. Fluency and the Brain Multiple oral readings with help build automaticity Disorganized neural pathways linked to dysfluency
  14. 16. Color Challenge <ul><li>BLUE GREEN PINK BLACK YELLOW ORANGE RED GREEN BLACK BLUE BLACK ORANGE RED GREEN BLUE RED GREEN YELLOW PINK ORANGE BLACK BLUE BLACK YELLOW </li></ul>
  15. 17. <ul><li>BLUE GREEN PINK BLACK YELLOW ORANGE RED GREEN BLACK BLUE BLACK ORANGE RED GREEN BLUE RED GREEN YELLOW PINK ORANGE BLACK BLUE BLACK YELLOW </li></ul>
  16. 18. 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. Marilyn Jager Adams
  17. 19. GET THEM TO READ MORE!!! … But wait…HOW and WHAT???
  18. 22. Reading Content <ul><ul><li>Covering topics related to the content standards </li></ul></ul><ul><ul><li>Spanning a range of readability levels </li></ul></ul><ul><ul><li>Including many genres: Authentic literature, jokes, predictable fiction, animal fiction, narrative fiction, historical fiction, folktales, speeches, biography, expository non- fiction, poetry and narrative non-fiction </li></ul></ul>K-3 43 passages 4-5 134 passages 6-8 152 passages 9-12 141 passages
  19. 23. Topical Organization Allows for Multiple Introductions Vocabulary Topic Knowledge Learning
  20. 24. Variety of Genre Allows for Rich Exposure to Text
  21. 39. National Reading Panel on Vocabulary <ul><li>Vocabulary should be taught both directly and indirectly </li></ul><ul><li>Repetition and seeing vocabulary words several times is also important. Learning in rich contexts , incidental learning, and the use of computer technology all help children develop larger vocabularies. </li></ul><ul><li>A combination of methods, rather than a single teaching method, leads to the best learning. </li></ul>
  22. 40. Vocabulary Support
  23. 41. National Reading Panel on Comprehension <ul><li>… reading comprehension is a complex cognitive process that cannot be understood without a clear description of the role that vocabulary development and vocabulary instruction play in the understanding of what has been read. </li></ul><ul><li>… comprehension is an active process that requires an intentional and thoughtful interaction between the reader and the text … </li></ul><ul><li>… the preparation of teachers to better equip students to develop and apply reading comprehension strategies to enhance understanding is intimately linked to students' achievement in this area…. </li></ul>
  24. 42. Comprehension Scaffolds
  25. 43. Protocols 5 Times per Week , 5-6 Weeks (Minimum) 24 Intervention Sessions 40 minutes 6-8 40 minutes 9-12 30 minutes 4-5 20 minutes K-3 Protocol Grade Band
  26. 44. Let’s talk about headsets!
  27. 45. Examples <ul><li> RIGHT: </li></ul><ul><li>To the side of the mouth </li></ul>WRONG: In front of the mouth
  28. 46. More Examples <ul><li>RIGHT: </li></ul><ul><li>Students with breathy/lispy voices may need mic moved further to the side </li></ul>WRONG: Mic boom should not be straight and/or away from face
  29. 47. Still More Examples <ul><li>RIGHT: </li></ul><ul><li>Move mic up rather than down in response to breath noise problems </li></ul>TOO FAR! Mic not recommended for use as an eye patch 
  30. 48. Helpful Strategies <ul><li>CHECKING: </li></ul><ul><li>Have students put their hands up to their mouths as shown; mic should be just outside </li></ul>STORAGE: Store with mic boom bent: makes adjustment for next user easier, reduces wear & tear BENDING: Grasp as shown to bend – pull with middle, brace with outside fingers
  31. 49. Software Expectations <ul><li>Fluency focus </li></ul><ul><ul><li>NOT a phonemic program </li></ul></ul><ul><ul><li>It responds as a supportive listener would </li></ul></ul><ul><ul><li>Words are “Scored” differently </li></ul></ul><ul><li>Common Implementations: </li></ul><ul><ul><li>Classroom Fluency Center – Literacy Block </li></ul></ul><ul><ul><li>Resource Room </li></ul></ul><ul><ul><li>Lab Setting </li></ul></ul>
  32. 50. Hands-On
  33. 51. Hands-On <ul><li>Preview & Read Silently – answer all of the guided reading questions, then you can move on </li></ul><ul><li>Record My Reading – you must record at least twice (and a third time if you don’t meet the fluency goal) </li></ul><ul><li>Take the Quiz </li></ul><ul><li>Move to the next selection </li></ul>
  34. 52. Enrolling Students
  35. 55. Expected gain based on per-grade average of national norms collected by Hasbrouck & Tindal (1992) and Edformation (www.edformation.com). 0 5 10 15 20 25 30 Grade 2 Grade 3 Grade 4 Grade 5 Fluency Gain (wcpm) (n = 182) (n = 228) Average 23% increase in fluency gain over control group Research Validation Expected Gain Control Reading Assistant Average 43% increase in fluency gain over national norms
  36. 56. Summary Report
  37. 57. Comprehension
  38. 58. Comprehension
  39. 59. Comprehension
  40. 60. Fluency Report
  41. 61. Trend Line Report
  42. 62. Session Detail
  43. 63. Portfolio
  44. 64. Participant Progress by Selection
  45. 65. Problem Word Report
  46. 66. Flags <ul><li>Fluency </li></ul><ul><li>Comprehension </li></ul>
  47. 67. Customer Connect http://www.scilearn.com/support

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