Welcome
Improving How the Brain Learns to Read
Introductions Product Overview 10:00 – 10:15  BREAK Hands-On 11:30 – 12:30  LUNCH Enrollment and Reports 2:00 – 2:15  BREA...
<ul><li>Efficient Brains  </li></ul><ul><li>=   </li></ul><ul><li>more powerful classroom instruction </li></ul>
Language is natural. Reading is not.
Reading is Like A New Language
<ul><ul><li>'Wepyng and waylyng, care and oother sorwe  </li></ul></ul><ul><ul><li>I knowe ynogh, on even and a-morwe,'  <...
<ul><ul><li>'Weeping and wailing, care and other sorrow  </li></ul></ul><ul><ul><li>I know enough, in the evening and in t...
Comprehension Vocabulary Phonemic  Awareness Phonics Fluency
<ul><li>Guided Oral Reading   has been shown in the research to develop reading fluency </li></ul><ul><li>- National Readi...
<ul><li>Guided </li></ul><ul><li>Oral </li></ul><ul><li>Reading </li></ul>
 
Brain is dynamic.  Certain conditions encourage learning The Learning Brain (Brain Plasticity)
Frequency and Intensity  Adaptivity Simultaneous development Timely motivation
 
Cunningham & Stanovich. (1998) What reading does for the mind.  American Educator , Spring/Summer, pp. 8-15.  From Anderso...
Adaptivity Individual Paths Content Choices
Simultaneous Development Fluency Vocabulary Comprehension Fluency Vocabulary Comprehension
Timely Motivation
Immediate help
Point Rewards
Reading Assistant  Expectations Completing Content Sufficient Accuracy
Content Levels Thematic Clusters Selections
Implementation Plan and Goals
School Year Scheduling Days per week Managing Product Changes
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...
Sample Weekly Schedules Reading Assistant Expanded Edition Other language arts Reading Assistant Expanded Edition Other la...
Sample Weekly Schedules Reading Assistant Expanded Edition Other language arts Reading Assistant Expanded Edition Other la...
Sample Weekly Schedules Reading Assistant Expanded Edition Other language arts Reading Assistant Expanded Edition Other la...
 
<ul><li>Assessments </li></ul><ul><li>District chosen </li></ul><ul><li>Observations </li></ul>
10:15-10:30  BREAK
<ul><li>  Speaking </li></ul><ul><li>  Microphone Placement </li></ul><ul><li>  Sound Check </li></ul><ul><li>  </li></ul>...
Hands-On
Enrolling Students
 
 
Creating Groups
 
 
Assign  Product
 
Reading Assignment
 
 
 
 
 
Language Support
 
Speech Recognition
 
 
RPI for Placement <ul><li>Only  in  Reading Assistant   </li></ul><ul><li>  Expanded Edition </li></ul>
 
 
 
Backup and Upload
Finish Remove Delete
 
Reports
Overview Report
Summary Report
Trend Line Report
Fluency Report
Session Detail
Portfolio
Comprehension
Comprehension
Comprehension
Participant Progress by Selection
Problem Word Report
Monitor the Group Closely
Intervene
Motivational Activities
Daily Steps
We Care Support <ul><li>Technical Support </li></ul><ul><li>Instructional Support </li></ul><ul><li>Progress Monitoring </...
<ul><li>www.scilearn.com/ TrainEval </li></ul>
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Raee teacher training prof dev 091509

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  • 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 &amp; 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
  • Raee teacher training prof dev 091509

    1. 1. Welcome
    2. 2. Improving How the Brain Learns to Read
    3. 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
    4. 4. <ul><li>Efficient Brains </li></ul><ul><li>= </li></ul><ul><li>more powerful classroom instruction </li></ul>
    5. 5. Language is natural. Reading is not.
    6. 6. Reading is Like A New Language
    7. 7. <ul><ul><li>'Wepyng and waylyng, care and oother sorwe </li></ul></ul><ul><ul><li>I knowe ynogh, on even and a-morwe,' </li></ul></ul><ul><ul><li>Quod the Marchant, 'and so doon oother mo </li></ul></ul><ul><ul><li>That wedded been .' </li></ul></ul>
    8. 8. <ul><ul><li>'Weeping and wailing, care and other sorrow </li></ul></ul><ul><ul><li>I know enough, in the evening and in the morning,' </li></ul></ul><ul><ul><li>said the Merchant, 'and so does many another </li></ul></ul><ul><ul><li>who has been married.' </li></ul></ul>
    9. 9. Comprehension Vocabulary Phonemic Awareness Phonics Fluency
    10. 10. <ul><li>Guided Oral Reading has been shown in the research to develop reading fluency </li></ul><ul><li>- National Reading Panel 2000 </li></ul>
    11. 11. <ul><li>Guided </li></ul><ul><li>Oral </li></ul><ul><li>Reading </li></ul>
    12. 13. Brain is dynamic. Certain conditions encourage learning The Learning Brain (Brain Plasticity)
    13. 14. Frequency and Intensity Adaptivity Simultaneous development Timely motivation
    14. 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
    15. 17. Adaptivity Individual Paths Content Choices
    16. 18. Simultaneous Development Fluency Vocabulary Comprehension Fluency Vocabulary Comprehension
    17. 19. Timely Motivation
    18. 20. Immediate help
    19. 21. Point Rewards
    20. 22. Reading Assistant Expectations Completing Content Sufficient Accuracy
    21. 23. Content Levels Thematic Clusters Selections
    22. 24. Implementation Plan and Goals
    23. 25. School Year Scheduling Days per week Managing Product Changes
    24. 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
    25. 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
    26. 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
    27. 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
    28. 31. <ul><li>Assessments </li></ul><ul><li>District chosen </li></ul><ul><li>Observations </li></ul>
    29. 32. 10:15-10:30 BREAK
    30. 33. <ul><li> Speaking </li></ul><ul><li> Microphone Placement </li></ul><ul><li> Sound Check </li></ul><ul><li> </li></ul><ul><li> Recordings </li></ul>
    31. 34. Hands-On
    32. 35. Enrolling Students
    33. 38. Creating Groups
    34. 41. Assign Product
    35. 43. Reading Assignment
    36. 49. Language Support
    37. 51. Speech Recognition
    38. 54. RPI for Placement <ul><li>Only in Reading Assistant </li></ul><ul><li> Expanded Edition </li></ul>
    39. 58. Backup and Upload
    40. 59. Finish Remove Delete
    41. 61. Reports
    42. 62. Overview Report
    43. 63. Summary Report
    44. 64. Trend Line Report
    45. 65. Fluency Report
    46. 66. Session Detail
    47. 67. Portfolio
    48. 68. Comprehension
    49. 69. Comprehension
    50. 70. Comprehension
    51. 71. Participant Progress by Selection
    52. 72. Problem Word Report
    53. 73. Monitor the Group Closely
    54. 74. Intervene
    55. 75. Motivational Activities
    56. 76. Daily Steps
    57. 77. We Care Support <ul><li>Technical Support </li></ul><ul><li>Instructional Support </li></ul><ul><li>Progress Monitoring </li></ul>
    58. 78. <ul><li>www.scilearn.com/ TrainEval </li></ul>

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