Read Well

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Information about Read Well

Published on March 15, 2008

Author: LisaDElliott

Source: slideshare.net

Description

Read Well class for paraeducators

History and Rationale Why Explicit Instruction Curriculum Overview Today’s Outcome Lisa Elliott 2/18/08 http:// tiny.cc/ReadWellPara

History and Rationale

Why Explicit Instruction

Curriculum Overview

Today’s Outcome

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

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

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.”

“ 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.”

The Snow Report SWRL Books Marilyn Sprick Achievement Gap Whole Language High Jinks Phonemic Awareness Phonics Reading Fluency Vocabulary Development Reading Comprehension

SWRL Books Marilyn Sprick

Achievement Gap

Whole Language High Jinks

Phonemic Awareness

Phonics

Reading Fluency

Vocabulary Development

Reading Comprehension

The Achievement Gap

The Big Five

Washington State Intervention Tiers

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?

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.

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

Students Benefit At All Levels

Materials for 1 st Grade and Kindergarten

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

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

Kindergarten Materials Teacher Guides Magazines Student Story Books Assessment Manual Cards

Kindergarten Materials

Kindergarten Materials

Whole Group Para-Educator Role

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.

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.

What Instruction Looks Like

Whole Group (Warm-up) Alphabet Cheer Review or Preview decoding folder choral read, repeated reading Large Group encoding sound spelling practice with white boards

Whole Group Photos

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

Small Group Instruction 1 st Grade Kindergarten

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

Small Group Instruction Kindergarten and Struggling Readers Consists of 3-5 students closely matched skills

Small Groups can take on a variety of shapes and are flexible

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.

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.

Bumpy and Smooth Blending

Partner Read Demo One Book Book Holder Points Reader Reads Gentle Correction Tell Word Try Again Good Job!

Let’s Get Started Sound Practice

 

Partner Sound Card Practice Group Activities K and 1

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.

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.

Placement Inventory 1 st Grade

Placement Inventory Student Copy

Pacing Chart for Groups

Daily Planning Guide

I Do We Do You Do

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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