Beatrice Paraeducator Training

Beatrice Paraeducator Training

Presented by April Kelley

Jan. 20th, 2010

Presented by April Kelley

Jan. 20th, 2010

IntroductionsIntroductions

NameGrade Level(s)

NameGrade Level(s)

OBJECTIVESThe paraeducators will…

OBJECTIVESThe paraeducators will…

Learn new reading strategies to use

while working with readers Explore behavior plans to utilize with

each grade level. Discuss appropriate interactions with

students during work stations Learn how to conduct fluency checks

Learn new reading strategies to use

while working with readers Explore behavior plans to utilize with

each grade level. Discuss appropriate interactions with

students during work stations Learn how to conduct fluency checks

What was shared with teachers in October?

What was shared with teachers in October?

Guidelines for Maximizing our Time with Paraeducators Working Directly with Students

Managing work stations Providing interventions Offering extensions Working 1-1 with students Working with small groups Conducting fluency checks

Guidelines for Maximizing our Time with Paraeducators Working Directly with Students

Managing work stations Providing interventions Offering extensions Working 1-1 with students Working with small groups Conducting fluency checks

What was shared with teachers in October?

What was shared with teachers in October?

Keys to Making it Successful Sharing your expectations Modeling Co-teaching Observing and giving feedback Communicating

Sample Lesson Plans

Keys to Making it Successful Sharing your expectations Modeling Co-teaching Observing and giving feedback Communicating

Sample Lesson Plans

Burning QuestionsBurning Questions

Reading Strategies - Essential ?’s

Reading Strategies - Essential ?’s

What do I say when a child gets stuck on a word?

What questions can I ask to help students comprehend the text?

What is higher level thinking and how do I ask questions that will help students?

What do I say when a child gets stuck on a word?

What questions can I ask to help students comprehend the text?

What is higher level thinking and how do I ask questions that will help students?

What is Guided Reading?What is Guided Reading? Instructional Structure that teachers use to support students’ development of effective reading strategies.

Small Groups Help children learn how to use independent reading strategies

Instructional Structure that teachers use to support students’ development of effective reading strategies.

Small Groups Help children learn how to use independent reading strategies

Sources of Informatio

n

Sources of Informatio

n

Semantic

(Meaning)

Does that make sense?

Syntactic

(Structure)

Does that sound right?

Graphophonic

(Visual)

Does that look right?

Helping a Child Become an Independent Reader

Helping a Child Become an Independent Reader

Effective Questioning Strategies

Effective Questioning Strategies

Prompting for IndependencePrompting for Independence

Hand Prompting ToolHand Prompting Tool

Prompts to Support the Use of Reading

Strategies

Prompts to Support the Use of Reading

Strategies

Video ReflectionVideo Reflection

Reading the TextReading the Text

Effective Questioning & Prompting

Effective Questioning & Prompting

The dog ran into the spree. Does that make sense? Go back and read it again.

Cats don’t like to ______. What does that word look like? What word would make sense there?

The dog ran into the spree. Does that make sense? Go back and read it again.

Cats don’t like to ______. What does that word look like? What word would make sense there?

Effective Questioning & Prompting Practice

Effective Questioning & Prompting Practice

The dog ran to the ______.

Then Max was sent to his romp without any supper.

The dog ran to the ______.

Then Max was sent to his romp without any supper.

Effective Questioning & Independent Prompt and

Practice

Effective Questioning & Independent Prompt and

Practice Dogs don’t like the feeling of in their teeth.

Do you think you can rime that bike?

What should we do _______? I like to swim in a the big ocean.

Dogs don’t like the feeling of in their teeth.

Do you think you can rime that bike?

What should we do _______? I like to swim in a the big ocean.

Student BehaviorsStudent Behaviors

Talk with your partner about what you struggle most with when it comes to student behaviors.

Talk with your partner about what you struggle most with when it comes to student behaviors.

BEHAVIOR PLANS - Essential ?’s

BEHAVIOR PLANS - Essential ?’s

How can I be consistent with each classroom teacher’s expectations?

What should I do with students that are misbehaving?

How can I be consistent with each classroom teacher’s expectations?

What should I do with students that are misbehaving?

Behavior Management Plan Form

Behavior Management Plan Form

Fill out top section of form for each grade level you work with in order

Fill out top section of form for each grade level you work with in order

Positive Reinforcement Ideas…

Positive Reinforcement Ideas…

Teacher/Student Game Specific Positive Praise

Stickers Marbles in Jar High Fives Shine your halos Kiss your Brain

Teacher/Student Game Specific Positive Praise

Stickers Marbles in Jar High Fives Shine your halos Kiss your Brain

Consequence Ideas…Consequence Ideas… Time out at recess Stay after school Think time in classroom or outside

classroom Turn card on behavior chart Name on board Phone call home Office Visit

Time out at recess Stay after school Think time in classroom or outside

classroom Turn card on behavior chart Name on board Phone call home Office Visit

Work Station Interactions -

Essential ?’s

Work Station Interactions -

Essential ?’sHow can I interact with the students during

independent work stations to make sure they’re being productive and still learning?

How do I incorporate the knowledge I have about reading strategies and higher level thinking questions into independent work stations?

How can I interact with the students during independent work stations to make sure they’re being productive and still learning?

How do I incorporate the knowledge I have about reading strategies and higher level thinking questions into independent work stations?

Things I Should Do…Things I Should Do… Find ways to interact with children and aid in their learning

Find ways to incorporate reading strategy instruction

Provide guidance but NOT answers Re-direct misbehaving students Stay Busy! :)

Find ways to interact with children and aid in their learning

Find ways to incorporate reading strategy instruction

Provide guidance but NOT answers Re-direct misbehaving students Stay Busy! :)

Independent ReflectionIndependent Reflection

Circle at least 2-3 things that I want to focus on during the independent work times I’m in classrooms.

Circle at least 2-3 things that I want to focus on during the independent work times I’m in classrooms.

Things I Should NOT Do… Things I Should NOT Do… Take the easy road out by giving students answers so they can complete the task

Sit around and wait for students to ask for help

Sit around and wait for the teacher to give you instructions

Take the easy road out by giving students answers so they can complete the task

Sit around and wait for students to ask for help

Sit around and wait for the teacher to give you instructions

Fluency ChecksFluency Checks

Research has shown that fluent readers are capable of comprehending and non-fluent readers struggle with comprehension.

Therefore, we’re looking more at students’ fluency skills.

Research has shown that fluent readers are capable of comprehending and non-fluent readers struggle with comprehension.

Therefore, we’re looking more at students’ fluency skills.

Fluency ChecksFluency Checks

Student Reads Adult Listens and…

Marks errors Times reading Figures Fluency Rate (CWPM) Figures Accuracy Rate

Student Reads Adult Listens and…

Marks errors Times reading Figures Fluency Rate (CWPM) Figures Accuracy Rate

Coding a Fluency CheckCoding a Fluency Check

Accurate Reading Ommissions Substitutions Insertions Mispronunciation/Misreading Hesitation Self-Corrections

Accurate Reading Ommissions Substitutions Insertions Mispronunciation/Misreading Hesitation Self-Corrections

Figuring Fluency RateFiguring Fluency Rate

_________ - _________ = _________

total words errors correct words

_________ - _________ = _________

total words errors correct words

Figuring AccuracyFiguring Accuracy

Words Correct ÷ Total Words = Accuracy Rate

Words Correct ÷ Total Words = Accuracy Rate

Burning QuestionsBurning Questions

7 Word Summary7 Word Summary

Write a sentence using exactly 7 words to summarize

what you learned today.

Share out!

Write a sentence using exactly 7 words to summarize

what you learned today.

Share out!

Contacting April KelleyContacting April Kelley

Reading and Writing ConsultantESU #6, Milford

Office: 402-761-3341Office: 800-327-0091 (toll free)

Cell: 308-940-0050akelley@esu6.org

Reading and Writing ConsultantESU #6, Milford

Office: 402-761-3341Office: 800-327-0091 (toll free)

Cell: 308-940-0050akelley@esu6.org

THANKS for all you do!!!

THANKS for all you do!!!

Education would be lost without you!Education would be lost without you!