Raee teacher training prof dev 091509
description
Transcript of Raee teacher training prof dev 091509
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Welcome
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Improving How the Brain Learns to Read
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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
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Efficient Brains
= more powerful
classroom instruction
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Language is natural.
Reading is not.
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Reading is Like A New Language
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'Wepyng and waylyng, care and oother sorwe
I knowe ynogh, on even and a-morwe,'
Quod the Marchant, 'and so doon oother mo
That wedded been.'
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'Weeping and wailing, care and other sorrow
I know enough, in the evening and in the morning,'
said the Merchant, 'and so does many another
who has been married.'
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Comprehension
Vocabulary
Phonemic Awareness
Phonics
Fluency
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Guided Oral Reading has been shown in the research to develop reading fluency
- National Reading Panel 2000
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NationalReadingPanel
REPORT OF THE
TEACHING CHILDREN TO READ
An Evidence-Based Assessment of theScientific Research Literature on Readingand its Implications for Reading Instruction
NationalReadingPanel
REPORT OF THE
TEACHING CHILDREN TO READ
An Evidence-Based Assessment of theScientific Research Literature on Readingand its Implications for Reading Instruction
Guided
Oral
Reading
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Brain is dynamic.
Certain conditions encourage learning
The Learning Brain (Brain Plasticity)
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Frequency and Intensity
Adaptivity
Simultaneous
development
Timely motivation
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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 IntensityAn Extra 10 Minutes a Day
Marilyn Jager Adams
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Adaptivity
IndividualPaths
Content Choices
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Simultaneous Development
Fluency
Vocabulary
ComprehensionFluency
Vocabulary
Comprehension
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Timely Motivation
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Immediate help
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Point Rewards
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Reading Assistant Expectations
Completing Content
Sufficient Accuracy
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Content
Levels
Thematic Clusters
Selections
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Implementation Plan and Goals
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School Year Scheduling
Days per week
Managing Product Changes
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Grade Band
Recommended Protocols
Grades K-3 20 minutes per day3 days per week
Grades 4-5 30 minutes per day3 days per week
Grades 6-12
40 minutes per day3 days per week
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Sample Weekly Schedules
Time Monday Tuesday Wednesday
Thursday Friday
10:00-10:20
Reading Assistant Expanded Edition
Other language arts
Reading Assistant Expanded Edition
Other language arts
Reading Assistant Expanded Edition
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Sample Weekly Schedules
Time Monday Tuesday Wednesday
Thursday Friday
10:00-10:30
Reading Assistant Expanded Edition
Other language arts
Reading Assistant Expanded Edition
Other language arts
Reading Assistant Expanded Edition
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Sample Weekly Schedules
Time Monday Tuesday Wednesday
Thursday Friday
10:00-10:40
Reading Assistant Expanded Edition
Other language arts
Reading Assistant Expanded Edition
Other language arts
Reading Assistant Expanded Edition
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Assessments
District chosen
Observations
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10:15-10:30
BREAK
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Speaking
Microphone Placement
Sound Check Recordings
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Hands-On
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Enrolling Students
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Creating Groups
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Assign
Product
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Reading Assignment
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Language
Support
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Speech Recognition
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RPI for Placement
Only in Reading Assistant
Expanded Edition
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Backup and
Upload
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Finish
Remove
Delete
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Reports
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Overview Report
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Summary Report
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Trend Line Report
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Fluency Report
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Session Detail
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Portfolio
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Comprehension
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Comprehension
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Comprehension
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Participant Progress by Selection
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Problem Word Report
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Monitor the Group Closely
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Intervene
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Motivational
Activities
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Daily Steps
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We Care SupportTechnical SupportInstructional SupportProgress Monitoring
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