Read Well
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Transcript of Read Well
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•History and Rationale•Why Explicit Instruction
•Curriculum Overview•Today’s Outcome
Lisa Elliott 2/18/08http://tiny.cc/ReadWellPara
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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
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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.”
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The Snow Report• SWRL Books Marilyn Sprick• Achievement Gap• Whole Language High Jinks
– Phonemic Awareness– Phonics– Reading Fluency– Vocabulary Development– Reading Comprehension
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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?
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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 InstructionOngoing Assessment
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•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
1st Grade
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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.
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Whole Group(Warm-up)
Alphabet CheerReview or Preview decoding
folderchoral read, repeated reading
Large Group encoding sound spelling practice with white
boards
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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 withstudents who struggle with level of instruction
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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
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Small Group Instruction
Kindergarten and
Struggling Readers
Consists of 3-5 students
closely matchedskills
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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.
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Partner Read DemoOne BookBook Holder PointsReader ReadsGentle CorrectionTell WordTry AgainGood Job!
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Placement in Flexible Groups
1st 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.
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Reading Rockets Videos (Louisa Moats)http://tiny.cc/ReadingRockets
Links Learning Videoshttp://tiny.cc/LinksLearning
Interactive Reading PracticeSMART Board Compatiblehttp://www.starfall.com
Read Write Thinkhttp://tiny.cc/PictureMatch
Clifford’s Road to Readinghttp://tiny.cc/BigRedDog
Links to Further Learning