3500 ZZ4904 0610 © 2010 Success for All Foundation.

transcript

ZZ4904 0610 © 2

Weighing in on Reading Instruction

Divide the circles:

P = Phonological awareness and phonics

L = Oral language and vocabulary development

OR = Oral reading and comprehension

W = Writing

Kevin Alexandra Tommy

The Areas of Reading Instruction and the Desired Student Outcomes

• Oral Language and Vocabulary

• Phonemic Awareness

• Word Skills

• Fluency and Tracking

• Comprehension

• Writing

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What does it look like?Highlights of the Four Reading Roots Components

Video Highlights1. FastTrack Phonics Interactive Whiteboard (IWB)

Break it Down

Letter Sound Review

2. FastTrack Phonics (P)

Break it Down

Quick Erase

Stretch & Count/Stretch & Spell

3. Shared Story (OR)

4. Story Telling and Retelling (L)

5. Adventures in Writing (W)

Summing It Up

1. Listen to the statement.

2. Heads together

3. Respond

Part I: Introduction to Reading Roots 4th Edition

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Reflection

Think-Write-Pair-Share

• What did you learn?• What do you want to know more about? • Record two team questions.

Part I: Introduction to Reading Roots 4th Edition

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Earning Team Celebration Points

1. Cooperation

2. Attentiveness to learning

3. Assessment

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Team Cooperation Goals

Complete Tasks

Help and Encourage Others

Everyone Participates

Explain Your Ideas/Tell Why

Practice Active Listening

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The Cycle of Effective Instruction

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Model and Guide Practice:

• Lesson 18, Fang

Team and Partner Practice:

• Lesson 10, The Painters (all)

• Lesson 31, Ride a Bike (partnership A)

• Lesson 42, A Farm in China (partnership B)

Part II: Exploring the Reading Roots Lesson

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Summary: The General Characteristics

of Reading Roots 4th Edition

• Reading Roots is a comprehensive reading program for beginning readers.

• Students are grouped according to their reading levels.

• There are four levels in Reading Roots that scaffold the development of reading skills.

• Reading skills are taught, practiced, assessed, and celebrated each day.

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Assessment

Match the activity with the description.

Earn Team Celebration Points!

Reflection

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Celebration

Reading Roots Components

Day 1 Day 2 Day 3

FastTrack Phonics

Shared Story Shared Story Shared Story

STaR STaR Adventures in Writing

Homework Homework Homework

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Developing the Desired Student Outcomes

FastTrack Phonics• Reading Comprehension

• Fluency

• Word Skills

• Writing

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FastTrack Phonics• Lesson 10, Day 1

– You will experience the FastTrack Phonics lesson.

• Lesson 10, Day 2 – You will teach. – You will use the organizer in your Participant Book

to record notes for discussion and debriefing.

Part III: Teaching the Reading Roots Lesson

Pure SoundsSlightly sustain sounds that can be naturally extended.

• f l m n r s v• z a e i o u

Other sounds should be produced with a short, quiet bounce. Slow multiple bounces can be used when producing the sound in isolation or to emphasize the sound at the beginning of a word.

• b c d g h j k• p t qu w x y

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Alphabet Chant

Hear Sounds

Say-It-Fast

Break-It-Down

Read Letter Sounds—Animated Alphabet /w/

Stretch and Read

Quick Erase19 ©

Lesson 10 FastTrack Phonics Component

DEBRIEF

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• Alphabet Chant• Hear Sounds• Say-It-Fast• Break-It-Down• Read Letter Sounds• Stretch and Read• Quick Erase

Hear the New Sound

Introduce the New Shape—Animated Alphabet /ch/

Stretch and Read with the New Letter—Sound and the Furry: Chips/Chomp

Write Letters

Stretch and Count/Stretch and Spell

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• Hear the New Sound• Introduce the New Shape• Stretch and Read with the New Letter• Write Letters• Stretch and Count/Stretch and Spell

DEBRIEF

Lesson 10, Day 1• Take turns teaching the FastTrack Phonics lesson

activities as directed.• Use the guide questions to discuss your experience

with your team after teaching.• We will debrief with the whole group after each

teaching part.

Part III: Teaching the Reading Roots Lesson: FastTrack Phonics

Partner/Team Practice

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DEBRIEF with Guide Questions

• Materials?• Purpose?• Reading Effectiveness?• Partner Role?

Assessing FastTrack Phonics in the Classroom

• The FTP Assessment measures skills needed to read and write words.

• The FTP Assessment is administered during reading class after every ten days of instruction.

• The FTP Assessment data is recorded on the Teacher Cycle Record Form.

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Mrs. Hamilton’s

Class Assessment Form

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912 12 10

1212 12

12 1212 12

12 1111

6Mastery

9 4 410 5 5 9 4 410 5 5

9 4 4 9 4 4 10 5 5 9 5 5

10 5 5 8 4 3 7 4 310 5 5

Assessment• Work in partnerships to assess the FastTrack

Phonics skills you have practiced and taught.• We will check answers together.• Earn team celebration points!

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Reflection

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Celebration

Day 1 Day 2 Day 3

FastTrack Phonics FastTrack Phonics FastTrack Phonics

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Shared Story• Reading Comprehension

• Fluency

• Word Skills

• Writing

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Shared Story

• Lesson 10, Day 1 – You will experience the Shared Story lesson.

• Lesson 10, Days 2 and 3 – You will teach. – You will use the organizer in your Participant Book

to record notes for discussion & debriefing.

Part IV: Teaching the Reading Roots Lesson

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Previewing—Word Play

Word Presentation• Animated Alphabet /o/• Sound It Out—Sound and the Furry: dog/mop• Green Words• Red Words• Readles

Partner Word and Sentence Reading

Guided Group/Guided Partner Reading

Discussion Questions

Lesson 10, Day 1 Shared Story

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Lesson 10, Day 1 Shared Story

DEBRIEF

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• Activities

Comparing Partner Reading

Guided Group Reading

The teacher manages the reading activity.

Partner Reading

The students manage the reading activity.

Guided Partner Reading

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Developing Fluency in Reading Roots

Accuracy Smoothness Expression Rate

Level 1 Level 2 Level 3 Level 4

FocusAccuracySmoothnessExpression

AccuracySmoothnessExpression

Accuracy SmoothnessExpressionRate

Fluency Flyer

Accuracy AccuracySmoothnessExpression

AccuracySmoothnessExpression

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Developing Fluency in a Lesson

Day 1 Day 2 Day 3

Partner Word and Sentence Reading

Guided Group/Guided

Partner ReadingPartner Reading Partner Reading

Reading Celebration All Together Now

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Comparing Partner Reading

Guided Group Reading

The teacher manages the reading activity.

Partner Reading

The students manage the reading activity.

Guided Partner Reading

Monitoring Partner Work• Record rubric scores for several students

on the teacher cycle record form for:– accuracy, – reading smoothly and with expression,– the use of word strategies introduced so far,– appropriate partner helping,– accurate retelling,– appropriate turn-taking.

• Allow students to read previous Shared Stories.

• Model as necessary.41 ©

Using the Teacher Cycle Record Form for

Shared Story Observations

• Oral-Reading Rubric– Accuracy– Smoothness and Expression– Word Strategies Used

• Partner Reading Rubric– Helps Partner Appropriately– Retells with Accuracy– Appropriately Takes Turns

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Lesson 10, Day 2, The Painters• Take turns teaching the Shared Story lesson activities

as directed.• Use the guide questions to discuss with your team

after teaching.• We will debrief with the whole group after each

teaching part.

Part IV: Teaching the Reading Roots Lesson: Shared Story

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Animated Alpabet /ch/ Animated Alpabet /j/

Sound and the Furry: jump/jet Between the Lions: Sloppy Pop-op

Lesson 10, Day 1Shared Story

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Summarizing the Shared Story

• Four Levels Four Themes• A decodable storybook that consists

of both teacher text and student text• Teacher text adds meaning to the story.• Student text increases as skill

development improves.• Partner Practice is key to success.

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Assessment• Use the Oral-Reading and Partner-Reading

Rubrics to rate the following students and tell why you rated them as you did.

Reflection

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Celebration

Day 1 Day 2 Day 3

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Story Telling and Retelling (STaR)

• Reading Comprehension

• Fluency

• Word Skills

• Writing

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Story Telling and Retelling

• Lesson 10, Day 1 – You will experience the STaR lesson.

• Lesson 10, Day 2 – You will teach.– You will use the organizer in your Participant Book

to record notes for discussion and debriefing.

Part V: Teaching the Reading Roots Lesson

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Lesson 10, Day 1STaR

Jamaica Louise James

• Preview• Interactive Reading• STaR Celebration• STaR Writing• Alphie’s Question Quiz

Homework

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STaR, Day 1

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DEBRIEF

• Preview• Interactive Reading• STaR Celebration• STaR Writing• Alphie’s Question Quiz

Homework

Lesson 10, Day 2

• Take turns teaching the STaR lesson activities as directed.

• Use the guide questions to discuss with your team after teaching.

• We will debrief with the whole group.

Part IV: Teaching the Reading Roots Lesson: Story Telling and Retelling

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Lesson 10, Day 2 STaR

Jamaica Louise James • STaR Review• Structure Review• Retell • STaR Celebration• STaR Writing• Alphie’s Question Quiz • Team Celebration

Homework55 ©

STaR, Day 2

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Developing Oral Language

Summarizing STaRThroughout the lessons, students are:

• developing receptive and expressive vocabulary;

• verbalizing what they are learning;

• sharing ideas/predictions;

• making connections with personal experiences;

• talking and interacting with other students;

• posing and answering questions.

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Assessing Oral-Language Development

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• Alphie’s Question Quiz

• SOLO

Teacher Cycle Record Form

Assessment

• Use the Oral-Language Scoring Rubric to score student responses to Alphie’s Question Quiz.

• Provide a next step prompt after the student responses.

Part V: Teaching the Reading Roots Lesson: Story Telling and Retelling

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Reflection

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Celebration

Day 1 Day 2 Day 3

STaR STaRAdventures

in Writing

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Adventures in Writing

• Reading Comprehension

• Fluency

• Word Skills

• Writing

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The Writing Process

P R A C T I C ETe a m … P a r t n e r … I n d e p e n d e n t

Planning Drafting Checking Polishing

Prewriting

Celebrating Writing

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Lesson 10, Day 3 Adventures in Writing

• Vocabulary Review• Prewriting• Partner Planning• Writing• Writing Celebration• Team Celebration

Homework

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Lesson 10, Day 3 Adventures in Writing

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DEBRIEF• Activities

Lesson 10

Adventures in Writing

Partner/Team Practice• Take turns modeling using the writing

strategies chart.• Provide positive written feedback.• Use the guide questions to discuss

with your team.• We will debrief with the whole group.• Note the bonus question!

Part VI: Teaching the Reading Roots Lesson

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Lesson 10, Day 3Adventures in Writing

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Using the Teacher Cycle Record Form for

Teacher Observation of Strategy Use

Writing Rubric• Uses Sound Spelling• Uses a Variety of Strategies• Expresses Ideas• Identifies and Corrects Errors• Quality and Quantity

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SummarizingAdventures in Writing

• Thematically linked to Shared Story and STaR story• Follows the writing process • Partner feedback is key to success!

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Assessment

• Use word writing strategies.• Identify word writing strategies used

by students.• Tell how information from the writing rubric

informs instruction.

Part VI: Teaching the Reading Roots Lesson: Adventures in Writing

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Reflection

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Celebration

Think-Pair-Share

What do we know about Reading Roots data?

Part VII: Managing Data in Reading Roots

Reading Roots Data

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Multiple Measures in Reading Roots

Observation of ProcessInformally observe the use of a skill or strategy in an authentic situation.

Observation of ProductEvaluate the student product that results from the use of a skill or strategy.

Classroom MeasuresAssess the student’s use of a skill or strategy through formal classroom-assessment pieces and through a curriculum-based test.

Decontextualized MeasuresAssess the student’s use of a skill or strategy through testing outside instruction.

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Awarding Team Celebration Points

• Team Cooperation Goals and related behaviors

• Team Random Reporters• Oral Reading• Partner Reading• Oral Language• Written Responses

Managing Classroom Data:

Teacher Cycle Record Form

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9 4 410 5 5 9 4 410 5 5

9 4 4 9 4 4 10 5 5 9 5 5

10 5 5 8 4 3 7 4 310 5 5

3 3 3 3 5 24 3 3 2 5 28 2 2 2 3 5 263 3 3 5 28

3 3 3 5 243 3 2 3 3 3 5 24 3 3 3 5 28 3 3 3 5 28

3 3 3 3 3 5 241 1 1 2 1 3 2 22 1 1 1 1 1 3 1 1 223 3 3 3 3 5 28

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Convert points in this band to a score of 90.

Convert points in the bottom band to a score of 80.

Convert points in the top band to a score of 100.

Individual Celebration Certificate

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Classroom Data and Summary Reports

• Teacher cycle record form• Team score sheets

(Level 4, Lessons 38–46 only)

• Celebration certificates• Classroom assessment summary• Reading teacher roster• Homeroom summary• Individual student progress notes

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Classroom Assessment Summary Reports

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Homeroom Teacher Report

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Team Discussion

What are some possible next steps at your school for meaningful and collaborative use of the online data tools?

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Assessment

• Connect the desired student outcomes with the data tool.

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Reflection

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Celebration

Part VIII: Getting Started in Reading Roots

Lesson Plan

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Day 1 Day 2 Day 3

Getting Started Checklist

• Prepare and instruct Getting Along Together.

• Set up the classroom.

• Become familiar with lesson materials.

• Organize partners and teams.

• Prepare the Start-Up Lesson

• Prepare to use the Classroom Data Center on the Member Center.

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Start-Up Lesson Planning

• Work with a partner

• Use the Start-Up Lesson and the questions in your Participant Book

• Share what you found with your team

• We will debrief as a whole group – Random Reporter will be used.

– Earn team celebration points!

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Preparing for Teamwork

• Practice Active Listening

• Help and Encourage Others

• Everyone Participates

• Explain Your Ideas/Tell Why

• Complete Tasks

• Model.

• Award team cooperation points.

• Use t-charts for looks like/sounds like.

• Display photos of student examples.

Professional Learning Communities in SFA Schools

Impact

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First Grading Period Preparation

Create your pacing and planning calendar.• Getting Along Together lessons• Initial assessment and regrouping dates• Lessons through the first quarter• FastTrack Phonics assessment dates• Reading Roots Professional Learning

Community dates

Part VIII: Getting Started in Reading RootsImpact

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Sample Topics

1. Team Celebration and Cooperation

2. Pacing instruction and lesson activities

3. Understanding Assessment: Student Scores, Placement, and Instructional Levels

Professional Learning Communities

Part VIII: Getting Started in Reading RootsImpact

Sample Agenda

I. Bring It Back:

II. Bring It On:

III. Work It Out:

IV. Get It Done:

V. Bring It Up Next:

Impact

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Reading Roots Professional Learning Communities

Professional Learning Communities Support from SFAF

• Conference calls• On-site visits• Sample agendas

for Professional Learning Communities topics

• Professional Development

• Reading Roots program resources– File resource libraries– Moderated forums– Success stories– FAQs– Announcements

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Reflection

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Celebration

3500 ZZ4904 0610 © 2010 Success for All Foundation.

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