8/10/2013 1 RtI /PLC Institute August 2013 Stacy McCullough Badger Mountain Elementary While we try to teach our children all about life, our children teach us what life is all about. Program Overview Materials Whole Class Instruction Initial Placement Small Group Instruction Ongoing Assessment Implementation VPORT Phonemic Awareness Students’ ability to hear, identify, and manipulate individual sounds in words Phonics Students’ understanding of the alphabetic principle—that is, the relationships between written sounds and spoken words Fluency Students’ ability to read text accurately and quickly enough to ensure understanding Vocabulary The words students must know to communicate—includes both oral and reading vocabulary Text Comprehension Students’ ability to understand what they read— the purpose of reading The developmental framework meets the needs of all kindergarten children. Whole Class Component… Get them ready Small Group Component… Get them reading Content in whole-class and small-group components is reciprocal. Whole Class Literacy Foundation Small Group Mastery-based 26 thematic five-day units plus 4 review units Whole Class Getting Started Guide Teacher’s Guides (6) CD of Songs ABC Wall Cards ABC Poem Posters Read-aloud Lap Books (9) and Children’s Literature Set (26) Pocket Chart Cards Blending Cards Art-related Activities (Unit Art Projects, ABC Scrapbook Art, Independent Work) Homework Activities To reinforce the letter names and alphabetical order ABC Wall Cards Important! POINT to each letter as students sing it. Activities Boogie Woogie Alphabet Beat Zee Zi Ziddily Except for Day 1, these activities can be done in any order
Transcript
8/10/2013
1
RtI /PLC
Institute
August 2013
Stacy McCullough
Badger Mountain Elementary
While we try to teach our
children all about life, our children teach
us what life is all about.
Program Overview
Materials
Whole Class Instruction
Initial Placement
Small Group Instruction
Ongoing Assessment
Implementation
VPORT
Phonemic Awareness Students’ ability to hear, identify, and manipulate individual sounds in words
Phonics Students’ understanding of the alphabetic principle—that is, the relationships between written sounds and spoken words
Fluency Students’ ability to read text accurately and quickly enough to ensure understanding
Vocabulary The words students must know to communicate—includes both oral and reading vocabulary
Text Comprehension Students’ ability to understand what they read— the purpose of reading
The developmental framework meets the needs of all kindergarten children.
Whole Class Component… Get them ready
Small Group Component… Get them reading
Content in whole-class and small-group components is reciprocal.
Whole Class Literacy Foundation
Small
Group Mastery-based
26 thematic five-day units plus 4 review units
Whole Class Getting Started Guide
Teacher’s Guides (6)
CD of Songs
ABC Wall Cards
ABC Poem Posters
Read-aloud Lap Books (9) and Children’s Literature Set (26)
Pocket Chart Cards
Blending Cards
Art-related Activities (Unit Art Projects, ABC Scrapbook Art, Independent Work)
Homework Activities
To reinforce the letter names and alphabetical order
ABC Wall Cards
Important! POINT to each letter as students sing it.
Activities Boogie Woogie
Alphabet Beat
Zee Zi Ziddily
Except for Day 1, these activities can be done in any order
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New sound introduction
Tell students the new sound
Turn Wall Card over before starting activity (Units 1-4)
Turn Wall Card over after starting activity (Units 5-26)
Recite the new verse for students
Recite the verse again, and have students repeat each line
Point to appropriate wall card
Units 1-8: Verses only
Units 9-26: Use all the Wall Cards
If the Wall Card only has letters, students say the name of the letter
After completing “cheer”, review known beginning sounds
Purpose
Reinforce known letter/sound associations
Basic Steps
Introduce/practice the unit poem
Have students identify what they see on the poster
Recite the poem and have students say it with you
Review a previous poem using a cloze format
A Read-Aloud Every Day
Multiple Genres
Classic Favorites
Purpose:
Build students’ background
knowledge and vocabulary
Familiarize students with story
elements and structures
Develop comprehension strategies
Make connections
The centerpiece of the unit
Read on Day 1 and re-read on Day 4
Read-Aloud on Day 5 is teacher’s choice
Read-Aloud books written
by Read Well authors to
complement unit themes
Read on Days 2 and 3
Include story introduction,
questions, summaries,
and follow-up activities
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Unit Art Projects
Theme-based connections
For use with Read-Alouds
ABC Scrapbook Art
Recommended but nonessential activity
Songs
Reflect unit themes and reinforce skills
Games
Combine movement with skill reinforcement
Journals
Help students make connections between unit themes and their lives
Pocket Chart
Complements other activities
Songs, story retells, sentence scramble
Stretch and Shrink
Prepares students for sounding out words
Oral blending/oral language
Provides practice with basic oral language patterns
Steps
Say the word
Use the word in a sentence
Demonstrate stretching out the word,
then shrinking up the word
Guide practice
Have students practice independent of your voice
Smooth and Bumpy Blending
Provides practice in identifying
sounds in words
Critical blending and segmenting
practice
Helps students distinguish
between “sounding out
smoothly” and “stopping
between sounds”
White Board Dictation
Age-appropriate spelling and drawing practice
Provides practice in hearing and writing sounds, pattern words, tricky
words, and sentences
Gently introduces early writing conventions
Steps:
Sounds
Students identify the sound at the beginning of the word
Demonstrate writing the letter/sound association
Students identify the beginning sound again
Dictate the sound and have students write it
Purpose
Help students develop work habits
Foster home-school connections
Improve handwriting and fine motor skills
Reinforce learned skills
Provide meaningful work
for students while teacher
instructs small groups
One page per unit
Can be done independently or with family members
Establishes home-school connection
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Grade-level appropriate
explicit instruction in writing
26 Thematic Units (aligned
with Read Well K Units)
4 Additional Review Units
“While we try to teach our children all about life, our children teach us what life is all about.”
--Author Unknown--
20
Purpose:
To ensure that each student enters
Read Well at the appropriate level
When:
After Unit 4, or by Unit 9 of
Whole Class activities
New students
At-risk students
Who:
Assessment teams or any
trained professional
Part 1
Capital letter names
Small letter sounds
High-frequency words
Pattern words
Part 2
• Sounds
• Blending
• Irregular words
• Sentences/passages read with accuracy and fluency
Initial Placement Skills Assessed Placement Administration p. 1-32
Instructions and guidelines
Placement Inventory and Forms p. 33-47
Administration and Recording Forms to be copied
Ongoing Assessment p. 48-66
Instructions, guidelines, and managing assessments
Making Decisions p. 67-91
Analyzing scores and adjusting instruction
Jell-Well Reviews p. 92-104
Review of skills in earlier units to firm up the foundation of
learning
Assessments and Forms p. 105-149
End-of-unit administration and record keeping forms
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Student Placement Record
Sort assessments in groups
based on placement results
Determine number of groups
based on time and adults
available to teach
Implementation Tip:
Place conservatively, place appropriately
Possible Entry Points Placing Students
1 Demonstrate Model, My turn, I do it
2 Guide Practice Lead, Our turn, We do it
3 Mix group and individual turns…
independent of your voice… Be
creative!
Test, Your turn, You do it
4 Be diagnostic as you teach, What
are the errors?
Repeat steps 1, 2, and 3
Return to the difficult skill at least
3 times
5 Acknowledge students’ efforts Highlight and give specific praise
Provide mastery based instruction
Critical Steps When do you model?
• Model when skills are new or difficult
• Model when students give an incorrect response
• Common teacher error is over modeling!
Read Well K
A B C 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
