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Introduction and Overview
Read Well Level K is a comprehensive and fully integrated language arts program designed specifically for kindergarten students.
It is research based and field tested. Whole Class Component… Get them ready. Small group Component… Get them
reading.
Who is Read Well K for?
Kindergarten Students
Features of a Quality Kindergarten Program
Phonemic Awareness: Student’s 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: Student’s ability to read a text accurately and quickly enough to ensure understanding.
Features of a Quality Kindergarten Program
(cont.) Vocabulary: The words students must
know to communicate - includes both oral and reading vocabulary.
Text Comprehension: Students’ ability to understand what they read, I.e. the purpose of reading.
The Big Picture1 complete program with 2 separate components
Whole Class activities provide a foundation for the Small Group lessons.
Content in Whole Class and Small Group components is reciprocal. (Same themes, characters, and skills are found in both.)
Consistent, repeating formats within and across the Whole Class and Small Group routines and activities allow children to become familiar and comfortable with what they are expected to do.
Factors Influencing Implementation
Students (Predictors: Phonemic Awareness; Knowledge of Letter Names)
Time (Administrative Support; Scheduling; Coordination between programs)
Teacher (Management; Attitudes & Beliefs; Use of time)
*** Low performing students make the best progress when double dosed in the SAME research based program.
An Important ResourceGetting Started: A Guide to
Implementation Comprehensive overview
Program Materials Orchestration and Scheduling How to teach the skills and
activities Independent Work Classroom Organization Appendix
Initial Placement Purpose:
To ensure that each student enters Read Well at the appropriate level
When: After week 3, and before week 9 Transfer students
Who: Assessment teams/any trained professional
Initial Placement 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
A walk through of initial placement
Your Assessment Manuals please……
Grouping Students Determine number of groups based on
time and adults available to teach. Sort assessments in groups based on
placement results. Possible entry points:
Prelude A, Unit 1, 6, 10, 16, or Read Well 1
Critical Steps in Explicit Instruction
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
Critical Steps in Explicit Instruction
4. Provide mastery based instruction
Be diagnostic as you teach, What are the errors?Repeat steps 1, 2, and 3Return to the difficult skill at least 3 times.
5. Acknowledge students’ efforts
Highlight and give specific praise.
When do you model? Model when skills are NEW or
DIFFICULT. Model when students make a
mistake. Do not model everything, all the
time.
Making Small Groups Work
Teach students the expectations regularly and as needed.
Use 4 or 5 positively stated expectations. Demonstrate as needed, and have children
role play each expectation. Provide ongoing, positive, descriptive
feedback.
Teaching Expectations“When your expectations are clear,
students never have to guess how you expect them to behave.”
TEAM- Talk, Effort, Ask, Movement T Charts Provide positive and corrective
feedback
Seating Arrange seating so that each student is in
the teacher’s line of vision. Teacher should be able to reach each
student’s materials to help in tracking while reading.
U shaped and kidney tables work best If using rectangle tables, sit in the middle on
the long side.
Students working independently
Prior to beginning small group instruction, teach and practice how to transition and work independently.
Review choices and expectations for independent time, frequently.
While teaching, give feedback to the students working independently.
Understanding Preludes and Units
Preludes A, B, C For students who have age-appropriate
language development and some alphabetic knowledge, but who are not ready for “formalized” reading instruction.
Units 1-20 For students with advanced language
development and some alphabetic knowledge. For students when they complete the preludes.
Small Group Materials Teacher Guides Assessment Manual Blending Cards
Teach and support Oral Language, Phonemic Awareness (Blending and Segmenting)
Sound and Tricky Word Cards
Teach Phonics (letter/sound fluency) and Irregular Words
Small Group Materials (cont.) Decoding Magazines (consumable)
Teach Oral Language, Phonemic Awareness, Phonics
Student Storybooks
Teach and support Phonics, Vocabulary, Comprehension, Fluency
Homework Blackline Masters
Support Fluency, Comprehension, and the Home-School connection
Teacher’s GuidesOrganization of the guides New and Important Objectives Language Priming Detailed Lesson Plans Language and Vocabulary Practice End of Unit Assessment Making Decisions Extra Practice
Lesson Planning-Units 1-20
Options: 5, 7, 9, or 12 day plans
Some units will have a 4 day plan
Small Group Instruction
Recommendations Every group Every day 20-30 minutes Double dose for the lower
performing students
Small Group Instruction
Teaching Table After the lesson
Decoding Practice
(10-15 minutes)
Storybook Reading
(10-15 minutes)
Partner reading
(5 minutes, later in year)
Small Group Planning If you are alone…
Run 3 small groups (20 minutes each) for 60 minutes
Meet with higher performing group for less time, give additional small group time to lower scoring students.
Run 2 small groups (30 minutes each) for 60 minutes
Run 2 small groups (20 minutes each) for 40 minutes
Small Group Planning If you have 1 para…
Run 3 small groups (20 minutes each): Para meets with 1/3 Teacher meets with 1/3 1/3 are “independent”
If you have 1 para… Teacher meets with 1/3 Para supervises 2/3
Small Group Planning If you have 1
para… Class split into 6
groups. Teacher and
para each meet with 3 groups
Students are independent when not in a group.
If you have 2 or more teachers in your grade level and a para… During small group
time, split classes by ability level.
Daily Lesson Format
10-15 minutes Decoding 10-15 minutes Story Reading Partner Reading/Independent Work Extra Practice Activities Homework
Decoding Lessons Include:
Warm-Ups-Magazine covers, Sound and word cards, Smooth and Bumpy Blending Cards
New Sound Introduction/New Sound Practice Introduced with a poem and tracing letter
Smooth and Bumpy Blending Stretch and Shrink Sounding out Smoothly Accuracy and Fluency Building Tricky Words
Model and Practice
Practice a decoding lesson…
Story Reading Fully Decodable Text (Duet & Solo Stories) Priming Background Knowledge Vocabulary Introduction Procedures
Finger Tracking First Reading Second Reading Correcting Errors Repeated Readings Expressive Reading
Model and Practice
Practice a duet and solo story…
Assessment-End of Unit Efficient, individually administered measures
of each student’s mastery of newly taught skills, and retention of previously learned skills.
Assessment at the end of every prelude or unit.
Assessment Activity for students to complete while you are assessing. (Blackline Masters)
Practice administering Assessment
Jell-Well Review
Periodic review of earlier units Strengthens foundational skills, avoids
overloads, builds confidence
Maintaining Home-School Connections
Found in the back of every Teacher’s Guide
Certificate of Achievement
Appendix
Checklists Lesson Planner Additional Blackline Masters
Whole Class Materials26 thematic 5 day units with 4
review units Teacher’s Guides CD of Songs ABC Wall Cards ABC Poem Posters Read Aloud Books
Literature Book Package RW Lap Book Set
Whole Class Materials (cont.)
Pocket Chart Cards Blending Cards Art Related Activities
Unit Art Projects ABC Scrapbook Art Pages
Independent Work (BLM or Workbooks) Homework Activities
Whole Class Teacher’s Guides
Teacher Friendly Organization 6 Teacher’s Guides,
including all 30 units Table of Contents Overview New and Important
Objectives Preparation 5 Day Planner Day at a Glance Detailed Lesson Plans
Teacher’s Guides Black text= Required Activity Red text= Recommended but non-
essential activities Step by step “scripted” directions
Purpose: To visualize a quality lesson Not to be memorized or read verbatim
Important notes, tips, and reminders A star = a new skill, activity, or story
Teaching Whole Class Lessons
Teacher support of student learning is gently scaffolded:
Teacher demonstrates or overtly models the skill for students. In Teacher’s Guide = blue text
Teacher guides practice of the skill with students. In Teacher’s Guides = gray text
Teacher gives students independent practice (group & individual turns) with the skill. In Teacher’s Guides= gray text in parentheses
Alphabet Routines Rhythm, Rhyme, and Repetition
Except for Day 1, these activities can be done in any order.
ABC Practice: Boogie Woogie, Alphabet Beat, Zee Zi Ziddly,
Purpose: To reinforce the letter names and alphabetical order
IMPORTANT! POINT as students sing it!
ABC Cheer New Sound Intro Tell students the new
sound. Turn wall card over
before you start activity in units 1-4, after in units 5-26.
Recite the new verse for students.
Recite the verse again, and have students repeat each line.
ABC Cheer (continued) Point to appropriate wall card. Units 1-8 Verses only Units 9-26 Use all the wall cards If the wall card has a picture, students say
the verse. If the wall card only has letters, students say the name of the letter.
After completing “cheer”, review known beginning sounds.
Poem Purpose: To 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.
Read Alouds and Related Activities
Everyday a Read Aloud!
Multiple Genres Classic Favorites
Purpose of Read Alouds To build students’
background knowledge and vocabulary
To familiarize students with story elements and structures
Develop comprehension strategies
Make connections
Read Alouds(continued)
Lit Books are the centerpiece of the unit.
Read on the Day 1 and re-read on the Day 4.
Read Aloud on Day 5 is Teacher Choice.
Unit Lap Book Stories Author written
interactive complements to the Lit Book
Read on Day 2 & 3 Use the
programmed introductions, questions, and follow-up activities.
Stretch and Shrink Oral blending/Oral language
Purpose: Primes students for sounding out words
Provides practice with basic oral language patterns
Stretch and Shrink (continued)
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. Don’t forget the oral language practice.
Smooth & Bumpy Blending
CRITICAL blending and segmenting practice
Purpose: Provides practice in identifying sounds in words.
Helps students distinguish between “sounding out smoothly” and “stopping between sounds”.
White Board Dictation Age appropriate spelling and drawing
practice. Purpose: Provides practice in hearing
and writing sounds, pattern words, Tricky Words, and sentences.
Gently introduces early writing conventions.
White Board DictationBasic Steps: Sounds: Have students identify the sound at
the beginning of the word. Demonstrate writing the letter/sound
association. Have students identify the beginning sound
again. Dictate the sound and have students write it.
White Board DictationBasic Steps: Pattern Words: Say the word; then use it in a
sentence. Have students say the word. Segment the word into sounds, with the students. Hold up one finger for each sound as it is said. Have students identify each sound as you write it. Have students blend the word and read it. Have students identify and write each sound. Have students blend and or read the word.
White Board Dictation Tricky Words and Sentences
See Teacher’s Guides for specific directions.
IMPORTANT MANAGEMENT TIPS: First teach students how to use their white
boards. Develop a “routine” for handing out and
collecting the white boards, markers, and erasers.
Independent WorkPurposes: To help students develop work habits. To foster home-school connections. To improve handwriting and fine motor skills. To reinforce learned skills To provide work for students to do while
teacher does small group instruction.
Samples of Independent Work
Read Well Whole Class Homework
Final Thoughts Teach a complete lesson
Decoding Story Reading Comprehension and Skill pages Homework Assess at the end of every unit
Teach with fidelity Teach diagnostically – Assessments inform
instruction