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PowerPoint Presentation
1(Presenter Introduction, background, and why you are excited!)
Reading Plus helps struggling readers achieve Reading Proficiency.
As with almost any endeavor, proficiency doesnt happen just because we took a lesson or got instruction so you took some piano or guitar lessons are you proficient? When you teach someone how to drive, are they proficient? What will make you proficient?
Practice, effective practice, and lots of it!
Reading Plus provides Structured Sustained Silent Reading Practiceto achieve Reading Proficiency.
Lets take a look at what makes up Proficient Reading
Apopka HSNap Ford CharterApopka MSNorthlake Park ESBridgewater MSOlympia HSClay Springs MSOrange Center ESEndeavor ESPiedmont Lakes MSFreedom HSPinar ESGotha MSPinewood ESHiawassee ESRichmond Heights ESJohn Young ESRobinswood MSKeene's Crossing ESThornebrooke ESLake Nona HSTildenville ESLakeview MSWaterbridge ESLakeville ESWest Creek ESLittle River ESWestbrooke ESLovell ESWhispering Oak ESMaitland MSWindy Ridge ESMeadowbrook MSWolf Lake ESMetroWest ESWolf Lake MSReading Plus Builds Proficiency Reading grade level content With good comprehension At an adequate rate Independently Silently333(Read through) Does this definition work for everyone?
What thoughts or comments do you have?
Notes: for adults, content level is important but varies based on job and life stylemost papers and magazines are somewhere between 6th and 8th grade level.
There can be various adequate reading rates. What is clear is that for a high school student reading grade level content at 100 words per minute will not be acceptable. For a college bound student, reading 250 words per minute will be a challenge.
Lets look more closely at SilentlyComplex Nature of ReadingWhen we read do we look at every letter in each word?The paomnnehal pweor of the hmuan mnid
Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it wouthit porbelm.
Tihs is bcuseae the huamn mnid deos not raed ervey lteter by sitlef, but the wrod as a wlohe.
tothenotaisbyatandbutitbeasincanareyou444Volunteer to read a summary from The Cat and the Hat by Dr. Seuss
Reading Reflex Carmen and Geoffrey McGuinnessThis gallimaufry is multitudinously gargantuan, puissantly capacious and ineffable Junoesque and in consequence of such Protean tribulations and in such psychotic contravention of stereotypical consuetudinary hygiene, there exists the infinitesimal exiguity of a satisfactory resolution to this cataclysmic dilemma. Complex Nature of Reading555Take a look at how this struggling reads silentlyWhat does it look like when a reader lacks silent reading fluency?
Has laborious eye movementsOver relies on decodingCant apply meaning to words instantly Has habitual, mechanical or ineffective perceptual skillsInefficient Silent Reading666
Seeing Silent Reading
777 This is going to recreate exactly what this 7th grader did when he read this passage. Id like you to read along with him silently. A red dot will show up in the upper left to show you exactly what he was doing. (Click and be quiet!!)
After about 4 or 5 lines I ask, hows that working for you? (their comments are rich!) The question is, If you read like this, do you think you would want to read very much. (they respond, NO, and I wouldnt remember what I read). Do you think you would remember what you read?
This is how many of our struggling readers are reading and it is pretty obvious if we dont do something about it, they will never be good readers. We believe that there are a lot of factors that cause what we are seeing here. When many of these readers were first graders, they struggled with the material. As they struggled, they developed bad habits. Now they are in middle school, but the habits are still there.
(Some great analogies; this slide is the HOOK that they will never forget; talk about what they see on the slide, not about the program which will come later: 4th grade basketball players shooting at a 10 foot basket [think heave as hard as you can!] develop the worst shooting habitsbut, if they get taller and are going to become basketball players, someone takes them aside and corrects their bad habits. Its sort of similar with these reading habits, except they are invisible!!! So, the teacher says, Try harder!)
Lets see what research says we should do about these poor reading skills and habits.
Visagraph AssessmentMeasures Fluency EfficiencyFixations the number of eye stops made while reading a 100 word passage.Regressions Backward eye movementsSpan of Recognition The amount of text that is recognized during each eye stop.WPM Words read per minuteCross correlation How well your eyes work together. Anomalies Irregular eye movements
(5 Minutes per Student)In case you were wondering how we can see what the reader does when he or she reads silently, we use a device called the Visagraph. It is definitely one of the most amazing parts of our systembut it is also optional.
The Visagraph does not improve the students reading. It does help us understand what is going on for struggling readers and why our programs are effective.
The Visagraph provides a recording and a report of the key characteristics of the students Fluency Efficiencythis shows how many times the student stops or fixates per 100 words and how many times he goes backwards or regresses. Many students have poor reading habits that they developed when they were in first grade and struggled with material that was too difficult.
The Visagraph can provide a rapid assessment to identify students who might need more in depth screening and visual therapyand to provide an objective measure by which student improvement can be measured.
Reading Plus and the Visagraph are the culmination of research and development that was started by the Taylor family in the 1930s. Students mental efforts are directed toward taking in text rather than comprehension.
Inefficient Silent ReadingDirected Attention
The Stroop Test - Cognitive Dissonance The Stroop Test provides insight into cognitive effects that are experienced as a result of attentional fatigueThe cognitive mechanism involved in this task is called directed attention, you have to manage your attentionLets try it one more time
Go as fast as you can through the whole listSimply name the colors of the words as fast as you can.Are you ready . . . They are taught the least and tested the mostTaking in TextHow do you change the way a student takes in text?Foundational Visual & Perceptual skills are unseen and unheard in silent reading AND
Teaching Silent Reading?Proficient fluency doesnt happen through instruction Whats the missing link between instruction and proficiency?
121212What is SSR Missing?ScSR
Scaffolds and Structure
Soif all that is needed is silent reading practice why isnt traditional Silent Sustained Reading the answer?
Dr. Reutzel, 2008131313Structure for EffectivenessComponents that need to be dynamically structured
Providing these for each student every time they read is a daunting taskContentStudent ChoicePrior KnowledgeRate Text presentationText DurationScaffoldsAccountabilityGoalsMotivationEfficient and Effective PracticeReading Plus leverages technology to assess, remediate & accelerate The unseen and unheard fluency skills While providing structure
FluencyStructureEfficient & Effective PracticeBuilds Attention & MotivationEnsures High SuccessFosters Independence & Proficiency
Primary Structure Includes161616Reading Plus dynamically differentiates the reading experience for all students to ensure they are successful.
LEVEL: The core structure of effective reading practice has to do with the content level selections students read. Reading Plus ensures students start reading content that is slightly below their independent reading ability and gradually increases content difficulty as proficiency is developed.
RATE: Reading rate parameters are carefully controlled to ensure students have not become overly reliant on decoding skills when instant word recognition and automaticity skills can be employed to assist in phrasing, and ultimately comprehension.
FORMAT: As struggling or reluctant readers often do not have the attention to engage in prolonged reading experiences, Reading Plus alters the format of the reading presentations to gradually increase the sustained attention required for progressively longer selections of text.
REPETITION: Repeated reading is frequently used to build greater competence and confidence. Reading Plus provides repeat reading and prereading practice for students based on comprehension as well as rate measures, to ensure students experience success with the stories they are presented.
Can you physically provide this structure during Sustained Silent Reading to ALL of your students?
The structure that Reading Plus provides builds attention, ensures high success (which effects confidence and motivation) and ultimately fosters independence and true proficiency.
Post Test
171717(Read First) Now lets go back and look at a student who has completed close to 40 sessions of Reading Plus. We will follow the red dot again and you tell me if this student has improved with his silent reading fluency by using Reading Plus (Start simulation) Now do you think this student will be able to answer comprehension questions when asked about this passage?
MetronoscopeOpthalmograph
1930s-50sDevelopmental HistoryStudying Silent ReadingThe beginning work was in studying what happens when a reader reads silently. Cameras were used to capture the readers eye movements as the student read a standard passage. Other equipment was developed that began the structuring of silent reading Controlled ReaderReading Eye Camera
Guided Reader
1960s1970s-1980sDevelopmental HistorySilent Reading Practice & MeasurementThe early devices used film strips and projectors to present the text in a controlled waythe results of controlled studies showed that students who practiced reading using these techniques improved their reading comprehension and reading rateas well as improving the individual characteristics of fluencyfixations, regressions, etc. 1980s1990sReading Plus v.1&2Visagraph II
Visagraph I
Developmental HistoryComputerizationThe 90s brought computerization and the possibility to start to expand differentiation
Miami Dade Research ResultsIn many cases the gains were not only statistically significant with substantive effect sizes, the contrasts between Reading Plus and non-Reading Plus groups provided interesting information regarding the magnitude of performance differences. For example, in grades 6, 7, and 8 the mean gains on the CRT portion of the FCAT were more than double the gains of non-participating students. Dr. Timothy Rasinski Reading Psychology212121As you can see, significant improvement was measured across all sub-populations.
Now that weve talked about some of the theory, the research, and the results behind Reading Plus, lets take a look at how it comes together to provide each struggling reader with effective, authentic, silent reading practice.
Miami Dade: Region II (2006-7)Reading Plus ParticipantsNon-Participants
222222The data shows the improvements across 5,868 students who used Reading Plus this past year in Dade County, Florida. It compares their improvement on the Florida Comprehensive Achievement Test to 8,619 students who were not in the program.
We are very proud of the data because it shows why it will work in your school or any school.
These were not a hand picked set of classes in a research study, but a mix of teachers, schools, and studentssome of whom implemented very well, and some not as well. All students who participated in Reading Plus no matter how many lessons they completed, were included in this report.
Reading Plus ParticipantsNon-ParticipantsSub-Population Results232323As you can see, significant improvement was measured across all sub-populations.
Now that weve talked about some of the theory, the research, and the results behind Reading Plus, lets take a look at how it comes together to provide each struggling reader with effective, authentic, silent reading practice.
Miami Dade Research ResultsFor the same grade levels, gains on the norm-referenced test (SAT-10) by the Reading Plus intervention students were 55%, 82%, and 60% greater than non-participating students.Dr. Timothy Rasinski in an upcoming article to be published in Reading Psychology242424As you can see, significant improvement was measured across all sub-populations.
Now that weve talked about some of the theory, the research, and the results behind Reading Plus, lets take a look at how it comes together to provide each struggling reader with effective, authentic, silent reading practice.
Miami Dade Research ResultsComments made by principals, teachers, and other educators in the schools that participated in the study were close to universally positive in support of Reading Plus. Teachers and administrators using Reading Plus noticed the positive impact the program had on student achievement and attitudes toward learning.Dr. Timothy Rasinski in an upcoming article to be published in Reading Psychology252525As you can see, significant improvement was measured across all sub-populations.
Now that weve talked about some of the theory, the research, and the results behind Reading Plus, lets take a look at how it comes together to provide each struggling reader with effective, authentic, silent reading practice.
Miami Dade Research ResultsThe results of the study suggest that reading programs such as Reading Plus that are aimed at improving silent reading fluency and proficiency through extensive, focused, wide, and repeated reading in which students are held accountable for their work can have a significant and substantial positive effect on student reading comprehension and overall reading achievement.Dr. Timothy Rasinski in an upcoming article to be published in Reading Psychology262626As you can see, significant improvement was measured across all sub-populations.
Now that weve talked about some of the theory, the research, and the results behind Reading Plus, lets take a look at how it comes together to provide each struggling reader with effective, authentic, silent reading practice.
So lets take a look and find out how Reading Plus does this. (Point to Placement in slide and say, Reading Plus begins with a placement test (called the RPA) to determine the appropriate programs and practice level for each student. This placement test was developed in cooperation with Evelyn Spache.some of you may be familiar with Spache readibility evaluations.
Once the placement test is completed, the student begins their individualized Structured Sustained Silent Reading program.The program chooses which components of Reading Plus the student needs to work in and then starts the student at the appropriate level in each of those components. Once a student masters that content level, it automatically moves the student up to the next content level.
Each students progress is continually monitored by Reading Plus, making appropriate adjustments and provide ongoing automated assessments
Level appropriate offline activities are provided for specific skills for each student. Independent writing activities are also provided as needed.
Reading Placement Appraisal
Determines the Starting Content and Starting VocabularyLevels282828(Read through) Does this definition work for everyone?
What thoughts or comments do you have?
Notes: for adults, content level is important but varies based on job and life stylemost papers and magazines are somewhere between 6th and 8th grade level.
There can be various adequate reading rates. What is clear is that for a high school student reading grade level content at 100 words per minute will not be acceptable. For a college bound student, reading 250 words per minute will be a challenge.
Lets look more closely at Silently
292929(Read through) Does this definition work for everyone?
What thoughts or comments do you have?
Notes: for adults, content level is important but varies based on job and life stylemost papers and magazines are somewhere between 6th and 8th grade level.
There can be various adequate reading rates. What is clear is that for a high school student reading grade level content at 100 words per minute will not be acceptable. For a college bound student, reading 250 words per minute will be a challenge.
Lets look more closely at Silently
303030Attention & Skill Building Warm-up Activities
303030 Lets view a sample of the warm activity. The instruction asks us to look for the target element, which in this case is a g. Youre going to see letters scanned across the screen. Count each time you see the letter g. Ready?
The scan rate was only 60 lines per minute.students start at slower rates, depending on grade level, and almost all students work up to 110 or 120 lines per minute!
[As most of the following slides are self explanatory, there are few or no notes. Practice with the slides to become confident on the transition points and animation.]
Some of the movies start and stop to allow you to get the audience involved. There are two movies on this slide. The first one ends when the box appears where the student would type an answer. That movie then goes away, and you can click on the second one, where the answer will be typed in to the box. This will give you the opportunity to ask your audience how many they saw.
120 lines per minute313131 Lets view a sample of the warm activity. The instruction asks us to look for the target element, which in this case is a g. Youre going to see letters scanned across the screen. Count each time you see the letter g. Ready?
The scan rate was only 60 lines per minute.students start at slower rates, depending on grade level, and almost all students work up to 110 or 120 lines per minute!
[As most of the following slides are self explanatory, there are few or no notes. Practice with the slides to become confident on the transition points and animation.]
Some of the movies start and stop to allow you to get the audience involved. There are two movies on this slide. The first one ends when the box appears where the student would type an answer. That movie then goes away, and you can click on the second one, where the answer will be typed in to the box. This will give you the opportunity to ask your audience how many they saw.
120 lines per minute120 lpn in PAVE
156 kids at Robinswood MSAbout 1/3 of the school
25% off Tildenville ES323232 Lets view a sample of the warm activity. The instruction asks us to look for the target element, which in this case is a g. Youre going to see letters scanned across the screen. Count each time you see the letter g. Ready?
The scan rate was only 60 lines per minute.students start at slower rates, depending on grade level, and almost all students work up to 110 or 120 lines per minute!
[As most of the following slides are self explanatory, there are few or no notes. Practice with the slides to become confident on the transition points and animation.]
Some of the movies start and stop to allow you to get the audience involved. There are two movies on this slide. The first one ends when the box appears where the student would type an answer. That movie then goes away, and you can click on the second one, where the answer will be typed in to the box. This will give you the opportunity to ask your audience how many they saw.Scan Warm UpDevelops directional attack skillsImproves visual skillsImproves short term memoryDevelops sustained attention333333You can hear a pin drop whenever you walk into a lab full of students starting up in the scan activity. The amount of focus and attention being applied is astounding.
Read through the benefits of scan activity.34
Warm Up!34
343434The next part of the warm up involves the rapid recognition of letters or numbers that are flashed within a sixth of a second. Watch the rectangular box in the middle of the screen.
This activity starts with a few elements letters or numbers - and rapidly flashed them one or two times long enough for the eye to get an imprint and send that imprint to the brain. More numbers and letters will be added to the rectangle as students progress to rapidly practice processing longer and longer groups of items. Scanning left-to-right and Flash processing are key sub skills for the process of readingFlash Warm UpLetter/number order awarenessInstant recognitionShort term memorySustained attention
353535The warm up usually takes students between 4-7 minutes to complete.Talk though benefits of flash activity.36
36Students next move to the Structured Sustained Silent Reading portion of the session.
As I mentioned, the content levels are carefully controlled and students are assigned to content levels that are one level below their independent reading level to ensure high success. The readability of the stories on each lesson are carefully controlled and students are given the ability to choose a story that they find interesting. This provides structure while allowing for student choice and control.Structured ContentPrimary Levels: 98 most frequent words5-8 new words added per lesson15 Content Levels (over 500 lessons)Spache Readability used for Levels 1-3Fry Readability used for Levels 4 and up100% of the Dolch Sight Words, over 90% of the General Service List (subset of Thorndike), over 90% of Zeno et als Educators Word Frequency Guide word list
37Read through and discuss carefully controlled contenthigh frequency words.careful word introduction, progression at lower levels. Reference content booklets which you can pass out after the presentation.
15 Content Levels contain over 500 lessonsSpache Readability used for Levels 1-3 and Fry Readability used for Levels 4 and up100% of the Dolch Sight Words are used and over 90% of the General Service List and 90% of Educators Word Frequency Guide word list are included
Engaging & Diverse
Structured Student Choice : Leveled Content of Mixed Genre38In order to allow for the diverse interest and backgrounds of all students, a wide variety of genres are available on all levels.
Fiction/Non-Fiction Progression39The content is also carefully controlled to provide a progression to levels with larger amounts of non-fiction texts.
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40Key wordsProvides flash practice with the keyword from the story to establish familiarity with the essential story vocabulary an build automaticity in word recognition.There is a 5 second delay for the flash button so that we encourage students to read the sentence. Flash wordType it inCan re-flash as many times as they need to but it will not fill the correct word for themIf they get it correct in 2 tries then they get a green box, if not then a red boxTeachers can walk around and very quickly see how students are doing in key words
I-RATE41 In the initial part of Guided Reading one of the key components of Reading Plus the student will practice independent reading while being paced. The program starts each student out in short passages and reading independently.
[start the animation, talking while the words come down the page, but stopping the animation when it gets to the bottom!!]
The first part of the story will come down the page line by line at a rate faster than the student can read. The computer gets to the bottom and waits for the student. The pace is established individually for each studen.
[pause the animation]
When the student reads and gets to the bottom he clicks the Go On Button.
This part of Reading Plus measures the students independent reading rate. The NRP says to take frequent timed samples of each students reading so the teacher can tell how the students are doing and also judge the effectiveness of their teaching methods. This sounds good, but if you ask teachers about it, most will point out that they dont have time to do it every week. Guided Reading is measuring each student on every story.
G-RATE42The second half the story provides a more structured presentation of contentthe story is presented within a guided slot. The guided slot is going to start out at exactly the same speed the student was reading independently in the earlier segment.
Over time, based on comprehension, this guided rate of presentation will be gradually increased to assist the student in increasing their silent reading rate while maintaining good comprehension. The rate will not go faster until the student reads and understands the story at their current speed. One of the wonderful things about Reading Plus is the ability of the program to adjust speed and content independently of each other. Students will have truly individualized paths of instruction.
Can you see some of the ways this presentation style is going to start to change the students reading habits?
43
43Skill-coded comprehension questions are interspersed within the reading segments to ensure the student is comprehending.the system takes its cues from the students comprehension scores.
Each time a student scores 70% or higher on a lesson, the speed of the guided slot is gradually increased on the next lesson.The student starts out reading easy content at his own reading rate, but based on comprehension, he will slowly increase his reading rateand his content level based on his success.
The whole time he is reading he is becoming more familiar with the words that are repeated frequently throughout the various stories.
If the student is not sure of an answer, he can click the re-read button which will take him back to the portion of the story that will assist with answering the question correctly. Reading Plus will track the number of times a student requests assistance and this feature can be individually limited by the teacher.
As the student completes each lesson, he sees his goals for his Independent Reading Rate, Guided Reading Rate, and Comprehension along with his last lesson results.Goals are dynamically adjusted as students progress through various levels of content difficulty - this provides short term goals that can be achieved, while continuing to move them toward higher grade level goals.
As I mentioned before, motivation of the reluctant readers is handled throughout the program, from the orientation and introduction movies, to the congratulatory messages as students make progress
Level Awards are given with success of minor and major goals that students can see on the screen and that the teachers can print out and send home or put on the wall
The students can also see their progress graphically and the awards they have received.as well as their ultimate content level goal.
The graph depicts their Independent reading rate and Guided reading Rate progress in relation to grade level norms.
Yellow is the grade level norm in this graph.
Students are motivated to simply move their rates into the green zones, and teachers have a quick frame of reference as to how the students reading rates compare to norm rates for students in their grades.
These norm rates were developed in a study involving over 12,000 students with 18 universities. The National Reading Panel points to this study in identifying a benchmark for grade level reading rate norms.
Normal Silent Reading Speeds by Grade Level49
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Level C - 130 wpmLevel L - 562 wpm
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5556
What does it all mean?
What does it all mean?
6465Comprehension SkillsLiteral Understanding Recalling Information & Details Following Sequence of Ideas & Events Identifying Speaker
Interpretation Determining Main Idea Making Inferences Predicting Outcome Drawing Conclusions Interpreting Figurative Language Visualizing Paraphrasing
Analysis Comparing and Contrasting Recognizing Cause and Effect Classifying Analysis (continued) Reasoning Identifying Analogies
Evaluation Detecting Authors Purpose Understanding Persuasion Recognizing Slant and Bias Distinguishing Between Fact & Opinion Judging Validity Determining Relative Importance
Appreciation Interpreting Character Recognizing Emotional Reactions Identifying Mood and Tone Identifying Setting As the students are reading the stories, answering questions, and completing the lessons, Reading Plus is keeping track of how they are doing on each of the 25 comprehension skills.
A skills report shows how each student is doing on each type of comprehension question. You may see that a student is doing well on recalling info and details but has missed more than half of the Main Idea questions.
676767
As you can see, this student has only gotten 48% of the making inference questions correct and 57% of the Main Idea questions
Students are automatically assigned to level appropriate offline skill activities that target the skills they need for supplemental instruction.
67686868
The program also provides the teacher with a report that groups students based on skill deficiencies. This allows teachers to provide direct instruction to sub groups within the class who need more explicit instruction with a particular skill. Guidelines for organizing these sub-groups are provided along with hundreds of leveled offline skill activities.68
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In addition to offline skill practice.a my writing tab is available to students within their dashboard. Suggested topics and ideas are taken from the reading selections theyve recently completed to develop students writing skills and deepen comprehension.
70Vocabulary ProgramsBuild inferential and predictive abilities to encourage independence during silent reading.
Develop meaning completion strategies through structured cloze instruction with vocabulary-in-context activities.
717171Two vocabulary components within the system provide practice in developing meaning completion strategies and word definition and integration30 Minutes Reading Plus Session45 Minutes Reading Plus SessionReading Plus Sessions ComponentsORAs the students are reading the stories, answering questions, and completing the lessons, Reading Plus is keeping track of how they are doing on each of the 25 comprehension skills.
A skills report shows how each student is doing on each type of comprehension question. You may see that a student is doing well on recalling info and details but has missed more than half of the Main Idea questions.
Structured FormatTo meet the needs of a wide range of students, the presentation format of each lesson is carefully controlled to provide shorter reading segments with interspersed questions when students are getting started, and longer segments, requiring more sustained attention, once a student is well established in the program.
If a students comprehension scores begin to drop, the program will automatically adjust the presentation format to provide support and ensure success.
This gradually increases students ability to sustain attention while reading..preparing them for high stakes assessments.
ESL or ESE students often need prolonged practice in a multi-segment format.teachers have the ability to customize each students reading experience for tier 3 interventions.
Structured Repetition
The program automatically repeats lessons when comprehension skills begin to lag.or provides pre-reading activities in advance of comprehension checks at slightly faster rates if students independent rates remain slow.
Structured Rate & Level
Driven by ComprehensionAs students continue to achieve good comprehension, their guided rate is gradually increased.
When the combination of rate and comprehension level goals are reached, the student will advance to the next content level - always driven by comprehension!
The increments used to adjust rate, along with the intervals at which point the rates are stabilized, are all carefully structured to ensure students acclimate to faster rates while sustaining good comprehension.
Balanced with VocabularyVocabulary Level always leads Fluency Level
767676To supplement the vocabulary exposure that the student receives in the reading passages, Reading Plus includes vocabulary and contextual analysis practice.
Since we know that readers will not be fluent above their vocabulary levels, the program monitors and adjusts vocabulary practice levels for each student as the student makes progress in reading content level. The requirement is that the student stay at least one vocabulary practice level above their fluency practice level.
77monitoringPrintable Status Report
Notes Fields
Awarded certificateReviewed Comp ReportsAwarded certificateDiscussed recent low scoresPrint, document, and save the Class Status ReportsOne thing that teachers have found helpful is to print out the class panel on the same day each week and keep it in their binder. To get a printer friendly version click printable status report on the Class Panel. Notice that all the information on your class panel is listed on your printable status report (pt to intervention column) as well as a column for intervention notes to jot down some anecdotal. So Lets find out what these columns mean.
78monitoringReviewing Notifications
Student SuspendedAssistance NeededLevel Award Earned
These symbols next to certain students names are called notifications. I like to think of them as emails sent to your class panel notifying you of particular students.Notifications are provided automatically for students based on their performance within the system. One of the most important things you can do to effectively monitor and assist your students progress is to review these notifications regularly, and follow up with your students as required.As you can see, there are different symbols for different types of Notifications Suspensions requires your immediate attention because it prevents the student from working in the program; These occurs when the system has made every possible individualized path for a student and the student may still be struggling; this usually becomes the time a teacher needs to monitor during the next session to ensure the student is paying attention and trying their best.Yellow flags are a warning to notify you the student may need a quick mini-conference after reviewing their G/R record. Green stars are students who have leveled up and these students should receive recognition. This info is listed on the bottom of your training manual on pg. 9 as well.
79monitoringReviewing Notifications
Double click student name
When you get an email in your inbox, what do you need to do? (thats right, you click on it to open and review) Well you do the same To review your notifications, you first double click on a student name that has a notification alert next to it.
80monitoringReviewing Notifications
Click on blue line item
(pt)You are then taken to the students Panel, under the tab called Notifications (Point out)
Notifications displayed in blue text are new notifications and need to be reviewed.
Click on the blue text to reveal details which will automatically clear the notification, like an email it has been read.
81monitoringReviewing Notifications
Review DetailsFlag is clearedReview Student GR Record
When you click on the blue text it turns to black (point) text and information is presented in the Details box. (point bottom)The information in the Details box is like your email message, it provides valuable tips as to what action should be taken with the student. Use the information from the details box to review with a student in person, send a note to the student via email, or write an intervention note on your printable status report. For students that have yellow notifications or suspensions, you should get additional information about their performance by briefly reviewing their guided Reading record. To do this, simply click on the records top on the top of the student panel
.
82monitoringReviewing Notifications
Are Rereads being used?Inconsistent Comprehension?Has student just leveled up?Compare I-rate to G-Rate
Lets turn to page 10 in our manual which will assist you with interpreting this students Guided Reading Record. We saw this before when we were reviewing student programs, who can tell me where? Yes, thats correct. It is the same Guided Record that a student can view through their My Progress page. Take a moment and view the columns. There are several things you will want to review when a student receives a yellow flag or suspension notification. These tips are listed on page 10 as well. These include (pt to right and read them)Use this information when you mini conference with that student and look how easy it is to do this. On the top of the student panel what tab to do you see that will assist you with sending the student a message? Yes, (Point) Notes and messages
83monitoringSending Student Messages
Provide positive feedback and helpful suggestions
The notes and Messages tab provides you the ability to send a note to a student via the RP system relating to their student progress. To do this, simply (pt) type a message in the blue box, and click send to student. Notice that you can also send a message from here to the entire class.
84monitoringSending Student Messages
Message Sent
All notes and messages are stored for easy review and provides a record on specific details. This is terrific for teacher accountability to show mini conference are being held with individual students.This messaging facilitates better communication between you and the students and lets the students know that you really care about how they are doing.
I know we have been reviewing a student who is struggling, but I want to encourage you to send a happy gram weekly to your class. Some ideas would be terrific class average comprehension for the week great fidelity of use by everyone or you might want to let everyone know that a student just leveled up and joined the reading plus wall of fame.
85monitoringSending Student Messages
Message presented to student at login
When you send a message to the student, the next time he/she logs in to their Reading Plus account, they will see the message sent by you. The student message history is archived in the (pt) My Message tab on their student dashboard GREAT LINE OF COMMUNICATION, RIGHT!!!! AND SO POWERFUL86Monitoring
Review Class Status IndicatorsReview Sessions & ComprehensionPrint Status Report
Review NotificationsIdentify InterventionsNotify Students
Steps recommended to monitor your class:
So, with just logging in to your class panel, you will know How is my class doingLets take a moment and review the steps Which are reviewed on page 9/10 in your manual. Also, upon your arrival today, you should have received a Checklist for Teachers word document. Take a moment and pull that out and notice that we have provided you some additional tips on What Actions Should I take when you encounter students who are struggling in specific areas. All great tools to help you.(review steps above)87monitoring
Sessions vs. LessonsBefore I continue with explaining the other columns I want to point out the difference between Sessions & LessonsA session is counted each time students complete their session work based on the duration time you set (30, 45,). A session includes PAVE, Guided Reading, and vocabulary lessons- Cloze Plus and/or RAW. If a student logs out before completing their first GR lesson the session will NOT be counted.
A session may contain several lessons (GR Stories) within any of the assigned programs. For example, the class panel may show that a student has 15 total sessions while the student progress report shows 30 Guided Reading lessons. This means that this student would have completed multiple Guided Reading lessons during each of his or her 15 sessions.
(pt) If you have students in this column are off schedule (not in the green), it is important to determine the reason. Is it because they simply are not doing their required sessions or are they logging off before their session has counted, do they have excessive absenteeism during your Reading Plus implementation time. For those students with excessive absenteeism or entered your class much later, you may want to consider to unschedule them as we learned previously. Try to find ways to help get students who are not in the green back on schedule. What I have done is provide class time for the student to make up missed sessions by allowing them to log in during study hall, before/after school, lunchtime, homeroom, elective periods, and definitely at home. Keep in mind that Only two sessions per day are counted toward a students overall session goal. This is to encourage students to complete lessons on a consistent schedule and to avoid having students cram their session in a day or so.
88OptionalLets quickly look at some of the vocabulary and contextual analysis practice lessons.
Students are provided with a variety of exercises, some requiring them to complete the meaning of a sentence by finding the missing word.
89Others asking the student to find alternate words to the one provided that would complete the meaning of the sentence.
90This is my favorite. Long before people discovered the principle of the wheel, they found that a load could be moved more easily if a roller was put under it. A log was ideal for this purpose. The student has to choose the object that it refers to. This is not vocabulary. This is pronoun reference, a skill that many students struggle with. In this activity the student has to think about how the sentences work. This is the foundation of comprehension. This is where they build some of the skills that will support them as they read stories at speed in Guided Reading.
91The last variation provides practice with syntax completion. Here the student has to complete the meaning of the sentence by entering a word that is appropriate. [click]
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Pre-test939393Students also work to increase their word knowledge and deepen their understanding of the multiple meanings of words. Students are presented with a pretest of words to test their knowledge.9494
Pre-test Results949494The words students have difficulty with are then organized into lessons that develop mastery of the word meanings through structured contextual analysis activities.95
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Why it will work in your Schools979797Student, Class, and School level reports will track student progress at global and individual levels. A tremendous amount of information is recoded by the Reading Plus program and new charts and graphs make it easy for everyone involved students, teachers, and administrators - to see the difference Reading Plus can make.98
Why it will work in your SchoolsG-Rate Gain989898Student, Class, and School level reports will track student progress at global and individual levels. A tremendous amount of information is recoded by the Reading Plus program and new charts and graphs make it easy for everyone involved students, teachers, and administrators - to see the difference Reading Plus can make.99
Why it will work in your SchoolsI-Rate Gain999999Student, Class, and School level reports will track student progress at global and individual levels. A tremendous amount of information is recoded by the Reading Plus program and new charts and graphs make it easy for everyone involved students, teachers, and administrators - to see the difference Reading Plus can make.Our End Goal Reading grade-level content At adequate rate Independently & Silently With good comprehension Students who enjoy reading
