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20-20-20 Brantner Elementary—Grade One. Who are we? Melissa Stewart- Principal Melissa Stewart- Principal Treva Bedel, Lisa May-Ellis, Treva Bedel, Lisa.

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Presentation on theme: "20-20-20 Brantner Elementary—Grade One. Who are we? Melissa Stewart- Principal Melissa Stewart- Principal Treva Bedel, Lisa May-Ellis, Treva Bedel, Lisa."— Presentation transcript:

1 Brantner Elementary—Grade One

2 Who are we? Melissa Stewart- Principal Melissa Stewart- Principal Treva Bedel, Lisa May-Ellis, Treva Bedel, Lisa May-Ellis, Emily Stepaniak- First Grade Teachers Emily Stepaniak- First Grade Teachers Debbie Shipley- Title 1 Reading Specialist Debbie Shipley- Title 1 Reading Specialist Angela Beeker, Pat Schreiber- Special Education Teachers Angela Beeker, Pat Schreiber- Special Education Teachers Angela Deighen, Megan Miller, Jeannie Wardwell- Paraprofessionals Angela Deighen, Megan Miller, Jeannie Wardwell- Paraprofessionals Coletta Wood- Psychologist/Intervention Specialist’s Assistant Coletta Wood- Psychologist/Intervention Specialist’s Assistant

3 Brantner: A Closer Look Brantner Elementary is a PreK-5 school in West Clermont Local School District. Brantner Elementary is a PreK-5 school in West Clermont Local School District. In a school of 450 students, 35% receive free or reduced lunch. In a school of 450 students, 35% receive free or reduced lunch. 15% of our first grade students receive special education services—including services for learning disabilities, hearing impairments, multiple disabilities and emotional disabilities. 15% of our first grade students receive special education services—including services for learning disabilities, hearing impairments, multiple disabilities and emotional disabilities.

4 Looking back at … How do we effectively use the teachers and paraprofessionals available? How do we effectively use the teachers and paraprofessionals available? How do we integrate our district’s new systematic phonics program into our literacy block? How do we integrate our district’s new systematic phonics program into our literacy block? How can we consistently provide solid interventions to our students? How can we consistently provide solid interventions to our students? How can we eliminate behaviors that take away from students’ learning? How can we eliminate behaviors that take away from students’ learning?

5 What does our day look like? A typical day in the first grade at Brantner looks like this: A typical day in the first grade at Brantner looks like this: 8:20-8:35 Seat work/Attendance 8:35-9:45 Calendar/Mathematics 9:45-10:30 Reading Comprehension Strategies/Silent Reading 10:30-11: :30-12:25 Recess, Lunch 12:25-12:55 Write Well/Word Work 12:55-1:55 Specials 1:55-2:45 Writing 2:45-3:00 Prepare for Dismissal Our school day is spent in heterogeneously-grouped homerooms with the exception of one hour, where the students are grouped according to their needs in a “Walk to Read” format that we call

6 For the hour in which the students “walk to read” we have divided the time into three twenty minute increments, hence the name “ ” For the hour in which the students “walk to read” we have divided the time into three twenty minute increments, hence the name “ ” At the start of the year students were given a variety of assessments to determine their skill levels. These assessments included obtaining a DRA level, a test of first grade sight words, DIBELS, and the “Read Well” placement test. Students’ Title I referrals from kindergarten were also taken into consideration. At the start of the year students were given a variety of assessments to determine their skill levels. These assessments included obtaining a DRA level, a test of first grade sight words, DIBELS, and the “Read Well” placement test. Students’ Title I referrals from kindergarten were also taken into consideration.

7 The next step… The results of the assessments were used to place the students into one of three classrooms. The results of the assessments were used to place the students into one of three classrooms. Within the three classrooms students were placed into three smaller groups in order to better meet their individual needs. Each group was comprised of approximately seven students. Within the three classrooms students were placed into three smaller groups in order to better meet their individual needs. Each group was comprised of approximately seven students. The team meets on a regular basis to review student progress. Students are moved within groups and/or classrooms based upon their changing needs. The team meets on a regular basis to review student progress. Students are moved within groups and/or classrooms based upon their changing needs.

8 What happens during ? The students move through three stations during this hour: Read Well, Guided Reading, and Literacy Centers. The students move through three stations during this hour: Read Well, Guided Reading, and Literacy Centers.

9 The Big Switch Mrs. Bedel Mrs. Schreiber Mrs. Wardwell Mrs. May- Ellis Mrs Shipley Miss Miller Miss Stepaniak Miss Beeker Mrs. Deighen

10 In the classroom Centers Guided Reading Read Well

11 “Read Well” is our district-wide K-1 reading program. This is part of our Tier 1 instruction. “Read Well” is our district-wide K-1 reading program. This is part of our Tier 1 instruction. After 1 ½ years of use, we felt strongly that this program be taught by a highly-qualified teacher. After 1 ½ years of use, we felt strongly that this program be taught by a highly-qualified teacher.

12 Read Well In a Nutshell This program: builds phonics skills through letter/sound recognition practice builds phonics skills through letter/sound recognition practice develops knowledge of word families develops knowledge of word families provides opportunities for choral reading provides opportunities for choral reading offers students the opportunity to demonstrate their reading comprehension skills offers students the opportunity to demonstrate their reading comprehension skills

13 Guided Reading Students work with a certified teacher in a guided reading group. This is also part of our Tier 1 instruction. One week is spent using Read Naturally’s program “GATE” and the next week is spent using trade books. We use Alpha Kids or the Scholastic Leveled Readers. Students work with a certified teacher in a guided reading group. This is also part of our Tier 1 instruction. One week is spent using Read Naturally’s program “GATE” and the next week is spent using trade books. We use Alpha Kids or the Scholastic Leveled Readers.

14 Guiding their learning During the guided reading portion of , teachers work on various skills with the students including: Decoding strategies Decoding strategies Comprehension Comprehension Smooth blending Smooth blending Self-monitoring strategies Self-monitoring strategies

15 Centers Our centers are led by our paraprofessionals who expertly keep students on-task and assist them when they need help. Our centers are led by our paraprofessionals who expertly keep students on-task and assist them when they need help. The center portion of the day provides us with the opportunity to provide enrichment or intervention according to our students’ skill levels. The center portion of the day provides us with the opportunity to provide enrichment or intervention according to our students’ skill levels. This is part of our Tier 2 instruction. This is part of our Tier 2 instruction.

16 It all CENTERS around students’ needs. Our centers include: a double-dose of Read Well or assessment a double-dose of Read Well or assessment a listening station, where students read along with a Marie Carbo tape a listening station, where students read along with a Marie Carbo tape sight word games sight word games word work (word sorts, word making) word work (word sorts, word making) handwriting practice with tools to strengthen hand muscles (clothes pins, tennis balls, Etch-a-sketch) handwriting practice with tools to strengthen hand muscles (clothes pins, tennis balls, Etch-a-sketch)

17 That’s the ticket! In each group students are: Encouraged to work as a TEAM! Encouraged to work as a TEAM! Talk when appropriate Talk when appropriate Put forth best effort Put forth best effort Ask questions Ask questions Move quickly and quietly Move quickly and quietly Students earn a stamp from each teacher for demonstrating TEAMwork. Students’ stamps are placed in a 5 by 5 grid on their “ ” folders. Five stamps=one ticket (part of our school-wide behavior program), 25 stamps=trip to the treasure box.

18 Objectives, objectives, objectives The following are only some of the objectives that are met during : Establish a purpose for reading Establish a purpose for reading Make predictions while reading Make predictions while reading Recall the important ideas in fiction and nonfiction texts Recall the important ideas in fiction and nonfiction texts Monitor comprehension by answering questions Monitor comprehension by answering questions Decode by using letter-sound matches Decode by using letter-sound matches Read text, using fluid and automatic decoding skills, including knowledge of patterns, onsets and rimes Read text, using fluid and automatic decoding skills, including knowledge of patterns, onsets and rimes Monitor to see if meaning is clear Monitor to see if meaning is clear Demonstrate an understanding of letter-sound correspondence Demonstrate an understanding of letter-sound correspondence Use knowledge of common word families to sound out unfamiliar words Use knowledge of common word families to sound out unfamiliar words Blend 2-4 phonemes into words Blend 2-4 phonemes into words Add, delete or change sounds in a given word… Add, delete or change sounds in a given word… Recognize common sight words Recognize common sight words Print legibly and space letters… Print legibly and space letters… Spell high frequency words correctly Spell high frequency words correctly

19 DIBELS Results


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