Read to Achieve Webinar 2 November 19, 2013 Judith Halasek RTA Coordinator

Agenda CCLD Report Reading Fluency Leveling Books

Collaborative Center for Literacy Development (CCLD) Their research for the RTA program depends on accurate attendance reports and program evaluation reports.

Key Finding Last year14,570 students were served in RTA for an average of 59.5 days. Recommendation The Kentucky General Assembly should continue to fund RTA and expand funding to include more elementary schools.

Program Evaluation January 15 A worksheet will me sent to everyone in early January and the link to Survey Monkey will be available on January 8.

The intervention tab in Infinite Campus should be completed for every RTA student.

Key Finding The number of years in RTA is negatively associated with achievement in 3 rd, 4 th, and 5 th grades. Recommendation Provide different intensive intervention for students early if insufficient progress is made.

Key Finding Teachers do not have clear processes for exiting students. Recommendation Schools should establish well defined processes and criteria for exiting students from RTA.

Key Finding Schools with the most effective systems for interventions had strong literacy teams with high involvement from the RTA teacher. Recommendation Schools should form inclusive literacy/RTA teams that support literacy.

Key Finding RTA teachers have higher levels of training than interventionists in schools without RTA funding. Recommendation RTA funds should be used to develop and support RTA teachers related to literacy leadership.

Key Finding Systematic multi-tiered support for students was not always evident in schools. Recommendation Schools should establish strong multi-tiered systems of intervention and use RTA as a support within those multi-tiered systems.

Key Finding Students who received RTA interventions in kindergarten or first grades were more likely to reach the proficient level on K-PREP than student who participated in RTA in second or third grades. Recommendation Schools should focus resources on providing interventions for all students who demonstrate a need in kindergarten and first grade.

Pat yourself on the back. Celebrate !

Fluency does not mean reading fast. Fluency does not mean reading fast

ABC? DEFGH! IJ. KLMN? NOPQ. RSTU! V! WXY. Z?

CIITS LearnZillion Reading Foundational Skill 3.4 Using punctuation to read fluently

Two parts of fluency instruction Automaticity Prosody

Building Blocks of Fluency Use authentic literature Support word recognition Model fluent reading Practice

Use authentic literature Songs Poetry Scripts Speeches Cheers Chants Dialogue

Leveled Books with Dialogue Little Red Hen Chicken Little Gingerbread Man 3 Little Pigs Mrs. Wishy-Washy books Frog and Toad books Arthur books Magic Tree House books Repetitive phrases: Repetitive texts: choosing-repetitive.htmlhttp:// choosing-repetitive.html Thanks to Julie Miller at Glendover Elementary for this list of books and websites.

Places to find Reader’s Theatre

Fry Instant Phrases and Short Sentences Part of the timeWhen will we go? All day longEach of us It’s about timeThe other people He called meTwo of us One more timeAt your house From here to thereHow did they get it?

Great Read Alouds for Promoting Fluency Is Your Mama a Llama by Deborah Guarino Chrysanthemum by Kevin Henkes Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst sinski_title_list.pdf

Practice wide and deep.

Assisted Reading is like holding the hands of the toddler while he is learning to walk.

Paired Reading – two readers read side by side. The stronger reader should read into the right ear of the partner. Choral Reading- students reading aloud in unison

Ideas for Parents

Captioned TV Finland has the highest level of literacy in the world. They have captioned TV on all the time.

Goldilocks principle – not too hard, not too easy

Lexile.com

A person’s Lexile range is from 100L below to 50L above the reported Lexile measure.

The text complexity of K-12 textbooks has become increasingly "easier" over the last 50 years.

Proficiency Plan – Target Indicators  Increase the percentage of children ready for kindergarten from 28.1% in 2012 to 64.1% in 2015  Increase the average combined reading and math K-PREP scores for 3 rd grade students from 46.1% in 2012 to 73.1% in 2016  Increase the average combined reading and math Kentucky Performance Rating for Educational Progress (K-PREP) scores for elementary and middle school (4 th – 8 th ) students from 44% in 2012 to 72% in 2017

The next webcast will be Tuesday, February 25.

Resources Clay, Marie M. (2005). Literacy Lessons Designed for Individuals Part Two Teaching Procedures. Heinemann Education Flood, James; Lapp, Diane; Fisher, Douglas Fry, E., Dress, J., & Fountoukidis, D.L. (2000). The Reading Teacher’s Book of Lists, Fourth Edition. Englewood Cliffs, NJ: Prentice Hall Reading Psychology an international quarterly, v26 n2 p Apr-Jun