Presentation on theme: "Kindergarten Read Well Initial Training Part 1 Kelly Pruitt"— Presentation transcript:
1 Kindergarten Read Well Initial Training Part 1 Kelly Pruitt email@example.com 30 units of coordinated and engaging age-appropriate routines and activities designed to:-Build students’ oral language, vocabulary, and background knowledge-Introduce students to beginning reading and writing skills.-Prime students for small group instructionSmall group component-26 units of mastery based reading instruction (including placement and assessment) designed to:-Carefully introduce, provide practice in, and review critical beginning reading skills.-Allow all students to become readers at a pace that is appropriate for them.
2 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.30 units of coordinated and engaging age-appropriate routines and activities designed to:-Build students’ oral language, vocabulary, and background knowledge-Introduce students to beginning reading and writing skills.-Prime students for small group instructionSmall group component-26 units of mastery based reading instruction (including placement and assessment) designed to:-Carefully introduce, provide practice in, and review critical beginning reading skills.-Allow all students to become readers at a pace that is appropriate for them.
4 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.
5 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.
6 The Big Picture 1 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.
7 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.
8 An Important Resource Getting Started: A Guide to Implementation Comprehensive overviewProgram MaterialsOrchestration and SchedulingHow to teach the skills and activitiesIndependent WorkClassroom OrganizationAppendix
9 Initial Placement Purpose: When: Who: To ensure that each student enters Read Well at the appropriate levelWhen:After week 3, and before week 9Transfer studentsWho:Assessment teams/any trained professional
10 Initial Placement Part 1 Part 2 Capital letter names Sounds Blending Small letter soundsHigh-frequencywordsPattern WordsPart 2SoundsBlendingIrregular WordsSentencesPassages read with accuracy and fluency
11 A walk through of initial placement Your Assessment Manuals please……
18 Grouping StudentsDetermine 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
20 Critical Steps in Explicit Instruction 1. DemonstrateModel, My turn, I do it2. Guide PracticeLead, Our turn, We do it3. Mix group and individual turns… independent of your voice… Be creative!Test, Your turn, You do it
21 Critical Steps in Explicit Instruction 4. Provide mastery based instructionBe 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’ effortsHighlight and give specific praise.
22 When do you model? Model when skills are NEW or DIFFICULT. Model when students make a mistake.Do not model everything, all the time.
23 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.
24 Teaching Expectations “When your expectations are clear, students never have to guess how you expect them to behave.”TEAM- Talk, Effort, Ask, MovementT ChartsProvide positive and corrective feedback
25 SeatingArrange 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 bestIf using rectangle tables, sit in the middle on the long side.
26 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.
27 Understanding Preludes and Units Preludes A, B, CFor students who have age-appropriate language development and some alphabetic knowledge, but who are not ready for “formalized” reading instruction.Units 1-20For students with advanced language development and some alphabetic knowledge. For students when they complete the preludes.
28 Small Group Materials Teacher Guides Assessment Manual Blending Cards Teach and support Oral Language, Phonemic Awareness (Blending and Segmenting)Sound and Tricky Word CardsTeach Phonics (letter/sound fluency) and Irregular WordsShow and tell
29 Small Group Materials (cont.) Decoding Magazines (consumable)Teach Oral Language, Phonemic Awareness, PhonicsStudent StorybooksTeach and support Phonics, Vocabulary, Comprehension, FluencyHomework Blackline MastersSupport Fluency, Comprehension, and the Home-School connection
30 Teacher’s Guides Organization of the guides New and Important ObjectivesLanguage PrimingDetailed Lesson PlansLanguage and Vocabulary PracticeEnd of Unit AssessmentMaking DecisionsExtra Practice
31 Lesson Planning-Units 1-20 Options: 5, 7, 9, or 12 day plansSome units will have a 4 day planAM p 75
32 Small Group Instruction Recommendations Every groupEvery day20-30 minutesDouble dose for the lower performing students
33 Small Group Instruction Teaching TableAfter the lessonDecoding Practice(10-15 minutes)Storybook ReadingPartner reading(5 minutes, later in year)
34 Small Group Planning If you are alone… Run 3 small groups (20 minutes each) for 60 minutesMeet 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 minutesRun 2 small groups (20 minutes each) for 40 minutes
35 Small Group Planning If you have 1 para… Run 3 small groups (20 minutes each):Para meets with 1/3Teacher meets with 1/31/3 are “independent”Para supervises 2/3
36 Small Group Planning If you have 1 para… Class split into 6 groups.Teacher and para each meet with 3 groupsStudents 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.
37 Daily Lesson Format 10-15 minutes Decoding 10-15 minutes Story Reading Partner Reading/Independent WorkExtra Practice ActivitiesHomework
38 Decoding Lessons Include: Warm-Ups-Magazine covers, Sound and word cards, Smooth and Bumpy Blending CardsNew Sound Introduction/New Sound PracticeIntroduced with a poem and tracing letterSmooth and Bumpy BlendingStretch and ShrinkSounding out SmoothlyAccuracy and Fluency BuildingTricky Words
40 Story Reading Fully Decodable Text (Duet & Solo Stories) Priming Background KnowledgeVocabulary IntroductionProceduresFinger TrackingFirst ReadingSecond ReadingCorrecting ErrorsRepeated ReadingsExpressive Reading
41 Model and PracticePractice a duet and solo story…
42 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)
49 Whole Class Materials 26 thematic 5 day units with 4 review units Teacher’s GuidesCD of SongsABC Wall CardsABC Poem PostersRead Aloud BooksLiterature Book PackageRW Lap Book SetThis is the show and tell portion of the day.
50 Whole Class Materials (cont.) Pocket Chart CardsBlending CardsArt Related ActivitiesUnit Art ProjectsABC Scrapbook Art PagesIndependent Work (BLM or Workbooks)Homework Activities
51 Whole Class Teacher’s Guides Teacher Friendly Organization 6 Teacher’s Guides, including all 30 unitsTable of ContentsOverviewNew and Important ObjectivesPreparation5 Day PlannerDay at a GlanceDetailed Lesson PlansTake out the teacher’s guides to share
52 Teacher’s Guides Black text= Required Activity Red text= Recommended but non-essential activitiesStep by step “scripted” directionsPurpose: To visualize a quality lessonNot to be memorized or read verbatimImportant notes, tips, and remindersA star = a new skill, activity, or story
53 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 textTeacher guides practice of the skill with students.In Teacher’s Guides = gray textTeacher gives students independent practice (group & individual turns) with the skill.In Teacher’s Guides= gray text in parentheses
54 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 orderIMPORTANT!POINT as students sing it!These activities are quick, engaging, and flexible.Play boogie woogie and model pointing.
55 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.Point out which is demonstrating, guiding, and independent practice.
56 ABC Cheer (continued) Point to appropriate wall card. Units 1-8 Verses onlyUnits 9-26 Use all the wall cardsIf 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.Point out CD tracks“What sound do you hear at the beginning of spider
57 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.Point out the turtle and rabbit iconsHandwriting air practice should be discussed here…
58 Read Alouds and Related Activities Everyday a Read Aloud!Multiple GenresClassic Favorites
59 Purpose of Read AloudsTo build students’ background knowledge and vocabularyTo familiarize students with story elements and structuresDevelop comprehension strategiesMake connections
60 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.
61 Unit Lap Book StoriesAuthor written interactive complements to the Lit BookRead on Day 2 & 3Use the programmed introductions, questions, and follow-up activities.Copy the questions on post it notes and place them in the book before reading.
62 Stretch and Shrink Oral blending/Oral language Purpose: Primes students for sounding out wordsProvides practice with basic oral language patterns
63 Stretch and Shrink (continued) StepsSay the word.Use the word in a sentence.Demonstrate stretching out the word, then shrinking up the word.Guide practiceHave students practice independent of your voice.Don’t forget the oral language practice.Make is exaggerated… Hold each sound 2-3 secondsDon’t let the motor stop running
64 Smooth & Bumpy Blending CRITICAL blending and segmenting practicePurpose: Provides practice in identifying sounds in words.Helps students distinguish between “sounding out smoothly” and “stopping between sounds”.
66 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.
67 White Board Dictation Basic 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.
68 White Board Dictation Basic 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.
69 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.
70 Independent Work Purposes: To help students develop work habits. To foster home-school connections.To improve handwriting and fine motor skills.To reinforce learned skillsTo provide work for students to do while teacher does small group instruction.Directions are in Teacher’s Guides.Teach first three units whole class
73 Final Thoughts Teach a complete lesson Teach with fidelity DecodingStory ReadingComprehension and Skill pagesHomeworkAssess at the end of every unitTeach with fidelityTeach diagnostically – Assessments inform instruction