kindergarten read well initial training part 1 kelly pruitt kpruitt@tacoma k12 wa us n.
Skip this Video
Loading SlideShow in 5 Seconds..
Kindergarten Read Well Initial Training Part 1 Kelly Pruitt kpruitt@tacoma.k12.wa PowerPoint Presentation
Download Presentation
Kindergarten Read Well Initial Training Part 1 Kelly Pruitt kpruitt@tacoma.k12.wa

Kindergarten Read Well Initial Training Part 1 Kelly Pruitt kpruitt@tacoma.k12.wa

101 Vues Download Presentation
Télécharger la présentation

Kindergarten Read Well Initial Training Part 1 Kelly Pruitt kpruitt@tacoma.k12.wa

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Kindergarten Read WellInitial Training Part 1Kelly

  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.

  3. Who is Read Well K for? • Kindergarten Students

  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 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.

  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 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

  9. 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

  10. 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 Initial Placement

  11. A walk through of initial placement Your Assessment Manuals please……

  12. 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

  13. Critical Steps in Explicit Instruction

  14. Critical Steps in Explicit Instruction

  15. When do you model? • Model when skills are NEW or DIFFICULT. • Model when students make a mistake. • Do not model everything, all the time.

  16. 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.

  17. 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

  18. 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.

  19. 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.

  20. 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.

  21. 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

  22. 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

  23. Teacher’s Guides Organization of the guides • New and Important Objectives • Language Priming • Detailed Lesson Plans • Language and Vocabulary Practice • End of Unit Assessment • Making Decisions • Extra Practice

  24. Lesson Planning-Units 1-20 • Options: 5, 7, 9, or 12 day plans • Some units will have a 4 day plan

  25. Small Group Instruction Recommendations • Every group • Every day • 20-30 minutes • Double dose for the lower performing students

  26. Small Group Instruction

  27. 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

  28. 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

  29. 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. Small Group Planning

  30. Daily Lesson Format • 10-15 minutes Decoding • 10-15 minutes Story Reading • Partner Reading/Independent Work • Extra Practice Activities • Homework

  31. 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

  32. Model and Practice • Practice a decoding lesson…

  33. 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

  34. Model and Practice • Practice a duet and solo story…

  35. 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)

  36. Practice administering Assessment

  37. Jell-Well Review • Periodic review of earlier units • Strengthens foundational skills, avoids overloads, builds confidence

  38. Found in the back of every Teacher’s Guide Certificate of Achievement Maintaining Home-School Connections

  39. Appendix • Checklists • Lesson Planner • Additional Blackline Masters

  40. 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

  41. 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