Read to Achieve

1. Read to Achieve Webinar 2 November 27, 2012

2. Program Evaluation Report • Writing • Progress Monitoring Agenda

3. Approximately 7709 students are currently being serviced in 321 schools. • 51% used MAP for their diagnostic assessment and 57% used the Observation Survey. • Over 40% of the RTA teachers have 20 or more years of experience. • Over 90% of our students were receiving instruction by the third week of school. Program Evaluation Report

4. 88% of the RTA schools have one full time teacher. • 99% use the progress monitoring data to determine if the intervention is effective. • On the average, over 72% of the day is spent instructing students one on one or in small groups. • 75% of the current RTA teachers have RTA experience

5. The RTA grant is a legal binding document. Every school that applied for the grant must adhere to the requested research based program.

7. No one should fail at writing. We should use our assessments to tell us what comes next in writing instruction. Writing

8. Primary writers are in the “Yes, I can” stage of life. They think they can do anything. We need to reward them for their early attempts to communicate in writing.

9. Talk about the purpose of writing

11. Where is the title? Where do I begin reading? Which page do I read first? Where do I go next? What is the first letter/word on the page? What is the last letter/word on the page? Can you point to the words as I read them?

12. Three aspects of memory • Visual memory • Auditory memory • Proprioceptive (muscle) memory

13. 56% of simple words contain one or more of the letters b, d, or p.

14. “You can read a word that starts like that.” “Look, you wrote that word.” “What do you know that might help?” “What can you hear that might help?” “You can read that word. You can write it.” “You can write that word. You can read it.”

15. Children rarely have to write more than a single word when completing worksheets.

17. In typical classrooms it is not unusual to find that kids read and write for as little as ten percent of the day.

18. If a childThen Scribbles Ask about the story Drawing a picture Have the child tell the story Writes a string of random letters Praise concepts about print Writes one or two words Tape the telling of the story Is reluctant to spell words Model how you spell Writes too broadly Zoom in Writes like a list Ask questions about details

19. Map or Mapquest?

20. Improves reading • Improves writing • Makes students more fluent in the writing process • Makes writers more comfortable with writing • Promotes transfer between contexts • Deepens thinking about content and helps students construct new knowledge Sustained Writing Practice

21. Ideas – the meaning and development • Organization – the structure • Voice – the tone • Word Choice – the vocabulary • Sentence Fluency – the way the words flow • Conventions – the correctness Key Characteristics of Writing

22. Students bring prior knowledge to reading. They must bring prior knowledge to writing as well. Ideas

23. Books to Inspire Ideas WilfridGordon McDonald Partridge by Mem Fox Edward and the Piratesby David McPhail What You Know Firstby Patricia MacLachlan 26 Fairmount Avenueby TomieDePaola

24. Writing is not a recipe. The steps in the process should not dictate what writers do; the writing should.

25. Books to Inspire Organization Q is for Duck by Mary Elting Fortunately by Remy Charlip Charlie Anderson by Barbara Abercrombie The Napping Houseby Audrey Wood Any alphabet book

26. Teach poetry lessons. Play music as students write. Read, read, read to students. Encourage students to try dialogue. Encourage talk in your classroom. Tips for Well-constructed Sentences

27. Books to Inspire Sentence Fluency My Dog is as Smelly as Dirty Socksby HanochPiven The Magic Hat by Mem Fox The Napping House by Audrey Wood Saturday Night at the Dinosaur Stomp by Carol Diggory Shields

28. Books to Inspire Word Choice Tough Boris by Mem Fox Halloween Hoots and Howls by Joan Horton Rattletrap Car by Phyllis Root Max’s Words by Kate Banks

29. Students who edit are students who have been taught to edit.

30. Why did you add a quotation mark here? • Have you considered a different way to spell this word? • Why have you capitalized this word but not that one? • Would this sentence sound different if there was an exclamation point at the end?

31. Punctuation Takes a Vacationby Robin Pulver Yo, Yes?by Christopher Raschka Grammar Talesby Pam Chanko Books to Inspire Conventions

33. Diary of a Spiderby Doreen Cronin Don’t Let the Pigeon Drive the Bus!by Mo Willems Lilly’s Purple Plastic Purseby Kevin Henkes Gila Monsters Meet You at the Airportby John Steptoe The Relatives Cameby Cynthia Rylant Books that Inspire Voice

34. Seven Recommendations for Teaching Writing Dedicate time to writing. The more a man writes, the more he can write.

35. Increase students’ knowledge about writing.

36. Foster students’ interest, enjoyment, and motivation to write.

37. Students must be taught to • Plan • Draft • Revise • Edit • Share

38. Teach basic writing skills to mastery.

39. Take advantage of technological writing tools.

40. Use assessment to gauge students’ progress and needs.

41. Doesn’t the teacher do that in the classroom? I do not have time. Why Progress Monitor?

42. Three reasons to Progress Monitor • To determine if student is being successful with the intervention • To assess and refine the intervention programs for students who are continuing to struggle • To estimate the rate of student progress

43. Accessible to all students • Assess critical skills and concepts • Quick (under 10 minutes) easy to administer and score • Quick turn-around time of data • Reliable • Valid Characteristics of Universal Screeners

44. Given to selected students • Reliable • Valid Characteristics of Diagnostic Assessment

45. What is progress monitoring?

46. Progress monitoring is designed to • Estimate rates of improvement • Identify students who are not demonstrating adequate progress • Be very sensitive to student learning • Progress monitoring probes MUST address the instruction the student is receiving.

47. Progress is monitored frequently • Progress data is displayed on graphs • Ambitious goals are set from screening data Students achieve most when:

48. Phoneme segmentation fluency • Letter sound fluency Measurement tasks for pre-reading

49. Word identification fluency • Passage reading fluency • Maze fluency Measurement tasks within reading The girl is (jumping, brushing, reading) a book.

50. Check what you are monitoring • Check fidelity of instruction • Increase pacing of instruction • Change pace of intervention • Ensure alignment of programs • Adjust the instructional materials • Move the student to a different group If data shows that a student’s scores are below the aimline: