Transcript Read Well Kindergarten

Kindergarten Read Well
Initial Training
Part 1
Kelly Pruitt
[email protected]
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.
Who is Read Well K for?
 Kindergarten Students
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.
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.
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.
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.
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An Important Resource
Getting Started: A Guide to
Implementation
Comprehensive overview
Program Materials
Orchestration and Scheduling
How to teach the skills and
activities
 Independent Work
 Classroom Organization
 Appendix
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
Initial Placement
 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
A walk through of initial placement
Your Assessment Manuals
please……
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
Critical Steps in Explicit Instruction
1. Demonstrate
Model, My turn, I do it
2. Guide Practice
Lead, Our turn, We do it
3. Mix group and individual
turns… independent of your
voice… Be creative!
Test, Your turn, You do it
Critical Steps in Explicit Instruction
4. Provide mastery based
instruction
5. Acknowledge students’
efforts
Be diagnostic as you teach,
What are the errors?
Repeat steps 1, 2, and 3
Return to the difficult skill at
least 3 times.
Highlight and give specific
praise.
When do you model?
Model when skills are NEW or
DIFFICULT.
Model when students make a
mistake.
Do not model everything, all the
time.
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.
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
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.
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.
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.
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
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 HomeSchool connection
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
Lesson Planning-Units 1-20
 Options: 5, 7, 9, or
12 day plans
 Some units will
have a 4 day plan
Small Group Instruction
Recommendations
Every group
Every day
20-30 minutes
Double dose for the lower
performing students
Small Group Instruction
Teaching Table
Decoding
Practice
(10-15
minutes)
Storybook
Reading
(10-15
minutes)
After the
lesson
Partner
reading
(5 minutes,
later in year)
Small Group Planning
 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
 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
Small Group Planning
 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.
Daily Lesson Format
 10-15 minutes Decoding
 10-15 minutes Story Reading
 Partner Reading/Independent Work
 Extra Practice Activities
 Homework
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
Model and Practice
 Practice a decoding lesson…
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Story Reading
Fully Decodable Text (Duet & Solo Stories)
Priming Background Knowledge
Vocabulary Introduction
Procedures
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Finger Tracking
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First Reading
Second Reading
Correcting Errors
Repeated Readings
Expressive Reading
Model and Practice
 Practice a duet and solo story…
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)
 Practice administering Assessment
Jell-Well Review
 Periodic review of earlier units
 Strengthens foundational skills, avoids
overloads, builds confidence
Maintaining
Home-School Connections
 Found in the back of every Teacher’s
Guide
 Certificate of Achievement
Appendix
 Checklists
 Lesson Planner
 Additional Blackline Masters
Whole Class Materials
26 thematic 5 day units with 4 review units
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Teacher’s Guides
CD of Songs
ABC Wall Cards
ABC Poem Posters
Read Aloud Books
 Literature Book Package
 RW Lap Book Set
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
Whole Class Teacher’s Guides
Teacher Friendly Organization
 6 Teacher’s Guides,
including all 30 units
 Table of Contents
 Overview
 New and Important
Objectives
 Preparation
 5 Day Planner
 Day at a Glance
 Detailed Lesson Plans
Teacher’s Guides
Black text= Required Activity
Red text= Recommended but nonessential activities
Step by step “scripted” directions
Purpose: To visualize a quality lesson
Not to be memorized or read verbatim
Important notes, tips, and reminders
A star = a new skill, activity, or story
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 text
 Teacher guides practice of the skill with students.
 In Teacher’s Guides = gray text
 Teacher gives students independent practice (group &
individual turns) with the skill.
 In Teacher’s Guides= gray text in parentheses
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 order
 IMPORTANT!
POINT as students sing it!
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.
ABC Cheer (continued)
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Point to appropriate wall card.
Units 1-8 Verses only
Units 9-26 Use all the wall cards
If 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.
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.
Read Alouds and
Related Activities
 Everyday a Read
Aloud!
 Multiple Genres
 Classic Favorites
Purpose of Read Alouds
 To build students’
background knowledge
and vocabulary
 To familiarize students
with story elements
and structures
 Develop
comprehension
strategies
 Make connections
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.
Unit Lap Book Stories
 Author written
interactive
complements to the
Lit Book
 Read on Day 2 & 3
 Use the
programmed
introductions,
questions, and
follow-up activities.
Stretch and Shrink
 Oral blending/Oral language
Purpose: Primes students for sounding
out words
Provides practice with basic oral
language patterns
Stretch and Shrink
(continued)
 Steps
 Say the word.
 Use the word in a sentence.
 Demonstrate stretching out the word, then
shrinking up the word.
 Guide practice
 Have students practice independent of your
voice.
 Don’t forget the oral language practice.
Smooth & Bumpy Blending
 CRITICAL blending and segmenting
practice
 Purpose: Provides practice in
identifying sounds in words.
 Helps students distinguish between
“sounding out smoothly” and “stopping
between sounds”.
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.
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.
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.
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.
Independent Work
Purposes:
 To help students develop work habits.
 To foster home-school connections.
 To improve handwriting and fine motor skills.
 To reinforce learned skills
 To provide work for students to do while
teacher does small group instruction.
Samples of
Independent Work
Read Well Whole Class
Homework
Final Thoughts
 Teach a complete lesson
 Decoding
 Story Reading
 Comprehension and Skill pages
 Homework
 Assess at the end of every unit
 Teach with fidelity
 Teach diagnostically – Assessments inform
instruction