Presenter

Yvonne Gill

Introduction

to RAVE-O

Goal of Training

To prepare teachers to successfully start

the RAVE-O program

Training Outcomes

• Examine the research from which the program was designed

• Review the materials in the RAVE-O Toolkit and their intended use

• Explore the unit/lesson design

• Practice teaching a lesson using the instructional strategies

• Review how to monitor student progress

• Determine next steps for implementing

Agenda

DAY 1 DAY 2

Introduction to RAVE-O Reflections from Day 1

Theoretical Background Lesson Exploration

RAVE-O Results Instructional Strategies

The RAVE-O Toolkit Implementation

RAVE-O Instruction Assessment

Lesson Exploration Debriefing and Closing

Closing and Homework

The Challenge

• A large percentage of students are not becoming fluent readers (26-45%)

• Many interventions focus solely on phonemic awareness and phonics

• Fluent reading is necessary for fluent comprehension

• Based on today’s approach... “children who are poor readers at the end of first grade almost never acquire average-level reading skills by the end of elementary school.”

Francis, Shaywitz, Stuebing, Shaywitz, & Fletcher, 1996; Juel, 1988; Torgesen & Burgess, 1998

Reading By 3rd Grade Matters

4XStudents who

cannot read

by the end of

the 3rd grade

are four times

more likely to

drop out of

high school

88%Eighty-eight

percent of

students who

failed to earn

a high school

diploma

were

struggling

readers in 3rd

grade

BUT

89%Eighty-nine

percent of low-

income students

who achieved

proficient reading

skills by the 3rd

grade graduated.

Annie E Casey

Foundation

Theoretical Background

We were

never born

to read!

Building a Reading Circuit

• Initially speech enters our brain through

auditory process i.e. through our ears

• Connections between speech areas and

auditory cortex begin developing even before

child is born

• BUT -when we read we are introducing

speech into the brain though our eyes

• There is no automatic and rapid connection

between visual cortex and the speech areas

of the brain

Typical Readers Dyslexic Readers

Neurobiological Basis

of DyslexiaEden et al., Neuron, 2004

11

Broca’s

area

Production of

speech

Wernicke’s

area

Understanding

speech

VisualAuditory

12

Temporal Lobe

Parietal Lobe

Frontal LobeOccipital Lobe

Phoneme Producer

Word meaning

Word analysis-sound symbol connection

Letter/word recognition

Building a Reading Circuit:Pre-Reading Years

–EVERYTHING MATTERS in the formation of the parts of the Circuit.

–Visual and auditory development

–Language development

–Cognitive development

–Social development

–Emotional development

A failure to develop in ANY area can cause reading challenges

The RAVE-O Approach

•Reading through

•Automaticity

•Vocabulary

•Engagement

•and

•Orthography Plus

•Multi-componential approach

•Improve fluent comprehension

•Automatizing word recognition

RAVE-O

Results

Results of RAVE-O

Interventions

• Second and third graders

– 7-9 years old

• Three types of intervention

• School-day pull-out

– NICHD; Atlanta, Boston, and Toronto; ten years

• Summer School

– RFBD; 4 hours/day, 4 weeks

• After-School

– Institute for Education Sciences; Phoenix & Boston; 1 hour/ day, 3 days/week)

Data Collected from 700 students

Funded by NICHD

Gains in Decoding Skills

Gains in Text Reading and

Comprehension

Gains in vocabulary both short and

long term

What Makes RAVE-O Different?

• Beyond repeated reading

– RAVE-O teaches all levels of word knowledge

to accuracy then speed

– This knowledge is then applied to text

• Results of research meet highest, scientific standards

• Structured to actively engage student ideas and emotional

connection to reading

Who is RAVE-O For?

Students in Grades 2-5 Who:

•Are approximately one year below grade

level

•Fall into the “at-risk” category as measured

by DIBELS, DIBELS Next or standardized

word attack and word identification

measures

•Are struggling readers who are also

learning English

•Are identified for Tier II or III intervention in

RtI

•“Reading fluency ... the product of the initial

development of both accuracy and

automaticity in the processes and systems

that underlie reading at the levels of letter,

word, and connected text.”

•Wolf & Katzir-Cohen, 2001

Reading Fluency

P

O

S

S

u

M

-Phonology

-Orthography

-Semantics

-Syntax

-Morphology

POSSuM: What we teach every

day

Phonological Processes

• Rule system that governs how

particular speech sounds are used

to produce meaningful words.

• Refers to our ability to hear,

discriminate, segment, and connect

the sounds of oral language

• Not merely a list of sounds, but a

system of possible sound combinations

and placement in words. What sounds

are allowed to go where?

Review Sound-Symbol

Correspondences

RAVE-O is always taught with a phonics

program!

The ability to hear identify, and manipulate

phonemes in spoken language

Identification

Isolation

Blending

Segmentation

Deletion

Addition

Substitution

Rhyming www.readingrockets.org

25

Phonemic Awareness

Orthographic Processes

• Refers to the knowledge of how the

sounds are mapped to the symbols

(letters)

• Ability to see and recall letters and

letter patterns

• Reading fluency depends on students

overlearning the most common letter

patterns until they are recognized

automatically.

• Capacity to recognize “chunks” with

great speed and accuracy a major

characteristic of fluent readers

Semantic Processes

• Refers to all aspects involved in

students’ vocabulary growth and

their knowledge about how words

work.

• “Semantic neighborhoods” in the

brain speed identification of words

and comprehension of text.

• What is in a semantic network?

– multiple meanings

– semantic flexibility (What does this

word mean in context?)

Semantic Knowledge Increases

Word Reading Speed

lion

lime

roars

animalfurry

4 legs

famous

lions

Lion

King

eats

antelopes

Africa

lives

in

Wizard

of OZ

king of

jungle

Narnia

jungle

bites

big

mane

zoo

citrus

fruit

sour

green

key lime pie

good in

food and drinks

Margarita

Tequila

zodiac

Leo

Pexman, Holyk, & Monfils, 2003

30 Million Word Gap

Hart & Risley, 1995

Vocabulary

• At 18 months children from wealthier homes could identify

pictures of simple words they knew — “dog” or “ball” —

much faster than children from low-income families.

• By age 2, the study

found, affluent children

had learned 30 percent

more words in the

intervening months than

the children from low-income homes.

Anne Fernald Stanford University, (Developmental Science 2013)

30

Vocabulary

A study tracking children from age 3 through middle

school, found that a child’s score on a vocabulary test

in kindergarten could predict reading comprehensionscores in later grades.

David Dickinson, (Professor of Education at Vanderbilt

University) and Catherine Snow (Education professor

at Harvard University)

31

Vocabulary

Repeated and varied exposure to unfamiliar words,

along with meaningful contexts (e.g., pictures, verbal

explanations) helps children learn new words.

Children whose teachers speak

with more complex sentence

structures have better understanding of complex, multi-clause

sentences.

More Than Baby Talk 10 Ways to Promote the Language And Communication Skills

of Infants and Toddlers (Nicole Gardner-Neblett and Kathleen Cranley Gallagher)

32

Syntactic Processing

• Refers to the system for constructing

sentences, including grammar,

grammatical function, and usage.

• Syntactic awareness allows

developing readers to monitor

comprehension, which then

facilitates reading fluency.

• Impaired readers exhibit poor

expressive language abilities.

(Chomsky, 1969;Gottwald, 2009)

“Tracking the Tracks

by the Tracks”

Syntax

• Parts of speech

• Nouns and verbs

• Adjectives, adverbs, conjunctions, prepositions

• Complete sentences

• Punctuation

• Joining sentences

• Grammar

34

Toolkit for

Language

Syntax

• There – their – they’re

• Too, to, two

• Affect, effect

• All ready, already

• Accept, except

• Who’s, whose

35

Morphological Processing

• English is an opaque writing system

(inconsistency between phonology and

orthography).

• Morphological awareness supports

word identification and semantic

knowledge.

• Longitudinal data shows significant

correlation to decoding, vocabulary, &

reading comprehension

(Deacon & Kirby, 2004; Nagy, Berninger, & Abott, 2006)

Add Ender Benders to prince

•“In fact, the automaticity with which skillful readers

recognize words is the key to the whole

system…The reader’s attention can be focused on

the meaning and message of a text only to the extent

that it’s free from fussing with the words and

letters.” •(Marilyn Adams)

It is not enough to know.

Readers must also retrieve.

What is Retrieval?

• Basic cognitive skills that enable access

and transfer of information from the brain.

• Retrieval of visual, auditory, and linguistic

information is essential for reading.

• Children with dyslexia may be uniquely

impaired in retrieving information.

Impairments in Retrieval

What is naming speed?Identification of Retrieval Deficits

•Estimation of the brain’s ability to recognize a visual

symbol and name it accurately.

How quickly can the brain

integrate visual and language

processes?

Rapid Letter Naming (RAN/RAS)Wolf & Denckla, 2004 Pro-Ed

RAN is a powerful predictorRapid Automatized Naming

Naming speed rates have a tendency to be consistent and have been shown to be powerful and independent predictors of reading fluency as early as kindergarten, well before the children begin to exhibit poor reading fluency in class.(Wolf & Gottwald, 2010)

RAN/ RASpredicts all reading & writing behaviors

• Word Attack

• Spelling

• Reading

Fluency

• Comprehension

CTOPP

Comprehensive Test

of Phonological

Processing

Characteristics of Readers

Average

Readers

Good

Phonological

Awareness

Good

Naming Speed

Good

Comprehension

Poor

Decoders

Poor

Phonological

Awareness

Good

Naming Speed

Poor

Comprehension

Slow

Readers

Good

Phonological

Awareness

Poor

Naming Speed

Poor

Comprehension

Double

Deficit

Poor

Phonological

Awareness

Poor

Naming Speed

Poor

Comprehension

Materials Walkthrough

Scope and Sequence

• 16 Units

• 93 45- minute lessons

Pages 10-11 in Overview

Scope and Sequence

Word Wall

• Everything you need in one box

• Teacher components

• Student components

• Manipulative supports

The RAVE-O Toolkit

TEACHER COMPONENTS

Start Here!

Teacher Resource

Guide

Teacher Guides: Volumes 1 and 2

RAVE-O: Online

Resources

TEACHER COMPONENTS

TEACHER RESOURCE GUIDE

• Program Overview

• Assessment System and Materials

• Word Introduction

• Semantic Resource Sheets

• Image Card Directory

• Glossary

• Research

Start Here!

TEACHER COMPONENTS

Teacher Guides: Volumes 1 and 2

• Day-to-day instructional tool

• Lesson Planners/ Program Script

• Objectives

• Instruction for Units 1-16

• If/ Then Assessment Guides

Example of Unit

Lesson One Lesson Two Lesson Three Lesson Four

Welcome Welcome Welcome Welcome

Warm-Up Warm-Up Warm-Up Warm-Up

Introduce New Core Words

Introduce New Core Words

Introduce New TipMove Core Words

to Word Wall

Working with Words Minute Story Minute Story Minute Story

Word WebPair/ Individual WorkActivities for Accuracy

Pair/ Individual Work Activities for

Accuracy and Fluency

Timed RAN Charts for Core Words

Timed Minute Stories

Ticket Out the Door Ticket Out the Door Ticket Out the DoorTicket Out the Door

POSSuM Assessment

Explicit AND Engaging:Supports the Teacher

Lesson At-A-Glance

Explicit AND Engaging:Supports the Teacher

A Clear Lesson Plan

• Online Resources

http://www.soprislearning.com/raveoresources/

• By Component Materials

• By Unit

Instructional Blackline Masters

WordWork Book Answer Keys

Assessments

Home School Connections

TEACHER

COMPONENTS

STUDENT

COMPONENTS

A Minute Story Anthology:

Volumes 1 and 2

WordWork Books: Volumes 1

and 2

• A Minute Story Anthology: Volumes 1 and 2

• Imaginative, engaging stories

• Incorporate core words, eye-spy words, and rime family words

• Basis for application of comprehension strategies

STUDENT COMPONENTS

• WordWork Books: Volumes 1 and 2

• Interactive student activities

• Referenced in the Teacher Guide

• Completed while working with teacher, peers, or manipulatives

STUDENT COMPONENTS

Materials Support Hands-On,

Interactive Instruction

• Spelling Pattern Cards

• Starter Cards

• Rime Pattern Cards

• Double Trouble Cards

• Ender Bender Cards

• Magic-e Cards

• 1 Set of Word Wall Cards

Materials Support Hands-On,

Interactive Instruction

• 1 Set of Core Word Cards

• 1 Set of Eye-Spy Word Cards

• 1 Set of Image Cards

Posters

MANIPULATIVE COMPONENTS

• 16 Posters

MANIPULATIVE

COMPONENTS

• Sound Slider

t

n

f

d

k

d

w

starters

Units 5,

6,10, 13

ip

ick

in

• Promotes knowledge of letters, letter patterns, and word patterns (orthography)

• Enables students to build words and non words

• Teaches students to recognize the most common visual patterns

Word Dice

• Blocks with rime pattern

and starters

• Answers recorded on

Dice are Nice! in

WordWork Book

• Timed or Untimed

conditions

RAVE-O Town

Let’s get started!

RAVE-O Town Map

Words are Connected by

Meaning

stick

y

peanut

butter

swee

t

strawberr

y

breakfas

t

jell

y

Connections to My Name

Yvonne

Words are Connected

by Sound

How do I analyze

what I know

about words?

• Welcome

• Warm-Up

• Core Word Introduction

• Word Web

• Ticket out the Door

Unit 3 Day 1

Welcome: Unit 3, Day 1

• Welcome, Word Detectives.

• Read Word Wall Words

• Review am rime family.

• What is the Rhyme-time tip?

• What are the beginning letters called?

• What is our Jam-Slam Tip?

Warm-Up: Unit 3

• What is a MIM?

• Image Cards

• Which words and

MIMs go together?

Unit 3 Lesson 1 Nouns and Verbs

• Words have jobs.

• Let’s think of some examples.

• Some words name things, and people and

places. Write NOUN above the categories.

• Some words are ACTION words. Write VERB

above the categories.

• Let’s think of some sentences.

Unit 3 Lesson 1

Word Introduction

1. Semantic: Introduce Many Interesting

Meanings (MIMs)

2. Phonological: Introduce Sound/Symbol

Correspondences

3. Orthographic: Examine Rime Patterns

4. Word Creation: Create and Write New

Words

1. Semantic Introduction

1. Consult the Semantic Resource Sheets. pages 91-92

TRG

2. Refer to the Image card catalog as needed. page 189

TRG

3. Elicit meanings from students.

4. Provide props.

5. Focus on the meanings in the Minute Stories.

2. Phonological Review

1. Listen and count sounds in core word (sound

before symbol)

2. Show Core word –point to letters – elicit sounds

and how we write them from students (recognize

symbol/give sound/give symbol)

3. Point to letters – elicit letter names

(symbol recognition)

4. Point to letters – elicit sounds (symbol/sound)

5. Blend sounds together

3. Orthographic Introduction

Jam the sounds of the rime pattern together, slam starters and rimes to create words.

Train the visual system to recognize rime patterns in words.

4. Create the Words

• Create the words with spelling pattern cards, place in pocket chart

• Write the words in WordWork book

• Insert the word in a given sentence

• Write dictated phrases or sentences

Creating a Word Web

• Intense focus on semantic

neighborhoods• Multiple Meanings (MIMs)

• Rich network of associations

(MICs)

• Materials: resource sheets, core

word card, image cards, post-its

• “W” questions

Tickets for Consolidation

• Activities to end a lesson

• Demands quick recall of word knowledge

• Based on one or more components taught that day

• Elicit meanings of words in

sentences.

• Pull image cards out of treasure

chest. Name the core word and 2

MICs.

• Blackline master sentence strips.

Identify MIM as a noun or a verb.

Examples of TOtD Materials

Homework

•Find a MIM word to

share.

Day Two

Training Outcomes

• Examine the research from which the program was designed

• Review the materials in the RAVE-O Toolkit and their intended use

• Explore the unit/lesson design

• Practice teaching a lesson using the instructional strategies

• Review how to monitor student progress

• Determine next steps for implementing

Agenda

DAY 1 DAY 2

Introduction to RAVE-O Reflections from Day 1

Theoretical Background Lesson Exploration

RAVE-O Results Instructional Strategies

The RAVE-O Toolkit Implementation

RAVE-O Instruction Assessment

Lesson Exploration Debriefing and Closing

Closing and Homework

Welcome Word Detectives!

• Review POSSuM

• Review Word Introduction

• Review Homework

• Unit 8, Lesson 1: Word Wall Review

Review of Unit

Lesson One Lesson Two Lesson Three Lesson Four

Welcome Welcome Welcome Welcome

Warm-Up Warm-Up Warm-Up Warm-Up

Introduce New Core

Words

Introduce New Core

WordsIntroduce New Tip

Move Core Words to

Word Wall

Working with Words Minute Story Minute Story Minute Story

Word Web

Pair/Individual

Activities for

Accuracy

Pair/Individual

Activities for

Accuracy and Fluency

Timed RAN Charts for

Core Words

Timed Minute Stories

Ticket Out the Door Ticket Out the Door Ticket Out the DoorTicket Out the Door

POSSuM Assessment

Introducing a Minute Story

Minute Story Reading

Three Stages of Reading a Story

1 Prepare

Introduce all words that have not been taught so

far in the program with their meanings and use

2 Read

For fluency and prosody

Use Think Thrice strategies

3 Review

Examine text for MIMs, ender benders, language

use, sentence structure, punctuation etc.

Eye-Spy Words

• Word Ring

• Introduction in Minute Story

Preparation

• Introduction 1: Eye-Spy words

for Unit 3

• Introduction 2: Eye-Spy words

for Unit 15

• Record in Wordwork Books

Think Thrice Strategies

• Think Ahead (prediction) introduced in

Unit 5

• Think Back (summarizing) introduced

in Unit 6

• Think for Yourself( novel thought,

analysis) introduced in Unit 7

• The strategies are used to elicit the

students comprehension and recall of

information from the text so that they

become ‘engaged’ in the text.

• Black line Master called ‘Story Builder’

gives more details of the strategies

Think Ahead Think Back Think for Yourself

We try to figure out what’s going to happen in the story so that we can make predictions and really understand the story.

We:●Read the title.●Take a picture walk.●Make predictions about the story. “What is going to happen in the story?”●Create some questions about the story.

We review what the story was about so that we can see if we understand it.Story Structure: “does the story have a beginning, middle, and an end?”

BEGINNING●Setting: “When and where is the story happening?”●Characters: “Who is the story about?”MIDDLE●Problem: “What do the characters want or need?”END●Solution: “How did the characters get or not get what they wanted or needed?”

When we read, we get to think deeply about the story and how it makes us feel. Our own thoughts are the real treasures we dig for when we read.

We ask ourselves questions like:●What did I find out that I never knew before?●Do I have new thoughts and feelings?●Could this really happen?●Can I retell this story in my own words?

Minute Story Reading

• Read The Bat (Unit 3)

– Prepare

– Read

– Review

• Read Runes in the dunes (Unit 12)

– Prepare

– Read

– Review

Introduce Metacognitive Tips

Introducing Metacognitive

Strategies: Tips

• Scope and Sequence: Tips introduced before

Unit 10

• Tip Posters are displayed in RAVE-O room

• “Old” tips are reviewed before “new” tip is

introduced

• Tips emphasize:

– Identification

– Application

– Analysis of “tip” in text

Posters

“Tips” Posters

• 16 Posters

Warm-Up:Unit 7 Lesson 2

• Introduce FatRats

Ender Benders (EB)

• EBs come at the end of words

and bend the meaning of the

word a little bit.

• EBs in RAVE-O:

s, ing, ed, er, y, est

• EB Worksheet (Unit 3)

The Power of a Rule: Double

Trouble

• When is a word a Double Trouble word?

• If the rime pattern has 2 letters (in, at, ap)

• What do Double Trouble Ender Benders have in common?

• What do “ing”, “ed”, and “er” have in common?

• Look at that S car go!

• When is a word not a Double Trouble word?

• If a rime pattern has 3 letters (ick, ack, ock - by Unit 8)

How does Double Trouble help me

read a word?

winnerWhat do I

know that

will help

me read

this word?

Sound Sliders

• 8 different sliders – A side

and B side

• Promote knowledge of

orthographic patterns

• Answers recorded on Rime

Family Sheets in WordWork

Book

Accuracy to Speed

Word Dice

• Blocks with rime

pattern and starters

• Answers recorded on

Dice are Nice! in

WordWork Book

• Timed or Untimed

conditions

Pair/ Individual Work

Development of Fluency

•Reading fluency begins

with the initial development

of accuracy and the

subsequent development of

rapid rates of processing in

underlying sublexical and

lexical systems.•Wolf & Katzir, 2001

ACCURACY

SPEE

D

Pair / Individual Work

• Examples

– Reread Minute Stories

– Identification Activities (MIMs, MICs, Ender

Benders)

– Writing Activities: Words and Sentences

– Find Nouns and Verbs

– RAN Chart and RAN Chart + review words

– Work with students on material identified in

IF/THEN assessments

Re-reading Minute Stories

• Objective: Reread story

accurately with appropriate

phrasing at increased speed

• Single-page stories in WordWork

books

• Students practice first read by

reading silently

• Student then reads story three

times for speed

• Times are recorded at bottom of

WordWork book

RAN Charts

Core Words and Core Words + Review

1. Use WordWork book page.

2. Allow students to practice before they are timed.

3. Have the students read the chart as quickly as they can but

they must be accurate. (Used for POSSuM checks baseline)

4. Repeat the reading two more times if possible.

5. Record the time of final reading for Core Words on class

assessment form.

6. Core + Review used for more confident students and if

there is time available.

Assessment

• These materials support the RAVE-O assessment system.

• RAVE-O Teacher Resource Guide

• RAVE-O Teacher Guides

• RAVE-O Online Resources

Assessment Overview

Assessment supports instruction.

• Online Resourceshttp://www.soprislearning.com/raveoresources/

• By Component Materials

• By Unit

Instructional Blackline Masters

WordWork Book Answer Keys

Assessments

Home School Connections

Teacher Components

Stages of Assessment

Placement Assessment:

Is RAVE-O appropriate?

• Prototypical RAVE-O student: 2nd or 3rd grader reading at least 1 year behind their peers

• Students are RIGHT for RAVE-O when:

• They exhibit phoneme awareness related decoding deficits, fluency and/ or rapid naming deficits

• They fall into the “at-risk” category, as measured by DIBELS, DIBELS Next or standardized word attack and word identification measures

• They are struggling readers who are also learning English

• Are identified for Tier II or III intervention in RtI

Units Ongoing

Informal

Assessments

(Progress

Monitoring)

Formal

Assessments

(Progress

Monitoring)

Consolidation Days

(Summative

Assessments)

Standardized Assessments

(Progress Indicators)

Placement

DIBELS, DIBELS Next or other standardized rapid naming, word attack, and /or wordidentification measures OR observed weaknesses in one or more areas of language knowledge

Units 1-3 All lessons POSSuM Check Timed fluency/Units 2-3)

Unit 4 All lessons Timed Fluency POSSuM Check

1 day

Units 5-8 All lessons Timed Fluency POSSuM Check

Unit 9 All lessons Timed Fluency POSSuM Check

2 days DIBELS, DIBELS Next or other standardized rapid naming, word attack, and /or word identification measures

Units 10-15 All lessons Timed Fluency POSSuM Check

Unit 16 All lessons Timed Fluency POSSuM Check

4 days DIBELS, DIBELS Next or other standardizedrapid naming, word attack, and /or wordidentification measures

Assessment Schedule

Ongoing Informal

Assessments

• Monitor Student Performance and Adjust Instruction

• Advice for additional support in Pair/ Individual Work Time

• Critical for assuring that students get maximum benefit from RAVE-O

If/ Then Support

Formal Assessments

1. Minute Stories for Timed Readings

2. RAN Word Charts for Core Words

3. Unit Assessments-POSSuM Checks

4. Consolidation Days

Results are recorded in the Class Assessment Record

Form

How to Time the Minute

Stories

1.Print out copies of appropriate Minute Story (1 copy per child).

2.Turn to WordWork book page.

3.Time the student reading.

4.Mark errors on teacher copy. Mark a double slash after the last word read at 60 seconds.

5.Record number of words read minus errors on Class Assessment form.

Evaluating Minute Story

Fluency Rates

Grade 2wcpm

Grade 3wcpm

Grade 4wcpm

Grade 5wcpm

Unit 4“A Fan Can Fan”Word Count: 49

51 (fall)

71 (fall)

94 (fall)

110 (fall)

Unit 9“Duck Luck”Word Count: 160

72(winter)

92(winter)

112 (winter)

127(winter)

Unit 16“What is in the Cave?”Word Count: 142

89 (spring)

107(spring)

123(spring)

139(spring)

RAN Word Charts

The fastest accurate reading of the RAN Chart is used as the baseline for the POSSuM checks

Student uses RAN chart in WordWork book.

1.Time each student individually.

2.Have the students read the chart as quickly as they can, but it must be accurate.

3.Repeat the reading two more times.

4.Record the time of the fastest accurate reading on class assessment form.

POSSuM Checks

Section 1: Fluency1A: Core/ Rime Family

1B: Eye-Spy Words1C: Non-Words

Section 2: Semantics, Syntax, and Morphology

Administering and Scoring:

POSSuM Checks

1. Print Teacher version of POSSuM check.

2. Print Student version.

3. Administer individually.

4. Administer the three RAN charts.

5. Ask the students the questions in sections 2, 3, and 4.

6. Transfer scores to Class Assessment Record Form

Consolidation Days

Consolidation Day: Example Unit 9 Lesson 2

• Units 4, 9, and 16

• WordWork Book Vol. 2

pages 26- 35

• Application of Strategies

• Students’ cumulative

knowledge of content and

skills

• Taught as ‘normal’ lesson

so less pressure

Scoring and Interpreting Results

Standardized Assessments:

Progress Indicators

Review of Unit: 45- Minute

Lessons

Lesson One Lesson Two Lesson Three Lesson Four

Welcome Welcome Welcome Welcome

Warm-Up Warm-Up Warm-Up Warm-Up

Introduce New

Core Words

Introduce New

Core WordsIntroduce New Tip

Move Core Words

to Word Wall

Working with Words Minute Story Minute Story Minute Story

Word Web

Pair/Individual

Activities for

Accuracy

Pair/Individual

Activities for

Accuracy and Fluency

Timed RAN Charts for

Core Words

Timed Minute Stories

Ticket Out the Door Ticket Out the Door Ticket Out the DoorTicket Out the Door

POSSuM Assessment

Example of RAVE-O Unit: 20-

30 Minute Lessons

Lesson One Lesson Two Lesson Three Lesson Four

Welcome Welcome Welcome Welcome

Warm-Up Warm-Up Warm-Up Warm-Up

Introduce New

Core WordsWorking with Words

Introduce New

Core WordsActivities for Accuracy

Word Web Minute Story Minute Story

Ticket Out the Door Ticket Out the Door Ticket Out the Door Ticket out the Dorr

RAVE-O Room

• Word Wall

• RAVE-O Town Board

• Pocket Chart (not provided)

• Stopwatch (not provided)

• Word Web

Home - School Connections

Online materials available to parents for additional practice at home

129

Essential Componentsof Effective Reading Instruction

➢Phonemic awareness

➢Phonics and word recognition

➢Orthography

➢Fluency

➢Vocabulary

➢Comprehension

➢Syntax

➢Speaking and listening

➢Writing and written expression

Speaking and Listening

130

Speaking and Listening

Students need high-quality language interactions that

can foster their growth in language and

communication.

One third of the language interactions between

teachers and children supported children’s language

development

Two-thirds used less complex

language such as directions,

general praise, and rhetorical

questions. 131

132

Develop oral language competence:

■ Listen to text read aloud■ Recite poetry and speeches■ Role play social situations■ Expand and elaborate

ideas in discussions■ Formulate complex

sentences

Speaking & Listening

Speaking and Listening

Teachers’ interactions should include:

• Responding to children’s vocalizations and

speech

• Engaging in joint attention with children

• Eliciting conversations with children

• Using complex grammar and

rich vocabulary

• Providing children with

more information about

objects, emotions, or events.

133

134

(Richards & Berninger 2008)

Both the phonological loop (eye-to-mouth-to-ear connections between letters and phonemes) and orthographic loop (ear-to-hand-to-eye connections between phonemes and letters) need to be trained then all components are linked to working memory more effectively .

Comparing writing by pen and keyboard – in alphabetic writing, sentence construction and text composition children did better using pen in 2nd to 6th grade

Writing

Mystery Island Activity

136

Everyone

needs the

chance to

SUCCEED.

How do we know we have made a

difference?

How do we know we have made a

difference?

Resources

• Blogs

• Reading and word recognition research blog (MIT grad student Livia Blackburne): http://wordresearch.liviablackburne.com/

• LD Blog (John Wills Lloyd, Ph.D.): http://ldblog.com

• Article

• “Dyslexia: A New Synergy Between Education and Cognitive Neuroscience” by John Gabrieli (2009),

Science, 325(5938), p. 280-283.

• Books• Reading in the Brain • Stanislas Dehaene

• Brain Literacy for Educators and Psychologists

• Virginia Berninger and Todd Richards

• Proust and the Squid • Maryanne Wolf

Resources

Debriefing

3 Significant things I learned in training

2 Things I will do immediately

1 Goal I will set for myself

Customer Support

• Questions related to curriculum:

Stephanie Gottwald at steph.gottwald@tufts.edu,

Yvonne Gill at yvonneanngill@cox.net

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Executive or call 877-547-6747

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• Future Plans: Online community of RAVE-O teachers &

researchers

Thank You and

have fun with

RAVE-O.