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•History and Rationale•Why Explicit Instruction

•Curriculum Overview•Today’s Outcome

Lisa Elliott 2/18/08http://tiny.cc/ReadWellPara

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Agenda• Whole Group 1:00• Parking Lot Explanation• Break Gallery Walk 1:30• Small Groups 1:40-2:10• Switch Small Groups 2:15-2:45• Break Gallery Walk 2:45-2:55• Whole Group 3:00 Props Play and Positive

Interaction• Parking Lot Questions 3:10-3:30• Gallery Thoughts 3:30• Evaluation 3:45-4:00

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Scientifically Based Reading Program

“In order to learn to read students must master a progression of skills beginning with an awareness of speech sounds and letters and continuing through comprehension.”

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The Snow Report• SWRL Books Marilyn Sprick• Achievement Gap• Whole Language High Jinks

– Phonemic Awareness– Phonics– Reading Fluency– Vocabulary Development– Reading Comprehension

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The Achievement Gap

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The Big Five

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Washington StateIntervention Tiers

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Read Well® is a research-based primary reading curriculum that consists of whole class and small group instruction.

Students are placed into small groups based on assessed skills and must acquire mastery to move on to the next unit.

What is Read Well?

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Students Benefit from Read Well

Age appropriate whole class instruction

Small group placement determined by assessed skill level

Skills taught to mastery in small group lessons.

Targeted extra practice and reinforcement

Explicit InstructionOngoing Assessment

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Students Benefit At All Levels

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Materials for

1st Gradeand

Kindergarten

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•Yellow Program Guides 1, 2, 3•Decoding Folders Units 1-38•Duet and Solo Stories Units 1-38•Skill and Comprehension Books (3)•Homework and Extra Practice Extensions

1st Grade

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Kindergarten Materials

Teacher Guides

Magazines

Student Story Books

Assessment Manual

Cards

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Kindergarten Materials

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Kindergarten Materials

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Whole Group Para-Educator

Role

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Para-Educators Role

TO PROVIDE Positive gentle

encouragement. Assess and gain

information. Communicate needs

to teacher in a professional manner.

Gather or set-up materials for small groups.

NOT TO Correct in a negative

demeaning way. Advise teacher or

make decisions. Discuss teacher or

students outside school or use “…if this was my class…”

Expect teacher to set-up for you.

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What InstructionLooks Like

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Whole Group(Warm-up)

Alphabet CheerReview or Preview decoding

folderchoral read, repeated reading

Large Group encoding sound spelling practice with white

boards

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Whole Group Photos

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Para-Educators

Role Whole Group

Is to assist with instruction in a quiet guiding manner. Model behavior expectations.

-Redirect by pointing -Use proximity -Increase student engagement in lesson. -Think Pair Share withstudents who struggle with level of instruction

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Small Group Instruction1st Grade

Kindergarten

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Small Group Instruction

*Need for established routines

*Structure*Positive

Redirection*Props

*Building in Rewards

*Start instruction at easy or where

students are and scaffold new

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Small Group Instruction

Kindergarten and

Struggling Readers

Consists of 3-5 students

closely matchedskills

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Small Groups can take on a variety of shapes and are flexible

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Para-Educator’s Role Small Group

• If student makes an error gently correct the whole group.

• Explain and demonstrate. If students say /duh/, say something like: The sound is /d/ not /duh/.

• Guide. Read the sound with me. /D/• Provide practice, independent of your voice.

You can read the sound without me. /D/.• Each time the difficult sound or word comes up

have students read the sound 3 times and circle on folder.

• Have students recognize their accomplishments. Everyone, put your hand in the air and pat your back.

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Bumpy and Smooth Blending

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Partner Read DemoOne BookBook Holder PointsReader ReadsGentle CorrectionTell WordTry AgainGood Job!

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Let’s Get Started

Sound Practice

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Partner Sound Card Practice

Group ActivitiesK and 1

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Placement in Flexible Groups

1st Grade• Rank Order Placement Inventory• Administer Decoding Assessments

that deepens student placement into groups of 3-5 depending on the number of groups.

• All groups receive instruction daily with weekly assessment built in.

• Struggling students receive the most instruction or double dose.

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Placement Inventory1st Grade

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Placement Inventory Student Copy

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Pacing Chart for Groups

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Daily Planning Guide

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I DoWe Do You Do

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Reading Rockets Videos (Louisa Moats)http://tiny.cc/ReadingRockets

Links Learning Videoshttp://tiny.cc/LinksLearning

Interactive Reading PracticeSMART Board Compatiblehttp://www.starfall.com

Read Write Thinkhttp://tiny.cc/PictureMatch

Clifford’s Road to Readinghttp://tiny.cc/BigRedDog

Links to Further Learning