Kindergarten Read Well Initial Training Part 1 Kelly Pruitt [e-mail]

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Kindergarten Read WellInitial Training
Part 1 Kelly Pruittkpruitt_at_tacoma.k12.wa.us
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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.

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Who is Read Well K for?

• Kindergarten Students

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Features of a Quality Kindergarten Program

• Phonemic Awareness Students 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 Students ability to read a text
  accurately and quickly enough to ensure
  understanding.

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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.

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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.

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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 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

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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

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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

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• A walk through of initial placement
• Your Assessment Manuals please

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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

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Critical Steps in Explicit Instruction
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Critical Steps in Explicit Instruction
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When do you model?

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

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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.

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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

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Seating

• Arrange seating so that each student is in the
  teachers line of vision.
• Teacher should be able to reach each students
  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.

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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.

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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.

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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

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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

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Teachers 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

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Lesson Planning-Units 1-20

• Options 5, 7, 9, or 12 day plans
• Some units will have a 4 day plan

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Small Group Instruction Recommendations

• Every group
• Every day
• 20-30 minutes
• Double dose for the lower performing students

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Small Group Instruction
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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

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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

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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.

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Daily Lesson Format

• 10-15 minutes Decoding
• 10-15 minutes Story Reading
• Partner Reading/Independent Work
• Extra Practice Activities
• Homework

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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

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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
• Finger Tracking
• First Reading
• Second Reading
• Correcting Errors
• Repeated Readings
• Expressive Reading

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Model and Practice

• Practice a duet and solo story

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Assessment-End of Unit

• Efficient, individually administered measures of
  each students 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)

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• Practice administering Assessment

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Jell-Well Review

• Periodic review of earlier units
• Strengthens foundational skills, avoids
  overloads, builds confidence

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Maintaining Home-School Connections

• Found in the back of every Teachers Guide
• Certificate of Achievement

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Appendix

• Checklists
• Lesson Planner
• Additional Blackline Masters

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Whole Class Materials26 thematic 5 day units
with 4 review units

• Teachers Guides
• CD of Songs
• ABC Wall Cards
• ABC Poem Posters
• Read Aloud Books
• Literature Book Package
• RW Lap Book Set

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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

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Whole Class Teachers GuidesTeacher Friendly
Organization

• 6 Teachers Guides, including all 30 units
• Table of Contents
• Overview
• New and Important Objectives
• Preparation
• 5 Day Planner
• Day at a Glance
• Detailed Lesson Plans

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Teachers Guides

• Black text Required Activity
• Red text Recommended but non-essential
  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

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Teaching Whole Class Lessons

• Teacher support of student learning is gently
  scaffolded
• Teacher demonstrates or overtly models the skill
  for students.
• In Teachers Guide blue text
• Teacher guides practice of the skill with
  students.
• In Teachers Guides gray text
• Teacher gives students independent practice
  (group individual turns) with the skill.
• In Teachers Guides gray text in parentheses

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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!

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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.

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ABC Cheer (continued)

• 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.

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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.

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Read Alouds and Related Activities

• Everyday a Read Aloud!
• Multiple Genres
• Classic Favorites

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Purpose of Read Alouds

• To build students background knowledge and
  vocabulary
• To familiarize students with story elements and
  structures
• Develop comprehension strategies
• Make connections

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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.

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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.

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Stretch and Shrink

• Oral blending/Oral language
• Purpose Primes students for sounding out words
• Provides practice with basic oral language
  patterns

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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.
• Dont forget the oral language practice.

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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.

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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.

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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.

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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.

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White Board Dictation

• Tricky Words and Sentences
• See Teachers 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.

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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.

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Samples of Independent Work
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Read Well Whole Class Homework
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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