Title: Oregon%20Reading%20First:%20Kindergarten%20Workshop
1Oregon Reading FirstKindergarten Workshop
intervention
data
intervention
Reading
2Agenda
- Introduction
- First Grade Decoding Challenge
- DIBELS NWF with Recoding
- Quick Checkouts
- Increasing Instructional Intensity
- Power Phonics Lesson
- Template Review and Practice
3Oregon Reading First Center Project Level
Goals 2008-2009
- Goal Increase student automaticity in whole word
reading (by the end of kindergarten, students
will read VC and CVC words as whole units)
- Actions
- Increase percent of students established on NWF
by end of kindergarten (80-95) - Targeted automaticity in word reading (say it
the fast way) - Improve vocabulary and comprehension by improving
decoding in word reading and maximizing
opportunities to build vocabulary.
4Integrated Assessment/ Intervention/Feedback Loop
Teachers administer specific skills assessments
Identify Need Validate Need
Review Outcomes
5The First Grade Challenge
- Kindergarten
- 26 sounds
- Sight Words 25-30
- One line of text per page.
- Grade 1
- 44 sounds
- Sight Words 150-200
- Multiple lines of text per page.
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10Letter-Sound Automaticity ExampleThe 1 Minute
Dash
- Identify a set of letter sounds students can
correctly identify. - Include multiple cards of each letter in the
set. - Set a goal (i.e., 30 letter sounds correct).
- Do a 1-minute small-group practice. Position
cards so all can see. - Start the stop watch.
- Present the first letter sound card so that all
students answer. - Provide quick corrective feedback on errors.
- Continue presenting letters.
- Letter-sounds correctly identified go in one
pile. - Place errors in a second pile.
- At the end of 1 minute, tally the number of
letter sounds correct. - Review errors and repeat activity for 1 more
minute.
11Letter-Sound Automaticity Example Rapid Reading
Sounds Chart
Identify a set of letter sounds students can
correctly identify. Create a grid of sounds (see
Rapid Reading Chart). Do a 1-minute partner
practice (individuals respond to a
partner). Start the stop watch. Have one of the
students identify letter sounds going across the
grid. Partners can provide quick corrective
feedback on errors. At the end of 1 minute, tally
the number of letter sounds the individual
correctly identified. Repeat for the other
partner. Repeat the activity with the goal of
getting further down the chart!
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13Accuracy
14Quick Checkouts
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22Pre-Teaching and Re-Teaching
23- Derek is a Kindergarten student. His kindergarten
outcome data placed him in the Strategic
category. - The instructional plan for his group of 7
students is 1 lesson of Language for Learning and
1 Lesson of Reading Mastery Classic 1 each day. - The assessment plan for his group is to
administer the mastery tests within each
intervention program and DIBELS PSF progress
monitoring once a month. - The teachers have started to use the DIBELS NWF
progress monitoring once a month as well.
Derek
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30- Logan is a Kindergarten student. His kindergarten
outcome data placed him in the Strategic
category. - The instructional plan for his group of 12
students is 45 minutes of Houghton Mifflin with
enhancements and 15 minutes of small group time. - The assessment plan for his group is to
administer the Theme Checkouts and DIBELS PSF
progress monitoring once a month. - The teacher has started to use the DIBELS NWF
progress monitoring once a month as well.
Logan
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37at hat sat bat rat mat man ran ram tab Sam
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39Emily is also a kindergarten student. Like Logan,
her outcome data placed her in the Strategic
category.
She is in the same group with Logan and thus has
the same instructional plan 45 minutes of
Houghton Mifflin with enhancements and 15 minutes
of small group time. The assessment plan for this
group is to administer the Theme Checkouts and
DIBELS PSF progress monitoring once a month. The
teacher has started to use the DIBELS NWF
progress monitoring once a month as well.
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47Work in groups to Design Instructional Focus
Groups Using the Data
Look at Jacob and Faiths data You have their PSF
and NWF progress monitoring graphs along with
their first attempt at NWF You also have a copy
of their program assessment data Weve also
included an NWF Performance grid for you to place
them and help you determine instructional
implications Each group will share out what they
discovered and what recommendations they would
make for instruction
48Vocabulary
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51Anita Archer video here
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53Intervene Relentlessly
54Stroop Effect Ignore what each word says -- just
name the color each word is written in as quickly
as you can. RED BLUE YELLOW ORANGE GREEN Profic
ient readers find it difficult to ignore the word
and just name the color. Word decoding is so
rapid and automatic that it can not be turned
off.
55Increase Instructional Intensity of your Core
program!
- More explicit/direct instruction
- More modeling
- More practice with...
- More monitoring and feedback
- More time
- MORE READING
56More PracticePractices needed to store concept
- Average learner 4-14 times
- Everybody else 14-250 times
- Truly disabled 250-350 times
Tina Peltier
57Explicit Phonics Lesson
- PA warm up
- Introduce or review sound/spelling (explicit)
- Blending (explicit)
- Decodable text
- Dictation
- Word work
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59Card 3 Irregular
60We are going to practice our new words using the
Say it, Spell it, Say it routine
61Card 9
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63Decodable Text Reading
- Sound by Sound Card 11
- Sound by Sound Card 12
- (beginning to transition)
- Sight Word Reading Card 13
- Passage Reading Card 14
64Replace or insert Card 11
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66Read!
Read!
Read!
Read!
READ!
Read!
Read!
Read!
67Thank you!
Dont forget to have fun and to celebrate the
successes!