Read to Achieve Webinar 2 November 19, 2013 Judith Halasek RTA Coordinator

Read to Achieve
Webinar 2
November 19, 2013
Judith Halasek RTA Coordinator
[email protected]
Agenda
• CCLD Report
• Reading Fluency
• Leveling Books
Collaborative Center
for Literacy Development
(CCLD)
Their research for the RTA program depends on
accurate attendance reports
and program evaluation reports.
Key Finding
Last year14,570 students were served in
RTA for an average of 59.5 days.
Recommendation
The Kentucky General Assembly should
continue to fund RTA and expand funding
to include more elementary schools.
Program Evaluation
January 15
A worksheet will me sent to everyone in early
January and the link to Survey Monkey will be
available on January 8.
The intervention tab in
Infinite Campus should be
completed for every RTA
student.
Key Finding
The number of years in RTA is negatively
rd
th
associated with achievement in 3 , 4 , and
th
5 grades.
Recommendation
Provide different intensive intervention for
students early if insufficient progress is
made.
Key Finding
Teachers do not have clear processes for
exiting students.
Recommendation
Schools should establish well defined
processes and criteria for exiting students
from RTA.
Key Finding
Schools with the most effective systems
for interventions had strong literacy teams
with high involvement from the RTA
teacher.
Recommendation
Schools should form inclusive
literacy/RTA teams that support literacy.
Key Finding
RTA teachers have higher levels of training
than interventionists in schools without
RTA funding.
Recommendation
RTA funds should be used to develop and
support RTA teachers related to literacy
leadership.
Key Finding
Systematic multi-tiered support for students
was not always evident in schools.
Recommendation
Schools should establish strong multi-tiered
systems of intervention and use RTA as a
support within those multi-tiered systems.
Key Finding
Students who received RTA interventions in
kindergarten or first grades were more likely to
reach the proficient level on K-PREP than student
who participated in RTA in second or third grades.
Recommendation
Schools should focus resources on providing
interventions for all students who demonstrate a
need in kindergarten and first grade.
Pat yourself
on the back.
Celebrate!
Fluency does not mean reading fast
.
Fluency does not mean reading fast.
Fluency does not mean reading fast
ABC? DEFGH! IJ. KLMN? NOPQ. RSTU! V! WXY. Z?
CIITS
LearnZillion
Reading Foundational Skill 3.4
Using punctuation to read fluently
Two parts of fluency instruction
Automaticity
Prosody
Building Blocks of Fluency
Use authentic literature
Support word recognition
Model fluent reading
Practice
Use authentic literature
Songs
Poetry
Scripts
Speeches
Cheers
Chants
Dialogue
Leveled Books with Dialogue
Little Red Hen
Chicken Little
Gingerbread Man
3 Little Pigs
Mrs. Wishy-Washy books
Frog and Toad books
Arthur books
Magic Tree House books
Repetitive phrases: http://www.norwalklib.org/index.aspx?nid=455
Repetitive texts: http://www.ready-set-read.com/2012/10/best-books-for-kidschoosing-repetitive.html
Thanks to Julie Miller at Glendover Elementary for this list of books and websites.
Places to find Reader’s Theatre
www.storycart.com
www.timelessteacherstuff.com
www.aronshep.com/rt/
www.teachingheart.net/readerstheater.htm
Fry Instant Phrases and Short Sentences
Part of the time
When will we go?
All day long
Each of us
It’s about time
The other people
He called me
Two of us
One more time
At your house
From here to there
How did they get it?
Great Read Alouds for
Promoting Fluency
Is Your Mama a Llama by Deborah Guarino
Chrysanthemum by Kevin Henkes
Alexander and the Terrible, Horrible, No Good, Very Bad Day by
Judith Viorst
http://teacher.scholastic.com/products/classroombooks/pdfs/ra
sinski_title_list.pdf
Practice wide and deep
.
Assisted Reading
is like
holding the hands
of the toddler
while he is learning to walk.
Paired Reading –
two readers read side by side. The
stronger reader should read into
the right ear of the partner.
Choral Readingstudents reading aloud
in unison
Ideas for Parents
Captioned TV
Finland has the highest level
of literacy in the world.
They have captioned TV on all the time.
Goldilocks principle – not too hard, not too easy
Lexile.com
http://www.pennsaukenlibrary.org/ReadingConversionChart.pdf
A person’s Lexile range
is from 100L below to
50L above the reported
Lexile measure.
The text complexity of
K-12 textbooks has
become increasingly
"easier" over the last 50
years.
Proficiency Plan – Target Indicators
Increase the percentage of children ready for kindergarten
from 28.1% in 2012 to 64.1% in 2015
Increase the average combined reading and math K-PREP
scores for 3rd grade students from 46.1% in 2012 to 73.1% in
2016
Increase the average combined reading and math Kentucky
Performance Rating for Educational Progress (K-PREP) scores
for elementary and middle school (4th – 8th) students from 44%
in 2012 to 72% in 2017
The next webcast
will be Tuesday,
February 25
.
Resources
Clay, Marie M. (2005). Literacy Lessons Designed for Individuals Part Two Teaching
Procedures. Heinemann Education
Flood, James; Lapp, Diane; Fisher, Douglas
Fry, E., Dress, J., & Fountoukidis, D.L. (2000). The Reading Teacher’s Book of Lists,
Fourth Edition. Englewood Cliffs, NJ: Prentice Hall
Reading Psychology an international quarterly, v26 n2 p147-160 Apr-Jun 2005
http://www.startwithabook.org/fluent-kids
http://www.lexile.com
http://www.readinga-z.com
http://www.readingrockets.org