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Oregon Reading First Regional Coaches’

Meeting

Oregon Reading First Regional Coaches’

Meeting

December 10, 2009December 10, 2009

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Materials for this Meeting

You should have received the following by email:

• Partner Reading Routine• Rapid Read excel sheet

• Other materials that will be referred to:• LPR website• NWF performance

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Agenda• Introduction

– Sharing & Celebrations, Announcements

• Instructional Next Steps– In-program assessments, NWF performance

– Discussing Instructional Plan Changes

• Partner Reading

• Review Project Goals

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Announcements

Teleforms for January BenchmarkingCheckouts on the LPR websiteRevising the administration directions for Quick Checkouts (3 second rule)Decodable Text Small group lessons

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Sharing andCelebrations

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Let’s Sharpen Our Skills!

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Review in-program assessment data

• Did the students in the group meet the in-program assessment mastery criteria?

• Brainstorm possible instructional strategies that could address interferences/problems (use the Alterable Variables Chart, Healthy Systems Checklist, or the “5 Mores” list for ideas.

• Review pacing schedule and lesson progress. Is the group meeting projected lesson pacing progress.

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Review DIBELS progress monitoring data:

• Plot scores and review aimlines

• Analyze errors from individual booklets (NWF for first, ORF for second and third)

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What are we going to do for the students who are still at the sound by sound level?

• Focus on blending and fluency practice at the word level.– Card 9: instruction in continuous blending

of words with known sounds followed by rereading the blended words as whole words (Card 3).

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Let’s Take a Look at the Recoders:

• Focus on blending fluency practice at the word level– Example No Peeps (Sound it out in your head …

say the whole word)

• Instruction in reading words as whole units– Example 5 x 5 matrix– Rapid Read Words– Paired Peer Practice

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What about the kids who are reading at the word (unit) level?• Not accurate:

– Focus on accuracy instruction at the letter-sound level first and then at the blending level. Activities building fluency with known sounds ( 1 minute sound dash, rapid read sounds) then fluency reading words (No Peeps)

• Accurate:– Focus on accuracy and fluency in connected text

… repeated readings, partner reading.

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Connected Text Reading

• The primary goal of the lesson maps is to provide multiple opportunities for all students to practice the skills needed to read in connected text AND THEN to APPLY that practice in the connected text.

• At least 20 minutes of connected text reading needs to happen everyday. – This could happen in whole group or small group

within the reading block or in an additional whole group or small group time outside the reading block.

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Partner Reading

Increases the amount of timestudents are reading and provides

a model of fluent reading.

Strategically assign partners Allow opportunities for rereading Text should match skills of the reader

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Partner Reading

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Jesus 70

Brent 68

Cassie 67

Lisa 62

Jorge 57

Angel 50

Justin 48

Mary 48

Ray 38

Marcus 38

Cierra 32

Tanner 31

Dawson 30

Ryan 25

Joel 22

Kelly 22

Kierra 20

Alondra 14

Maria 11

Bridget 11

Pairing Students for Practice

Purposefully partner students to create a zone of proximal development.

Partner Reading

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Jesus 70

Brent 68

Cassie 67

Lisa 62

Jorge 57

Angel 50

Justin 48

Mary 48

Ray 38

Marcus 38

Cierra 32

Tanner 31

Dawson 30

Ryan 25

Joel 22

Kelly 22

Kierra 20

Alondra 14

Maria 11

Bridget 11

Pairing Students for Practice

Purposefully partner students to create a zone of proximal development.

Partner Reading

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Partner Reading

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Looks Like Sounds Like

Partners sitting so that both can read the text

Chairs or knees touching Eyes are on the book Reader’s and listener’s

fingers and markers following along

Refer to cue cards Teacher dropping in and

listening

Soft voices Only your partner can hear

you Pages turning Listener using correction

procedure Reader fixing mistake Listener asking

comprehension questions

Partners taking turns re-reading.

If your partner is absent or will be late, read orally by yourself.

Partner Reading

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Partner Reading

Stop, you made an error.

That word is ____. What word? ____

Read the sentence again.

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1. Tell what happened first.

2. Tell what happened next.

3. Tell how the story ended.

Partner Reading

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Paragraph Shrinking (Fuchs, et al.)

Steps:1. Who or what is the paragraph mostly

about?2. Identify two or three important details

about the “who” or “what”?3. “Shrink” the paragraph by stating the main

idea in 15 words or less.

Partner Reading

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Project Goals Review

• Focus will continue on Kindergarten and First grade:

Kindergarten - increase student automaticity in whole word reading (by the end of kindergarten, students will read VC and CVC words as whole units)

First Grade - Provide targeted instruction, based on student need, to all strategic and intensive students.

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Next Steps for Instruction• Kindergarten - Make sure the target sound for the

week is clearly displayed as a focus in the classroom. Are teachers reviewing previously taught sounds and checking on kids individually to make sure they know all the sounds taught thus far? Review in-program assessments and make adjustments.

• First Grade - Kids not blending on NWF need to be addressed NOW! Review in-program assessments and make adjustments. Fill in phonics gap now!

• Second & Third - When analyzing the ORF progress monitoring booklets, note error rate and patterns. Review in-program assessments and make adjustments. Fill in phonics gap now!

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Recommended PacingKindergarten:Reading Mastery 1 - Lesson 135 +ERI - all 126 lessons WITH enhancementsRead Well K Unit 15+

First Grade:Reading Mastery 2 - Lesson 168 +Horizons B - complete all lessonsRead Well 1 - complete all units

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Recommended PacingSecond GradeReading Mastery 3 - Lesson 120 +Horizons CD - lesson 70+

Third Grade:Reading Mastery 5 - Lesson 55 +Horizons CD - lesson 160

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If you want to see it, teach it!If you teach it, assess it!If you assess it, analyze it, use

it to guide instruction!Assess again to see if

instruction was effective.

Dr. Sharon Kurns

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Questions??

• Next Month’s Coaches’ Webinar will be January 14, 2010 from 2:30 - 3:30 pm.