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Presenter
Yvonne Gill
Introduction
to RAVE-O
Goal of Training
To prepare teachers to successfully start
the RAVE-O program
Training Outcomes
• Examine the research from which the program was designed
• Review the materials in the RAVE-O Toolkit and their intended use
• Explore the unit/lesson design
• Practice teaching a lesson using the instructional strategies
• Review how to monitor student progress
• Determine next steps for implementing
Agenda
DAY 1 DAY 2
Introduction to RAVE-O Reflections from Day 1
Theoretical Background Lesson Exploration
RAVE-O Results Instructional Strategies
The RAVE-O Toolkit Implementation
RAVE-O Instruction Assessment
Lesson Exploration Debriefing and Closing
Closing and Homework
The Challenge
• A large percentage of students are not becoming fluent readers (26-45%)
• Many interventions focus solely on phonemic awareness and phonics
• Fluent reading is necessary for fluent comprehension
• Based on today’s approach... “children who are poor readers at the end of first grade almost never acquire average-level reading skills by the end of elementary school.”
Francis, Shaywitz, Stuebing, Shaywitz, & Fletcher, 1996; Juel, 1988; Torgesen & Burgess, 1998
Reading By 3rd Grade Matters
4XStudents who
cannot read
by the end of
the 3rd grade
are four times
more likely to
drop out of
high school
88%Eighty-eight
percent of
students who
failed to earn
a high school
diploma
were
struggling
readers in 3rd
grade
BUT
89%Eighty-nine
percent of low-
income students
who achieved
proficient reading
skills by the 3rd
grade graduated.
Annie E Casey
Foundation
Theoretical Background
We were
never born
to read!
Building a Reading Circuit
• Initially speech enters our brain through
auditory process i.e. through our ears
• Connections between speech areas and
auditory cortex begin developing even before
child is born
• BUT -when we read we are introducing
speech into the brain though our eyes
• There is no automatic and rapid connection
between visual cortex and the speech areas
of the brain
Typical Readers Dyslexic Readers
Neurobiological Basis
of DyslexiaEden et al., Neuron, 2004
11
Broca’s
area
Production of
speech
Wernicke’s
area
Understanding
speech
VisualAuditory
12
Temporal Lobe
Parietal Lobe
Frontal LobeOccipital Lobe
Phoneme Producer
Word meaning
Word analysis-sound symbol connection
Letter/word recognition
Building a Reading Circuit:Pre-Reading Years
–EVERYTHING MATTERS in the formation of the parts of the Circuit.
–Visual and auditory development
–Language development
–Cognitive development
–Social development
–Emotional development
A failure to develop in ANY area can cause reading challenges
The RAVE-O Approach
•Reading through
•Automaticity
•Vocabulary
•Engagement
•and
•Orthography Plus
•Multi-componential approach
•Improve fluent comprehension
•Automatizing word recognition
RAVE-O
Results
Results of RAVE-O
Interventions
• Second and third graders
– 7-9 years old
• Three types of intervention
• School-day pull-out
– NICHD; Atlanta, Boston, and Toronto; ten years
• Summer School
– RFBD; 4 hours/day, 4 weeks
• After-School
– Institute for Education Sciences; Phoenix & Boston; 1 hour/ day, 3 days/week)
Data Collected from 700 students
Funded by NICHD
Gains in Decoding Skills
Gains in Text Reading and
Comprehension
Gains in vocabulary both short and
long term
What Makes RAVE-O Different?
• Beyond repeated reading
– RAVE-O teaches all levels of word knowledge
to accuracy then speed
– This knowledge is then applied to text
• Results of research meet highest, scientific standards
• Structured to actively engage student ideas and emotional
connection to reading
Who is RAVE-O For?
Students in Grades 2-5 Who:
•Are approximately one year below grade
level
•Fall into the “at-risk” category as measured
by DIBELS, DIBELS Next or standardized
word attack and word identification
measures
•Are struggling readers who are also
learning English
•Are identified for Tier II or III intervention in
RtI
•“Reading fluency ... the product of the initial
development of both accuracy and
automaticity in the processes and systems
that underlie reading at the levels of letter,
word, and connected text.”
•Wolf & Katzir-Cohen, 2001
Reading Fluency
P
O
S
S
u
M
-Phonology
-Orthography
-Semantics
-Syntax
-Morphology
POSSuM: What we teach every
day
Phonological Processes
• Rule system that governs how
particular speech sounds are used
to produce meaningful words.
• Refers to our ability to hear,
discriminate, segment, and connect
the sounds of oral language
• Not merely a list of sounds, but a
system of possible sound combinations
and placement in words. What sounds
are allowed to go where?
Review Sound-Symbol
Correspondences
RAVE-O is always taught with a phonics
program!
The ability to hear identify, and manipulate
phonemes in spoken language
Identification
Isolation
Blending
Segmentation
Deletion
Addition
Substitution
Rhyming www.readingrockets.org
25
Phonemic Awareness
Orthographic Processes
• Refers to the knowledge of how the
sounds are mapped to the symbols
(letters)
• Ability to see and recall letters and
letter patterns
• Reading fluency depends on students
overlearning the most common letter
patterns until they are recognized
automatically.
• Capacity to recognize “chunks” with
great speed and accuracy a major
characteristic of fluent readers
Semantic Processes
• Refers to all aspects involved in
students’ vocabulary growth and
their knowledge about how words
work.
• “Semantic neighborhoods” in the
brain speed identification of words
and comprehension of text.
• What is in a semantic network?
– multiple meanings
– semantic flexibility (What does this
word mean in context?)
Semantic Knowledge Increases
Word Reading Speed
lion
lime
roars
animalfurry
4 legs
famous
lions
Lion
King
eats
antelopes
Africa
lives
in
Wizard
of OZ
king of
jungle
Narnia
jungle
bites
big
mane
zoo
citrus
fruit
sour
green
key lime pie
good in
food and drinks
Margarita
Tequila
zodiac
Leo
Pexman, Holyk, & Monfils, 2003
30 Million Word Gap
Hart & Risley, 1995
Vocabulary
• At 18 months children from wealthier homes could identify
pictures of simple words they knew — “dog” or “ball” —
much faster than children from low-income families.
• By age 2, the study
found, affluent children
had learned 30 percent
more words in the
intervening months than
the children from low-income homes.
Anne Fernald Stanford University, (Developmental Science 2013)
30
Vocabulary
A study tracking children from age 3 through middle
school, found that a child’s score on a vocabulary test
in kindergarten could predict reading comprehensionscores in later grades.
David Dickinson, (Professor of Education at Vanderbilt
University) and Catherine Snow (Education professor
at Harvard University)
31
Vocabulary
Repeated and varied exposure to unfamiliar words,
along with meaningful contexts (e.g., pictures, verbal
explanations) helps children learn new words.
Children whose teachers speak
with more complex sentence
structures have better understanding of complex, multi-clause
sentences.
More Than Baby Talk 10 Ways to Promote the Language And Communication Skills
of Infants and Toddlers (Nicole Gardner-Neblett and Kathleen Cranley Gallagher)
32
Syntactic Processing
• Refers to the system for constructing
sentences, including grammar,
grammatical function, and usage.
• Syntactic awareness allows
developing readers to monitor
comprehension, which then
facilitates reading fluency.
• Impaired readers exhibit poor
expressive language abilities.
(Chomsky, 1969;Gottwald, 2009)
“Tracking the Tracks
by the Tracks”
Syntax
• Parts of speech
• Nouns and verbs
• Adjectives, adverbs, conjunctions, prepositions
• Complete sentences
• Punctuation
• Joining sentences
• Grammar
34
Toolkit for
Language
Syntax
• There – their – they’re
• Too, to, two
• Affect, effect
• All ready, already
• Accept, except
• Who’s, whose
35
Morphological Processing
• English is an opaque writing system
(inconsistency between phonology and
orthography).
• Morphological awareness supports
word identification and semantic
knowledge.
• Longitudinal data shows significant
correlation to decoding, vocabulary, &
reading comprehension
(Deacon & Kirby, 2004; Nagy, Berninger, & Abott, 2006)
Add Ender Benders to prince
•“In fact, the automaticity with which skillful readers
recognize words is the key to the whole
system…The reader’s attention can be focused on
the meaning and message of a text only to the extent
that it’s free from fussing with the words and
letters.” •(Marilyn Adams)
It is not enough to know.
Readers must also retrieve.
What is Retrieval?
• Basic cognitive skills that enable access
and transfer of information from the brain.
• Retrieval of visual, auditory, and linguistic
information is essential for reading.
• Children with dyslexia may be uniquely
impaired in retrieving information.
Impairments in Retrieval
What is naming speed?Identification of Retrieval Deficits
•Estimation of the brain’s ability to recognize a visual
symbol and name it accurately.
How quickly can the brain
integrate visual and language
processes?
Rapid Letter Naming (RAN/RAS)Wolf & Denckla, 2004 Pro-Ed
RAN is a powerful predictorRapid Automatized Naming
Naming speed rates have a tendency to be consistent and have been shown to be powerful and independent predictors of reading fluency as early as kindergarten, well before the children begin to exhibit poor reading fluency in class.(Wolf & Gottwald, 2010)
RAN/ RASpredicts all reading & writing behaviors
• Word Attack
• Spelling
• Reading
Fluency
• Comprehension
CTOPP
Comprehensive Test
of Phonological
Processing
Characteristics of Readers
Average
Readers
Good
Phonological
Awareness
Good
Naming Speed
Good
Comprehension
Poor
Decoders
Poor
Phonological
Awareness
Good
Naming Speed
Poor
Comprehension
Slow
Readers
Good
Phonological
Awareness
Poor
Naming Speed
Poor
Comprehension
Double
Deficit
Poor
Phonological
Awareness
Poor
Naming Speed
Poor
Comprehension
Materials Walkthrough
Scope and Sequence
• 16 Units
• 93 45- minute lessons
Pages 10-11 in Overview
Scope and Sequence
Word Wall
• Everything you need in one box
• Teacher components
• Student components
• Manipulative supports
The RAVE-O Toolkit
TEACHER COMPONENTS
Start Here!
Teacher Resource
Guide
Teacher Guides: Volumes 1 and 2
RAVE-O: Online
Resources
TEACHER COMPONENTS
TEACHER RESOURCE GUIDE
• Program Overview
• Assessment System and Materials
• Word Introduction
• Semantic Resource Sheets
• Image Card Directory
• Glossary
• Research
Start Here!
TEACHER COMPONENTS
Teacher Guides: Volumes 1 and 2
• Day-to-day instructional tool
• Lesson Planners/ Program Script
• Objectives
• Instruction for Units 1-16
• If/ Then Assessment Guides
Example of Unit
Lesson One Lesson Two Lesson Three Lesson Four
Welcome Welcome Welcome Welcome
Warm-Up Warm-Up Warm-Up Warm-Up
Introduce New Core Words
Introduce New Core Words
Introduce New TipMove Core Words
to Word Wall
Working with Words Minute Story Minute Story Minute Story
Word WebPair/ Individual WorkActivities for Accuracy
Pair/ Individual Work Activities for
Accuracy and Fluency
Timed RAN Charts for Core Words
Timed Minute Stories
Ticket Out the Door Ticket Out the Door Ticket Out the DoorTicket Out the Door
POSSuM Assessment
Explicit AND Engaging:Supports the Teacher
Lesson At-A-Glance
Explicit AND Engaging:Supports the Teacher
A Clear Lesson Plan
• Online Resources
http://www.soprislearning.com/raveoresources/
• By Component Materials
• By Unit
Instructional Blackline Masters
WordWork Book Answer Keys
Assessments
Home School Connections
TEACHER
COMPONENTS
STUDENT
COMPONENTS
A Minute Story Anthology:
Volumes 1 and 2
WordWork Books: Volumes 1
and 2
• A Minute Story Anthology: Volumes 1 and 2
• Imaginative, engaging stories
• Incorporate core words, eye-spy words, and rime family words
• Basis for application of comprehension strategies
STUDENT COMPONENTS
• WordWork Books: Volumes 1 and 2
• Interactive student activities
• Referenced in the Teacher Guide
• Completed while working with teacher, peers, or manipulatives
STUDENT COMPONENTS
Materials Support Hands-On,
Interactive Instruction
• Spelling Pattern Cards
• Starter Cards
• Rime Pattern Cards
• Double Trouble Cards
• Ender Bender Cards
• Magic-e Cards
• 1 Set of Word Wall Cards
Materials Support Hands-On,
Interactive Instruction
• 1 Set of Core Word Cards
• 1 Set of Eye-Spy Word Cards
• 1 Set of Image Cards
Posters
MANIPULATIVE COMPONENTS
• 16 Posters
MANIPULATIVE
COMPONENTS
• Sound Slider
t
n
f
d
k
d
w
starters
Units 5,
6,10, 13
ip
ick
in
• Promotes knowledge of letters, letter patterns, and word patterns (orthography)
• Enables students to build words and non words
• Teaches students to recognize the most common visual patterns
Word Dice
• Blocks with rime pattern
and starters
• Answers recorded on
Dice are Nice! in
WordWork Book
• Timed or Untimed
conditions
RAVE-O Town
Let’s get started!
RAVE-O Town Map
Words are Connected by
Meaning
stick
y
peanut
butter
swee
t
strawberr
y
breakfas
t
jell
y
Connections to My Name
Yvonne
Words are Connected
by Sound
How do I analyze
what I know
about words?
• Welcome
• Warm-Up
• Core Word Introduction
• Word Web
• Ticket out the Door
Unit 3 Day 1
Welcome: Unit 3, Day 1
• Welcome, Word Detectives.
• Read Word Wall Words
• Review am rime family.
• What is the Rhyme-time tip?
• What are the beginning letters called?
• What is our Jam-Slam Tip?
Warm-Up: Unit 3
• What is a MIM?
• Image Cards
• Which words and
MIMs go together?
Unit 3 Lesson 1 Nouns and Verbs
• Words have jobs.
• Let’s think of some examples.
• Some words name things, and people and
places. Write NOUN above the categories.
• Some words are ACTION words. Write VERB
above the categories.
• Let’s think of some sentences.
Unit 3 Lesson 1
Word Introduction
1. Semantic: Introduce Many Interesting
Meanings (MIMs)
2. Phonological: Introduce Sound/Symbol
Correspondences
3. Orthographic: Examine Rime Patterns
4. Word Creation: Create and Write New
Words
1. Semantic Introduction
1. Consult the Semantic Resource Sheets. pages 91-92
TRG
2. Refer to the Image card catalog as needed. page 189
TRG
3. Elicit meanings from students.
4. Provide props.
5. Focus on the meanings in the Minute Stories.
2. Phonological Review
1. Listen and count sounds in core word (sound
before symbol)
2. Show Core word –point to letters – elicit sounds
and how we write them from students (recognize
symbol/give sound/give symbol)
3. Point to letters – elicit letter names
(symbol recognition)
4. Point to letters – elicit sounds (symbol/sound)
5. Blend sounds together
3. Orthographic Introduction
Jam the sounds of the rime pattern together, slam starters and rimes to create words.
Train the visual system to recognize rime patterns in words.
4. Create the Words
• Create the words with spelling pattern cards, place in pocket chart
• Write the words in WordWork book
• Insert the word in a given sentence
• Write dictated phrases or sentences
Creating a Word Web
• Intense focus on semantic
neighborhoods• Multiple Meanings (MIMs)
• Rich network of associations
(MICs)
• Materials: resource sheets, core
word card, image cards, post-its
• “W” questions
Tickets for Consolidation
• Activities to end a lesson
• Demands quick recall of word knowledge
• Based on one or more components taught that day
• Elicit meanings of words in
sentences.
• Pull image cards out of treasure
chest. Name the core word and 2
MICs.
• Blackline master sentence strips.
Identify MIM as a noun or a verb.
Examples of TOtD Materials
Homework
•Find a MIM word to
share.
Day Two
Training Outcomes
• Examine the research from which the program was designed
• Review the materials in the RAVE-O Toolkit and their intended use
• Explore the unit/lesson design
• Practice teaching a lesson using the instructional strategies
• Review how to monitor student progress
• Determine next steps for implementing
Agenda
DAY 1 DAY 2
Introduction to RAVE-O Reflections from Day 1
Theoretical Background Lesson Exploration
RAVE-O Results Instructional Strategies
The RAVE-O Toolkit Implementation
RAVE-O Instruction Assessment
Lesson Exploration Debriefing and Closing
Closing and Homework
Welcome Word Detectives!
• Review POSSuM
• Review Word Introduction
• Review Homework
• Unit 8, Lesson 1: Word Wall Review
Review of Unit
Lesson One Lesson Two Lesson Three Lesson Four
Welcome Welcome Welcome Welcome
Warm-Up Warm-Up Warm-Up Warm-Up
Introduce New Core
Words
Introduce New Core
WordsIntroduce New Tip
Move Core Words to
Word Wall
Working with Words Minute Story Minute Story Minute Story
Word Web
Pair/Individual
Activities for
Accuracy
Pair/Individual
Activities for
Accuracy and Fluency
Timed RAN Charts for
Core Words
Timed Minute Stories
Ticket Out the Door Ticket Out the Door Ticket Out the DoorTicket Out the Door
POSSuM Assessment
Introducing a Minute Story
Minute Story Reading
Three Stages of Reading a Story
1 Prepare
Introduce all words that have not been taught so
far in the program with their meanings and use
2 Read
For fluency and prosody
Use Think Thrice strategies
3 Review
Examine text for MIMs, ender benders, language
use, sentence structure, punctuation etc.
Eye-Spy Words
• Word Ring
• Introduction in Minute Story
Preparation
• Introduction 1: Eye-Spy words
for Unit 3
• Introduction 2: Eye-Spy words
for Unit 15
• Record in Wordwork Books
Think Thrice Strategies
• Think Ahead (prediction) introduced in
Unit 5
• Think Back (summarizing) introduced
in Unit 6
• Think for Yourself( novel thought,
analysis) introduced in Unit 7
• The strategies are used to elicit the
students comprehension and recall of
information from the text so that they
become ‘engaged’ in the text.
• Black line Master called ‘Story Builder’
gives more details of the strategies
Think Ahead Think Back Think for Yourself
We try to figure out what’s going to happen in the story so that we can make predictions and really understand the story.
We:●Read the title.●Take a picture walk.●Make predictions about the story. “What is going to happen in the story?”●Create some questions about the story.
We review what the story was about so that we can see if we understand it.Story Structure: “does the story have a beginning, middle, and an end?”
BEGINNING●Setting: “When and where is the story happening?”●Characters: “Who is the story about?”MIDDLE●Problem: “What do the characters want or need?”END●Solution: “How did the characters get or not get what they wanted or needed?”
When we read, we get to think deeply about the story and how it makes us feel. Our own thoughts are the real treasures we dig for when we read.
We ask ourselves questions like:●What did I find out that I never knew before?●Do I have new thoughts and feelings?●Could this really happen?●Can I retell this story in my own words?
Minute Story Reading
• Read The Bat (Unit 3)
– Prepare
– Read
– Review
• Read Runes in the dunes (Unit 12)
– Prepare
– Read
– Review
Introduce Metacognitive Tips
Introducing Metacognitive
Strategies: Tips
• Scope and Sequence: Tips introduced before
Unit 10
• Tip Posters are displayed in RAVE-O room
• “Old” tips are reviewed before “new” tip is
introduced
• Tips emphasize:
– Identification
– Application
– Analysis of “tip” in text
Posters
“Tips” Posters
• 16 Posters
Warm-Up:Unit 7 Lesson 2
• Introduce FatRats
Ender Benders (EB)
• EBs come at the end of words
and bend the meaning of the
word a little bit.
• EBs in RAVE-O:
s, ing, ed, er, y, est
• EB Worksheet (Unit 3)
The Power of a Rule: Double
Trouble
• When is a word a Double Trouble word?
• If the rime pattern has 2 letters (in, at, ap)
• What do Double Trouble Ender Benders have in common?
• What do “ing”, “ed”, and “er” have in common?
• Look at that S car go!
• When is a word not a Double Trouble word?
• If a rime pattern has 3 letters (ick, ack, ock - by Unit 8)
How does Double Trouble help me
read a word?
winnerWhat do I
know that
will help
me read
this word?
Sound Sliders
• 8 different sliders – A side
and B side
• Promote knowledge of
orthographic patterns
• Answers recorded on Rime
Family Sheets in WordWork
Book
Accuracy to Speed
Word Dice
• Blocks with rime
pattern and starters
• Answers recorded on
Dice are Nice! in
WordWork Book
• Timed or Untimed
conditions
Pair/ Individual Work
Development of Fluency
•Reading fluency begins
with the initial development
of accuracy and the
subsequent development of
rapid rates of processing in
underlying sublexical and
lexical systems.•Wolf & Katzir, 2001
ACCURACY
SPEE
D
Pair / Individual Work
• Examples
– Reread Minute Stories
– Identification Activities (MIMs, MICs, Ender
Benders)
– Writing Activities: Words and Sentences
– Find Nouns and Verbs
– RAN Chart and RAN Chart + review words
– Work with students on material identified in
IF/THEN assessments
Re-reading Minute Stories
• Objective: Reread story
accurately with appropriate
phrasing at increased speed
• Single-page stories in WordWork
books
• Students practice first read by
reading silently
• Student then reads story three
times for speed
• Times are recorded at bottom of
WordWork book
RAN Charts
Core Words and Core Words + Review
1. Use WordWork book page.
2. Allow students to practice before they are timed.
3. Have the students read the chart as quickly as they can but
they must be accurate. (Used for POSSuM checks baseline)
4. Repeat the reading two more times if possible.
5. Record the time of final reading for Core Words on class
assessment form.
6. Core + Review used for more confident students and if
there is time available.
Assessment
• These materials support the RAVE-O assessment system.
• RAVE-O Teacher Resource Guide
• RAVE-O Teacher Guides
• RAVE-O Online Resources
Assessment Overview
Assessment supports instruction.
• Online Resourceshttp://www.soprislearning.com/raveoresources/
• By Component Materials
• By Unit
Instructional Blackline Masters
WordWork Book Answer Keys
Assessments
Home School Connections
Teacher Components
Stages of Assessment
Placement Assessment:
Is RAVE-O appropriate?
• Prototypical RAVE-O student: 2nd or 3rd grader reading at least 1 year behind their peers
• Students are RIGHT for RAVE-O when:
• They exhibit phoneme awareness related decoding deficits, fluency and/ or rapid naming deficits
• They fall into the “at-risk” category, as measured by DIBELS, DIBELS Next or standardized word attack and word identification measures
• They are struggling readers who are also learning English
• Are identified for Tier II or III intervention in RtI
Units Ongoing
Informal
Assessments
(Progress
Monitoring)
Formal
Assessments
(Progress
Monitoring)
Consolidation Days
(Summative
Assessments)
Standardized Assessments
(Progress Indicators)
Placement
DIBELS, DIBELS Next or other standardized rapid naming, word attack, and /or wordidentification measures OR observed weaknesses in one or more areas of language knowledge
Units 1-3 All lessons POSSuM Check Timed fluency/Units 2-3)
Unit 4 All lessons Timed Fluency POSSuM Check
1 day
Units 5-8 All lessons Timed Fluency POSSuM Check
Unit 9 All lessons Timed Fluency POSSuM Check
2 days DIBELS, DIBELS Next or other standardized rapid naming, word attack, and /or word identification measures
Units 10-15 All lessons Timed Fluency POSSuM Check
Unit 16 All lessons Timed Fluency POSSuM Check
4 days DIBELS, DIBELS Next or other standardizedrapid naming, word attack, and /or wordidentification measures
Assessment Schedule
Ongoing Informal
Assessments
• Monitor Student Performance and Adjust Instruction
• Advice for additional support in Pair/ Individual Work Time
• Critical for assuring that students get maximum benefit from RAVE-O
If/ Then Support
Formal Assessments
1. Minute Stories for Timed Readings
2. RAN Word Charts for Core Words
3. Unit Assessments-POSSuM Checks
4. Consolidation Days
Results are recorded in the Class Assessment Record
Form
How to Time the Minute
Stories
1.Print out copies of appropriate Minute Story (1 copy per child).
2.Turn to WordWork book page.
3.Time the student reading.
4.Mark errors on teacher copy. Mark a double slash after the last word read at 60 seconds.
5.Record number of words read minus errors on Class Assessment form.
Evaluating Minute Story
Fluency Rates
Grade 2wcpm
Grade 3wcpm
Grade 4wcpm
Grade 5wcpm
Unit 4“A Fan Can Fan”Word Count: 49
51 (fall)
71 (fall)
94 (fall)
110 (fall)
Unit 9“Duck Luck”Word Count: 160
72(winter)
92(winter)
112 (winter)
127(winter)
Unit 16“What is in the Cave?”Word Count: 142
89 (spring)
107(spring)
123(spring)
139(spring)
RAN Word Charts
The fastest accurate reading of the RAN Chart is used as the baseline for the POSSuM checks
Student uses RAN chart in WordWork book.
1.Time each student individually.
2.Have the students read the chart as quickly as they can, but it must be accurate.
3.Repeat the reading two more times.
4.Record the time of the fastest accurate reading on class assessment form.
POSSuM Checks
Section 1: Fluency1A: Core/ Rime Family
1B: Eye-Spy Words1C: Non-Words
Section 2: Semantics, Syntax, and Morphology
Administering and Scoring:
POSSuM Checks
1. Print Teacher version of POSSuM check.
2. Print Student version.
3. Administer individually.
4. Administer the three RAN charts.
5. Ask the students the questions in sections 2, 3, and 4.
6. Transfer scores to Class Assessment Record Form
Consolidation Days
Consolidation Day: Example Unit 9 Lesson 2
• Units 4, 9, and 16
• WordWork Book Vol. 2
pages 26- 35
• Application of Strategies
• Students’ cumulative
knowledge of content and
skills
• Taught as ‘normal’ lesson
so less pressure
Scoring and Interpreting Results
Standardized Assessments:
Progress Indicators
Review of Unit: 45- Minute
Lessons
Lesson One Lesson Two Lesson Three Lesson Four
Welcome Welcome Welcome Welcome
Warm-Up Warm-Up Warm-Up Warm-Up
Introduce New
Core Words
Introduce New
Core WordsIntroduce New Tip
Move Core Words
to Word Wall
Working with Words Minute Story Minute Story Minute Story
Word Web
Pair/Individual
Activities for
Accuracy
Pair/Individual
Activities for
Accuracy and Fluency
Timed RAN Charts for
Core Words
Timed Minute Stories
Ticket Out the Door Ticket Out the Door Ticket Out the DoorTicket Out the Door
POSSuM Assessment
Example of RAVE-O Unit: 20-
30 Minute Lessons
Lesson One Lesson Two Lesson Three Lesson Four
Welcome Welcome Welcome Welcome
Warm-Up Warm-Up Warm-Up Warm-Up
Introduce New
Core WordsWorking with Words
Introduce New
Core WordsActivities for Accuracy
Word Web Minute Story Minute Story
Ticket Out the Door Ticket Out the Door Ticket Out the Door Ticket out the Dorr
RAVE-O Room
• Word Wall
• RAVE-O Town Board
• Pocket Chart (not provided)
• Stopwatch (not provided)
• Word Web
Home - School Connections
Online materials available to parents for additional practice at home
129
Essential Componentsof Effective Reading Instruction
➢Phonemic awareness
➢Phonics and word recognition
➢Orthography
➢Fluency
➢Vocabulary
➢Comprehension
➢Syntax
➢Speaking and listening
➢Writing and written expression
Speaking and Listening
130
Speaking and Listening
Students need high-quality language interactions that
can foster their growth in language and
communication.
One third of the language interactions between
teachers and children supported children’s language
development
Two-thirds used less complex
language such as directions,
general praise, and rhetorical
questions. 131
132
Develop oral language competence:
■ Listen to text read aloud■ Recite poetry and speeches■ Role play social situations■ Expand and elaborate
ideas in discussions■ Formulate complex
sentences
Speaking & Listening
Speaking and Listening
Teachers’ interactions should include:
• Responding to children’s vocalizations and
speech
• Engaging in joint attention with children
• Eliciting conversations with children
• Using complex grammar and
rich vocabulary
• Providing children with
more information about
objects, emotions, or events.
133
134
(Richards & Berninger 2008)
Both the phonological loop (eye-to-mouth-to-ear connections between letters and phonemes) and orthographic loop (ear-to-hand-to-eye connections between phonemes and letters) need to be trained then all components are linked to working memory more effectively .
Comparing writing by pen and keyboard – in alphabetic writing, sentence construction and text composition children did better using pen in 2nd to 6th grade
Writing
Mystery Island Activity
136
Everyone
needs the
chance to
SUCCEED.
How do we know we have made a
difference?
How do we know we have made a
difference?
Resources
• Blogs
• Reading and word recognition research blog (MIT grad student Livia Blackburne): http://wordresearch.liviablackburne.com/
• LD Blog (John Wills Lloyd, Ph.D.): http://ldblog.com
• Article
• “Dyslexia: A New Synergy Between Education and Cognitive Neuroscience” by John Gabrieli (2009),
Science, 325(5938), p. 280-283.
• Books• Reading in the Brain • Stanislas Dehaene
• Brain Literacy for Educators and Psychologists
• Virginia Berninger and Todd Richards
• Proust and the Squid • Maryanne Wolf
Resources
Debriefing
3 Significant things I learned in training
2 Things I will do immediately
1 Goal I will set for myself
Customer Support
• Questions related to curriculum:
Stephanie Gottwald at [email protected],
Yvonne Gill at [email protected]
• Questions related to purchasing: Contact your Sopris Sales
Executive or call 877-547-6747
• Online: www.soprislearning.com
• Future Plans: Online community of RAVE-O teachers &
researchers
Thank You and
have fun with
RAVE-O.