Raee teacher training prof dev 091509

Welcome

Improving How the Brain Learns to Read

Introductions

Product Overview

10:00 – 10:15

BREAK

Hands-On

11:30 – 12:30

LUNCH

Enrollment and

Reports

2:00 – 2:15 BREAK

Preparing for Day 1

Closing

3:00 END

Efficient Brains

= more powerful

classroom instruction

Language is natural.

Reading is not.

Reading is Like A New Language

'Wepyng and waylyng, care and oother sorwe

I knowe ynogh, on even and a-morwe,'

Quod the Marchant, 'and so doon oother mo

That wedded been.'

'Weeping and wailing, care and other sorrow

I know enough, in the evening and in the morning,'

said the Merchant, 'and so does many another

who has been married.'

Comprehension

Vocabulary

Phonemic Awareness

Phonics

Fluency

Guided Oral Reading has been shown in the research to develop reading fluency

- National Reading Panel 2000

NationalReadingPanel

REPORT OF THE

TEACHING CHILDREN TO READ

An Evidence-Based Assessment of theScientific Research Literature on Readingand its Implications for Reading Instruction

NationalReadingPanel

REPORT OF THE

TEACHING CHILDREN TO READ

An Evidence-Based Assessment of theScientific Research Literature on Readingand its Implications for Reading Instruction

Guided

Oral

Reading

Brain is dynamic.

Certain conditions encourage learning

The Learning Brain (Brain Plasticity)

Frequency and Intensity

Adaptivity

Simultaneous

development

Timely motivation

Cunningham & Stanovich. (1998) What reading does for the mind. American Educator, Spring/Summer, pp. 8-15. From Anderson,Wilson,& Fileding (1988). Growth in reading and how children spend their time outside of school.RRQ,23,285-303.

Frequency and IntensityAn Extra 10 Minutes a Day

Marilyn Jager Adams

Adaptivity

IndividualPaths

Content Choices

Simultaneous Development

Fluency

Vocabulary

ComprehensionFluency

Vocabulary

Comprehension

Timely Motivation

Immediate help

Point Rewards

Reading Assistant Expectations

Completing Content

Sufficient Accuracy

Content

Levels

Thematic Clusters

Selections

Implementation Plan and Goals

School Year Scheduling

Days per week

Managing Product Changes

Grade Band

Recommended Protocols

Grades K-3 20 minutes per day3 days per week

Grades 4-5 30 minutes per day3 days per week

Grades 6-12

40 minutes per day3 days per week

Sample Weekly Schedules

Time Monday Tuesday Wednesday

Thursday Friday

10:00-10:20

Reading Assistant Expanded Edition

Other language arts

Reading Assistant Expanded Edition

Other language arts

Reading Assistant Expanded Edition

Sample Weekly Schedules

Time Monday Tuesday Wednesday

Thursday Friday

10:00-10:30

Reading Assistant Expanded Edition

Other language arts

Reading Assistant Expanded Edition

Other language arts

Reading Assistant Expanded Edition

Sample Weekly Schedules

Time Monday Tuesday Wednesday

Thursday Friday

10:00-10:40

Reading Assistant Expanded Edition

Other language arts

Reading Assistant Expanded Edition

Other language arts

Reading Assistant Expanded Edition

Assessments

District chosen

Observations

10:15-10:30

BREAK

Speaking

Microphone Placement

Sound Check Recordings

Hands-On

Enrolling Students

Creating Groups

Assign

Product

Reading Assignment

Language

Support

Speech Recognition

RPI for Placement

Only in Reading Assistant

Expanded Edition

Backup and

Upload

Finish

Remove

Delete

Reports

Overview Report

Summary Report

Trend Line Report

Fluency Report

Session Detail

Portfolio

Comprehension

Comprehension

Comprehension

Participant Progress by Selection

Problem Word Report

Monitor the Group Closely

Intervene

Motivational

Activities

Daily Steps

We Care SupportTechnical SupportInstructional SupportProgress Monitoring

www.scilearn.com/

TrainEval