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Sandy ThompsonSandy Thompson My Reading Coach TrainerMy Reading Coach Trainer
Learning Something NewLearning Something New
Make learning simple!Make learning simple! Answer your questionsAnswer your questions Help you help your studentsHelp you help your students
My Reading Coach is…My Reading Coach is… An instructional An instructional
reading programreading program Designed to stamp out Designed to stamp out
illiteracyilliteracy Developed through Developed through
MindPlay, founded in MindPlay, founded in 1981 by Judith Bliss1981 by Judith Bliss
Coached by Jim Coached by Jim Larrabee, veteran Larrabee, veteran speech pathologistspeech pathologist
Judith Bliss Judith Bliss founder of Mindplay founder of Mindplay
20 years developing Educational Software 20 years developing Educational Software
Jim Larrabee Jim Larrabee 25-year veteran speech pathologist and reading 25-year veteran speech pathologist and reading
teacher teacher
Goal: Stamp out illiteracyGoal: Stamp out illiteracy
My Reading Coach:My Reading Coach: An instructional reading program An instructional reading program
Employs a sophisticated, dynamic CAI interfaceEmploys a sophisticated, dynamic CAI interface Consistent and systematic dramatic results for Consistent and systematic dramatic results for
struggling and non-readers struggling and non-readers
Background
My Reading Coach is Research Based*My Reading Coach is Research Based*
A successful reading program:A successful reading program: Phonemic AwarenessPhonemic Awareness PhonicsPhonics FluencyFluency VocabularyVocabulary Text ComprehensionText Comprehension
* National Reading Panel* National Reading Panel
My Reading Coach Guarantees SuccessMy Reading Coach Guarantees Success
Offers students a self-paced, individualized reading Offers students a self-paced, individualized reading and remediation environmentand remediation environment
61 interactive lessons on phonics, rules and word 61 interactive lessons on phonics, rules and word structure with practice activitiesstructure with practice activities
24 unique grammar lessons to teach text 24 unique grammar lessons to teach text comprehensioncomprehension
200 graded reading passages to practice reading 200 graded reading passages to practice reading comprehensioncomprehension
WhatWhat My Reading Coach My Reading Coach Can DoCan Do
Develops auditory and visual discriminationDevelops auditory and visual discrimination Develops sound/letter associationDevelops sound/letter association Develops auditory memory- sound sequences Develops auditory memory- sound sequences Teaches encoding and decoding of words: one Teaches encoding and decoding of words: one
syllable to multi-syllablesyllable to multi-syllable Teaches reading comprehension by teaching Teaches reading comprehension by teaching
pause points, “pictures in your mind”, grammar pause points, “pictures in your mind”, grammar lessons and story passageslessons and story passages
Side benefit: increased ability to attend and stay Side benefit: increased ability to attend and stay on taskon task
Results: Middle School Results: Middle School Improvement 11 to 19 Percentile PointsImprovement 11 to 19 Percentile Points
At Risk StudentsAt Risk Students
Results: High School Results: High School Improvement 12 Percentile PointsImprovement 12 Percentile Points
Special Education Case Study: WritingSpecial Education Case Study: Writing
Matthew’s writing sample BEFORE starting MRC
Matthew’s writing sample AFTER 7 hours on MRC
We believe the PROCESS drives the results
Research Infused
Diagnostic Placement
One-on-one “Teacher Emulated”Instruction
Staff Development
Best PracticesMethodology
SuccessGuaranteed!
10 – 30 percentile
points
Why Are We Unique?Why Are We Unique?
Customer Support
Research & Development
Hear the DifferenceHear the Difference
Randy after Lesson 12
Randy after 47 lessons
Willie after Lesson 12
Willie after 28 lessons
Training Training WheelsWheels
Teaching GuideTeaching Guide
Web Training: Gold EditionWeb Training: Gold Edition www.mindplay.com/goldtrainingwww.mindplay.com/goldtraining
Web Chapter 2: Understanding and Web Chapter 2: Understanding and Navigating My Reading CoachNavigating My Reading Coach
User TypeUser Type Starting the Program and Logging onStarting the Program and Logging on Menu BarMenu Bar ClassesClasses
Web Chapter 3: Getting StartedWeb Chapter 3: Getting Started
Administrator StartupAdministrator Startup
Set Administrator PasswordSet Administrator Password Logon as AdministratorLogon as Administrator Adding Classes and TeachersAdding Classes and Teachers
Administrator StartupAdministrator StartupAdd Teachers and ClassesAdd Teachers and Classes
Training Session: Teacher ListTraining Session: Teacher List
Teacher Name/ Class Email Address/ Newsletter /Teacher Name/ Class Email Address/ Newsletter /School Name Name Phone number Tips School Name Name Phone number Tips
Password Password Yes No Yes No
Sandy MillerSandy Miller
Forest Hills ElementaryForest Hills Elementary
Mail to Mindplay: 440 South Williams Blvd. Suite 206 Tucson AZ 85711
Hands on Session 1: AdministratorHands on Session 1: Administrator
Enter teacher names and a password for each, then enter Enter teacher names and a password for each, then enter teacher class name.teacher class name.
1.1. Start Start My Reading CoachMy Reading Coach2.2. Logon (class: unassigned, name: Administrator, Logon (class: unassigned, name: Administrator,
password: get from installer.)password: get from installer.)3.3. From Menu bar select Teacher Options, then Learning From Menu bar select Teacher Options, then Learning
OptionsOptions4.4. Select Class: Unassigned.Select Class: Unassigned.5.5. Click CLASSES buttonClick CLASSES button6.6. Click NEW buttonClick NEW button7.7. Type in Class nameType in Class name8.8. Set story grade level to 5 and click OKSet story grade level to 5 and click OK9.9. Assign a teacher: Click the NEW buttonAssign a teacher: Click the NEW button10.10. Type in teacher name and password; and click OKType in teacher name and password; and click OK
© 2000 -2006 Methods & Solutions, Inc. Tucson Arizona – all rights reserved
Web Chapter 3: Getting StartedWeb Chapter 3: Getting Started
Teacher StartupTeacher Startup
Logon as a TeacherLogon as a Teacher Add Students to ClassesAdd Students to Classes
© 2000 -2006 Methods & Solutions, Inc. Tucson Arizona – all rights reserved
Hands on Session 2: TeacherHands on Session 2: Teacher
Enter 3 student names and a password for each, then enter Enter 3 student names and a password for each, then enter teacher class name.teacher class name.
1.1. Start My Reading CoachStart My Reading Coach
2.2. Logon (Class: Unassigned, Name: Teacher name, password: Logon (Class: Unassigned, Name: Teacher name, password: administrator assigned)administrator assigned)
3.3. From the menu bar select Teacher Options, then Learning From the menu bar select Teacher Options, then Learning OptionsOptions
4.4. Select class: your class name (administrator assigned)Select class: your class name (administrator assigned)
5.5. Add a student: Click the ADD buttonAdd a student: Click the ADD button
6.6. Type in: Student name and password; click on OKType in: Student name and password; click on OK
7.7. Continue to add 3 more studentsContinue to add 3 more students
Teacher ToolsTeacher ToolsMy Reading Coach: Teaching GuideMy Reading Coach: Teaching Guide Lesson Sequence ChartLesson Sequence Chart Word ListsWord Lists Memory Aids and RulesMemory Aids and Rules Phonics SheetsPhonics Sheets Grammar SheetsGrammar Sheets Reading Comprehension SheetsReading Comprehension Sheets Supplemental LessonsSupplemental Lessons ReportsReports
Student ReportsStudent Reports
Student Performance Report – PhonicsStudent Performance Report – Phonics Student Performance Report – GrammarStudent Performance Report – Grammar Student Performance Report – ComprehenStudent Performance Report – Comprehen
sionsion Student Lesson Error ReportStudent Lesson Error Report Student Test Details Report Student Test Details Report (Platinum only)(Platinum only) Student Test Prescription Report Student Test Prescription Report (Platinum (Platinum
only)only) Student Test Results Report Student Test Results Report (Platinum only)(Platinum only) Student Attendance ReportStudent Attendance Report
Class ReportsClass Reports
Class Daily Lesson PlanClass Daily Lesson Plan Class Remediation ReportClass Remediation Report Class Improvement ReportClass Improvement Report Class Needs Report Class Needs Report (Platinum only)(Platinum only) Class Grammar ReportClass Grammar Report Class Reading Comprehension ReportClass Reading Comprehension Report Class Progress ChecklistClass Progress Checklist
RolesRoles
Student – Placement Test, Lessons, Student – Placement Test, Lessons, Activities and Review TestsActivities and Review Tests
Teacher – Add Students, Monitor Teacher – Add Students, Monitor Progress, Support and Provide Progress, Support and Provide Remedial HelpRemedial Help
Administrator – Add Teachers, Administrator – Add Teachers, Maintain the My Reading Coach Maintain the My Reading Coach ProgramProgram
Web Chapter 7: Read Like You TalkWeb Chapter 7: Read Like You Talk
OverviewOverview Getting the picture in FocusGetting the picture in Focus
Oral Reading Expert Sheets 12Oral Reading Expert Sheets 12
PatPat is at bat. is at bat.
PatPat hit. hit.
Can Can NickNick tag tag PatPat??
NickNick can tag can tag PatPat..
PatPat is sad. is sad.
Oral Reading Expert SheetOral Reading Expert Sheet 16 16
Jet the CatJet the Cat
Jet is Nick’s thin cat.Jet is Nick’s thin cat.
Can thin Jet nap in a tin can?Can thin Jet nap in a tin can?
No, Jet can not nap in a tin can.No, Jet can not nap in a tin can.
Jet is thin but he is big.Jet is thin but he is big.
Can Jet nap on the mat?Can Jet nap on the mat?
Jet can nap on the thick mat.Jet can nap on the thick mat.
Problems with Decoding?Problems with Decoding?Voiced, Unvoiced Pairs (sound Partners)Voiced, Unvoiced Pairs (sound Partners)
dg v
b
th z
zu j
w
tkfpthsshchwh
Problems with Decoding Problems with Decoding
Ending - edEnding - edloolookkeded
googooffeded
bribribbededproprovveded
What is the pattern?
Voiced follows voiced, unvoiced follows unvoiced
unvoiced / unvoiced
unvoiced / unvoiced
voiced / voiced
voiced / voiced
Problems with Decoding Problems with Decoding
Ending -edEnding -ed
brubrushsheded
ganganggeded
beebeeppeded
beabeaddeded
tintintteded
unvoiced, unvoiced
voiced, voiced
unvoiced, unvoiced
same voiced sound
sound partners
What happens when it’s the same voiced sound?
What happens with sound partners?
Sound Partners with Ending -ed (voiced) Sound Partners with Ending -ed (voiced)
Fewest Syllables Please!Fewest Syllables Please!
1. When the root word ends with a 1. When the root word ends with a voicedvoiced sound sound
The girl The girl grabbedgrabbed the ball. 1 syllable - hear all the sounds the ball. 1 syllable - hear all the sounds
2. When the root word ends with an 2. When the root word ends with an unvoicedunvoiced sound sound
The boy The boy loolookedked up at the man. 1 syllable switch the sound partner - /t/ up at the man. 1 syllable switch the sound partner - /t/
3. When the root word ends with the 3. When the root word ends with the same voicedsame voiced sound sound
The men The men ban ban ddeded together. 2 syllables to hear all the sounds together. 2 syllables to hear all the sounds
4. When the root word ends with a 4. When the root word ends with a sound partnersound partner
The can was The can was den den tteded. . 2 syllables to hear all the sounds 2 syllables to hear all the sounds
We sayhiz, iz, boyz, tents, jeeps
Sound Partners Impact Coding
(sound partners)
We spell what we hear? hiz, iz, boyz, tents, jeeps
Spell consistently – don’t memorizehis, is, boys, tents, jeeps
We sayleaf
Another Sound Partner
Ending -es
To make it plural and hear both sounds we say
leavez
What is the relationship between /f/ and /v/?
What is the relationship between /s/ and /z/?
Why do we need ES, not just S?
We spell consistently.leaves
Sound Partners Endings – S, ES Fewest Syllables Please!
1. When the root word ends with a voiced sound
The girl grabs the ball. 1 syllable switch the sound partner - /z/
2. When the root word ends with an unvoiced sound
The boy looks up at the man. 1 syllable - hear all the sounds
3. When the root word ends with the same voiced sound
The bu ses roll down the street. 2 syllables to hear all the sounds
4. When the root word ends with a sound partner
The boy ha zes the pledge. 2 syllables to hear all the sounds
Decoding PatternsLong Vowels
Policeman E & Policeman E Twin
matemite motemute Pete meet
Vowel Signals
Decoding PatternsLong Vowels
Cautious W Friendly I say E
yellow chief
except pie = i
Detective I say A or I
reindeer, heist
Vowel Signals
Find & Name the Vowel Signal
beach grief gloat
braid height sleet
veil sight kite
hollow reindeer mail
Stop sign A Detective I I go hide
Policeman E Cautious W Friendly I
Policeman E twin Patrol I Detective I + backup
Problems with Encoding and DecodingTwo Letter Sounds
sh (shout)
th (this, these)
ch (chat)
wh (whiz)
oo (moo, book)
oi (join)
ou,ow (found, cow)
au,aw (august, awful)
Rule Patterns -Not Word Memorization /c/, /k/, /ck/
cot, cat, cut
kit, keg
ck at the end tick
k at the end think
k at the end peek
Pinch Me Twins
/ou/ spelled OU or OW Examples: found, cow
But remember to be cautious! Cautious W
Examples: yellow, tow
R – Controlled Vowels
R Eats the Vowel/r/ ir, er, ur “third” “term” “hurt”with two syllable words try E-R first. It is the most common
R Does Not Eat the Vowelar as in “part”or as in “core”
Sight Words with Blends LD after O or I (old, ild) is not a
vowel signal but it can make the vowel before it say its name.
Examples: child, wild, hold, cold
ST after O (ost) Examples: most, post, host
ND after I (ind) Examples: kind, find, blind
Long Vowel Sound Without a Vowel Signal
behind be hind
digit di git
Last vowel in a syllable – can make the long or short sound
commander com man der
division di vi sion
Decode Multi-Syllable Words with Confidence
Vowel / Sound / Stick
o a e
i
ii
Long Words - Vowel / Sound / Stick
carpenter
toboggan peppermint
tornado minimum
contentment tailgating
counterproductive
photosensitization
Long Words - Syllabication
car pen ter
to bog gan pep per mint
tor na do mi ni mum
con tent ment tail ga ting
coun ter pro duc tive
pho to sen si ti za tion