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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