Read to Achieve

Webinar 2

November 19, 2013

Judith Halasek RTA Coordinator

judith.halasek@education.ky.gov

Agenda

•CCLD Report•Reading Fluency•Leveling Books

Collaborative Center for Literacy Development

(CCLD)

Their research for the RTA program depends on accurate attendance reports

and program evaluation reports.

Key FindingLast year14,570 students were served in RTA for an average of 59.5 days.

RecommendationThe Kentucky General Assembly should continue to fund RTA and expand funding to include more elementary schools.

Program Evaluation January 15

A worksheet will me sent to everyone in early January and the link to Survey Monkey will be available on January 8.

The intervention tab in Infinite Campus

should be completed for every RTA student.

Key FindingThe number of years in RTA is negatively associated with achievement in 3rd, 4th, and 5th grades.

RecommendationProvide different intensive intervention for students early if insufficient progress is made.

Key FindingTeachers do not have clear processes for exiting students.

RecommendationSchools should establish well defined processes and criteria for exiting students from RTA.

Key FindingSchools with the most effective systems for interventions had strong literacy teams with high involvement from the RTA teacher.

RecommendationSchools should form inclusive literacy/RTA teams that support literacy.

Key FindingRTA teachers have higher levels of training than interventionists in schools without RTA funding.

RecommendationRTA funds should be used to develop and support RTA teachers related to literacy leadership.

Key FindingSystematic multi-tiered support for students was not always evident in schools.

RecommendationSchools should establish strong multi-tiered systems of intervention and use RTA as a support within those multi-tiered systems.

Key FindingStudents who received RTA interventions in kindergarten or first grades were more likely to reach the proficient level on K-PREP than student

who participated in RTA in second or third grades.

RecommendationSchools should focus resources on providing interventions for all students who demonstrate a need in kindergarten and first grade.

Pat yourself on the back. Celebrate!

Fluency is the bridge from accuracy to comprehension.

Fluency does not mean reading fast.

Fluency does not mean reading fast.

Fluency does not mean reading fast

ABC? DEFGH! IJ. KLMN? NOPQ. RSTU! V! WXY. Z?

CIITS

LearnZillionReading Foundational Skill 3.4Using punctuation to read fluently

Two parts of fluency instruction

Automaticity

Prosody

Building Blocks of Fluency

Use authentic literatureSupport word recognition

Model fluent readingPractice

Use authentic literatureSongsPoetryScriptsSpeechesCheersChantsDialogue

Leveled Books with Dialogue Little Red HenChicken LittleGingerbread Man3 Little PigsMrs. Wishy-Washy booksFrog and Toad booksArthur booksMagic Tree House booksRepetitive phrases: http://www.norwalklib.org/index.aspx?nid=455    Repetitive texts: http://www.ready-set-read.com/2012/10/best-books-for-kids-choosing-repetitive.html

Thanks to Julie Miller at Glendover Elementary for this list of books and websites.

www.storycart.comwww.timelessteacherstuff.comwww.aronshep.com/rt/www.teachingheart.net/readerstheater.htm

Places to find Reader’s Theatre

Fry Instant Phrases and Short Sentences

Part of the time When will we go?

All day long Each of us

It’s about time The other people

He called me Two of us

One more time At your house

From here to there How did they get it?

Great Read Alouds forPromoting Fluency

Is Your Mama a Llama by Deborah Guarino

Chrysanthemum by Kevin Henkes

Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst

http://teacher.scholastic.com/products/classroombooks/pdfs/rasinski_title_list.pdf

Practice wide and deep.

Assisted Reading is like

holding the hands of the toddler

while he is learning to walk.

Paired Reading – two readers read side by side. The stronger reader should read into the right ear of the partner.

Choral Reading- students reading aloud in unison

Ideas for Parents

Captioned TV

Finland has the highest level

of literacy in the world.

They have captioned TV on all the time.

Goldilocks principle – not too hard, not too easy

Lexile.com

http://www.pennsaukenlibrary.org/ReadingConversionChart.pdf

A person’s Lexile range is from 100L below to 50L above the reported

Lexile measure.

The text complexity of K-12 textbooks has become increasingly

"easier" over the last 50 years.

Proficiency Plan – Target IndicatorsIncrease the percentage of children ready for kindergarten

from 28.1% in 2012 to 64.1% in 2015Increase the average combined reading and math K-PREP

scores for 3rd grade students from 46.1% in 2012 to 73.1% in 2016

Increase the average combined reading and math Kentucky Performance Rating for Educational Progress (K-PREP) scores for elementary and middle school (4th – 8th) students from 44% in 2012 to 72% in 2017

The next webcast will be Tuesday,

February 25.

Resources

Clay, Marie M. (2005). Literacy Lessons Designed for Individuals Part Two Teaching Procedures. Heinemann Education

Flood, James; Lapp, Diane; Fisher, Douglas

Fry, E., Dress, J., & Fountoukidis, D.L. (2000). The Reading Teacher’s Book of Lists, Fourth Edition. Englewood Cliffs, NJ: Prentice Hall

Reading Psychology an international quarterly, v26 n2 p147-160 Apr-Jun 2005

http://www.startwithabook.org/fluent-kids

http://www.lexile.com

http://www.readinga-z.com

http://www.readingrockets.org