2009-2010 Read-aloud Training

1. 2009-2010 Read-aloud Training Created by Amanda Nations, Jackie Stancil, and Bob Winkler Topeka Public Schools Modified by Jim Heiman Kansas City, Kansas Public Schools

2. Read-aloud Overview • Accommodation is individually granted. The Group Read-Aloud (2-3) is an exception. • Academic need must be documented on the IEP, 504, ELL plan, or Student Improvement Plan AND on the Read-Aloud Documentation Form • Read-aloud (“everything read except reading passage”) must be regularly used for assignments and tests in the classroom. • “Items read” is not an accommodation. Any student may request to have an item read. • Readers must be trained this year. • Readers will have a script of the test to read. • Readers will have to sign the script out and back in each day. • Readers will have the script no sooner than 24 hours before the assessment.

3. Read-aloud Basics • Readers should not inadvertently give clues or hints to answers with their tone of voice, inflection, or pacing. • Readers should tell students to wait until all the answer choices have been read before attempting to answer the question. • The reader may emphasize only the words that are in all caps.

4. Read-aloud Basics • Readers should adapt to the pace of the student(s). • Readers should wait until all students have finished before going to the next question.

5. Read-aloud Basics • Students should not be tested in a hallway.

6. Read-aloud Basics • If the student requests, the reader can read an item again. • The reader should be careful NOT to say or describe anything that is not written in text, especially for diagrams, charts, etc.

7. Read-aloud Basics • Pronunciations for words will be in bold and within braces on the reading scripts. • The strongly accented syllables will be in uppercase letters in the scripts. • For Example: “The author uses hyperbole {high-PUR-buh-lee} in order to…”

8. Read-aloud Basics If a student’s test form does not match the read-aloud script test form, contact Samantha Bradshaw (2151) or Dr. Heiman (2288) to resolve the problem. ALL readers administering the read-aloud accommodation are required to receive training this year. Scripts for the read-aloud accommodation may be made available to readers 24 hours before the test begins (p. 28, 2010Examiner’s Manual). The school will pick up the scripts from DERA, and sign a register.

9. Check Out/In Read-aloud Script (Check Out/In with Dr. Heiman)

10. Read-aloud Basics The read-aloud scripts should never be taken out of the building and must be signed out and in each day on a school sign out/in register.. Before administering the assessment, readers should read the 2010 Examiner’s Manual. Pay special attention to Sections 4-7, KCA Directions. For the Reading Assessment, the reading passage may NOT be read to the students. Only the question stems and answer choices of the reading assessment may be read aloud. Students (not adult readers) may go back and re-read the reading passage while answering questions. Adult readers cannot read from the reading passage.

11. Check Out/In Read-aloud Script at SCHOOL(Return with Script to Dr. Heiman)

12. Read-aloud Basics Students may ask to have a question stem or answer choices reread to them more than once. After the assessment, building test coordinators should enter accommodation code 6 (individual) or 8 (group) in the CETE Student Editor.

13. Read-aloud Basics for KRA • ONLY question stems and answer choices may be read aloud to students. • NO PART of the reading passage may be read. • Isolated words in the reading passage may NOT be pronounced. • Definitions of words may NOT be given.

14. Read-aloud Guidelines • Discussion and questions

15. Read-aloud Guidelines • Read pages 1 – 3 in the handout. • If the information is something that you already knew, put a checkmark beside it. • If the information is new to you, put a star beside it. • If you have a question about a particular point, put a question mark beside it.

16. General considerations:Diagrams, Graphs, Maps Tables, etc. Text labels on diagrams, graphs, maps, tables, charts, timelines, graphic organizers, etc, should be read. The reader should point to each component of the diagram while reading the labels. The reader should cue the student to look at the diagram before reading the words on the diagram. The reader should point to the words on a diagram, starting from the left and going across or from the top and going to the bottom, whichever is most appropriate, when reading the captions on the diagram. All numbers on complex graphs do not need to be read, unless the student requests it.

17. General considerations:Diagrams, Graphs, Maps Tables, etc. A table should be read in the order that is most relevant for that individual item. For example, when reading an input/output table in math, the table should be read across the rows because that will appropriately reflect how the numbers in the table are related. If a diagram does not seem to have any particular organization, the labels can be read in any order, pointing to each label as it is read. The reader needs to use the same labels consistently across all content areas. (e.g., degrees symbol, abbreviations for units, numbers with and without decimal points, etc.). A reader should study all of the examples for science, history/government, and mathematics in order to know the procedures to be followed for reading diagrams and labels for any of these content areas.

18. Sample Questions – Reading • Work with a partner. • Alternate reading to each other the sample questions on pages 4 and 5.

19. Sample Questions – Math • Work with a partner. • Alternate reading to each other the sample questions on pages 6 through 8. • Practice reading these questions as if they were being given to a student with a paper / pencil accommodation. • Readers will need to supply the letters of the answer choices (A, B, C, or D).

20. Examples of how to read the items on the Kansas Science Assessment This item should be read: The graph below shows the motion of an object. Look at the graph on your test booklet/screen. The title of the graph is: Motion of an object (point). The labels on the graph are Distance in meters (point) and Time in seconds (point). Which term BEST describes the speed of the object? A. variable B. constant C. increasing D. decreasing (Note: Reader should emphasize the word “BEST” using voice inflection.) The graph below shows the motion of an object. • Which term BEST describes the speed of the object? • variable • constant • Increasing • decreasing

21. Examples of how to read the items on the Kansas Science Assessment This item should be read: A partial food web in a meadow ecosystem is shown below. Look at the diagram on your test booklet/screen. (Reader points to each label in the diagram and reads it out loud, in any order.) Foxes, hawks, snakes, toads, herbivorous insects, spiders, insectivorous birds, mice, rabbits, plants. The entire ecosystem would be MOST affected by a decline in which population? A. mice B. toads C. plants D. spiders Note: Reader should emphasize the word “MOST” using voice inflection. A partial food web in a meadow ecosystem is shown below The entire ecosystem would be most affected by a decline in which population? A) mice B) toads C) Plants D) spiders

22. Sample Questions – Science • Work with a partner. • Alternate reading to each other the sample questions on pages 9 and 10.

23. End of a Test Session • Read page 11 in the handout. • This shows the text in the read-aloud script that will be at the end of every test session. • Discuss with your partner any information that is new to you.

24. FAQ • Read pages 12 through 14 in the handout. • Have one partner read the questions while the other reads the answers.

25. Wrap Up If you have questions, call Samantha Bradshaw (913-627-2151) or Dr. Heiman (913-534-3538). Before you leave, make sure you have signed the blue “Attendance Registration for IDP Points” roster.