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Part II

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Part II

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    4. Teacher Resource Guide The Five Components of Reading Instruction Frequently Asked Questions Implementing and Managing Student Centers in the Classroom: System One Implementing and Managing Student Centers in the Classroom: System Two Interpretation of Activity Plans Implementation of Activity Plans Glossary I’m going to first describe the TRG. Due to our short time together, this session will provide an overview of the content of the TRG so that you have adequate prior knowledge in order to plan professional development for your teachers. We will view sections of the DVD as well as have some information presented on slides. This is the table of contents from the Teacher Resource Guide. It’s important to note that everything that is on the DVD is included in the TRG. However, there is more information in the TRG than there is on the DVD. So these two resources are really intended to be used together to provide high quality professional development.I’m going to first describe the TRG. Due to our short time together, this session will provide an overview of the content of the TRG so that you have adequate prior knowledge in order to plan professional development for your teachers. We will view sections of the DVD as well as have some information presented on slides. This is the table of contents from the Teacher Resource Guide. It’s important to note that everything that is on the DVD is included in the TRG. However, there is more information in the TRG than there is on the DVD. So these two resources are really intended to be used together to provide high quality professional development.

    5. The Five Components of Reading Instruction For each of the 5 components of reading: Definition Goal A brief description of how the Student Center Activities support growth in each component of reading Sequenced by concept in a logical order of instruction On pages 1-7, you will find an overview of the Five components of reading. For each component of reading, the following information is provided: the definition, the goal, and how each component relates to the Student Center Activities. On pages 1-7, you will find an overview of the Five components of reading. For each component of reading, the following information is provided: the definition, the goal, and how each component relates to the Student Center Activities.

    6. FAQ’s Concerning Reading Centers What is differentiated instruction? What is a Reading Center? What are examples of Reading Centers and Activities? How are these Reading Centers different from the centers of the past? Why should Student Center Activities be implemented in second and third grades? The next section includes 5 Frequently Asked Questions Concerning Reading Centers. Each question is answered on the video. The next section includes 5 Frequently Asked Questions Concerning Reading Centers. Each question is answered on the video.

    8. Activity Plans Used by the teacher to plan and teach an activity Sequenced in order of difficulty within each component Activity Masters Can be laminated and stored for future use Student Sheets Consumable Master copies Student Center Activities Another major part of the teacher resource guide is the section on the interpretation and implementation of activity plans. Teachers must understand how to read these plans in order to implement them. Now we are going to turn our attention to the Activity Plans, Activity Masters, and Student Sheets found in Books 1 and 2. This section of the DVD and TRG describes how to read an Activity Plan. Remember, it is very important that all the activities are explicitly taught to students before they are placed at a center. VIDEO: 1:07-1:16 Click Menu Click Example Activity PlanAnother major part of the teacher resource guide is the section on the interpretation and implementation of activity plans. Teachers must understand how to read these plans in order to implement them. Now we are going to turn our attention to the Activity Plans, Activity Masters, and Student Sheets found in Books 1 and 2. This section of the DVD and TRG describes how to read an Activity Plan. Remember, it is very important that all the activities are explicitly taught to students before they are placed at a center. VIDEO: 1:07-1:16 Click Menu Click Example Activity Plan

    9. Activity Plans Presenter, This is found on page 35 of your TRG. Use this slide if needed. Presenter, This is found on page 35 of your TRG. Use this slide if needed.

    10. Activity Masters

    20. Phonics

    21. Word Play

    22. Alphabet Arc: Upper & Lower Case

    25. Short and Long Vowel Sounds

    26. Blends and Phonograms

    27. Letters and Sounds

    36. Fluency

    37. Hi! I’m Little Bill. This is a story about a boat that 12 I made all by myself. I named it The Moby Dick. 23 One Saturday morning, I woke up and saw that it was 34 bright and sunny outside. Hurray! I could go with 43 my brother to the park and sail my new boat. 53

    38. Fluency is the rate of accurate reading. Since “rate” is a factor, fluency is the reading component that is “married” to time. Consequently, it is very important that teachers and principals maintain a focus upon the end-of-year fluency goals. Teachers and principals need to determine the fluency trajectory across the school year for every student. To effectively meet the challenges that students have with fluency development, teachers need to establish a set of fluency routines for explicit, systematic fluency instruction.Fluency is the rate of accurate reading. Since “rate” is a factor, fluency is the reading component that is “married” to time. Consequently, it is very important that teachers and principals maintain a focus upon the end-of-year fluency goals. Teachers and principals need to determine the fluency trajectory across the school year for every student. To effectively meet the challenges that students have with fluency development, teachers need to establish a set of fluency routines for explicit, systematic fluency instruction.

    39. Fluency is the rate of accurate reading. Since “rate” is a factor, fluency is the reading component that is “married” to time. Consequently, it is very important that teachers and principals maintain a focus upon the end-of-year fluency goals. Teachers and principals need to determine the fluency trajectory across the school year for every student. To effectively meet the challenges that students have with fluency development, teachers need to establish a set of fluency routines for explicit, systematic fluency instruction.Fluency is the rate of accurate reading. Since “rate” is a factor, fluency is the reading component that is “married” to time. Consequently, it is very important that teachers and principals maintain a focus upon the end-of-year fluency goals. Teachers and principals need to determine the fluency trajectory across the school year for every student. To effectively meet the challenges that students have with fluency development, teachers need to establish a set of fluency routines for explicit, systematic fluency instruction.

    40. Fluency Progress Chart

    44. Fluency Charts www.interventioncentral.org tool for creating CBM fluency probes

    45. Vocabulary

    49. Which Words Go Together? cat bear fish jump dog bare mouse whale wail growl skip

    50. Categorize

    51. Degrees of Meaning

    55. Text Comprehension Additional information: Text comprehension is the process that enables readers to make meaning of text and to communicate meaning about what was read (National Reading Panel, 2000). Comprehension strategies are conscious plans or procedures, that good readers use to help them be aware of how well they are comprehending as they read and write (National Reading Panel, 2000). Additional information: Text comprehension is the process that enables readers to make meaning of text and to communicate meaning about what was read (National Reading Panel, 2000). Comprehension strategies are conscious plans or procedures, that good readers use to help them be aware of how well they are comprehending as they read and write (National Reading Panel, 2000).

    58. It is important to always be cognizant of what task level of critical thinking at which you are teaching as well as which task level you are instructing toward. This is what a semantic feature analysis looks like using words that are common in text such as: immense, tiny, ordinary. This semantic feature analysis provides opportunity for students to refine their understanding of vocabulary and concepts with which they are already familiar so that they can evaluate how to properly use them in relationship to one another. It is important to always be cognizant of what task level of critical thinking at which you are teaching as well as which task level you are instructing toward. This is what a semantic feature analysis looks like using words that are common in text such as: immense, tiny, ordinary. This semantic feature analysis provides opportunity for students to refine their understanding of vocabulary and concepts with which they are already familiar so that they can evaluate how to properly use them in relationship to one another.

    68. THANK YOU!!! Charlotte Johnson-Davis, Ph.D. cldavis@fcrr.org

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