Read to Achieve

1. Read to Achieve Webinar 4 April 22, 2014 Judith Halasek RTA Coordinator judith.halasek@education.ky.gov

2. Spring Attendance Data • English Learners • Summer Reading Agenda

6. Required by KDE as part of the grant application • Attendance data provides us with: • Number of RTA students served • Number of students successful following RTA interventions PURPOSE

7. Open and save the attendance data EXCEL file emailed to you from Judy. • Save using the following file name template: • School name_countyname_teachername • Open and print your Directions for completing attendance data 2014 word document DIRECTIONS

8. Enter student data directly into the excel file you received as an email attachment (do not create your own)

10. Tip: A lot of information you can look up on Infinite Campus

12. Once you have reviewed both files (excel data entry sheet & word document directions sheet), you’re ready to begin data entry! • Tip: You can begin data entry as soon as possible and enter in as much student data that you have • This way, at the end of the school year you only need to enter the total number of sessions, exiting information, and new intervention information (if applicable) Data entry

13. Sample

14. Make sure you’re using the excel file sent as an attachment in your email • Do NOT include any non-numerical characters in the student information columns (e.g., State ID number: #0001093201 – the # should not be included) • Note: Excel will automatically remove an ‘0s’ at the beginning of a student or school code – this is okay! We can still determine the student/school ID number if it is less than 10 digits and will assume the first digits should be ‘0’ • Please only include RTA students in the data file (i.e., not all students in your grade/school) Potential problems/concerns

15. If the student receives multiple intervention programs (simultaneously) from the RTA intervention teacher? • Please record the PRIMARY intervention provided by the RTA funded teacher • If a student exited RTA intervention in the winter, but re-entered in the spring? • Complete two separate entries (i.e., two rows for that student) containing their original entry date (e.g., 08/08/2013) and their “re-entry date (e.g., 03/17/14) What if…?

16. What if I still have questions? • Melissa Murphy – maridd2@uky.edu • Judith Halasek - Judith.halasek@education.ky.gov Questions

17. It has been estimated that 80% of comprehension in nonfiction is dependent upon understanding the vocabulary.

18. Model Break down directions Rely on the sense of community Share feedback Offer supports

19. Tips for reading aloud to English Learners • Choose a limited set of core words for understanding • Use manipulatives, illustrations, facial expressions and gestures • Use the native language to facilitate comprehension • Read the story several times per week • Encourage students to retell or dramatize the story • Connect the story to centers in the room

22. Family words – sister, step-mother, father, godmother • Clothes – dress, slippers • Adjectives – big, small, ugly, beautiful • telling time – midnight, early, late Vocabulary groups for Cinderella

23. She tried on the slipper….. • The fairy godmother waved her magic wand and….. Repetitive Phrases for Cinderella

24. Mirror, mirror on the wall….. • Hi ho! Hi ho! It’s off to work we go.. Repetitive Phrase for Snow White

25. Adjectives – bashful, happy, grumpy • Landscapes – forest, lakes • Buildings – houses, castles, towers • Houses/Furniture – beds, kitchens Vocabulary groups for Snow White

26. Senses – hear, see, touch • Body – ears, eyes, nose, hands, teeth Vocabulary groups for Little Red Riding Hood

27. Food – cakes, bread crumbs, chicken • Home – door, window, bed, oven • Family – brother, sister, father, stepmother Vocabulary groups for Hansel and Gretel

30. wordhippo.com lingro.com blachan.com/shahi/ Digital Tools to Build Vocabularyhttp://www.learningunlimitedllc.com/2013/02/20-digital-tools-for-vocabulary/

31. Teacher provides a description of the term. Students restate the description of the term. Students create a representation of the term. Students record the term in a vocabulary notebook. Students discuss the term with one another. Students play games with the term.

32. http://www.vocabulary.co.il/

33. Teaching vocabulary is not compiling a spelling list of content words.

34. 1 the word starts with __2 the word has __ syllables3 the word ends with __4 the definition of the word is ___

35. Summer Slide

36. The best predictor of summer loss or summer gain is whether or not a child reads during the summer. And the best predictor of whether a child reads is whether or not he or she owns books. Anne McGill-Franzen, Richard Allington

38. Junie B. Jones and the Stupid Smelly Bus $.94 The Adventures of Captain Underpants $1.37 Fancy Nancy: There’s No Day Like a Snow Day $1.66 Dr. Nicholas is Ridiculous $1.19 National Geographic Kids Chapters: True Stories of Amazing Animal Talents $2.58 Ballpark Mysteries #6: The Wrigley Riddle $1.55 TOTAL $9.29

41. “Find a Book” Mobile App https://play.google.com/store/apps/details?id=com.metametricsinc.findabookbeta

42. Kidblog.org

43. Education.ky.gov Find Curriculum/Content Areas Go to Library Media Click on Summer Reading

44. Email the code 4714 to judith.halasek@education.ky.gov to receive credit for participating in the webcast.

45. Sources http://colorincolorado.org http://news.nationalgeographic.com/news/2013/11/131129-little-red-riding-hood-folktale-tehrani-anthropology-science/ http://www.teachingenglish.org.uk/language-assistant/primary-tips/fairy-tales http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=19 Gillanders, Cristina and Castro, Dina C., Reading aloud to English Language LearnersFPG ChildDevelopmentInstitute University of North Carolina at Chapel Hill