My Sidewalks. Early Intervention, A, B, C K, 1, 2, 3

Transcription

1 My Sidewalks Early Intervention, A, B, C K, 1, 2, 3

2 Data Decision Making: Kindergarten Which Kids? Fall: Students in quadrant 3 that are low in First sound (FSF) and low in letter naming (LN) Winter: Students in quadrant 3 that are low in Phonemic Segmentation Fluency (PSF) and low in Letter Sound Fluency (LSF)

3 Data Decision Making: Got the kids how do I place in groups? Early Reading Intervention (K): Use the My Sidewalks Assessment Handbook, administer the placement test beginning on page 7.

4 Data Decision Making: Administration of the assessment Individual assessment Read script word for word Score each section appropriately as you go Follow the Discontinue GO STOP Box (gray) Break into sections, A, B, C, D, E, F. Student test pages are provided

5 Data Decision Making: Assessment With a partner, practice A, B, C sections of the Kindergarten Placement test. Remember to score as you go 10 minutes

6 Lesson Placement With your partner, refer to page 7 of the Kindergarten Placement Test. Use the Lesson Placement Chart to place your partner in a beginning placement

7 Data Decision Making: 1 st Which Kids? Fall: Students in quadrant 3 that are low in Phonemic Segmentation Fluency (PSF) and Nonsense Word Fluency (NWF) Winter: Students in quadrant 3 that are inaccurate and slow on the R-CBM. Below benchmark with less than 95% accuracy.

8 Data Decision Making: 2 nd- 3 rd Which Kids? 2 nd : Students in quadrant 3 that are inaccurate and slow on the R-CBM. Below benchmark with less than 95% accuracy. 3 rd : Students in quadrant 3 that are inaccurate and slow on the R-CBM. Below benchmark with less than 98% accuracy.

9 Data Decision Making: Got the kids, how do I place in groups? Intensive Reading Intervention grades 1-3 (A, B,C): Administer the CORE Phonics Survey as directed by your coach.

10 Data Decision Making: Administration of the CORE Phonics Survey Individual assessment From page 42 of the CORE Phonics Survey, administer parts indicated for that grade as directed by your coach. Read script word for word Score each section appropriately as you go Follow the Discontinue rule from page 46; Reading and Decoding Student test pages are provided

11 Data Decision Making: Assessment With a partner, practice administering CORE Phonics Survey pages 47-48, (G-L) sections of the test. Remember to score as you go 10 minutes

12 Lesson Placement With your partner, refer to page 44 of the CORE Phonics Survey, RECORD FORM Refer to your teachers manual, Distinctions Between Levels, (page xii) in My Sidewalks. Here you will be matching what the child should know (mastered) With Instructional Focus, (skills that are needed)

13 Data Decision Making: What book to start in?

14 Data Decision Making: What book to start in?

15 Benchmark Reader Use the running record to record recommended rate and accuracy to support your decision making process

16 Data Decision Making: What book to start in? Task: With a partner: Look at Distinctions Between Levels, match skills and look for where you most likely will place your partner Coaches please support this task FYI: Coaches will make final recommendations at school level.

17 BREAK 15 minutes

18 Lesson Planning Program Components

19 Overview of the week Lesson Plan

20 Lesson Plan Daily Lesson Plans Looking through a Sample Lesson Plan

21 Lesson Planning Instructional Design

22 Lesson Design Task: At your table discuss the lesson design of the Sidewalks program what are the components notice the pacing how will the overview help you in your planning and pacing?

23 Video Watch for: Pacing Transitions PBIS (behavior components) Lesson Components

24 Lesson Design Task: With a partner, discuss items you observed in the video Pacing Transitions PBIS (behavior components) Lesson Components