Teacher Implementation Guide

Transcription

1 Teacher Implementation Guide Excepting those portions intended for classroom use, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY Scholastic Inc. grants teachers who have purchased READ 180 permission to reproduce from this book those pages intended for use in their classrooms. Notice of copyright must appear on all copies of copyrighted materials. Acknowledgments and credits appear on page 208, which constitutes an extension of this copyright page. Copyright 2005 by Scholastic Inc. All rights reserved. Published by Scholastic Inc. Printed in the U.S.A. ISBN SCHOLASTIC, READ 180, rbook, SCHOLASTIC RED, SCHOLASTIC ACHIEVEMENT MANAGER, SCHOLASTIC READING INVENTORY, SCHOLASTIC READING COUNTS!, and associated logos and designs are trademarks and/or registered trademarks of Scholastic Inc. LEXILE and LEXILE FRAMEWORK are trademarks of MetaMetrics, Inc

2 Contents Getting Started Training: Day 1 Agenda Follow-Up Training: Day 2 Agenda Conversion Training Agenda Program Background Welcome to READ A Comprehensive Program The History of READ Research Foundations An Instructional Model That Works Components That Instruct and Motivate Assessment and Data-Driven Instruction Professional Development The READ 180 Community The Classroom Experience Introduction to the Classroom Experience Participating in Whole-Group Instruction Focusing on Small-Group Instruction Exploring Modeled and Independent Reading Experiencing Instructional Software The Instructional Model The READ 180 Instructional Model Whole-Group Instruction Small-Group Instruction Whole- and Small-Group Instruction Instructional Software Modeled and Independent Reading Whole-Group Wrap-Up The Scholastic Achievement Manager Using the Scholastic Achievement Manager (SAM) Scholastic Reading Inventory (SRI) The SRI Student Experience Interpreting the SRI Reports Using Lexiles in Your Classroom Your First Three Weeks Student Selection for READ The READ 180 Three Week Timeline Your First Week Your Second Week Your Third Week Teacher Implementation Guide

3 Classroom Management Scholastic Red Classroom Management Selecting Books in READ Matching Students to Age-Appropriate Text Establishing a Rotation Routine Checking In With Students Creating a Home-School Connection Conferencing With Students Setting Classroom Goals READ 180 Grading Report Data-Driven Instruction What Is Differentiated Instruction? Types of Assessment in READ Reports in the READ 180 Program Forming Small Groups for Rotations Professional Development Scholastic Red Professional Development Scholastic Red Registration Participating in Professional Development Online Exploring the Red Toolkit Accessing Additional Teacher Resources Implementing New Strategies Earning Course Credit and/or Red Points Red Routines Red Professional Articles Red Professional Bibliography Reproducibles Reading Log Exit Slips Daily Reflection Journal Small-Group Instruction: Routines and Procedures Instructional Software: Routines and Procedures Modeled and Independent Reading: Routines and Procedures Think (Write)-Pair-Share Idea Wave Numbered Heads Reader s Survey Rotation Chart Small-Group Instruction Goals Instructional Software Goals Modeled and Independent Reading Goals Evaluations Contents 3

4 READ 180 Enterprise Edition Getting Started Training Day 1 Agenda 45 minutes Program Background & Research 90 minutes 90-Minute Model READ 180 Experience: The Student Role Break 90 minutes The Instructional Model: The Teacher s Role Lunch 30 minutes Differentiating Instruction 30 minutes Managing READ 180 with the Scholastic Achievement Manager Break 45 minutes The Scholastic Achievement Manager: Hands-On Practice 30 minutes Preparing for Your First Three Weeks in READ minutes Using Scholastic Red to Support Your Implementation 15 minutes Final Questions/Evaluation 4 Teacher Implementation Guide

5 READ 180 Enterprise Edition Follow-Up Training Day 2 Agenda 30 minutes Success Stories/Gathering Questions 30 minutes Improving Achievement on the READ 180 Student Software 90 minutes The READ 180 Teaching System Break 60 minutes Using the Scholastic Achievement Manager Effectively Lunch 60 minutes Using Report Data to Differentiate Instruction 45 minutes Managing Your READ 180 Classroom Effectively Break 30 minutes Participating in Ongoing Professional Development 15 minutes Final Questions/Evaluation Agenda 5

6 READ 180 Enterprise Edition Conversion Training Agenda 45 minutes The Six Big Research Ideas Behind the READ 180 Teaching System and rbook 75 minutes An Instructional Path for Whole- and Small-Group Instruction Break 60 minutes Scaffolding the Writing Process 30 minutes Assessing rbook Skills Lunch 90 minutes Using the Scholastic Achievement Manager Effectively Break 60 minutes Using Report Data and Resources for Differentiating Instruction 30 minutes Participating in Ongoing Professional Development 15 minutes Final Questions/Evaluation 6 Teacher Implementation Guide

7 Program Background Dear READ 180 Educator, Welcome to the READ 180 Implementation Training. Our goal is to ensure that you have all the tools and strategies necessary to implement READ 180 successfully and to help your students do a 180 in their reading abilities. Have you ever seen a student do a 180? It s a complete turnaround. Understanding replaces confusion. Confidence replaces embarrassment. Motivation replaces frustration. Success replaces failure. READ 180 is a research-based reading intervention program designed to raise the reading levels and test scores of struggling readers in transitional third grade through twelfth grade. READ 180 is the answer to the number one problem in education today: older students reading below grade level. For struggling students, the inability to read and write often results in other behavioral problems, including truancy and failure. Extensive research with thousands of students has shown that READ 180 is dramatically effective in restoring students self-esteem and getting them back on track to reading at grade level. Throughout these training sessions, you will be introduced to the components of the READ 180 program and learn how the components work together to provide individually adjusted instruction for all students. Through hands-on experience, you will learn how READ 180 directly addresses individual needs using customized instructional software, high-interest fiction and nonfiction, and systematic direct instruction in reading skills, vocabulary, writing, and grammar. This Teacher Implementation Guide, together with the READ 180 Implementation/DVD and our online course at will provide you with all the resources and information necessary to return to your classroom and begin effective implementation of READ 180. We on the READ 180 team thank you for your dedication to helping struggling readers become successful readers. Sincerely, Rosamund Else-Mitchell Vice-President, Implementation Scholastic Education Program Background 7

8 Program Background A Comprehensive Program READ 180 is an intensive reading intervention program designed to meet the needs of students who are reading below grade level. The program directly addresses individual needs through adaptive instructional software, high-interest fiction and nonfiction, and direct instruction in reading and writing skills. Six Components of Success To truly succeed, a systematic reading intervention program must incorporate the following six elements: 1. Scientific Research Base The scientific development of READ 180 began in 1985 when Dr. Ted Hasselbring of Vanderbilt University developed breakthrough software that used student performance data to individualize, adjust, and differentiate the path of reading instruction. Research continued through the 1990s as it was put to the test in Florida s Orange County public school system (see pages 12 13). 2. Proven Results Research has proved that READ 180 works. Students who enter the program unable to read, consistently become successful readers. After ten years of studies in association with Vanderbilt University and more than six years of successful implementation in schools, READ 180 has brought significant gains in reading proficiency to the students who need it most (see pages 14 15). Copyright Scholastic Inc. All rights reserved. Council of Great City Schools Reading Score Gains on the SAT-9, Spring 2000 Spring Control READ Gain in Average Score (NCE) READ 180 Control READ 180 Control READ 180 Boston 1.4 Dallas Columbus Control Teacher Implementation Guide

9 3. Comprehensive Instruction READ 180 includes a Teaching System that equips and trains educators to deliver effective reading, writing, and vocabulary instruction to struggling readers. You receive a rich and engaging curriculum of skills instruction, point-of-use professional development, a variety of assessment tools, and reports that link to resources for differentiating instruction. The Teaching System makes it easy for you to teach essential skills while meeting individual needs (see pages 16 19). 4. Purposeful Assessment READ 180 gives you the power to track and analyze student performance at every step. A variety of instruments accurately assess the students performance and identify their most urgent needs. Then both the program software and you can adjust instruction accordingly (see pages 20 21). 5. Data-Driven Instruction READ 180 is the only program of its kind that uses assessment data to effectively differentiate instruction. The READ 180 Software continually adjusts the level of instruction based on student performance. Reports and periodic checkpoints alert teachers to students needs and direct them to resources for individualizing instruction (see pages 20 21). 6. Professional Development Scholastic has designed a comprehensive implementation training, an online course, teaching materials that integrate professional development, and a series of ongoing READ 180 seminars to provide educators with the background, teaching routines, and instructional support they need, when they need it (see pages 22 23). Program Background 9

10 Program Background The History of READ 180 READ 180 is built on two decades of scientifically based research and the collaboration of reading experts. Developed in clinical and classroom settings, the program is uniquely positioned to address the needs of struggling readers EARLY RESEARCH CONTINUOUS RESEARCH, TESTING, AND DEVELOPMENT 1985 Research by Dr. Ted Hasselbring of Vanderbilt University leads to a breakthrough prototype for software that uses individual student performance data to differentiate reading instruction. This research was partially funded by a grant from the Office of Special Education, U.S. Department of Education The 90-Minute Instructional Model Small-Group Rotations Dr. Hasselbring joins forces with Dr. Janet Allen of the University of Central Florida, and Florida s Orange County public school system, to create the Orange County Literacy Project for its lowest-performing students. The project uses the Vanderbilt software as part of a larger program of reading intervention. The project s instructional model, rooted in research-proven literacy practices, becomes the basis of the READ 180 Instructional Model Scholastic collaborates with Orange County schools and Vanderbilt University to replicate the best practices of their research in a published program. READ 180 adopts the Lexile Framework, developed by Dr. Jack Stenner of Metametrics, Inc., as its leveling system. This framework provides a common metric for measuring text difficulty and student reading level Dr. David Rose of Harvard University and his team at the Center for Applied Special Technologies develop Universal Access capabilities for the developing program. Whole-Group Instruction 20 minutes Chart Small-Group TK Instructional Instruction 20 minutes 60 minutes Software 20 minutes Modeled and Independent Reading 20 minutes Whole-Group Wrap-Up 10 minutes 10 Teacher Implementation Guide

11 IMPLEMENTATION AND VALIDATION The Council of Great City Schools pilots READ 180 in some of its largest urban schools and enters into a research partnership to study the efficacy of the program Scholastic publishes READ 180, which is immediately implemented in hundreds of schools nationwide Studies in Los Angeles, Boston, Dallas, and Columbus show that READ 180 improves students reading comprehension skills faster than other methods. READ 180 results reveal significant learning gains made across subgroups including English-language learners, special education students, African-American students, and Native American students Through continued collaboration with Dr. Ted Hasselbring and a new partnership with Dr. Kevin Feldman and Dr. Kate Kinsella, Scholastic launches READ 180 Enterprise Edition. This new edition brings together five years of experience observing best practices in the classroom and the knowledge of experts in the field of adolescent literacy to provide even more effective reading intervention solutions. ENTERPRISE EDITION Program Background 11

12 Program Background Research Foundations The development of READ 180 spans over 20 years and is built on the expertise and experiences of distinguished researchers, committed teachers, and students whose scores have shown dramatic increases. Software Development at Vanderbilt University In 1985, Dr. Ted Hasselbring and members of the Cognition and Technology Group at Vanderbilt University began to address the issue of how technology could be used effectively as a tool to support struggling students. The researchers concluded that reading problems stemmed primarily from four basic deficiencies (see chart below). Dr. Hasselbring conducted further research to determine the best way to overcome these problems. He and his team then turned to technology to provide assessment-driven individualized instruction. Together, they developed a software solution, which became the prototype for the READ 180 Topic Software, a major component of the READ 180 program. Research Conclusions and Solutions Characteristics of the Older Struggling Reader Lack of decoding skills and reading fluency Poor comprehension due to an inability to form mental models, and a lack of vocabulary and background knowledge Low motivation and lack of connection to materials and school Inability to process and understand grade-level content-area text Research-Based Software Solution Support word identification and build phonics skills by modeling the segmentation and blending of words, structural analysis, and correct pronunciation. Practice rapid word discrimination to build fluency. Encourage repeated reading of connected text to build fluency and comprehension. Use video images to build background and to promote comprehension by helping students to form mental models. Support vocabulary development through video and software to build comprehension. Present age-appropriate, motivating content to stimulate interest. Use leveled materials that allow students to experience growth and success. Provide support to help students maintain interest. Present content in innovative, student-centered ways. 12 Teacher Implementation Guide

13 Teaching Essential Skills The Vanderbilt software consisted of a carefully planned sequence of student activities that provided skills instruction and practice in innovative, individualized ways. It was designed to provide older struggling readers with daily literacy instruction in: phonics and decoding skills word recognition reading fluency vocabulary development comprehension spelling Each aspect of this instructional software was grounded in the team s research findings. Building Mental Models Building Mental Models Building mental models involves being able to mentally visualize ideas from the text. Students who lack sufficient background knowledge and vocabulary to visualize ideas are unable to gain information from reading. Example The big Labrador jumped through the screen to get the feline sleeping in the sun. Good readers process the above text by picturing what they read. They are familiar with key vocabulary, such as Labrador and feline, and they have enough prior knowledge to understand what a screen door is. They can create their own mental model. The Software uses video and other supports to build background and vocabulary that fill in information gaps and allow students to build mental models from text to promote comprehension and fluency. READ 180 Topic Software Effective Teaching Model The Software utilized a teaching sequence that allowed student responses to determine the level of support needed. This included individualized instruction through: initial assessment to identify specific areas for improvement. introduction of new information, adjusted according to the assessment. guided practice. independent practice. Each software activity required student mastery before students could move on. In addition, small skill sets encouraged student success and focus. Program Background 13

14 Program Background The Orange County Literacy Project The developers of the Vanderbilt University reading intervention software entered into a partnership with schools in Orange County, Florida, where they had been seeking solutions for students who were reading below grade level. Development of the Instructional Model The Orange County Literacy Project combined the Vanderbilt software with an instructional plan that included: a combination of direct instruction and guided practice, wherein teachers direct instruction with individuals, small groups, and the whole class. high-interest modeled and independent reading materials for struggling readers. the use of many forms of literature, books on tape, and read alouds. good reading models including teacher read alouds and shared reading. a supportive environment where students are involved and develop a sense of belonging to a community of learners. This approach became the basis for the READ 180 Instructional Model. Results Between 1994 and 1998 this READ 180 prototype was used with more than 10,000 students in Orange County, beginning with a pilot in three middle school classrooms during 1994 and 1995 and expanding district-wide over the next two years. Student participants experienced dramatic and quantifiable improvement in the areas of reading achievement, overall school achievement, attitudes, and behaviors. Scholastic Launches READ 180 In partnership with Vanderbilt University and the Orange County public schools, READ 180 was launched, designed to build upon the successes of the pilot classrooms and to create a fully developed, national program. Currently in use nationwide, READ 180, has shown consistent success in accelerating skill development, raising test scores, improving behavior, and motivating students. READ 180 is now the most well-researched and well-documented reading intervention program. 14 Teacher Implementation Guide

15 Significant, Measurable Results Validation Studies Several studies have documented how well READ 180 Stages A and B worked to raise reading scores. In Los Angeles, where READ 180 was implemented district-wide, reading scores improved 3.1 Normal Curve Equivalents (see Figure 1). In a study by the Council of Great City Schools, students using READ 180 in Boston, Dallas, and Columbus were measured using the SAT-9 test for reading (see Figure 2). Students using READ 180 showed statistically significant improvement in reading scores, with average gains at least double those of equivalent control groups. Figure 1 Figure 2 READ 180 n=537 Control Group n=536 n=number of students Los Angeles Unified School District Council of Great City Schools Reading Score Gains on the SAT-9, Spring 2000 Spring Control READ Normal Curve Equivalent Gain Scores Gain in Average Score (NCE) READ 180 Control READ 180 Control READ 180 Boston Dallas Columbus Control READ 180 READ Reading 2.7 Language Arts The results are consistent: Students reveal significant growth on multiple measures of reading comprehension. Moreover, READ 180 results show significant gains among targeted groups such as African-American and Native American students, as well as among English-language learners and special education students. Students Attitudes READ 180 does not just improve students reading scores. The program also appears to greatly improve students attitudes towards reading. Market research, survey results, and anecdotal data show that students are enthusiastic about READ 180 and that their reading confidence improves while using the program. Research on older struggling students suggests that this positive shift in student attitudes can contribute to long-term success in school and beyond. Scholastic Launches READ 180 Enterprise Edition In collaboration with leading reading and literacy experts, Dr. Ted Hasselbring, his colleagues, and in a new partnership with Dr. Kevin Feldman and Dr. Kate Kinsella, Scholastic launches the Enterprise Edition, its most effective reading intervention solution yet for older struggling readers. The Enterprise Edition draws upon five years of experience of best practices in the classroom and in the field of adolescent literacy. Program Background 15

16 Program Background An Instructional Model That Works The READ 180 Instructional Model provides a simple way to organize instruction and classroom activity. The day begins with Whole-Group Instruction. Then students break into three small groups that rotate among the three areas shown below. The day ends with time-to reflect during Whole-Group Wrap-Up. The 90-Minute Instructional Model Small-Group Rotations Chart Small-Group TK Instructional Instruction Software 20 minutes 20 minutes Whole-Group Instruction 20 minutes 60 minutes Modeled and Independent Reading 20 minutes Whole-Group Wrap-Up 10 minutes Whole-Group Instruction Using the READ 180 Teacher s Edition you begin the day by providing systematic instruction in reading, writing, and vocabulary to the whole class. Small-Group Instruction Small-Group Rotations During this rotation you teach, reinforce, and practice skills using the rbook and RDI books. Instructional Software Using the READ 180 Topic Software independently, students acquire intensive, individualized skills practice. Modeled and Independent Reading Students build fluency and reading comprehension skills through modeled and independent reading of READ 180 Paperbacks and Audiobooks. Whole-Group Wrap-Up The session ends with ten minutes of whole-group reflection. 16 Teacher Implementation Guide

17 The READ 180 Classroom The effective READ 180 classroom is a special place for reading, learning, and sharing ideas. When you set up the room, establish distinct areas for each rotation. Sample Classroom Work tables or clusters of desks for teacher-directed, Small-Group Instruction A comfortable reading area for Modeled and Independent Reading with the READ 180 Audiobooks and Paperbacks The READ 180 Schedule The research is clear. We must invest sufficient time for instruction for students who are at risk of failure. Best results from READ 180 are obtained when districts and schools adhere to the 90-minute Instructional Model. Flexible Options There is flexibility in how the 90-minute model can be applied. Scholastic will work with you to devise a model that assures best results. Some alternative schedules include: consecutive 45- or 50-minute class periods non-consecutive 45- or 50-minute class periods 45- or 50-minute class periods, plus computer lab after school after school or in summer school study A computer station for Instructional Reading with the READ 180 Topic Software Program Background 17

18 Windows / Macintosh. Copyright 2005 by Scholastic Inc. All rights reserved. Unauthorized reproduction or distribution of any material or programming contents contained on this disc prohibited. ISBN SCHOLASTIC, READ 180, and associated logos and designs are trademarks and/or registered trademarks of Scholastic Inc. Program Background Components That Instruct and Motivate READ 180 is a comprehensive reading program that provides all the elements you need to successfully motivate students to turn their lives around. QuickStart Kit Tools to help you set up your classroom and implement READ 180. Teaching System Comprehensive instructional materials for Whole- and Small-Group Instruction, assessment tools, and resources for your professional development Professional Development Resources to support effective program usage and generate great results READ 180 Software Installation CDs, instructions, and support manuals to install and run the program rbook TM Teacher s Edition Explicit, day-to-day instruction for Whole- and Small-Group Instruction. rbook Anchor Videos Motivational videos on DVD to help students form mental models and build background on the content Resources for Differentiated Instruction Support for targeted skills instruction in reading strategies, writing and grammar, and for working with English-language learners Assessment Tools for assessing students and using data to differentiate instruction 18 Teacher Implementation Guide

19 Student Materials READ 180 includes all of the materials that your students will need for each part of the Instructional Model. Stage A Stage B Stage C Individualized Instructional Software Highly engaging Topic Software with high-interest video segments help students form mental models. The Software provides customized reading instruction and practice with individualized, adjusted support to address each student s needs. rbooks Engage students to read, write, and react during Whole- and Small-Group Instruction. The rbooks provide daily instruction in reading comprehension, vocabulary, and writing and grammar skills. Audiobooks for Modeled Reading The Audiobooks provide opportunities for students to develop good reading skills and habits while they enjoy authentic grade-level literature. Paperbacks for Independent Reading Age-appropriate, relevant books help students read with success. Each book is leveled, allowing students to read confidently according to their own independent reading abilities. Program Background 19

20 Program Background Assessment and Data-Driven Instruction READ 180 has a comprehensive system to ensure that students are progressing toward grade level. READ 180 assessments can help you to place students in the program, plan classroom instruction, and monitor your students reading progress throughout the year. Curriculum-Based Assessment READ 180 curriculum-based assessment consists of periodic in-class tests that are aligned with rbook curriculum and instruction. These tests ask students to demonstrate mastery of specific skills they were taught, as opposed to more general achievement or reading proficiency. READ 180 s curriculum-based assessment can help you to: measure your students reading success within the supportive environment of the READ 180 classroom. monitor progress and pacing for Whole- and Small-Group Instruction. plan individualized and group instruction using Resources for Differentiated Instruction (RDI). Managing Data in READ 180 Scholastic Achievement Manager (SAM) Manage and monitor students progress in the READ 180 Topic Software, rskills Tests, Scholastic Reading Inventory (SRI), and Scholastic Reading Counts! With this tool you can set up, customize, and manage each of the programs that are included in the READ 180 suite of products. Scholastic Achievement Manager 20 Teacher Implementation Guide

21 Using Data to Differentiate Instruction READ 180 Software allows you to assess and monitor your students in a variety of ways. You can view: snapshots of student progress in comprehension, vocabulary, fluency, and spelling. information that helps you plan instructional groups and lessons according to your students needs. details about student usage of the READ 180 Topic Software. results to help you grade students work in the READ 180 program. words that the students have mastered in the Word and Spelling Zones. details of exactly what types of words or phonic elements each student is having difficulty reading and spelling. rskills Tests and Reports allow you to: track your students rbook skills progress in Comprehension, Vocabulary/Word Study, and Grammar, Usage, and Mechanics. target specific skills for individual and small-group differentiated instruction. expose your students to material and item formats that they will encounter on standarized tests. Scholastic Reading Inventory (SRI) Reports allow you to: place students in the correct level of the READ 180 program. assess and track students reading levels with a Lexile measure. measure growth over time in the READ 180 program. match students to texts at levels at which they can experience success. determine which students need special instructional attention, including those who are beginning readers (BRs). Scholastic Reading Counts! Reports allow you to manage and monitor your students independent reading performance. Specifically, these reports will help you to: match students to books in the READ 180 program. monitor independent reading goals and performance. create reading groups. determine which students need additional independent or modeled reading support. choose books that will enhance your curriculum. write and customize quizzes. motivate students to succeed. Program Background 21

22 Program Background Professional Development Scholastic offers a comprehensive professional development program to support READ 180 educators and to raise student reading achievement. Implementation Training READ 180 Implementation Training The two days of in-person implementation training for teachers, principals, reading and literacy specialists, and technology specialists demonstrate how to implement the READ 180 Instructional Model and employ best practices in the program. Online Professional Development READ 180: Best Practices for Reading Intervention The online course at is interactive professional development for both new and experienced READ 180 teachers. The seven sessions in this course focus on the latest research findings on the struggling reader, research-based teaching techniques, guidelines for effective use of the Software, and instruction on using READ 180 assessment tools. Session 1 Course Introduction Session 2 Getting Started with READ 180 Session 3 Whole- and Small-Group Instruction: The Five Elements of Reading Session 4 Whole- and Small-Group Instruction: Writing and Grammar Session 5 READ 180 Topic Software Session 6 Modeled and Independent Reading Session 7 Assessing, Reporting, and Data-Driven Instruction Integrated Professional Development Red Pages The READ 180 Teacher s Edition, RDI books, and Teaching Resources guides include integrated professional development articles so that you receive the background, teaching routines, and instructional support you need. Look for the following types of Red Professional Development Pages in the Teacher s Edition: Research Foundations These pages explain the big ideas and research behind READ 180, for example, Narrow Reading and Adaptive Technology. Instructional Routines These pages provide background and procedures for teaching and using recursive instructional strategies, such as Oral Cloze and Think (Write)-Pair-Share in READ Teacher Implementation Guide

23 Best Practices These overviews provide teachers with the rationale and resources to teach specific comprehension skills, such as summarizing and sequence of events. Teachers can use these materials beyond READ 180 with content-area texts. Using SAM Reports These how to pages direct teachers on how and when to use specific report data from the Scholastic Achievement Manager to differentiate and individualize instruction. Classroom Management This column, located on the Differentiated Support pages at the end of each Workshop, gives practical ideas for READ 180 teaching and implementation, such as how to conduct book conferences. Ongoing Professional Development READ 180 Seminar Series Scholastic offers the READ 180 Seminar Series, eight half-day seminars that combine a research foundation with interactive activities designed to take you to the next level of success with READ 180. Decoding Strategies for READ 180 Students Developing Independent Readers in the READ 180 Classroom Motivating the READ 180 Student Strategic Comprehension and Vocabulary Instruction in READ 180 Test-Taking Strategies for the READ 180 Classroom Using READ 180 Data to Differentiate Instruction Using SRI and the Lexile Framework Effectively with READ 180 Writing in the Service of Reading for the READ 180 Classroom Facilitated Online Reading Courses Graduate-level online reading courses help you continue your professional development. These courses provide convenient, targeted training in differentiating instruction and increasing reading achievement for all students. Online reading courses currently available include: Building Decoding Skills and Strategies, Grades 3 5 Guided Reading: Making It Work in Your Classroom, Grades K 6 High School Literacy: Comprehension Through Active, Strategic Reading Improving Decoding Skills and Strategies, Grades 6 8 Improving Fluency, Grades 3 8 Improving Reading Comprehension, Grades 3 5 Middle School Literacy: Improving Text Comprehension Program Background 23

24 Program Background The READ 180 Community READ 180 provides a range of ways in which you can stay in touch with the READ 180 Community. READ 180 Community Web Site On the READ 180 Community Web site you will find a host of tools dedicated to helping you succeed. This includes ideas for lesson plans, special offers just for you and your classroom, a message board, as well as Ask Noelle, where you can any questions, thoughts, or concerns to Noelle Morris, a READ 180 teacher who has worked with the program since its development stage. With everything from the latest reading intervention research to interviews with the program s author to chat forums, the READ 180 Community Web site offers a vast array of services and support. Participate in message board discussions. Ask a master READ 180 teacher for answers to all of your READ 180 questions. Nominate a READ 18O All-Star from your community! Sign up for the READ 18O Newsletter. 24 Teacher Implementation Guide READ 180 Newsletter

25 Classroom Experience Introduction to the Classroom Experience Use the following pages as you experience the READ 180 Instructional Model from a student s perspective. Whole-Group Instruction During Whole-Group Instruction, you will participate in a Stage B lesson from Workshop 1 that includes key instructional routines and structured engagement. Specifically, you will: view the Anchor Video for the Workshop and Reading 1, School Before Soccer. generate prereading questions and discuss answers after revisiting the text. participate in shared reading using Red Routine 2: Oral Cloze. focus on the task of finding the main idea during the shared reading. see a model of Red Routine 1: Teaching Vocabulary for a high-utility academic word. react to the reading using Red Routine 3: Think (Write)-Pair-Share. Small-Group Instruction During Small-Group Instruction, you will participate in a Stage B Strategic Reading lesson from Workshop 1 that includes scaffolds, or support tools, for comprehension instruction. You will: use a graphic organizer to record the main idea and details of the reading. observe how to teach and model a focus comprehension skill. observe how to differentiate and individualize instruction. Modeled and Independent Reading When your small group is at the Modeled and Independent Reading area, you will either listen to READ 180 Audiobooks or participate in a Book Pass with READ 180 Paperbacks. In this area, you will: hear an example of the Audiobooks Narrator and Reading Coach. explore the different Paperback levels and content. complete a Reading Log entry. Instructional Software When your small group is at the Instructional Software area, you will explore the Topic Software. Be sure to read the Training Tips! Specifically, you will: watch a Topic Software video in the Reading Zone. learn about each of the Topic Software zones, their assessments, and their activities. experience the Software s customized instruction and corrective feedback. The Classroom Experience 25

26 The Classroom Experience Participating in Whole-Group Instruction This Whole-Group Instruction lesson takes place on suggested Day 3 of Workshop 1. Your trainer, acting as a teacher, will begin the lesson with Prereading that includes a review and discussion of the Anchor Video for Reading 1. During Shared Reading, you will participate in three of the structured engagement Red Routines to read, revisit, and react. READING 1 The Big Idea What is this article mainly about? currently cur rent ly (adverb) Rate it: Meaning Example VOCABULARY BUILDER Target Word React Freddy turned down $750,000 to stay in school. Imagine you are Freddy. Do you take the money or stay in school? Explain. Newspaper Article School Before Soccer Young Soccer Star Graduates May 5, 2005 Freddy Adu is a hot new soccer star. He s only 15, but already he plays for a pro team. It s a lot for a teen to handle. Yet for Freddy, school not soccer always came first. Freddy s family moved to America from Ghana when he was eight. His parents wanted a better education for their kids. In the U.S., Freddy worked hard at school. But he missed playing soccer with his friends. One day, Freddy was practicing. A classmate saw him play. He asked Freddy to join his soccer team. Soon, Freddy became their star player. Freddy s fame grew. Large crowds came to his games. An Italian team even made Freddy an offer. They wanted to pay him $750,000 to play! Then Freddy s mom stepped in. She reminded Freddy Adu in action on the soccer field. Freddy why they came to America. Her words influenced him. Freddy rejected the team s offer. He focused on school instead. He studied hard enough to graduate early. Freddy found a way to play soccer and finish school. He graduated last year at age 14! He also joined his hometown pro team. Currently, Freddy plays for the D.C. United. Both of Freddy s dreams school and soccer have come true. Words to Know! rejected turned down 10 Workshop 1 rbook, Stage B 26 Teacher Implementation Guide

27 Focusing on Small-Group Instruction During Small-Group Instruction, your trainer will model how to teach a focus comprehension skill. During this time, you will complete a graphic organizer to record the main ideas and details from the reading. You will also discuss how to differentiate and individualize instruction during small-group time. Comprehension Focus Main Idea and Details The main idea is the most important point about a topic. Details are the facts that support the main idea. To find the main idea and details: Decide what the topic is. Find the main idea about the topic. Look for the details that support the main idea. Fill in this chart with the main idea and details of School Before Soccer. Detail Freddy is very talented at soccer. Detail Main Idea Detail Detail The New Americans 11 rbook, Stage B The Classroom Program Background Experience 27

28 The Classroom Experience Exploring Modeled and Independent Reading During Modeled and Independent Reading, you will have an opportunity to listen to an Audiobook or take part in a Paperbacks Book Pass. Directions for the Audiobooks During this rotation, you will listen to an Audiobook of your choice. Follow the steps below. 1. Choose an Audiobook. Then take the book and the CD to the Modeled and Independent Reading area. 2. Follow along in the book as you listen to the CD. You will hear two voices. One is the Narrator, who reads the book, and the other is the Reading Coach, who models reading strategies throughout the book. 3. When you finish reading, fill out the Reading Log on the next page. 4. Finally, remove the CD from the player and put it back in its case. Then return both the CD and book to the appropriate crate. Directions for the Paperbacks You will explore the Paperbacks in the small group by doing a Book Pass. Follow the steps below. 1. Select a member from your group as the timekeeper someone who is good at multi-tasking and has a watch (with a second hand preferably). The timekeeper will keep track of time while still participating in the activity. 2. Turn to the Reading Log on page 29. To start the activity, pick up the book at your seat and preview it by looking at the cover and reading the back cover. Then begin reading the first page. 3. After two or three minutes, when the timekeeper says Stop, write the title of your book on the first line of the Reading Log. List the pages you read, write a few comments about the book, and whether or not you would like to read it at some point. 4. When the timekeeper calls Book Pass, pass your book to the person on your right. Then repeat the whole process again. Preview the book, read for two or three minutes, then stop and write comments. 5. You should be able to sample each book that is passed around in your group. If you have four to five people in a group, each pass should be three minutes; with seven to eight people, each pass should be two minutes. If there are fewer than four people, preview two books during each pass. 28 Teacher Implementation Guide

29 Using a Reading Log The Reading Log is a classroom management tool that helps students keep track of their reading. Use the Reading Log to record the Audiobooks or Paperbacks that you read during your student experience of Modeled and Independent Reading. [ART: set redux of: TK. File has not been posted to NPS yet. Sample of redux is attached. Should be placed FPO.] Paperbacks Teaching Resources, Stage B The Classroom Experience 29

30 The Classroom Experience Experiencing Instructional Software Before you begin exploring the Software, think about what you know about the Software and write down a few ideas. Then think about what you want to know and write down a few questions. Finally, after exploring the Software, complete the last box with information you have learned. Directions Complete the K-W-L Chart below. What I Know About the Software What Do I Want to Know About the Software? -K- -W- -L- What Have I Learned? 30 Teacher Implementation Guide

31 Exploring the READ 180 Topic Software Now you will have a chance to navigate the Topic Software using the READ 180 Software Simulator. As you go through, remember to: take the time to explore each feature. read the Teacher Tips at the bottom of the screen. think about which activities might be most challenging for your students and which ones will help strengthen their skills. make mistakes, since this will allow the Software to customize its instruction. Directions Follow the steps below to explore the Topic Software. 1. Double-click the READ 180 icon. 2. Enter your name and click Go On. 3. Enter any password. 4. Click Reading Zone. 5. Click highlighted words in the passage to hear a word s meaning. Then double-click to bring up a dictionary screen featuring the word. 6. Click Word Zone and complete the activities. 7. Click Spelling Zone and complete the activities. 8. Click Success Zone and complete the activities. 9. Click any of the zone buttons to see an activity again. 10. Click Quit to exit the READ 180 Software Simulator. READ 180 Topic Software The Classroom Experience 31

32 The Classroom Experience Notes 32 Teacher Implementation Guide

33 The Instructional Model The READ 180 Instructional Model The READ 180 day begins with Whole-Group Instruction. Then students break into three small groups that rotate from Small-Group Instruction, to Instructional Software, to Modeled and Independent Reading. The READ 180 day ends with time to reflect during Whole-Group Wrap-Up. Directions Record notes for each part of the Instructional Model in the chart below. THE 90-MINUTE INSTRUCTIONAL MODEL Small-Group Rotations Small-Group Instruction Instructional Software Whole-Group Instruction 20 minutes 60 minutes Modeled and Independent Reading Whole-Group Wrap-Up 10 minutes Whole-Group Instruction Small-Group Rotations Whole-Group Wrap-Up The Instructional Model 33

34 The Instructional Model Whole-Group Instruction Whole-Group Instruction takes place during the first 20 minutes of the READ 180 day. During this time, you use the Teacher s Edition and rbooks to teach reading skills and strategies, vocabulary and word study, and writing and grammar. Purpose Whole-Group Instruction builds students reading, vocabulary, and writing skills through teacher-directed lessons. You may also occasionally choose to use this time to prepare students for tests, address district standards, discuss goals, and review classroom procedures. Instructional Focus Whole-Group Instruction helps students become better readers with: Anchor Videos and discussions to build background knowledge before reading. many opportunities to hear models of fluent reading. teaching and modeling of reading skills and strategies. explicit instruction of important academic vocabulary words and word study elements. instruction in key writing types that directly relate to students reading. lessons in grammar, usage, and mechanics that focus on common errors. structured engagement routines that actively engage students in their learning. Classroom Organization To set up the Whole-Group Instruction area of the classroom, you may want to: arrange desks or tables so that all students can view the Anchor Videos. set up storage for student materials such as rbooks, notebooks, and homework. post the Instructional Model poster, procedures, groups, and the order of rotations. Copyright Scholastic Inc. All rights reserved. Procedures You may want to post and discuss procedures for: entering the classroom. meeting expectations for participation. turning in completed work. active listening. transitioning to small groups. obtaining and putting away supplies. 34 Teacher Implementation Guide

35 Teacher Materials Teacher s Edition Anchor Videos Use the Teacher s Edition for direct instruction of reading skills and strategies, vocabulary and word study, and writing and grammar. View and discuss the Anchor Videos to build background and reinforce rbook instruction. Student Materials rbook Use this interactive student worktext for Small-Group Instruction in reading skills and strategies, vocabulary and word study, and writing and grammar. Assessment Materials rskills Tests Scholastic Achievement Manager (SAM) Test-Taking Strategies Administer these tests after every two rbook Workshops to assess specific rbook skills taught during Whole-Group Instruction. View and print rskills Tests reports from SAM for a class, group, or individual student. Use this resource during Whole-Group Instruction to practice test-taking strategies for reading and writing tests. For more information about Whole-Group Instruction, visit Sessions 3 and 4 of READ 180: Best Practices for Reading Intervention at The Instructional Model 35

36 The Instructional Model Small-Group Instruction Small-Group Instruction takes place during the rotations while two other groups of students are working independently at the Instructional Software and Modeled and Independent Reading areas. During the 20 minutes of Small-Group Instruction, use the Teacher s Edition and rbooks to teach, reinforce, and practice skills. You can also use the Resources for Differentiated Instruction books to review and reteach specific skills based on your students needs. Purpose During Small-Group Instruction, you build students reading, vocabulary, and writing skills through teacher-directed lessons. Small-Group Instruction allows you to work with several students at a time and customize instruction based on their needs. When your students at Small-Group Instruction are working independently, you can also use this time for individual conferences or to check in on the other two rotations. Instructional Focus Small-Group Instruction helps students become better readers with: teaching and modeling of reading skills and strategies. explicit instruction of important academic vocabulary words and word study elements. instruction in key writing types that directly relate to students reading. lessons in grammar, usage, and mechanics that focus on common errors. differentiated instruction in phonics, fluency, vocabulary and word study, spelling, comprehension, writing and grammar, and English language development. fluency assessment and practice. structured engagement routines that actively engage students in their learning. practice using academic language in discussions and writing. teacher conferences to set goals, check reports, reflect on books, and review rbooks. Copyright Scholastic Inc. All rights reserved. Classroom Organization To set up the Small-Group Instruction area of the classroom, you may want to: arrange desks or tables near a board and an overhead projector. label the area clearly. set up storage for student materials such as rbooks, homework, and reproducibles. Procedures You may want to post and discuss procedures for: coming to Small-Group Instruction prepared. meeting expectations for participation and listening. turning in completed work. transitioning to the Instructional Software and Modeled and Independent Reading areas. obtaining and putting away supplies. 36 Teacher Implementation Guide

37 Transparency 19 Resource Links Transparency: 19 SAM Keyword: Think Pair Teacher Materials Teacher s Edition Resources for Differentiated Instruction (RDI) Transparencies READ 180 Think-Pair-Share Think-Pair-Share Steps 1. Think or write about the question. 2. Share or listen. Then switch roles. One person talks, the other listens. 3. Be ready to share both of your ideas with the group. Sentence Starters Tell what you think. One reason why I feel this way is. Listen and respond to your partner. My idea is similar to yours. I also think that. My idea is different from yours. I think. I think that because. Copyright Scholastic Inc. All rights reserved. Will you explain that again? Share with the group. raised a good point. He/she said that. pointed out that. We agreed that, because. One important idea we discussed is. Use the Teacher s Edition for direct instruction of reading skills and strategies, vocabulary and word study, and writing and grammar. Student Materials Teach lessons from the RDI books for targeted Small-Group Instruction of reading skills and strategies, writing and grammar, and English language development. Use the Transparencies to teach the steps and sentence starters for Red Routines, to model how to complete comprehension graphic organizers, and to guide students in evaluating and revising writing models. rbook Use this interactive student worktext for Small-Group Instruction in reading skills and strategies, vocabulary and word study, and writing and grammar. Assessment Materials rskills Tests Scholastic Achievement Manager (SAM) Placement, Assessment, and Reporting Guide Administer these tests after every two rbook Workshops to assess specific rbook skills taught during Small-Group Instruction. Print reports and resources from SAM to regroup students for differentiated instruction based on their needs. Access detailed information about interpreting reports and using data to inform your Small-Group Instruction. For more information about Small-Group Instruction, visit Sessions 3 and 4 of READ 180: Best Practices for Reading Intervention at The Instructional Model 37

38 The Instructional Model Whole and Small Group Instruction Planning a Workshop The Planning Guide located at the beginning of each Workshop in the Teacher s Edition suggests a sequence and pacing for Whole- and Small-Group Instruction. In each Planning Guide you will also find Checkpoints for Differentiated Instruction. Pace your instruction based on these suggestions. Match your instruction to state and district standards. Copyright Scholastic Inc. All rights reserved. Use these minilessons at the end of each Workshop with students who need additional support. Teacher s Edition, Stage B 38 Teacher Implementation Guide

39 Notice that pages in the Teacher s Edition and rbook are color-coded to match the Planning Guide. Take a break from rbook instruction at checkpoints to assess rbook skills, interpret report data, and differentiate instruction. Evaluate rbook skills after every two Workshops. Teacher s Edition, Stage B The Instructional Model 39

40 The Instructional Model Whole- and Small-Group Instruction Teaching Vocabulary and Word Study The Vocabulary/Word Study pages in the Teacher s Edition present a step-by-step teaching routine designed to make academic words from the readings meaningful. Switch this content with the content on pp Change folios accordingly. Please ask Quebecor for updated Redux Guide students to rate and discuss their knowledge of Target Words. Teacher s Edition, Stage B For more information about teaching vocabulary, visit Session 3.3 of READ 180: Best Practices for Reading Intervention at 40 Teacher Implementation Guide

41 Follow the Teaching Vocabulary routine to explicitly teach important academic words that students will encounter in rbook readings. TK in Grayscale please Explain meanings and provide examples using words your students already know. Review Target Words using cloze sentences. Teacher s Edition, Stage B The Instructional Model 41

42 The Instructional Model Whole- and Small-Group Instruction Teaching Shared and Strategic Reading Each rbook Workshop in the Teacher s Edition contains up to three selections of nonfiction, fiction, poetry, or memoirs. Every two pages contains one day of suggested Whole- and Small-Group Instruction. Follow the gradual-release model for skills instruction. Help students build background of key concepts and ideas with the Anchor Video. Engage students using structured engagement routines such as Think-Pair-Share and Oral Cloze. Teacher s Edition, Stage B Use Coaching Notes to model reading strategies in context. Omit the words in blue boxes during Oral Cloze to actively engage students while you model fluent reading. 42 Teacher Implementation Guide For more information about teaching vocabulary, visit Session 3.3 of READ 180: Best Practices for Reading Intervention at

43 Think aloud to model key reading comprehension strategies. Teacher s Edition, Stage B Differentiate instruction by providing additional support with these mini-lessons. The Instructional Model 43

44 The Instructional Model Whole- and Small-Group Instruction Connecting Reading to Writing Writing instruction in the Teacher s Edition and rbook is process-based and scaffolded to provide struggling readers with the support they need to be successful writers. Guide your students to analyze a student writing model so that they know the key features to include in their own writing. Locate more writing models to provide students with additional support for a key writing type. Teacher s Edition, Stage B Explain that you will look for key features that your students identified in the model when you use the scoring guide to evaluate their writing. For more information about scaffolded writing instruction, visit Session 4 of READ 180: Best Practices for Reading Intervention at 44 Teacher Implementation Guide

45 Support your students writing with scaffolds such as graphic organizers and sentence starters. Begin the writing process by having students generate ideas for the writing prompt and record them in the brainstorm web. Teacher s Edition, Stage B The Instructional Model 45

46 The Instructional Model Whole- and Small-Group Instruction Assessing rbook Skills The rskills Tests assess your students understanding of the skills you teach from the rbook. Each rskills Test includes 20 multiple-choice questions and two optional openended questions. You can use rskills Tests to monitor progress, grade performance, and target skills for reviewing or reteaching. NAME DATE rskills Test 1a DIRECTIONS: This is a reading test. Follow the directions for each part of the test, and choose the best answer to each question. Determine which rskills Test to administer based on students READ 180 Software levels or your classroom needs. Each test has both a below-grade level (a) and grade-level version (b). Copyright Scholastic Inc. All rights reserved. SAMPLE QUESTIONS Sample A. Ken told his mother that he would be home late after school. He was going to a meeting of the science club. Where was Ken going after school? to the library to a game to a meeting to the park Sample B. The children in the playground were noisy. A synonym for noisy is silly. loud. ugly. pushy. See p. 146 for scoring. Go on to the next page to begin the test. 23 rskills Tests, Stage B For more information about assessing with rskills Tests, visit Session 3.6 of READ 180: Best Practices for Reading Intervention at 46 Teacher Implementation Guide

47 rskills Tests Summary Skills Report Purpose This report shows aggregated rskills Test scores on one test for a class or group. The skill-by-skill score breakdown shows strengths and weaknesses. Follow-Up Target specific skills for Whole- and Small-Group Instruction that a majority of your students are having difficulty with. Scan the overall average test score and the number of students who took the test at this level. Consider the number of test items students were given as well as their performance on the Workshop Wrap-Ups from the preceding rbook Workshops. Check score ranges and average scores for Comprehension, Vocabulary/ Word Study, and Grammar, Usage, and Mechanics to identify areas of success and concern. rskills Tests Summary Skills Report from SAM For additional information on this report, see the Placement, Assessment, and Reporting Guide, pages For more information about using rskills Tests reports, visit Session 7.3 of READ 180: Best Practices for Reading Intervention at The Instructional Model 47

48 The Instructional Model Whole- and Small-Group Instruction Differentiating rbook Instruction At the end of each Workshop in the Teacher s Edition, there are activities and examples for differentiated support. Depending on your students needs, you can introduce these minilessons during Whole- or Small-Group Instruction. Use the Checkpoints for Differentiated Instruction in the Planning Guide to help you determine when to use them. Guide students to use example words from the Workshop readings to practice. Teacher s Edition, Stage B Access links to SAM Resources to reinforce and extend instruction. 48 Teacher Implementation Guide

49 Practice skills that may be challenging for your English-language learners. Manage your classroom with these tips from master teachers on topics such as moving through rotations efficiently, helping students choose the right book, and holding report conferences. Teacher s Edition, Stage B The Instructional Model 49

50 The Instructional Model Small-Group Instruction Using Resources for Differentiated Instruction (RDI) Refer to RDI Book 1: Reading Skills and Strategies when you need additional lesson plans, passages, practice pages, and graphic organizers for Small-Group Instruction in: phonics and syllabication vocabulary and word study fluency comprehension spelling If most or all of your students are struggling with a specific skill, you may want to teach an RDI lesson during Whole-Group Instruction. Refer to Red Professional Development for research and routines. Teach RDI lessons based on students report data. RDI Book 1, Stage B 50 Teacher Implementation Guide

51 Use RDI resources to help you teach differentiated lessons. RDI Book 1, Stage B The Instructional Model 51

52 The Instructional Model Small-Group Instruction Using Resources for Differentiated Instruction (RDI) RDI Book 2: Writing and Grammar Strategies provides lesson plans, writing prompts, and prewriting organizers for targeted instruction in writing and grammar. This resource contains writing models and lessons for students who need more practice with key rbook writing types, as well as lessons for additional writing types that you may need to meet standards. The writing types include: narrative functional writing descriptive poetry expository research persuasive Analyze additional writing models with students who have difficulty identifying key features. Review and reteach key writing types to students who need more support. Provide additional writing prompts to students who need more practice with a specific writing type. RDI Book 2, Stage B 52 Teacher Implementation Guide

53 Using Resources for Differentiated Instruction (RDI) RDI Book 3: Strategies for English-Language Learners contains professional development and lessons for language development. Learn about research and strategies for teaching Englishlanguage learners in the Red Professional Development. Teach activities to help students develop social and academic language. RDI Book 3, Stage B The Instructional Model 53

54 The Instructional Model Instructional Software The READ 180 Topic Software provides struggling readers with instruction, immediate feedback, and practice that is customized to address their unique reading needs. The Topic Software collects data based on individual responses and adjusts instruction to meet each student s needs in the areas of decoding, word recognition, fluency, comprehension, vocabulary, and spelling. Purpose The Topic Software engages students in individualized and adjusted instruction. Videos help students develop the background knowledge that they need to form accurate mental models before reading leveled passages. Instructional activities in the Reading, Word, Spelling, and Success Zones focus on target words to develop abilities in decoding, fluency, and comprehension. All of these activities build skills in phonics, fluency, vocabulary, comprehension, and spelling. Instructional Focus Instructional Software helps students improve their reading skills by providing individualized instruction and practice in: phonics and decoding comprehension automatic word recognition vocabulary fluency spelling Classroom Organization To set up the Instructional Software area of the classroom, you may want to: arrange tables and computers so that there is enough space between students. set up storage for Topic Software CDs, headphones, microphones, and copies of the Topic Software passages. number the Topic Software CDs and computer workstations. display the Topic Software poster and label the area. Procedures You may want to post and discuss procedures for: meeting your expectations for time on task. logging in to the Software. recording passages using the microphone. handling the Topic Software CDs and putting away materials. 54 Teacher Implementation Guide

55 Teacher Materials Topic Software Teaching Resources Topic Software Poster Support and extend students Topic Software instruction with teaching plans, overviews, passages, and QuickWrites. Display this poster in your classroom to increase interest and help students select Topic Software. Student Materials READ 180 Topic Software Engage students in customized and adaptive instruction in decoding, word recognition, fluency, comprehension, vocabulary, and spelling. Assessment Materials Scholastic Achievement Manager (SAM) Placement, Assessment, and Reporting Guide View and print reports from SAM to monitor students Topic Software participation and progress. Access detailed information about interpreting reports and assessing students progress on the Topic Software. For more information about the Topic Software, visit Session 5 of READ 180: Best Practices for Reading Intervention at The Instructional Model 55

56 The Instructional Model Instructional Software Exploring the Topic Software The Topic Software poster features photos and descriptions of the Topic Software CDs and their segments. Display the poster in the Instructional Software area to encourage interest and help students select Topic Software. Begin Level 1 students on Topic Software CD 1. All other students can choose their first Topic Software CD. Build background in key subject areas such as People & Cultures, Science & Math, and History & Geography. Explain the Big Idea of each Topic CD when youintroduce the Software to students. Select a few Software summaries to read aloud this way, students find out about the full range of highinterest topics. Notice that there are nine Topic Software CDs. A stage contains five copies of each CD. Inform students how the Topic Software CDs and segments are numbered. Topic Software Poster, Stage B, QuickStart Kit 56 Teacher Implementation Guide

57 Instructional Software While students work on the Topic Software, they engage in customized instructional activities in four Learning Zones. Instruction is hosted by Ty, a supportive mentor who provides patient encouragement and specific corrective feedback. Reading Zone Scaffolded instruction begins in the Reading Zone. Viewing the videos and reading the leveled passages helps students develop phonics, fluency, vocabulary, and comprehension skills. To complete the Reading Zone for each segment, students must correctly answer ten vocabulary and comprehension questions. Video Students will: watch a motivating video to gain background information and develop mental models. have the option to hear a summary in one of five languages before viewing. Passage Students will: read one of four leveled passages with varying levels of computer support. read along with computer audio at selected speeds, one word at a time, or phrase by phrase. use the Practice button to highlight text for reading practice at various speeds without audio support. make an initial audio recording of the passage. learn more about targeted vocabulary. Stage B Video Stage B Passage, Level 2 Quick Check Students will: answer multiple-choice questions to check comprehension and vocabulary. receive immediate feedback on their answers. Stage B Quick Check Questions The Instructional Model 57

58 The Instructional Model Instructional Software Word Zone In the Word Zone, students receive systematic instruction in decoding and word recognition as they master words from the reading passage and build fluency. Word Zone work is complete for a segment when the student masters all of the target words from the passage. Word Assessment Students will: identify words that they hear from a list. find out which words they did not identify quickly or accurately. These become their Study Words. Word Clinic Students will: see and hear concrete tips on how to decode their Study Words. make an audio recording of Study Words. Word Assessment, Stage B Word Match Students will: review previously studied words to maintain mastery. hear their personal recording of Study or Review Words and match the recording to words in a list. Self Check Students will: compare their recordings with an announcer s reading of each Study or Review Word. assess the accuracy of their readings. Word Match, Stage B Speed Challenge Students will: practice rapid word identification. hear a Study or Review Word and select it from a list quickly. Review Students will: review words that still need to be practiced. hear each Review Word and select it quickly from a list. Speed Challenge, Stage B 58 Teacher Implementation Guide

59 Spelling Zone In the Spelling Zone, students complete an initial assessment and receive a customized word list. They practice their Study Words and receive immediate corrective feedback based on their specific errors. To complete the Spelling Zone for each segment, students must correctly spell a minimum of six to twelve new Study Words, depending on their level. Spelling Assessment Students will: hear and spell words from the passage. find out which words they did not spell correctly. These words become their spelling Study Words. Spelling Clinic Students will: be introduced to their Study Words. spell each Study Word. Spelling Assessment, Stage B Spelling Challenge Students will: hear a word and spell it correctly. review previously studied words. Proofreading Students will: proofread sentences with misspellings. identify misspelled words and choose correct spellings. Spelling Challenge, Stage B Success Zone Students reach the Success Zone after they have successfully achieved all requirements and demonstrated mastery of all words in the passage. In this zone, students demonstrate success through a final oral recording of their passage. Then they move to a new segment. Discrepancy Passages Students will: apply comprehension strategies to compare modified versions of their passages. choose the version that accurately summarizes the original passage. Context Passages Students will: read passages and apply comprehension and vocabulary strategies to select words that correctly fill in the blanks. Discrepency Passages, Stage B Final Recording Students will: make an audio recording of the passage to demonstrate mastery. Context Passages, Stage B The Instructional Model 59

60 The Instructional Model Instructional Software Topic Software Overview Use the Overviews in Topic Software Teaching Resources to find out which words and skills the Software covers in each segment and to determine areas for practice and reinforcement. READ 180 Topic Software Teaching Resources OVERVIEW Art Attack Review the list of vocabulary words that your students in each level are learning. Skills covered on the Software are listed here for your reference. VIDEO SEGMENT An unusual artist doesn t paint pictures, he plants them. 1.1 Crop Art 1.2 Halls of Fame High school students at a performing arts school reach for the stars. 1.3 Young at Art A teenager has become the new Picasso. LEVEL 1 art artist city crops farm grows pictures shops LEVEL 1 dance drama fans music plan sing special LEVEL 1 loves millions money paintings professional sticks PASSAGE VOCABULARY WORDS LEVEL 2 acres famous model nearby ordinary painting LEVEL 2 auditions example movie rehearsals students study LEVEL 2 famous ordinary painting rare talent teenager LEVEL 3 fertile grandest imagination imaginative model pattern LEVEL 3 audition express performing pursue remarks LEVEL 3 abstract average millionaire popularity professional purposely style LEVEL 4 boundaries fertile grand innovative landscape modeled neighboring LEVEL 4 accepted audition devoted established featured plays talented LEVEL 4 celebrities customers popularity represented resembles Copyright Scholastic Inc. All rights reserved. Notice that the segments are numbered first, by CD and then, by segment. A troupe of dancers has found a unique way to make music. 1.4 STOMP LEVEL 1 beat claps drum group music song stomp LEVEL 2 objects sounds stage theater unusual LEVEL 3 audience cast echo performances rhythms LEVEL 4 audience cast constructed envision mundane participate rhythm witness 16 Topic Software Teaching Resources, Stage B READ 180 Overview 60 Teacher Implementation Guide

61 Find out which comprehension skills students practice in each segment. COMPREHENSION Main Idea and Details Summarize Understand Vocabulary Make Inferences Cause and Effect Compare and Contrast TOPIC CONCEPT The art world is made up of diverse people with unique visions and talent. LEVEL 1 Phonogram -op crops shops tops WORD STUDY/SPELLING SKILLS LEVEL 2 Inflectional Ending -ed With Base Change created used Compound Words artwork sunflowers LEVEL 3 Suffixes -ative, -ive creative imaginative innovative Suffix -ly lovely naturally LEVEL 4 Long Vowel /e/ei deceived Locate words from the leveled passages for additional word study and spelling practice. Summarize Understand Vocabulary Sequence of Events Read for Detail Draw Conclusions Make Inferences Cause and Effect Compare and Contrast Problem and Solution LEVEL 1 Phonogram -an fans plan LEVEL 2 Long Vowel /e/y busy study Inflectional Ending -ing acting performing LEVEL 3 Suffix -al rehearsal Suffix -ment commitment fulfillment LEVEL 4 Inflectional Ending -ing With Base Change aspiring pursuing Main Idea and Details Summarize Understand Vocabulary Draw Conclusions Cause and Effect Compare and Contrast Problem and Solution LEVEL 1 Consonant /k/ck shock sticks LEVEL 2 r-controlled Vowel /âr/are rare spare Prefix ununlikely unrewarded unusual LEVEL 3 Prefix ununrealistic Compound Words rollerblade something LEVEL 4 Suffix -al exceptional professional Understand Vocabulary Sequence of Events Read for Detail Draw Conclusions Make Inferences Cause and Effect Compare and Contrast Problem and Solution LEVEL 1 Phonogram -ap clap rap tap LEVEL 2 Blend nk clanking sinks Suffix -er performer LEVEL 3 Suffix -est noisiest strangest LEVEL 4 Root vis envision visionary Topic Software Teaching Resources, Stage B READ 180 Overview 17 The Instructional Model 61

62 The Instructional Model Instructional Software Topic Software Teaching Plans These plans provide you with tools to monitor and support students with the Topic Software. Each plan includes a video summary, discussion questions, fluency practice benchmarks, and links to resources. READ 180 Topic Software 1.1 Measure and record students fluency progress using the leveled passages and fluency benchmark chart. An unusual artist doesn t paint pictures, he plants them. Resources Passages, pp QuickWrites, pp Reading Rate Chart, p. 287 SAM Keywords Crop Art Crop Art Rate Chart 1.1 Crop Art Video Summary Stan Herd is an unusual kind of artist. His canvas is the earth and his paintbrush is a tractor. This video captures Herd s artistic process from a sketch on paper, to clearing land with a tractor, to planting crops. One of Stan s finest pictures is a pattern of sunflowers reminiscent of a famous painting by Vincent van Gogh. This 20-acre picture, however, is created from a huge crop of sunflowers! Discussion Questions In what way is Stan Herd both a farmer and an artist? (He plants crops and uses them to create pictures.) COMPARE AND CONTRAST What kind of guy is Stan Herd? How would you describe him to others? (He is hard working, creative, and disciplined.) ANALYZE CHARACTER How has Herd met his challenge of doing something grand and something innovative that stretches the boundaries? (His large-scale artwork allows him to express himself in an unconventional way. He uses materials and techniques not commonly used by artists.) DRAW CONCLUSIONS Fluency Practice Use the leveled passages for fluency practice. Have students read the passage repeatedly and record their timings on the Reading Rate Chart. Below Benchmark Approaching Benchmark On Benchmark Level 1 40 words 34 sec (70 wpm) 29 sec (82 wpm) 23 sec (106 wpm) Level 2 76 words 56 sec (82 wpm) 43 sec (107 wpm) 37 sec (123 wpm) Level words 89 sec (107 wpm) 76 sec (126 wpm) 67 sec (143 wpm) Level words 108 sec (126 wpm) 84 sec (161 wpm) 79 sec (172 wpm) Reading rate measures are adjusted according to the ability range of each READ 180 level. See page 9 for further fluency information. Read the Video Summary for an overview of the segment. Ask Discussion Questions to check comprehension and facilitate group discussions or individual conferences. Check Progress Reports for monitoring Topic Software progress are available on SAM. 18 READ 180 Topic Software 1.1 Topic Software Teaching Resources, Stage B 62 Teacher Implementation Guide

63 Topic Software QuickWrites The QuickWrites are writing prompts for students to respond to the Topic Software segments. These short writing assignments are designed to motivate reluctant writers and build students writing fluency and confidence. Name READ 180 Topic Software QuickWrites 1.1 LEVELS 1 2 Crop Art Here are some writing assignments to do while you re working on this segment. Do them on three different days. Write your answers on the back of this sheet or on a separate piece of paper. Provide students with QuickWrites that correspond to their READ 180 reading levels. Seen and Herd 1. Stan Herd s pictures are too big to put in museums. List two ways you can see his pictures. DATE Copyright Scholastic Inc. All rights reserved. Picture This 2. You re in charge of taking photos for your school paper. You have a great photo of Stan Herd s sunflower picture. Write a caption for it. Grow an Idea 3. You have a great idea for a picture. You want Stan Herd to grow it on his farm. Describe what you want him to paint with plants in his field. Write two or three sentences. DATE DATE Enter SAM keywords to locate and print resources. Resource Links Teaching Resources: p. 215 SAM Keyword: Crop Art Topic Software Teaching Resources, Stage B Use with page 20. READ 180 Topic Software Crop Art 215 The Instructional Model 63

64 The Instructional Model Instructional Software Fluency Benchmark Passages The Topic Software passages are reproducible versions of the leveled text passages that are the basis of READ 180 skills instruction on the computer. Students can read these passages for fluency practice. Provide students with the passage at their READ 180 reading level. READ 180 Topic Software Passage 1.2 LEVEL 1 READ 180 Topic Software Passage 1.2 LEVEL 2 Halls of Fame Fans of music and drama will like LaGuardia High School. It is a special school for the arts. Students who go there have a plan. They want to sing, dance, and act. Someday they hope to be stars! [13] [26] [38] Halls of Fame Performing is a way of life at LaGuardia High School for the Performing Arts. Students there take classes, such as math and English. They also study acting, music, art, and dance. LaGuardia High was even in a movie called Fame. To go to this New York City school, teenagers must try out. Some sing a song, for example. When the school day ends, these students stay busy with rehearsals and auditions. For LaGuardia High students, it s show time all the time! [12] [23] [34] [40] [53] [58] [69] [81] Copyright Scholastic Inc. All rights reserved. Copyright Scholastic Inc. All rights reserved. Copy passages or print them from SAM for fluency practice with partners or at home. Resource Links Teaching Resources: p. 75 SAM Keyword: Fame Use for fluency practice. READ 180 Topic Software Passage Use for fluency practice. READ 180 Topic Software Passage 1.2 Resource Links Teaching Resources: p. 76 SAM Keyword: Fame Topic Software Teaching Resources, Stage B Topic Software Teaching Resources, Stage B For more information about the Topic Software passages, visit Session 5.2 of READ 180: Best Practices for Reading Intervention at 64 Teacher Implementation Guide

65 The Topic Software passages are leveled as follows: Level 1 passages have a Lexile range of Level 2 passages have a Lexile range of Level 3 passages have a Lexile range of Level 4 (Stage B) passages have a Lexile range of Level 4 (Stage C) passages have a Lexile range of READ 180 Topic Software Passage 1.1 LEVEL 3 READ 180 Topic Software Passage 1.1 LEVEL 4 Crop Art Crop Art Copyright Scholastic Inc. All rights reserved. Stan Herd looks like an ordinary farmer. His farm is no ordinary farm, though. Herd s crops aren t planted on a grid, like the crops on most farms. Herd s a little more imaginative than that! As a crop artist, he plants and shapes his crops into huge pictures. In fact, Herd s creative efforts are so large that you need to view them from an airplane. One of Herd s grandest pictures grew from 20 acres of Kansas crops. Herd planted them in the pattern of sunflowers. He used a famous painting by Vincent van Gogh as a model. What kind of crops did Herd use? Naturally, he planted sunflowers! Of course, you don t have to visit the country to check out Herd s work. He went to New York City. There, Herd planted a lovely landscape that can be seen from nearby high-rises. Stan Herd s a pretty cool guy. From his fertile imagination comes innovative art that really grows on you. [12] [25] [37] [49] [62] [64] [76] [88] [101] [107] [120] [132] [141] [152] [159] Don t be deceived by Stan Herd s appearance. He may look like any other farmer, but the truth is, he s an artist, too. Herd uses his farmland as a canvas and his crops are his media. Instead of planting the crops in a grid, Herd gets on his tractor and shapes the crops into pictures. Herd creates his art on a very large scale. To really appreciate it, you ve got to view it from an airplane window. As Herd explains it, My inspiration was to do something grand and innovative that stretches the boundaries. One of Herd s grandest pictures grew from 20 acres of Kansas crops planted in the pattern of sunflowers. The crops were you guessed it sunflowers. The work was modeled after a painting by the famous Dutch artist, Vincent van Gogh. You could call Herd a Van Gogh on a tractor. You can t keep this artist down on the farm, though. Herd visited a big city in search of a new canvas for his work. Crop art in the city? You bet! With the help of a couple of first-time city farmers, Herd planted a beautiful landscape. No need for an airplane here you can see the landscape from neighboring high-rises. [11] [22] [35] [49] [54] [67] [80] [90] [93] [104] [115] [126] [138] [143] [155] [172] [186] [198] [205] Copyright Scholastic Inc. All rights reserved. Stan Herd s a cool guy with a passion for art. From his fertile imagination come pictures that really grow on you! [218] [226] Resource Links Teaching Resources: p. 73 SAM Keyword: Crop Art Use for fluency practice. READ 180 Topic Software Passage Use for fluency practice. READ 180 Topic Software Passage 1.1 Resource Links Teaching Resources: p. 74 SAM Keyword: Crop Art Topic Software Teaching Resources, Stage B Topic Software Teaching Resources, Stage B Refer to the word counts and the benchmarks in the Teaching Plans to assess students fluency. Notice how the length of each passage increases with each level. The Instructional Model 65

66 The Instructional Model Instructional Software READ 180 Reading Progress Report Purpose This is an overview of students overall and cumulative progress in the READ 180 Topic Software during the selected time period. Follow-Up Check regularly for Software usage patterns and correlations between time and performance data. For more detailed information on a particular student, consult individual reports. Review the Latest Topic Software to see which segment each student is working on now. Compare the Segments and Sessions Per Segment to find out students rates of progress through the content. Use the READ 180 Grading Tool to score Final Fluency Recording made in the Success Zone. READ 180 Reading Progress Report from SAM For additional information about this report, see the Placement, Assessment, and Reporting Guide, pages For more information about interpreting and using this report, visit Session 7.4 of READ 180: Best Practices for Reading Intervention at 66 Teacher Implementation Guide

67 READ 180 Comprehension Skills Report Purpose This report provides an at-a-glance summary of the comprehension progress for the class. It details each student s skills progress as well as the class s overall skill mastery. Follow-Up Plan instructional time targeting specific comprehension skills for small groups. Identify skills for which a large number of students need additional support, and plan Whole-Group Instruction accordingly. Look for student names and scores that are bold with red arrows to identify problems with specific skills. Identify students that are having difficulty with multiple skills. Scan the bottom row to identify which skills are most difficult for the greatest number of students. READ 180 Comprehension Skills Report from SAM For additional information about this report, see the Placement, Assessment, and Reporting Guide, pages For more information about using data-driven instruction, visit Session 7 of READ 180: Best Practices for Reading Intervention at The Instructional Model 67

68 The Instructional Model Instructional Software READ 180 Student Segment Status Report Purpose This report shows a student s progress for the current and last completed segments, and averages for all segments completed over time. Follow-Up Compare the amount of time the student has spent in each zone. Monitor activity scores as well as progress toward zone completion. Check the number of times the student has read through the entire Reading Zone passage using the Word, Phrase, Practice, or Record buttons. Compare the student s current progress to their average to observe changes over time. Review the amount of time spent in each session and look for balance among the zones. READ 180 Student Segment Status Report from SAM For additional information about this report, see the Placement, Assessment, and Reporting Guide, pages For more information about progress monitoring reports, visit Session 7.4 of READ 180: Best Practices for Reading Intervention at 68 Teacher Implementation Guide

69 READ 180 Student Diagnostic Report Purpose This report shows a student s skills progress, recent word and spelling errors, and fluency scores to help you identify and prioritize the student s needs. Follow-Up Check individual skill scores. Look for error patterns on the student s word lists. Use Resources for Differentiated Instruction to provide individual support as needed. Run this report every four to eight weeks to correspond with your grading periods. Look for error patterns on the student s word lists and target instruction with RDI lessons. READ 180 Student Diagnostic Report from SAM For additional information about this report, see the Placement, Assessment, and Reporting Guide, pages For more information about diagnosing individual students needs, visit Session 7.3 of READ 180: Best Practices for Reading Intervention at The Instructional Model 69

70 The Instructional Model Modeled and Independent Reading Modeled and Independent Reading builds reading success using leveled Paperbacks and grade-level Audiobooks. Purpose Modeled reading is a process that involves an experienced reader demonstrating good reading practices and strategies to a developing reader. Modeled reading with the READ 180 Audiobooks enables students to access grade-level literature with audio support provided by a Narrator and Reading Coach. The Paperbacks build fluency, expand vocabulary, and provide the much-needed practice struggling readers lack. READ 180 Paperbacks make independent reading more pleasurable because they are available in a range of reading levels and high-interest topics. Instructional Focus Modeled and Independent Reading helps students become better readers with: leveled reading practice. access to grade-level texts. think alouds that demonstrate reading skills and self-monitoring strategies. modeled fluent reading. opportunities to respond to reading in writing. Classroom Organization To set up the Modeled and Independent Reading area of the classroom, you may want to: arrange tables and comfortable chairs in a reading area near the READ 180 Paperbacks and Audiobooks crates. set up storage for supplies, including CD players and headphones. organize copies of materials from the Teaching Resources guides, such as Classroom Library Checkout Slips, QuickWrites, Reading Logs, and graphic organizers. post the Audiobooks and Paperbacks poster and label the area. Procedures You may want to post and discuss procedures for: selecting books. handling the Audiobook CDs and CD players. marking your place in a book. completing Reading Logs, QuickWrites, and graphic organizers. taking a Reading Counts! quiz. 70 Teacher Implementation Guide

71 Teacher Materials Audiobooks Teaching Resources and Paperbacks Teaching Resources Audiobooks and Paperbacks Poster Use the Teaching Plans, Overviews, comprehension graphic organizers, and QuickWrites to help students build key skills and strategies. Display this poster to increase interest in reading and to help students select books. Student Materials Audiobooks and Paperbacks Libraries Assessment Materials Scholastic Achievement Manager (SAM) Enroll students in Reading Counts! and view reports to assess their comprehension. Use reports and the SAM Book Expert to help students choose appropriate books. Placement, Assessment, and Reporting Guide Access detailed information about regrouping students for targeted instruction, assessing performance and progress throughout the year, and using reports for data-driven instruction. Choose from high-interest leveled Paperbacks and grade-level Audiobooks. Reading Counts! Evaluate students comprehension of the Audiobooks and Paperbacks that they complete using these electronic quizzes. For more information about Modeled and Independent Reading, visit Session 6 of READ 180: Best Practices for Reading Intervention at The Instructional Model 71

72 The Instructional Model Modeled and Independent Reading Exploring the Audiobooks and Paperbacks The Audiobooks and Paperbacks poster includes covers, titles, and Lexile levels, as well as a brief description of each book. Display this poster in the Modeled and Independent Reading area to help students choose books. Model how to use the poster to select books based on Lexile levels. Notice that there are twelve Audiobooks. A stage includes five copies of each CD and book. Audiobooks and Paperbacks Poster Stage B, QuickStart Kit Notice that there are 40 Paperbacks (30 in Stage A). A stage includes five copies of each book. Read a few book summaries aloud to encourage interest. 72 Teacher Implementation Guide

73 Paperbacks Teaching Plans These plans provide you with tools to monitor and support students with the Paperbacks. Each plan includes a summary, discussion questions, comprehension skill practice, and links to resources. Find information about the genre, page count, and Lexile level. Enter Keywords in SAM to access and print resources. Recommend that students read books that support a specific comprehension skill. Audiobooks Teaching Resources, Stage B Paperbacks Teaching Resources, Stage B The Instructional Model 73

74 The Instructional Model Modeled and Independent Reading Audiobooks Teaching Plans These plans provide you with tools to monitor and support students with the Audiobooks. Each plan includes a summary, discussion questions, comprehension skill practice, and links to resources. Read the summaries to become familiar with the books. Hook students interest in a book using the Create Interest feature. Ask discussion questions to facilitate reading conferences and informal check-ins. Develop students comprehension with graphic organizers. Audiobooks Teaching Resources, Stage B 74 Teacher Implementation Guide

75 Comprehension Graphic Organizers Guide students to complete the Audiobooks and Paperbacks graphic organizers to reinforce their comprehension during reading. Paperbacks Teaching Resources, Stage B The Instructional Model 75

76 The Instructional Model Modeled and Independent Reading Paperback QuickWrites Paperback QuickWrites provide opportunities to build students writing fluency in response to their reading. The Paperback QuickWrites levels correspond to READ 180 reading levels. Paperbacks Teaching Resources, Stage B 76 Teacher Implementation Guide

77 Audiobook QuickWrites Audiobook QuickWrites provide opportunities to build students writing fluency in response to their reading. The Audiobook QuickWrites are available in two levels. Name READ 180 Audiobooks QuickWrites LEVELS 1 2 Holes Here are some ideas to write about while you re reading the book. Write your answers on the back of this sheet or on a separate piece of paper. Believe It or Not (After Chapter 15) 1. Is Stanley telling the truth? Do you believe the story about how he got the sneakers? Explain your thoughts in a sentence or two. DATE Copyright Scholastic Inc. All rights reserved. A Tough Crowd (After Chapter 30) 2. The Camp Green Lake staff is a tough crowd. They treat the kids harshly. List three things the staff does that make life hard for the kids. Zero to Hero (After Chapter 43) 3. Being lost is no fun. But Zero s skills help get the boys back to camp. List some of the skills that Zero uses to find the way. Big News (End of Book) 4. The Camp Green Lake story is going to be big news. Write a headline and first sentence for a news story about what happened. DATE DATE DATE Resource Links Teaching Resources: p. 37 SAM Keyword: Holes Use with page 17. READ 180 Audiobooks Holes 37 Audiobooks Teaching Resources, Stage B The Instructional Model 77

78 The Instructional Model Print this report for all of your students after they take the SRI test to help them choose books that match their levels and interests. Modeled and Independent Reading SRI Recommended Reading Report Purpose This report provides an individualized list of books, based on a student s reading interests and SRI test results. Follow-Up Share this list with students, encouraging them to explore the recommended titles. Then, help them choose and find books. Notice books that have Reading Counts! quizzes installed. 3 SRI Recommended Reading Report from SAM For additional information about this report, see the Placement, Assessment, and Reporting Guide, pages For more information helping students select books, visit Session 7 of READ 180: Best Practices for Reading Intervention at 78 Teacher Implementation Guide

79 SRI Targeted Reading Report Purpose This report establishes the level of difficulty for each student s Lexile reading range (Easy, On-Level, and Challenging). Follow-Up Use the reading ranges to assign appropriately leveled text for different instructional purposes and to help students choose books at a comfortable level for independent reading. Administer the SRI test at the beginning, middle, and end of the year to monitor Lexile growth. Guide students to choose Paperbacks that fall within their easy or on-level range. SRI Targeted Reading Report from SAM For additional information about this report, see the Placement, Assessment, and Reporting Guide, pages For more information about matching students to books, visit Session 6.4 of READ 180: Best Practices for Reading Intervention at The Instructional Model 79

80 The Instructional Model Modeled and Independent Reading Reading Counts! Reading Progress Report Purpose This report provides an overview of students progress in the program. In addition to tracking a group s quiz success rate, the report shows individual quiz performance and achievement. Follow-Up Use the information in the report to plan incentives and to help students monitor their progress. You may also use the report to guide instruction and create reading groups. Meet with students who are having difficulty passing quizzes to adjust goals and choose appropriate books. Recognize students who meet their independent reading goals. Reading Counts! Reading Progress Report from SAM For additional information about this report, see the Placement, Assessment, and Reporting Guide, pages For more information about monitoring progress in READ 180, visit Session 7.4 of READ 180: Best Practices for Reading Intervention at 80 Teacher Implementation Guide

81 Guide students to choose books at a lower Lexile level when they are not passing the quizzes after two attempts. Reading Counts! Student Reading Report Purpose This report provides a comprehensive summary of an individual student s participation in Reading Counts! It summarizes the student s progress toward his or her goals and includes key information about each book the student has read. Follow-Up Review the data on the report for indicators of low performance and intervene accordingly. Print this report to share with families and students during conferences and to keep in student files. Reading Counts! Student Reading Report from SAM For additional information about this report, see the Placement, Assessment, and Reporting Guide, pages For more information about accountability for independent reading, visit Session 6.5 of READ 180: Best Practices for Reading Intervention at The Instructional Model 81

82 The Instructional Model Whole-Group Wrap-Up Each day in the READ 180 classroom ends with Whole-Group Wrap-Up. During this time, students summarize and review skills from Whole- and Small-Group Instruction. Students share what they have learned and talk about their success. At this time, you can also lead discussions about the Topic Software videos, facilitate book talks, and review procedures. Purpose Whole-Group Wrap-Up brings the class together at the end of the day to reinforce the idea of the classroom as a community of learners. Students reconvene to review skills, reflect on their learning, and share their successes. Instructional Focus Whole-Group Wrap-Up helps students to become better readers by: reviewing skills. discussing books and videos. recognizing success. reflecting on the day through writing. Classroom Organization To set up the Whole-Group Wrap-Up area of the classroom, you may want to: arrange tables or desks for the whole class. set up storage for student materials such as reproducibles and notebooks. Procedures You may want to post and discuss procedures for: problem-solving and active listening strategies. putting away supplies. giving book talks. completing Exit Slips and Daily Reflection Journals. exiting the classroom. 82 Teacher Implementation Guide

83 Teacher Materials Teacher s Edition Audiobooks, Paperbacks, and Topic Software Teaching Resources Use the discussion questions and summaries in these books to help guide book talks and other Whole-Group Wrap-Up discussions. Use the Teacher s Edition to review key concepts, check understanding, and answer students questions. Student Materials Red Resources Have students complete Exit Slips or the Daily Reflection Journal from Session 2, Your Turn of READ 180: Best Practices for Reading Intervention. For more information about Whole-Group Wrap-Up, visit Session 2.3 of READ 180: Best Practices for Reading Intervention at The Instructional Model 83

84 The Instructional Model Whole-Group Wrap-Up Reflecting With Exit Slips Exit Slips provide an easy and open-ended way for students to reflect on the day s learning. Brainstorm ideas as a class before students write personal reflections. Give students a few minutes to write and then have them share with the class. Encourage students to write brief responses. READ 180: Best Practices for Reading Intervention Session 2: Your Turn 84 Teacher Implementation Guide

85 Wrapping-Up With the Daily Reflection Journal Have students complete the Daily Reflection Journal sentence starters to record their experiences during each part of the Instructional Model. Tell students to spend a couple minutes thinking before they write. Guide students to share their responses with the class using the sentence starters. Encourage students to have at least one goal in mind for the next day. READ 180: Best Practices for Reading Intervention Session 2: Your Turn The Instructional Model 85

86 The Instructional Model Notes Copyright Scholastic Inc. All rights reserved. 86 Teacher Implementation Guide

87 The Scholastic Achievement Manager Using the Scholastic Achievement Manager (SAM) The Scholastic Achievement Manager (SAM) is the learning management system for all Scholastic software programs, including READ 180, Scholastic Reading Inventory (SRI) Interactive, and Reading Counts! SAM collects and organizes student performance data from these Scholastic programs. Purpose SAM allows teachers and administrators to monitor programs and provide data-driven instruction by providing easy-to-use tools for: managing student rosters. generating reports on student performance data at the individual, classroom, school, and district levels. locating helpful resources for classroom instruction. SAM Home Page To login to SAM, you will need to have a username and password. Your technical coordinator may have set these up during the installation and setup process. The SmartBar The SmartBar is the core of SAM navigation. It appears as the left hand column on every SAM screen and is the quickest route to displaying information about schools and students that are using Scholastic programs. Your selection on the SmartBar will appear in the main display. SAM SmartBar The Scholastic Achievement Manager 87

88 The Scholastic Achievement Manager For District Administrators For District Administrators Add a School Set up your school in SAM. Add a Class Add classes in SAM. Directions 1. Sign in to SAM with your default username (dadmin) and password (@dm1n). Click Roster. 2. Click Add a School under Manage Roster on the District Profile screen. This opens the Add a School window. 3. Use the Profile tab to add basic information about the school including school ID number and grades using READ 180. Items marked with an asterisk (*) are required. 4. Click Save to save your entries and return to your Profile screen. Click Cancel to exit without saving your changes. 5. Add additional schools by returning to the main menu and repeating steps 1 5. TEACHER TIP SAM s installation and setup can only be done by someone with Administrator rights to your computer network. Directions 1. Sign in to SAM with your default username (dadmin) and password (@dm1n). 2. Double-click a school name in the SmartBar. 3. Click the Add a Class link under Manage Roster on the District Profile screen. 4. Enter the information in the Profile tab of the Add a Class window. Use the check boxes to associate Programs with the class. TEACHER TIP Set up classes first, then associate teachers, grades, and student Profiles. 5. Click Save to save the class information and return to the District Profile screen. The class name will appear in the SmartBar. 88 Teacher Implementation Guide

89 For District Administrators Add a Teacher Add teachers to SAM. Edit a Teacher Profile You can make changes to your basic information. Directions 1. Sign in to SAM with the default username (dadmin) and password (@dm1n). 2. Double-click a school name in the SmartBar. 3. Click the Add a Teacher link under Manage Roster on the District Profile screen. Enter information in the Profile tab of the Add a Teacher window. 4. Click the School & Classes tab and use the check boxes to assign the teacher to classes. 5. Click Save to save the teacher s information and return to the District Profile screen. The teacher s name will appear in the SmartBar. Directions 1. Sign in to SAM with your own teacher username and password. 2. Click My Profile on the top right of the Home Page to open the Edit Teacher Profile window. TEACHER TIP You can access your Profile information at any time by clicking My Profile on the top right of any screen in SAM. 3. Make any changes to the fields on the Profile or Schools & Classes tabs. Items marked with an asterisk (*) are required. 4. Click Save to keep your changes and exit the Edit Teacher Profile window. The Scholastic Achievement Manager 89

90 The Scholastic Achievement Manager Add a Student Add your students to SAM and associate them with classes. Enroll Students in Programs Enroll students in programs, such as SRI, READ 180, and Reading Counts! record Lexile scores and generate reports. Directions 1. Sign in to SAM with your teacher username and password. Double-click the class name in the SmartBar to see the Class Profile screen. 2. Click the Add a Student link under Manage Roster. 3. Enter information in the Profile tab of the Add a Student window. Use the check boxes in the Add to Classes & Groups window to assign this student to particular classes or groups. Items marked with an asterisk (*) are required. 4. Click Save to save your student s information and return to your Class Profile screen. The student s name will appear in the SmartBar. TEACHER TIP If a student leaves the school, you will need to deactivate them from SAM. To deactivate a student, double-click the student s name in the SmartBar, then click the Deactivate Student link under Manage Roster. Click Yes in the message window that follows to remove this student from SAM s active roster. Directions 1. Sign in to SAM with your teacher username and password. Double-click a class name in the SmartBar to see the Class Profile screen. 2. Click the Manage Enrollment link under Manager Roster. 3. Use the check boxes next to the students names to enroll them in programs. Click the check boxes labeled Select All to enroll all of your students in a program. TEACHER TIP To remove students from Scholastic programs, un-check the boxes next to the students names in the Manage Enrollment screen, or uncheck the box labeled Select All to remove all of your students from a program at the same time. 4. Click Save & Return once you are finished to return to your Profile screen, or click Save to save your student s information and stay on the Manage Enrollment screen. Copyright Scholastic Inc. All rights reserved. 90 Teacher Implementation Guide

91 Target SRI Reading Levels Target individual reading levels using SRI Settings. Check the Usage Summary View your students SRI scores. Directions 1. Sign in to SAM with your teacher username and password. Double-click a student s name in the SmartBar to access the student s Profile screen. 2. Click the Settings link next to the SRI icon in the Programs menu at the bottom of the screen to access SRI Settings. 3. Use the pull-down menu next to Estimated Reading Level (initial placement only) in the Test Settings menu. Choose either Far Below Grade Level, Below Grade Level, On Grade Level, Above Grade Level, or Far Above Grade Level. TEACHER TIP If all the students in your class are Far Below Grade Level or Below Grade Level, select the class name from the SmartBar and repeat step #2. This way you can target all of your students at the same time. 4. Click Okay on the confirmation window to confirm the estimated reading level. 5. Click Save & Return once you are finished to return to your student s Profile screen, or click Save to save your student s information and stay on the SRI Settings screen. Directions 1. Sign in to SAM with your teacher username and password. Double-click a class name in the SmartBar to access the class Profile screen. 2. Use the scroll bar in the Usage Summary in the center of the screen to view your students Lexile scores. 3. Click the top of the Lexile column in the Usage Summary to sort the scores in descending order. 4. Click the top of the column again to sort the scores in ascending order. Students who have not taken SRI will appear as N/A on the Usage Summary. TEACHER TIP If you would like to view scores and high-level data for individual students you can use the Usage Summary. Double-click a student s name in the SmartBar to access that student s Profile screen. You will see READ 180, SRI, and Reading Counts! data in the Usage Summary. The Scholastic Achievement Manager 91

92 The Scholastic Achievement Manager Modify READ 180 Settings You can individualize the READ 180 experience for each student. Skip a READ 180 Segment You can customize SAM to skip specific segments using Program Settings. Directions 1. Sign in to SAM with your teacher username and password. Double-click a student s name in the SmartBar to access the student s Profile. TEACHER TIP You can also apply READ 180 Program Settings to a class or group, and enable features like pronunciation tips for a class or group of Spanish-speaking students. 2. Click the Settings link next to READ 180 in the Programs menu. 3. Click the Settings tab. 4. Use the buttons and check boxes to set leveling options for students, enable options for Englishlanguage learners, or activate support settings for students, such as captioning and button rollover. 5. Click Save & Return to return to your student s Profile page, or click Save to save your student s information and stay on the Program Settings screen. Directions 1. Sign in to SAM with your teacher username and password. Double-click a student s name in the SmartBar to access the student s Profile. 2. Click the Settings link next to READ 180 in the Programs menu. 3. Click the Topic Manager tab to access the topic and segment management screen. 4. Using the pull-down menu next to the Show Topic Software For: menu, select a READ 180 stage for which you wish to skip topics and segments. 5. Click the boxes in the Completed column to skip specific segments. TEACHER TIP If you have skipped topics and segments, an M (indicating Manual Advancement) will appear next to them in the Topic Manager after you save. 6. Click Save & Return to return to the student s Profile page. 7. The next time the student logs on to READ 180, he or she will start at the beginning of the next Topic Software segment. 92 Teacher Implementation Guide

93 Enter an Assignment Score You can enter assignment or rbook scores into SAM for reporting purposes. Evaluate Recordings You can evaluate your students fluency using the Grading Tool in SAM. Directions 1. Sign in to SAM with your teacher username and password. Double-click a student s name in the SmartBar to access a student s Profile. 2. Click the Grading Tools link next to READ 180 in the Programs menu. 3. Click the Add New Assignment link. Use the pulldown menu in the pop-up window under Assignment to choose the assignment or enter another assignment in the New Assignment window. Then select the date your student completed the assignment 4. Enter the student s score under Score, then click = to calculate a percentage. 5. Click Save. Your student s score will now appear on the tab. 6. Check the box next to the assignment to include it in the READ 180 Grading Report. TEACHER TIP To modify or delete your student s scores from the Assignments tab, click the Edit or Remove links next to the assignment name. Directions 1. Sign in to SAM with your teacher username and password. Double-click a student s name in the SmartBar to access a student s Profile. 2. Click the Grading Tools link next to READ 180 in the Programs menu. 3. Click the Fluency Evaluation tab. Under the Select Recording menu, click the button next to the recording you wish to evaluate. 4. Click Play to listen to your student s recording, which will open and play in another window. 5. Use the pull-down menu next to Evaluate to enter your student s score. Enter any additional comments about your student s performance in the Comments box. TEACHER TIP Students should complete one Success Zone recording about every 1 3 weeks. 6. Click Save & Return to return to your student s Profile page, or click Save to save your student s information and stay on the Fluency Evaluation tab. The Scholastic Achievement Manager 93

94 The Scholastic Achievement Manager Modify Reading Counts! Settings You can individualize the Reading Counts! experience to fit your students needs. Use Reading Counts! Book Expert You can search through 30,000 book titles in Reading Counts! and generate book lists for classroom use. Directions 1. Sign in to SAM with your teacher username and password. Double-click a student s name in the SmartBar to access the student s Profile. 2. Click the Settings link next to Scholastic Reading Counts! in the Programs menu. 3. Use the pull-down menus on the Settings tab to customize settings. TEACHER TIP You can also apply Reading Counts! program settings to a class or group, and set benchmark values for Reading Counts! awards. 4. Click Save & Return to return to your student s Profile screen, or click Save to save your student s information and stay on the Settings screen. Directions 1. Sign in to SAM with your teacher username and password. Click the Books tab. 2. Enter a book title and author in the Quick Search tool to search for specific titles to place on your list, or use any of the criteria in the Advanced Search tab to narrow your search. 3. Click Search to display your results. TEACHER TIP Click any book title in the Search Results or Custom List tabs to view the Book Info window for that title, which lists Lexile and reading levels, word counts, and allows you to keep track of how many copies of the title are in your school s library. 4. Check book titles to add them to your custom book list. A counter on the lower left indicates the number of titles you have selected. 5. Click View Custom List to view your book selections. 6. Click Print List of Titles to print your list. You can only print custom lists that exceed 30 titles. 94 Teacher Implementation Guide

95 Use the Reports Index You can run reports for students, groups, and classes. Save and Print a Report You can save and print reports in SAM to share progress. Directions 1. Sign in to SAM with your teacher username and password. Click Reports to access the reports available for your class. TEACHER TIP If you select any student from the SmartBar, the Reports Index will show reports associated with individual students. 2. Check the box next to the report you wish to run. Then click Run Report to view an on-screen version of this report. 3. Choose from the pull-down menu or click the Previous and Next links to view additional report information. Directions 1. Sign in to SAM with your teacher username and password. Double-click a student s name in the SmartBar. 2. Click the Reports tab to view the reports available. 3. Check the box next to the report you wish to run. Make sure that the time period is correct. Then click Run Report to view an on-screen version of this report. 4. Click Save a Copy (PDF) at the top of the screen. Then click Save to save this report in the Reports Index. You will then see a confirmation screen. 5. Click View Saved Reports to see all the reports you have saved for this student, or click Return to Report to return to the student s on-screen report. TEACHER TIP You can also click the View Saved Reports link from the Reports Index to access saved reports for any student highlighted in the SmartBar. The Scholastic Achievement Manager 95

96 The Scholastic Achievement Manager Access Resources From a Report You can access many READ 180 resources by entering skill names for targeted instruction. Use Advanced Reporting Features You can customize report features such as report time periods. Directions 1. Sign in to SAM with your teacher username and password. Double-click a student s name in the SmartBar. 2. Click the Reports tab. Check the box for a report. Click Run Report. 3. Once you have generated a report, click the green R next to a skill on which you would like to see Resources. A list of resources will appear in the Search Results screen. 4. Click the column headings to sort the results by name, type, Scholastic program, or grade level. 5. Click a link in the Resource Name column to open a printable PDF version of this resource. 6. Click File in the Adobe Acrobat toolbar and then select Print from the pull-down menu to print this resource. TEACHER TIP You can print multiple resources or you can save any PDF resource you open using the Adobe Acrobat File menu. Directions 1. Sign in to SAM with your teacher username and password. Double-click a student s name in the SmartBar. 2. Click the Reports tab. Check the box for a report. Click Run Report. 3. Once you have generated a report, click the Time Period link below the report title at the top of the screen. 4. Use the calendar tool in the pop-up window to select the new dates for the report. 5. Click Run Report to view the on-screen report for the dates you specified. TEACHER TIP You can also customize the time period for a report before you generate it by choosing any of the selections in the Time Period menu on right side of the Reports Index screen. 96 Teacher Implementation Guide

97 Scholastic Reading Inventory (SRI) SRI is an adaptive computer test that assesses your students reading comprehension. As a student takes the test, the program adapts to the student s ability, adjusting the level of each question to arrive at an accurate score. If the student misses a question, the next question will be slightly easier. If the student answers correctly, the next question will be slightly more difficult. Using SRI to Place Students in READ 180 All students beginning READ 180 must take an SRI test. SRI reports information about your students reading comprehension in Lexiles. Based on their initial SRI scores, students are automatically placed in the appropriate READ 180 level. When to Use SRI We recommend that you administer SRI to your students three to four times a school year. Use SRI at the beginning of the year for placement and to form initial groups for small-group rotations. As the year progresses, you can use your students Lexile scores to adjust instruction and regroup according to changes in skill levels. Administering SRI at the end of the year will enable you to evaluate your students overall reading growth. What SRI Results Tell You Each time your READ 180 students take an SRI test, the results are captured by SAM. You can use SAM to generate reports that include the following student data: Lexile scores and Performance Standards Reading Level (On, Above, or Below grade level) Lexile ranges for Easy, On-Level, and Challenging text Normative data (Percentile Rank, NCEs, and Stanines) Recommendations for helping students meet grade-level expectations SRI results are also reported in norm-referenced terms. This means that you can use them to see how students in a group, class, or grade are performing compared to their grade-level proficiency range. How to Use SRI Results You can use SRI results to: identify students reading levels. provide targeted instruction for individuals and groups. group students appropriately for differentiated instruction. match students to appropriate texts. measure each student s reading progress over time. evaluate your students progress toward grade-level proficiency. The Scholastic Achievement Manager 97

98 The Scholastic Achievement Manager Preparing Your Students to Take an SRI Test You can help your students succeed in SRI by creating a supportive testing environment. Before administering the SRI, be sure to review appropriate test-taking strategies. These include careful reading and answering selections. You may also wish to practice reading text passages as a class and model how to choose an answer. Test-Taking Strategies The following are specific strategies you can share with your students. For more information, including lesson plans and practice activities, see Test-Taking Strategies. Look for Important Ideas When you read a comprehension passage, look for ideas you think might be important. Look especially at the first and last sentences in each paragraph. Take mental notes as you read. Complete the Sentence When you think you ve got the right answer, read the sentence, inserting the answer. Does the sentence make sense? Does the meaning match the passage? Use Context Clues to Figure Out Unfamiliar Words You might come across a vocabulary word you don t know. Slow down and take some time to see if you can figure out what the word means. Look at the context clues before and after the word, as well as the surrounding sentences. Ask yourself questions about what the passage is saying. This can help you determine the meaning of the word to eliminate wrong answer choices. Use Your Skips You can skip up to three SRI passages without affecting your test results. Take a Break Between Passages SRI Interactive isn t timed. After answering several items, feel free to take a break to stand up and stretch. Scholastic Reading Inventory 98 Teacher Implementation Guide

99 The SRI Student Experience Choose Book Interests Indicate your reading interests. Take a Practice Test Listen to the instructions and take a practice test. Directions 1. Log in by clicking the SRI Interactive icon on your desktop. Enter your username and password. 2. Click a colored circle to select a category of interest. You may choose up to three categories. 3. Click Next to move on. TEACHER TIP You may want to model taking an SRI test for students if they are not familiar with computer-based testing. Directions 1. Listen to the directions as they are read aloud. Then click Next to move to the next screen. 2. Answer the practice questions one at a time. There are three questions in total. 3. You may skip up to three questions. You will receive three additional skips for the actual test. 4. If you miss questions during the practice test, a message will pop up indicating that you may take the practice test again or see your teacher. TEACHER TIP If you do not want students to have instructions read aloud, you can change this in SAM under SRI Settings. The Scholastic Achievement Manager 99

100 The Scholastic Achievement Manager The SRI Student Experience Take an SRI Test Take an SRI test with approximately five questions. In a real SRI test, students answer twenty to twenty-five questions. View and Print a Reading List View and print a reading list of books based on your SRI score and stated reading interests. Directions 1. Read the passage. 2. Read each question and click on the correct answer. 3. Notice that questions increase in difficulty as you answer them correctly. TEACHER TIP Before your students take the SRI test, you may want to review the test-taking strategies on page 98 of this guide. Directions 1. Click Preview on the test completion screen to view your reading list. 2. Click Print to obtain a copy of the report that can be used to guide independent reading. 3. Log out of SRI. TEACHER TIP The workstation will need to be connected to a printer for students to print the Recommended Reading Report. 100 Teacher Implementation Guide

101 Interpreting SRI Reports SRI Reading Performance Report Analyze and review key information on an SRI Reading Performance Report. SRI Intervention Grouping Report Students will receive an SRI reading list after completing an SRI test. Directions 1. Follow the directions on page 95 to run an SRI Reading Performance Report using the Reports Index. 2. Save and print the report. 3. Scan the Lexile column. This score indicates the text level that each student can read with 95 percent comprehension. 4. Check the Percentile Rank, Normal Curve Equivalent, and Stanine to see how these students compare to national standards. 5. Review the Performance Standard column to see students reading comprehension proficiency levels as measured by the SRI. 6. Use this data to inform your small groups and to match students to books at their level. Directions 1. Print this report from the Reports Index in SAM (see page 95). 2. Scan the Lexile column. This score indicates the text level that each student can read with 95 percent comprehension. 3. Check the Percentile Rank, Normal Curve Equivalent, and Stanine to see how these students compare to national standards. 4. Review the Intervention Level column to see students reading comprehension proficiency levels as measured by the SRI. Students who test as Below Basic or Beginning Reader are identified in red. 5. Target students who score Below Basic or Beginning Reader for additional differentiated support. The Scholastic Achievement Manager 101

102 The Scholastic Achievement Manager Using Lexiles in Your Classroom Once students have taken the SRI test and their reading level has been expressed in Lexiles, you can use the data as a powerful tool to plan instruction. Tips for Using Lexiles Use Book Expert in SAM to select books that represent the different Lexile scores in your class and to connect to the topics you are studying in the Teacher s Edition. Select books at a higher Lexile level if you are reading books aloud to the whole class. Students are able to comprehend text that they hear at a higher Lexile than that at which they can read. Discuss the books and model reading strategies, such as summarizing text or connecting text to personal experience. Assemble students into small groups according to their Lexile scores and interests. Ask each group to select common books on their SRI Recommended Reading Reports to read and discuss. Guide students to select books that match their current Lexile level. Encourage students to read the leveled READ 180 Paperbacks as well as books on their SRI Recommended Reading Report that they can find in the library. For more information about matching students to books, visit Session 6.4 of READ 180: Best Practices for Reading Intervention at Teacher Implementation Guide

103 Learning About Lexile Levels Increase students confidence and independence by matching them to texts that are at the appropriate reading level. Notice how passages increase in difficulty as the Lexile score gets larger. QuickStart Kit Examine the sample book passages to make informal leveling determinations. The Scholastic Achievement Manager 103

104 The Scholastic Achievement Manager Tracking Lexile Progress Show students how to track progress using the rbook chart below at the beginning, middle, and end of year. Recognize student success with certificates and other rewards. Encourage students to set goals based on their latest Lexile score. rbook, Stage B Instruct students to write their SRI scores and the date in which they took each test. 104 Teacher Implementation Guide

105 Your First Three Weeks Student Selection for READ 180 Work with your principal and colleagues to determine how you will select students who will most benefit from READ 180. Identifying Students Using SRI Student selection for the program is based on each school s needs and population. Scholastic recommends that you use the Scholastic Reading Inventory (SRI) test to identify READ 180 candidates. Then use the SRI Intervention Grouping Report to identify which students are most at risk. Other Selection Criteria Other signs that students might benefit from READ 180 include: student performance on tests indicates that a student is in the bottom two quartiles. student proficiency exams show that a student is reading below grade level. teacher observation and assessments indicate that a student is reading below grade level and is in need of intervention. SRI or other reading assessments show that a student is reading below grade level. student is an English-language learner reading below grade level. student is in a special education program and is in need of reading intervention. SRI Intervention Grouping Report from SAM Your First Three Weeks 105

106 Your First Three Weeks The READ 180 Three-Week Time Line Load the READ 180 Software Enroll students in READ 180, SRI, and Reading Counts! Set up your classroom with your QuickStart Kit Post labels and procedures in class Begin planning using the Teacher s Edition Set up an organizational system for frequently used handouts Introduce the Instructional Model, Topic Software, and Paperbacks WEEK 1 Preview the READ 180 Software Learning Zones with the demo disk Participate in a READ 180 Paperbacks Book Pass KEY Teacher Student 106 Teacher Implementation Guide

107 Administer the SRI Teach procedures for instructional areas Introduce Red Routines Send letters home to parents or caregivers Check SRI Intervention Grouping Report and SRI Reading Performance Report Form small groups using SRI Reports Post and review rotation charts WEEK 2 WEEK 3 Take the SRI Practice the key Red Routines Use READ 180 Software Practice rotations from one instructional area to another Select books based on Lexile level and interests Begin Workshop 1 in the rbook Your First Three Weeks 107

108 Your First Three Weeks Your First Week Use this checklist during your first week of instruction. Enroll in SAM Make sure that the READ 180 Software is loaded on your computers. Add your students to SAM and enroll them in SRI, READ 180, and Reading Counts! Set Up Your Classroom Open Your READ 180 QuickStart Kit to help set up your classroom. Post labels and procedures for each small-group rotation area. Set up an organizational system for handouts that will be used frequently. Begin Planning Open the blue READ 180 teacher crate and begin planning Wholeand Small-Group Instruction using the Teacher s Edition. Introduce the Program Introduce the Instructional Model to students using the Instructional Model poster. Introduce the READ 180 Topic Software to students one zone a day using the demo disk. Encourage students to get excited about the Paperbacks by doing a Book Pass. For more information on getting started with the program, visit Session 2.5 of READ 180: Best Practices for Reading Intervention at Teacher Implementation Guide

109 Week One Enroll in SAM Add your students to SAM, and enroll them in SRI, READ 180, and Reading Counts! The following SAM Quick Reference Guide comes in your QuickStart Kit to help you to add and enroll students during Week One. SAM Quick Reference Guide Your First Three Weeks 109

110 Your First Three Weeks Week One Set Up Your Classroom Prepare the classroom environment by setting up distinct learning areas. During the first week, establish expectations and introduce students to the READ 180 classroom and program. It is critical to create a strong first impression and set the tone for learning in the first week of school. Making a Strong First Impression Create an impressive learning environment. Make your READ 180 classroom a place where students want to be. Post positive messages about reading and learning on the walls. When students enter the room, they will see a place of learning with books that target their interests. The classroom set up will be the students first impression of what you, as a teacher, are offering. There is only one chance to create a first impression of the classroom. Let the classroom environment invite the student to learn. Setting up the READ 180 Classroom Provide room to allow for movement. Create at least two spaces for display: one for schedules and groups and one to show students successes and writing. Place a bulletin board outside the READ 180 classroom door so that students can share their work with others in the school. Put your desk off to the side or in the corner. The focus of the READ 180 classroom is on the students. Label the three main areas of the READ 180 classroom: Small-Group Instruction, Modeled and Independent Reading, Instructional Software. 110 Teacher Implementation Guide

111 Begin Planning This planning chart is a tool to help you plan for Whole- and Small-Group Instruction. You can use this planner to jot down notes as you plan your instruction, or when you begin teaching the rbook in two weeks. ACTIVITY Whole-Group Instruction (20 minutes) Instructional Software (20 minutes) Modeled and Independent Reading (20 minutes) Small- Group Instruction (20 minutes) Whole- Group Wrap-Up (10 minutes) Monday Tuesday Wednesday Students work independently on Topic Software CDs. Teacher checks in as needed. Students read READ 180 Audiobooks or Paperbacks independently. Teacher checks in as needed. Students take Reading Counts! quizzes when they finish their books. Thursday Friday Your First Three Weeks 111

112 Your First Three Weeks Week One Introduce the Program Instructional Model Display the Instructional Model poster in your class. Engage students in a discussion about each area. In Week Two, use the poster to practice routines and procedures. Instructional Software with READ 180 Topic Software 20 minutes Small-Group Instruction with READ 180 Teacher s Edition and rbooks 20 minutes Modeled and Independent Reading with READ 180 Audiobooks and Paperbacks 20 minutes ISBN READ 180 Instructional Model Poster Topic Software Use the READ 180 demo disk to introduce and explain your expectations for each Learning Zone. In the Reading Zone, for example, have students read the leveled passage each day. READ 180 Topic Software For more information about the Instructional Model, visit Session 2.3 of READ 180: Best Practices for Reading Intervention at Teacher Implementation Guide

113 Introduce the Program READ 180 Paperbacks Do a Paperbacks Book Pass. Students also will briefly preview several Level 1 Paperbacks in a Book Pass. Have them follow the steps below: 1. Place a Level 1 Paperback on each seat. Separate students into small groups. 2. Have each group select a timekeeper someone who is good at multi-tasking and has a watch (preferably with a second hand). The timekeeper will keep track of time while still participating in the activity. 3. Hand out copies of the Reading Log to each student in a group. The Reading Log is on page 191 of this guide. 4. To start the activity, have students pick up the book from their seats and preview it by looking at the front cover and reading the back cover. Then have them begin reading the first page. 5. After two or three minutes, when the timekeeper says Stop, have them write the title of their book on the first line of the Reading Log. Then have them list the pages they have read and write a few comments about the book. 6. When the timekeeper calls Book Pass, have them pass their book to the person on their right. Then repeat the whole process again: Preview the book, read for two or three minutes, then stop and write comments. 7. Students should be able to sample each book that is passed around in their group. If there are four to five people in a group, each pass should be three minutes; if there are seven to eight people, each pass should be two minutes. If there are fewer than four people, place two books at each student s seat. Your First Three Weeks 113

114 Your First Three Weeks Your Second Week Use this checklist during your second week of instruction. Administer SRI Administer the Scholastic Reading Inventory (SRI) to each student. Practice Routines Teach procedures for each area. Have students practice rotating from one area of the classroom to another. Model and practice key Red Routines (e.g., Think (Write)-Pair-Share, Oral Cloze). Select Books Guide students to select books for Modeled and Independent Reading based on their Lexile levels and interests. Send Letters Home Send parent letters home to introduce READ 180. For more information on getting started with the program, visit Session 2.5 of READ 180: Best Practices for Reading Intervention at Teacher Implementation Guide

115 Week Two Administer SRI Before your students take the SRI, make sure to set their estimated reading level in SAM (see page 91). When directing students to take the SRI, model how to log in and answer a test question. While taking the SRI Test, your students will perform the following tasks: Log in to the program Choose the types of books they like to read Read the test questions Answer the practice questions Take the test View and print a recommended reading list 1. Logging In To log in, students double-click the SRI icon on the computer desktop and then enter their name and password on the login screen. 2. Choosing Book Topics After students log in, SRI displays the book interest screen. This screen asks students to indicate the types of books they like to read from a list of topics such as Family and Friends, History, and Earth and Space (topics vary by grade level). Students can choose up to three topics. SRI will use these choices to create a customized reading list that corresponds to the student s Lexile score. Scholastic Reading Inventory Your First Three Weeks 115

116 Your First Three Weeks Week Two 3. Reading the Test Questions Directions appear on the computer screen that explain how to take the SRI. Students can read the directions on screen or hear them read aloud. 4. Answering the Practice Questions Students will answer three practice questions to ensure that they understand how to take the test. The practice questions are formatted like those on the actual test but are easier than the student s targeted reading level. Your students should be able to answer these questions correctly. If a student is having difficulty with the practice test directions or computer interface, a prompt will appear telling the student to ask the teacher for help. 5. Taking the Test An SRI test consists of brief selections of fiction and nonfiction. After the student reads each passage, a multiple-choice question is displayed on the screen. The student chooses an answer from four answer choices. Changing an Answer Students can change their answers by clicking a new answer before moving on to the next screen. Skipping a Question Students can skip up to three questions on a test without being penalized. Using Large Text You can set up SRI to display large text. This option may be helpful for younger students or those with special needs. Students using the large text option may need to go on to the next screen to view an entire passage. Exiting and Returning to an Incomplete SRI Test Your students may not have time to finish a test in one sitting. If this is the case, they can save an incomplete test and return to complete it at another time. The next time they log in to SRI, the program will automatically prompt them to continue the unfinished test. 6. Viewing and Printing a Recommended Reading List After completing the test, each student can view a customized Recommended Reading List. This list is based on the student s SRI results and book topic choices. Students can print their lists to use as a guide when they choose books for independent reading. 116 Teacher Implementation Guide

117 Week Two Practice Routines: Small-Group Instruction Review with students the types of activities they should be prepared to do in Small-Group Instruction. Show students the materials they will need for this rotation and explain how to use them. Post this list near the Small-Group Instruction area and review it periodically. Teacher Resource Small-Group Instruction Routines and Procedures Be prepared with your rbook, notebook, and/or folder to discuss: 1. Reading skills and strategies 2. Vocabulary and word study 3. Writing skills and strategies 4. Independent Reading Log 5. Paperback, Audiobook, or Topic Software QuickWrites 6. READ 180 progress reports Copyright Scholastic Inc. All rights reserved. This page may be photocopied for use with students. c13_s2_t3_tr4.qxd Available only through Scholastic Red. READ 180: Best Practices for Reading Intervention Session 2: Your Turn Your First Three Weeks 117

118 Your First Three Weeks Week Two Practice Routines: Instructional Software Introduce procedures for students to follow as they work independently with the READ 180 Topic Software. The resource below outlines a sample student session with the Software. Introduce these guidelines in the beginning of the year and post them in the Instructional Software area so that students may follow and refer to them as needed. Teacher Resource Instructional Software Routines and Procedures 1. Select a Topic Software CD. Remember to handle CDs carefully. 2. Log on with your name and password. 3. Always begin in the Reading Zone. 4. Work in the Reading Zone, Word Zone, and Spelling Zone each day. 5. Read the Reading Zone passage each day. 6. Answer two questions each day in the Reading Zone. Don t guess! Go back to the passage and click words you don t know. 7. Log off at the end of the rotation. 8. Return the Topic Software CD to its place. Copyright Scholastic Inc. All rights reserved. This page may be photocopied for use with students. 9. Tell your teacher when you are in the Success Zone. c13_s2_t3_tr4.qxd Available only through Scholastic Red. READ 180: Best Practices for Reading Intervention Session 2: Your Turn Teacher Implementation Guide

119 Week Two Practice Routines: Modeled and Independent Reading The list of routines and procedures below offers guidelines for using the Audiobooks and Paperbacks during Modeled and Independent Reading. Post this list in the reading area as a reference to guide students through procedures for before, during, and after reading. READ 180: Best Practices for Reading Intervention Session 2: Your Turn Your First Three Weeks 119

120 Your First Three Weeks Week Two Practice Rotations Use the following tips to implement successful rotations: Use a signal, such as a timer, to indicate when students rotate. Explain procedures and expectations clearly. Post a Rotation Chart in a visible location. You may want to enlarge it so that students can see it from all areas of the classroom. When beginning new rotation groups, make sure to refer to the Rotation Chart and tell each group where to go next. For example, say: Group A, you are rotating from the Instructional Software area to the Modeled and Independent Reading area. Group B, you are rotating from the Modeled and Independent Reading area to the Small-Group Instruction area. Group C, you are rotating from the Small-Group Instruction area to the Instructional Software area. After several days, students should automatically know the order of their rotations. Laminate the Rotation Chart and use overhead markers to write students names. This way, you can easily erase names to change groups for differentiated instruction. Small-Group Rotations Chart Small-Group TK Instructional Instruction Software 20 minutes 20 minutes 60 minutes Modeled and Independent Reading 20 minutes 120 Teacher Implementation Guide

121 READ 180 Program Background Week Two Practice Routines: Think (Write)-Pair-Share Use this resource to teach students the Think (Write)-Pair-Share routine which encourages students to interact and share ideas. The three parts of the routine include: Thinking/Writing Students reflect and record ideas independently. Pairing Partners systematically discuss their ideas with accountability for sharing and listening. Sharing Students present their ideas to the group. Copyright Scholastic Inc. All rights reserved. READ 180: Best Practices for Reading Intervention Session 2: Your Turn Your First Three Weeks 121

122 Your First Three Weeks Week Two Practice Routines: Idea Wave Use this resource to teach students the steps and sentence starters for the Idea Wave routine. This routine engages the entire class to participate in brainstorming and expressing ideas. The sentence starters below help students structure their ideas for sharing with the class. READ 180: Best Practices for Reading Intervention Session 2: Your Turn Teacher Implementation Guide

123 Week Two Practice Routines: Numbered Heads Use this resource to teach students the steps and sentence starters for the Numbered Heads routine. This routine teaches students to be accountable for group work and actively participate in class discussions. Name Date Numbered Heads Steps for Numbered Heads 1. Number off from 1 to Listen to the question. 3. Discuss ideas with your group and prepare to share. 4. Report your group s ideas if your number is called. Copyright Scholastic Inc. All rights reserved. c9_read180_sr_fnl.qxd Sentence Starters Asking for Feedback What do you think? Could you explain your thinking? Do you have another idea? We d really like to hear your thoughts on. Agreeing and Disagreeing I like the way. I hear your views, but I disagree because. I had a different reaction. I thought. Elaborating I agree, but would also add that. We could combine these ideas by. Reporting Ideas We all agreed that. Most of us agreed that. We think. It seems to us. READ 180: Best Practices for Reading Intervention Session 2: Your Turn Your First Three Weeks 123

124 Your First Three Weeks Week Two Select Books Use the Reader s Survey at the beginning of the year to learn more about students interests and habits so that you can match them to appropriate books. Have students retake the survey a couple of times throughout the year to address their changing reading interests. Paperbacks Teaching Resources, Stage B 124 Teacher Implementation Guide

125 Week Two Send Letters Home Send parent letters home to introduce the program. Use this letter to notify parents and caregivers of their child s results on the SRI and his or her reading level. The letter also has tips to use at home to improve student s reading comprehension and fluency. READ 180 Parent Letter I from SAM Your First Three Weeks 125

126 Your First Three Weeks Your Third Week Use this checklist during your third week of instruction. Check a Report Check the SRI Intervention Report and the SRI Reading Performance Report. Review students initial Lexile scores. Form Small Groups Using SRI reports, consider Lexile levels and management concerns to create your initial small groups. Post and review the Rotation Chart. Begin Software Have students begin using the READ 180 Topic Software. Check in with students as they work in the Instructional Software area. Start a Workshop Begin teaching rbook Workshop 1 during Whole- and Small-Group Instruction. For more information on getting started with the program, visit Session 2.5 of READ 180: Best Practices for Reading Intervention at Teacher Implementation Guide

127 Week Three Check a Report Purpose This report groups students according to their performance on their latest SRI tests. Use the information to group students for instruction in the beginning of the year. Follow Up Plan appropriate instructional support and intervention for students who are reading below grade level. Encourage students to read independently at their reading level. Form your initial groups according to students Intervention Level. Guide students to choose books for Modeled and Independent Reading based on their Lexile scores. Check for students that have BR (beginning reader) in the Lexile column so that you can provide the necessary support. SRI Intervention Grouping Report from SAM For more information about this report, see the Placement, Assessment, and Reporting Guide, pages For additional information about grouping students, visit Session 2.4 of READ 180: Best Practices for Reading Intervention at Your First Three Weeks 127

128 Your First Three Weeks Week Three SRI Reading Performance Report Purpose This report shows students performance standards based on the results of their latest SRI test. Follow Up Use the information on the report to set goals for students and identify students who are performing at low performance standards. Set goals with students to increase their Lexile scores. Check the performance band of each student based on their SRI test results. Identify the Lexile range which represents reading proficiency at grade level. SRI Reading Performance Report from SAM For more information about this report, see the Placement, Assessment, and Reporting Guide, pages For additional information about using reports, visit Session 7 of READ 180: Best Practices for Reading Intervention at Teacher Implementation Guide

129 Week Three Form Small Groups Use this management form to help you and your students keep track of classroom rotations. Post this form in a central place in your classroom so that students may refer to it as necessary. READ 180: Best Practices for Reading Intervention Session 2: Your Turn Your First Three Weeks 129

130 Your First Three Weeks Week Three Begin Software The Role of the Teacher Support and reinforce skills that students practice at the computer. Periodically, you can also monitor students who are working at the computer. Level 1 students begin using Topic Software CD 1. Students at other levels can choose any Topic Software CD they like. However, to simplify instruction you may want to have all students begin, regardless of their level, with the first Topic Software CD. Practical Tips for the READ 180 Topic Software: Ask students to read leveled Reading Zone passages every day. You may need to monitor students at first. As proficiency increases, less monitoring will be necessary. Recognize students who complete a Topic Software CD or move up a level with a certificate, announcement, or other reward. Devise a reward for mastering a given number of words in the Word and Spelling Zones. READ 180 Topic Software 130 Teacher Implementation Guide

131 Week Three Start a Workshop Below is the Workshop 1 Overview for Stage B. Take time to review each part of the Overview before you begin teaching. Teacher s Edition, Stage B Review the topic and the Workshop Skills and Strategies that you will teach. Notice the type of text for each rbook reading. Your First Three Weeks 131

132 Your First Three Weeks Notes 132 Teacher Implementation Guide

133 Classroom Management Scholastic Red Classroom Management The Differentiated Support pages at the end of each Workshop in the Teacher s Edition, include a Red professional development feature devoted to classroom management. Red Classroom Management topics include: Moving Through the Rotations Efficiently Learning to Choose the Right Book Checking In at the Instructional Software Rotation Reading Conferences Timed Fluency Practice Student Reports Conferences Student rbook Conferences Whole-Group Wrap-Up Teacher s Edition, Stage B Classroom Management 133

134 Classroom Management Selecting Books in READ 180 Many students want to read, but they do not know what to read. You can build independence by establishing routines around choosing and completing a book. Purpose Teaching students how to choose an appropriate book helps: develop strategies to make good choices for independent reading. promote student accountability for independent reading. prevent students from wasting time by starting books without completing them. Procedure Model how to use resources and strategies to make just-right book choices. Demonstrate this procedure at the beginning of the year. 1. Explain how the books are organized in their crates. Point out the differences between the leveled Paperbacks and the Audiobooks. 2. Model how to use the Audiobook and Paperbacks poster by looking over the book covers and reading one of the summaries. 3. Encourage students to choose Paperbacks at their Lexile level. 4. Invite a volunteer to select a Paperback or Audiobook title that looks appealing from the poster. Demonstrate how to locate it in the crate. 5. Model how to select a book by thinking aloud about it. What does the cover tell me about what this book might be like? Let me read the back. Does the topic/story seem interesting to me? Is the Paperback at my level? Do the illustrations grab my attention? I ll flip through the book to see how long the chapters are. How long will it take me to finish this book? 6. After self-questioning, students can decide if they are pleased with their selection or if they need to start over by choosing a new book. For additional help with choosing the right book, see the following reports in SAM: SRI Targeted Reading Report and SRI Recommended Reading List. For more information about helping students to choose books, visit Session 6.4 of READ 180: Best Practices for Reading Intervention at Teacher Implementation Guide

135 TITLE GENRE COMPREHENSION FOCUS LEXILE Alcatraz: Prison for America s Most Wanted Nonfiction Read for Detail 440 All in a Day s Work and Other Stories Short Stories Make Inferences 270 The Band Realistic Fiction Analyze Plot 220 Donner Party: A Diary of a Survivor Historical Fiction Main Idea and Details 310 The Escape: A Classic Story of Suspense Suspense Make Inferences 310 Hear Me Realistic Fiction Compare and Contrast 240 King Arthur Graphic Classic Problem and Solution 260 Narrative of the Life of Frederick Douglass Graphic Classic Read for Detail 220 UFOs: Fact or Fiction? Nonfiction Main Idea and Details 440 Alison s Trumpet and Other Stories Short Stories Analyze Character 440 Creatures Infest Local School! Science Fiction Read for Detail 430 Frankenstein Graphic Classic Compare and Contrast 300 Hiroshima Historical Fiction Cause and Effect 660 Jane Eyre Graphic Classic Analyze Plot 210 Night Bird: A Story of the Seminole Indians Historical Fiction Analyze Character 490 Secrets of Oak Park Fiction Draw Conclusions 610 The Skull Man and Other People With Cool Jobs Nonfiction Main Idea and Details 440 The Adventures of Captain Underpants Humorous Fiction Problem and Solution 720 The Big Lie: A True Story Nonfiction Analyze Setting 700 Dive, Book Two:The Deep Realistic Fiction Make Predictions 750 Money Hungry Realistic Fiction Sequence of Events 650 Quinceañera Means Sweet 15 Realistic Fiction Analyze Character 630 Score! The Greatest Athletes of All Time Nonfiction Compare and Contrast 740 Summer on Wheels Realistic Fiction Analyze Setting 750 Visitors: Strange Invaders Science Fiction Draw Conclusions 630 Wait Until Dark Short Stories/Suspense Read for Detail 760 Won t Know Till I Get There Realistic Fiction Cause and Effect 840 Among the Hidden Science Fiction Problem and Solution 800 Classic Tales of Terror Short Stories/Suspense Make Inferences 810 Double Dutch Realistic Fiction Make Predictions 760 The Good Fight: Stories About Real Heroes Nonfiction Summarize 810 Love Letters and Other Stories Short Stories Compare and Contrast 820 Miracle s Boys Realistic Fiction Analyze Plot 660 Moby Dick Graphic Classic Analyze Character 410 Stealing Home: The Story of Jackie Robinson Biography Analyze Character 930 Trapped Nonfiction Summarize 980 Matching Students to Age-Appropriate Text Access these resources to help you match struggling readers to high-interest, leveled Paperbacks, and grade-level Audiobooks.. READ 180 and the Lexile Framework Poster Audiobooks Teaching Resources and Paperbacks Teaching Resources READ 180 Paperbacks Teaching Resources Overview LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1 King of the Hill Play Summarize * Destination: Everest Play Analyze Setting * Happy Burger Play Summarize * Zero Tolerance Play Cause and Effect * * Leveled according to concepts, language, and design 12 READ 180 Overview Use this poster featuring excerpts from READ 180 Paperbacks in Lexile increments of 100 to become familiar with Lexile levels. Overviews Refer to these charts to locate books by Lexile, genre, and by focus on comprehension skills. Teaching Plans Review these Teaching Plans for brief summaries of, and discussion questions about, the Paperbacks and the Audiobooks. Reader s Survey Identify each student s reading interests with this Reader s Survey. Audiobooks and Paperbacks Poster Display this poster of book covers, summaries, and Lexile levels in the Modeled and Independent Reading area. Model how to use it to choose books. Scholastic Achievement Manager (SAM) Scholastic Reading Inventory (SRI) Administer this electronic reading test to assess students reading comprehension and identify their interests. Print the SRI Recommended Reading List and the SRI Targeted Reading Report to provide students with a list of books at the appropriate level that match their interests. Reading Counts! Assess students comprehension of the READ 180 Paperbacks and Audiobooks as they complete them using this quiz software Book Expert Use Book Expert in SAM to locate READ 180 books and other titles based on Lexile level, student interest, author, comprehension skill, genre, and curriculum needs. TM Classroom Management 135

136 Classroom Management Establishing a Rotation Routine For part of every READ 180 class, students will move from one area to another to participate in each of the small-group rotations. Help students make the most of their class time by having them practice rotating to the different areas of the classroom. Purpose Teaching students to move efficiently from area to area helps: maximize valuable instructional time. keep classroom materials organized and ready for use. build students independence and increase their sense of responsibility for learning. Procedure Establish and model a rotation routine with your class at the beginning of the year. You may want to follow the suggestions below: 1. Point out the three areas in the classroom: Instructional Software, Modeled and Independent Reading, and Small-Group Instruction. 2. Post and explain a rotation chart so that students know to which group they belong. 3. Share your rotation signal for movement, such as a timer or music. Consider providing a one- or two-minute warning before the signal. Explain that each group should move at the same time for smooth rotations. 4. Demonstrate how to transition from one area to the next, including how to stop work and leave the area ready for the next group. 5. Model how to walk from one area to the next at the sound of the signal. Have all students walk in the same direction for an efficient rotation. 6. Check understanding by having each group respond orally to questions such as the following: Group 1, where do you start? Where do you go next? What s the signal? What do you do with your materials when you hear the signal? 7. Have each group complete a practice rotation. Provide suggestions and encouragement. 136 Teacher Implementation Guide

137 Checking In With Students During instructional Software and Modeled and Independent Reading, you can help students progress if you coach their Topic Software and book use from time to time. Toward the middle or end of an rbook Workshop when students are practicing and applying skills with greater independence at Small-Group Instruction get the group started on rbook activities that they can complete with little supervision so that you are free to check in with the other areas. Modeled and Independent Reading To guide your students in their use of the Audiobooks and Paperbacks, refer to students Reading Counts! quizzes or to the Teaching Plans in Audiobooks Teaching Resources and Paperbacks Teaching Resources. Procedure Follow the steps below to check in at the Modeled and Independent Reading area: 1. Listen to students read aloud from their current Paperbacks. 2. Review the students Reading Logs. 3. Engage students with discussion questions from the Teaching Plans in Audiobooks Teaching Resources and Paperbacks Teaching Resources. 4. Use QuickWrites to encourage written responses to the books. Ask students to share their responses with you. 5. Review Reading Counts! quizzes and reports with students (see pages and of the Placement, Assessment, and Reporting Guide for more information). Instructional Software As students work independently on the rbook, check in at the Instructional Software area. Refer to the READ 180 Student Segment Status and Reading Progress Reports as well as to Topic Software Teaching Resources to support students with the Topic Software. Procedure Follow the steps below to check in with students at the Instructional Software area: 1. Encourage students to share their Topic Software work with you. What is the main idea of the video segment? What words are you working on in the Word Zone? In the Spelling Zone? Would you please read them for me? I d like to listen in as you record your reading passage. 2. Use discussion questions from the Teaching Plans in Topic Software Teaching Resources. Have students use QuickWrites to encourage written response to the video. Discuss students answers. 3. Review SAM reports with students. Point out to students the total time spent using the Software and time spent in each zone. Encourage them to set new goals. 4. Stress the importance of practicing the Reading Zone passage every day (see pages 56G and 186E of the Teacher s Edition for more information). Classroom Management 137

138 Classroom Management Creating a Home-School Connection A number of resources are built into the READ 180 program to get families involved and create a home-school connection. Family Involvement at School Send parent letters home. Inform families about the program. Enlist volunteers. Parents and caregivers can help manage the Instructional Software and Modeled Independent Reading areas. Invite parents to observe and experience the READ 180 classroom. Back to School Show the chapter for families in the READ 180 Implementation DVD to parents at back-to-school night. Give parents a Software demonstration with the READ 180 demo disk. Conferences Discuss student reports and goals with parents at parent-teacher conferences. Play students recordings of reading passages from the Success Zone in SAM so that parents can hear fluency progress over time. Grading Share scoring guides for writing so that parents understand how you evaluate writing. Family Involvement at Home Create student files with QuickWrites, final drafts, and individual reports to share with families and to help determine grades. Plan READ 180 events for families. Encourage reading at home with a 20 minute daily reading routine. Guide parents to create a reading environment at home. Parents can show they value reading by filling the home with books, magazines, and newspapers. Discuss how parents can show interest in what your child is reading. Parents can ask questions such as: What was your favorite part? Who were your favorite and least favorite characters? What would you have done? Can you think of another ending? READ 180 Community Web site This site offers comprehensive support for teachers who would like to learn more about the program. At teachers can: share ideas and experiences on the community message boards. consult with our READ 180 expert online-ask Noelle. sign up to receive the READ 180 Newsletter and get valuable tips on supporting their student s reading habits. For more ideas visit Ideas for Family Engagement in Your Turn for each session of READ 180: Best Practices for Reading Intervention at Teacher Implementation Guide

139 READ 180 Parent Letter II Purpose This report provides parents and caregivers with information on how their children are progressing, and is ready to send home in English or one of five other languages (Spanish, Chinese, Haitian Creole, Hmong, and Vietnamese). Follow-Up Recognize and review student progress during parent-teacher conferences. Discuss various ways that family can be involved in a child s reading practice at home, for example, by reading together. Customize the opening and closing paragraphs of the letter. Review student assessment results during parent-teacher conferences. Discuss strategies that families can use at home to increase students reading progress. READ 180 Parent Letter II from SAM For additional information on parent letters, see pages of the Placement, Assessment, and Reporting Guide. Classroom Management 139

140 Classroom Management Conferencing With Students Book Conferences The best time to hold conferences on the Audiobooks and Paperbacks is during the Small- Group Instruction rotation. Toward the middle or end of rbook Workshops when students are beginning to practice and apply skills with greater independence get the group started on rbook activities that they can complete with little supervision. While students are working independently, call on one or more group members in turn to meet with you for brief book conferences. Use the Reading Counts! reports to inform book conferences with students. See pages of the Placement, Assessment, and Reporting Guide for detailed information on Reading Counts! quizzes and reports. Procedure Follow these steps with individuals or small groups of students who are reading the same book. 1. Ask students for general reactions to the book. Prompt them to give reasons for their reactions and examples from the book to support their ideas. 2. Encourage students to relate book characters, events, and ideas to their lives, to other texts they have read, and to their background knowledge. Use questions to build on their responses. Are you glad you chose this book? Why or why not? Does the character remind you of anyone you know? What would you have done in that situation? 3. Locate the Teaching Plan in Audiobooks or Paperbacks Teaching Resources. Use the Discussion Questions to promote discussion and share responses to the QuickWrite prompts. 4. Have students complete the Student Reading Log at the end of each Workshop in their rbooks. These Logs provide students with areas where they can write their reactions to the books. Student Log Book Log Use these pages to keep track of the books you read. Write the title in the blank box. Add a design if you like. Fill in the date that you started and completed each book. Mark what kind of book it was. Rate the book using the rating scale at right. Then write a statement about it. Date Started READ 180 Paperback READ 180 Audiobook Other book Rate the Book: I would recommend this book to Date Started READ 180 Paperback READ 180 Audiobook Other book This book reminded me of Rate the Book: Date Completed Date Completed Rating Scale It was great! It was good. It was O.K. I didn t like it. Date Started READ 180 Paperback READ 180 Audiobook Other book Rate the Book: The reason why I rated this book Date Started READ 180 Paperback READ 180 Audiobook Other book Rate the Book: I chose to read this book because Date Completed Date Completed 266 Student Log rbook Book Log, Stage B 140 Teacher Implementation Guide

141 Reports Conferences Share SAM reports with students to help them monitor their growth and take responsibility for their reading improvement. You can use reports to help students set goals, celebrate progress, and become increasingly independent learners. Procedure Meet with students individually to review relevant reports such as: READ 180 Student Segment Status, READ 180 Student Diagnostic Report, and READ 180 Student Reading Report. 1. Explain to the student that the purpose of the conference is to discuss his/her progress based on the SAM reports. 2. Share the type of report and the data it contains. 3. Ask what the student notices about the report. 4. Guide students to think about the following: What does this report demonstrate about your work? (Point out any problems with the amount of time students spend in each Learning Zone, or evidence of rushed, careless, or off-task work). What changes do you need to make based on this information? What support do you need in order to make these changes? 5. Set new goals for improvement. 6. Ask the student to initial and date the report and bring the report home. 7. If the student s report demonstrates the need for a parent conference, set this up and share the report with parent and student. Classroom Management 141

142 Classroom Management rbook Conferences Students work on the interactive rbook activities reflects their overall level of engagement, understanding of content, and mastery of skills. Look over students rbook work at the end of each Workshop. For each Workshop, or once every three weeks, set aside time during Small-Group Instruction to conference with students and provide feedback. Use the rskills Tests Student Skills Report to inform conferences on rbook skills. See pages and pages of the Placement, Assessment, and Reporting Guide for detailed information on rskills Tests and reports. Procedure Get your small group started with that day s assignment. As the group is working, call on individuals to meet with you. 1. Give students a few minutes to reflect on their work. 2. Ask students to share their reactions to reading passages. Use React questions from the rbook for ideas. 3. Provide positive feedback and constructive criticism. Is the handwriting legible? Are all assigned activities complete? Does the student s work demonstrate thoughtfulness and effort? Are answers in complete sentences? 4. Ask students to show you which areas they found particularly difficult or confusing. Set goals and develop procedures for improvement. 5. Quickly assess each section that students have completed. Explain your feedback or the grades you have provided. 6. Review rskills Tests results and reports with students. Student Log rbook Workshop Log Fill in the date that you start and complete each Workshop. Rate your effort on a Workshop using the Rating Guide. Then answer a final question. WORKSHOP WORKSHOP 1 4 The New Americans Date Started Self-Assessment Date Completed Rate your effort during this Workshop WORKSHOP When Disaster Strikes 2 Date Started Date Completed Self-Assessment Rate your effort during this Workshop WORKSHOP Identity Crisis 3 Date Started Date Completed Self-Assessment Rate your effort during this Workshop Stolen Childhoods Date Started Date Completed weak Rating Guide okay good great Which was your favorite article in this Workshop? School Before Soccer Fitting In The New Immigration Boom Which type of natural disaster would you least want to be caught in? Why? a lightning storm a forest fire a hurricane Do you think that Louisa got what she deserved? Why or why not? What will you remember most about this Workshop? 262 Student Log Self-Assessment Rate your effort during this Workshop rbook Workshop Log, Stage B 142 Teacher Implementation Guide

143 Setting Classroom Goals Use this form with students during check-in conferences to set goals for Small-Group Instruction. There are additional forms to set goals for Instructional Software and Modeled and Independent Reading on pages Name Date Copyright Scholastic Inc. All rights reserved. Modeled and Independent Reading Goals adapted from THERE S ROOM FOR ME HERE: LITERACY WORKSHOP IN THE MIDDLE SCHOOL by Janet Allen and Kyle Gonzalez. Copyright 1998 by Janet Allen and Kyle Gonzalez. Reproduced by permission of Stenhouse Publishers, York, ME. All rights reserved. READ 180: Best Practices for Reading Intervention Session 2: Your Turn For more information about setting goals with students, visit Session 2.2 of READ 180: Best Practices for Reading Intervention at Classroom Management 143

144 Classroom Management READ 180 Grading Report Purpose This report presents results from READ 180 Software and Reading Counts! that may be used to measure student progress. Follow-Up Assess student progress in all parts of the READ 180 Instructional Model in your grading assessment. Add scores for assignments in the READ 180 Grading Tool in SAM to get an average grade for Teacher-Directed Instruction. Calculate final grades based on scores for all parts of the Instructional Model. READ 180 Grading Report from SAM See pages of the Placement, Assessment, and Reporting Guide for detailed information on the READ 180 Grading Report. For more information about the Grading Tool and Report, visit Session 7.5 of READ 180: Best Practices for Reading Intervention at Teacher Implementation Guide

145 Assigning Grades The READ 180 Grading Tool allows you to enter scores for assignments that are not done on the computer. The Grading Tool computes a percentage score for teacher-directed instruction based on the assignments you choose to include. The Grading Tool in combination with the READ 180 Grading Report helps teachers assign accurate grades. Student Work to Include in the Grading Tool Consider adding the following assignments to the Grading Tool. QuickWrites Writing assignments Homework Participation Attendance READ 180 Grading Tool Using Writing Rubrics Scoring guides, or rubrics, are tools for teaching, revising, and assessing writing. The scoring guides in the rbook are specific to the writing type and are based on a four-point scale from weak (1) to strong (4). An effective use of the scoring guide evaluates student writing based on: Task How well does the student address the prompt? Content How clearly does the student develop relevant ideas, and details? Organization How clearly does the student structure the writing and follow the conventions of the writing type? Does the student use academic and transition words? Recording Student Progress Keep a file of each student s work. Below are suggestions of materials to include in files for each student for grading and for parent conferences: student writing assignments observations about how well each student listens, follows instructions, focuses on tasks, participates in discussions and shows enthusiasm for learning individual reports QuickWrites Reading Logs goal setting forms notes from book, rbook, and report conferences Classroom Management 145

146 Classroom Management Notes 146 Teacher Implementation Guide

147 Data-Driven Instruction What Is Differentiated Instruction? Direct, whole-class instruction is essential for raising standards; however, alone it cannot meet the needs of a diverse group of learners. Differentiated instruction adapts teaching methods to to meet students needs, using leveled materials and pacing instruction. Analyzing student data regularly can help you address students varied abilities, skill needs, readiness levels, and learning rates. Differentiating and the Instructional Model The READ 180 Instructional Model promotes a balance of direct and differentiated instruction every day. The READ 180 Software continuously assesses and adjusts according to students skill needs and learning rate. READ 180 Paperbacks are high-interest and leveled according to the Lexile framework. The range of topics engages students at the appropriate levels. Small-Group Instruction can be used to teach rbook skills and RDI lessons, or to follow up with individual students. Whole-Group Instruction provides the opportunity to use structured engagement routines, such as Oral Cloze or Think (Write)-Pair-Share, to ensure that all students are participating and accountable for speaking, listening, reading, and writing. SAM Reports provide detailed diagnostic data to help you group students, target key skills, and understand individual needs. Dynamic Grouping Data-Driven Instruction Use the following data to organize and monitor small groups and focus instruction according to students needs: Instructional Planning and Diagnostic reports rskills Test results on student progress with rbook skills Reading Counts! quiz results Topic Software Passage benchmarks Oral Fluency Assessment results Observations of class participation Regrouping Adjust groups according to need. You may wish to occasionally place one or two students in an alternative small group to focus on a particular skill. You also might work with a couple of students within each small group to reteach a skill, review independent work, set reading goals, hold conferences, or listen to students read aloud. For more information about using data to inform instruction, visit Session 7.1 of READ 180: Best Practices for Reading Intervention at Data-Driven Instruction 147

148 Data-Driven Instruction Types of Assessment in READ 180 Use these types of assessment to inform instruction, monitor progress, and diagnose individual needs. 148 Teacher Implementation Guide

149 Data-Driven Instruction 149

150 Data-Driven Instruction Reports In the READ 180 Program READ 180 Reports Each time your students log on to the READ 180 Software, the Scholastic Achievement Manager (SAM) captures information on how they use the software, and how they are progressing in key skill areas. You can access this information for individual students, groups, or an entire class through the READ 180 reports. The reports allow you to view and sort specific information to meet your day-to-day needs. Using reports will enable you to target instruction, monitor your students progress, and communicate with parents or caregivers. Class/Group Reports Comparative Time-On-Task Report Completion Success Report Comprehension Skills Report Grading Report Participation Report Reading Progress Report Comprehension Skills Grouping Report Content-Area Grouping Report Phonics & Word Study Grouping Report Spelling Skills Grouping Report Level Promotion Report Skills Alert Individual reports Student Diagnostic Report Student Reading Report Student Segment Status Report Student Word Zone Report Student High-Frequency Word Report Student Spelling Zone Report Parent Letter I Parent Letter II rskills Tests Reports When your students take the READ 180 rskills Tests, the SAM captures their test results. You can view test results for individual students, groups, or an entire class using rskills Tests reports. These reports will help you to monitor how well your students apply the specific skills you teach during Whole- and Small-Group Instruction. Class/Group Reports Summary Skills Report Summary Progress Report Individual reports Student Skills Report Student Progress Report Student Test Printout 150 Teacher Implementation Guide

151 Scholastic Reading Inventory (SRI) Reports Each time your students take the Scholastic Reading Inventory (SRI)Test, SAM captures and analyzes their test results. You can access this information for groups, classes, and individual students through the SRI reports. Using these reports will enable you to monitor your students reading progress; assess their progress towards grade-level proficiency goals; share information with students, parents, and administrators; and perform administrative tasks. Class/Group Reports Reading Performance Report Growth Report Proficiency Report Intervention Grouping Report Targeted Reading Report Incomplete Test Alert Individual reports Student Progress Report Student Yearly Progress Report Student Action Report Recommended Reading Report Student Books Read Report Parent Report I Parent Report II Student Test Printout Student Roster Reading Counts! Reports As your students participate in Reading Counts!, SAM captures data that can help you to monitor their independent reading. You can access this data for individual students, groups, or classes through the Reading Counts! reports. Class/Group Reports Reading Progress Report Book Frequency & Rating Report Reading Growth Acknowledgement Books Read Report Quiz Success Report Frequent Quizzes Report Points Report Award Report Quiz Alert Report Reading Selection Alert Quiz Performance Alert Points Status Report Individual reports Student Reading Report Parent Report I Parent Reports II and III Recommended Reading Report For more information about interpreting and using reports, visit Session 7 of READ 180: Best Practices for Reading Intervention at Data-Driven Instruction 151

152 Data-Driven Instruction READ 180 Reading Progress Report This report shows an overview of students progress in the Topic Software during the selected time period. READ 180 Reading Progress Report from SAM For more information on using the Topic Software, visit Session 5 of READ 180: Best Practices for Reading Intervention at Teacher Implementation Guide

153 Interpreting This Report Look closely at the data in the report to complete the information below. 1. Four students spent less than an average of 15 minutes on the Topic Software each session. 2. Chris Collins s score for his Final Fluency Recording of the Success Zone passage is 2.0. His score is based on a 6-point rubric. 3. Gabriel Ramirez s comprehension score of 54 percent and vocabulary score of 47 percent do not indicate mastery. Using This Report Write down three strategies that you can use to address the students needs that you identified from the data on this report. 1. I would meet with the four students who are not spending enough time on task to clarify expectations and set goals. Each student could fill out the Instructional Software Goals sheet and monitor their goals for time per session. Also, students can use the Topic Software Log in the back of their rbook to keep track of the Software segments they complete. 2. To help Chris Collins improve his fluency, I would encourage him to read the passage on the computer each day and I would send home a practice copy of his current Topic Software passage from the Topic Software Teaching Resources. Also, I would pair him with Christine, who is working on the same Topic Software CD at the same level, for partner fluency activities. If he needs additional support, I could teach fluency lessons and routines from RDI Book 1 during Small-Group Instruction. 3. For Gabriela, I would print out the READ 180 Student Reading Report to get more information about her difficulties with comprehension and vocabulary. Also, I would find out if she needs language support activated in the READ 180 Program Settings so that she can hear video summaries and highlighted words in her first language. For comprehension, I would check her Topic Software QuickWrites for understanding. Some Useful resources Instructional Software Goals, p. 203 rbook Topic Software Student Log Topic Software Teaching Resources: Passages RDI Book 1: Fluency lessons and routines Topic Software Teaching Resources: QuickWrites READ 180 Student Reading Report Data-Driven Instruction 153

154 Data-Driven Instruction READ 180 Comprehension Skills Grouping Report This instructional planning report identifies and groups students who need additional support in reading comprehension skills. READ 180 Comprehension Skills Grouping Report from SAM For more information on using reports to group students, visit Session 7.2 of READ 180: Best Practices for Reading Intervention at Teacher Implementation Guide

155 Interpreting This Report Look closely at the data in the report to complete the information below. 1. students are struggling with. 2. and are struggling to understand. 3. has scores below 70 percent for comprehension skills. Using This Report Write down three strategies that you can use to address the students needs that you identified from the data on this report Some Useful Resources RDI Book 1: Comprehension Lessons RDI Book 1: Comprehension Passages RDI Book 1: Comprehension Graphic Organizers Teacher s Edition: Red Best Practices Model Lessons Audiobooks Teaching Resources Paperbacks Teaching Resources READ 180 Student Diagnostic Report Data-Driven Instruction 155

156 Data-Driven Instruction READ 180 Phonics and Word Study Grouping Report This instructional planning report helps you target the top five phonics and word study needs of the class. READ 180 Phonics & Word Study Grouping Report For more information on improving phonics skills, visit Session 3.2 of READ 180: Best Practices for Reading Intervention at Teacher Implementation Guide

157 Interpreting This Report Look closely at the data in the report to complete the information below. 1. students are struggling with. 2. and are struggling to understand. 3. has scores below 70 percent for comprehension skills. Using This Report Write down three strategies that you can use to address the students needs that you identified from the data on this report Some Useful Resources RDI Book 1: Phonics Lessons RDI Book 1: Phonemic Awareness/Phonics, Red Routines, pp RDI Book 1: Vocabulary/Word Study Lessons Teacher s Edition: Differentiated Support READ 180 Level 1 Phonics Growth Report READ 180 Student Diagnostic Report Data-Driven Instruction 157

158 Data-Driven Instruction Reading Counts! Reading Progress Report This report gives you a comprehensive overview of students progress toward meeting independent reading goals. Reading Counts! Reading Progress Report from SAM For more information on setting independent reading goals, visit Session 6.5 of READ 180: Best Practices for Reading Intervention at Teacher Implementation Guide

159 Interpreting This Report Look closely at the data in the report to complete the information below. 1. took a total of Reading Counts! quizzes and passed of them. 2. s average Reading Counts! quiz score is flagged because it is below percent. 3. is books away from meeting his/her annual goal of reading books. Using This Report Write down three strategies that you can use to address the students needs that you identified from the data on this report Some Useful Resources Audiobooks Teaching Resources Paperbacks Teaching Resources Modeled and Independent Reading Goals SAM Book Expert Reading Counts! Books Read Report Reading Counts! Student Reading Report Data-Driven Instruction 159

160 Data-Driven Instruction READ 180 Grading Report This report shows key data for students performance in all parts of the Instructional Model to help you determine grades. READ 180 Grading Report from SAM For more information about grading in READ 180, visit Session 7.5 of READ 180: Best Practices for Reading Intervention at Teacher Implementation Guide

161 Interpreting This Report Look closely at the data in the report to complete the information below. 1. scored below 70 percent in areas. 2. scored based on a 6-point rubric for fluency on his/her final passage recording in the Success Zone. 3. scored for Whole- and Small-Group Instruction based on the assignments entered in the READ 180 Grading Tool in SAM. Using This Report Write down three strategies that you can use to address the students needs identified from the data on this report Some Useful Resources READ 180 Grading Tool rskills Tests Student Skills Report READ 180 Parent Letter II Data-Driven Instruction 161

162 Data-Driven Instruction Forming Small Groups for Rotations Assessing in READ 180 Students are held accountable during all parts of the Instructional Model. SAM reports inform you about students Software usage, skills progress, and areas of difficulty. Use rskills Tests every six to eight weeks to monitor progress on skills taught in Whole- and Small-Group Instruction. Have students take Reading Counts! quizzes to assess their comprehension of books read during Modeled and Independent Reading. Grouping in READ 180 Assess students and use the four suggestions below to group and regroup appropriately. Strategic Grouping Group students based on your observations of how students work together. Lexile Grouping Place students into three groups lowest, middle, and highest based on their Lexile scores. Mixed-Ability Grouping Divide the three lowest-ability students into three groups, then the next three lowest into three groups, and so on, until each small group has a range of lowest-to-highest-ability students. Diagnostic Grouping Place students together for one to two weeks based on data obtained from the READ 180 Grouping Reports. Teach the skills students need explicitly. Run the reports again to regroup by needs. What You Can Do Refer to reports frequently, especially if you are unsure of students progress or notice a student is having difficulties. Use report data to group and regroup, inform instruction, and communicate progress to school leaders, students, and their families. For more information about grouping students, visit Session 7.2 of READ 180: Best Practices for Reading Intervention at Teacher Implementation Guide

163 Using a Rotation Chart The chart below shows how one master teacher grouped students at the beginning of the school year according to their Lexile levels shown in the SRI Targeted Reading Report. Teacher Resource Rotation Chart Mrs. Greene s Class CLASS Date: From To 09/04/ /04/2004 GROUP One Morris, Timothy Nelson, Michael Richardson, Margaret Stedman, Mark Ferguson, Jessica Levin, Daniel Camarillo, Teri ROTATION ORDER 1. Instructional S0ftware 2. Modeled and Independent Reading 3. Small-Group Instruction GROUP Two Copyright Scholastic Inc. All rights reserved. This page may be photocopied for use with students. Cooper, Maya Gilmore, Nicholas Morgan, Rebekah Molina, Robert Three GROUP Cho, Henry Saunders, Renee Freeman, Charles Gainer, Jacquelyn Kim, Julie Mamdani, Aliyah Huang, Hsin-Yu Lewis, Chequan Robinson, Tiffany ROTATION ORDER 1. Modeled and Independent Reading 2. Small-Group Instruction 3. Instructional S0ftware ROTATION ORDER 1. Small-Group Instruction 2. Instructional S0ftware 3. Modeled and Independent Reading c9_tresources_r1_alt.qxd Available only through Scholastic Red. READ 180: Best Practices for Reading Intervention Session 2: Your Turn Data-Driven Instruction 163

164 Data-Driven Instruction Using Data to Regroup Students Place students in groups according to report data and other relevant assessment criteria. Teacher Resource Rotation Chart Date: From To CLASS GROUP ROTATION ORDER 1. Instructional S0ftware 2. Modeled and Independent Reading 3. Small-Group Instruction GROUP Copyright Scholastic Inc. All rights reserved. This page may be photocopied for use with students. GROUP ROTATION ORDER 1. Modeled and Independent Reading 2. Small-Group Instruction 3. Instructional S0ftware ROTATION ORDER 1. Small-Group Instruction 2. Instructional S0ftware 3. Modeled and Independent Reading c9_tresources_r1_alt.qxd Available only through Scholastic Red. READ 180: Best Practices for Reading Intervention Session 2: Your Turn Teacher Implementation Guide

165 Profesional Development Finding Out About Scholastic Red Overview Scholastic facilitated online Red courses create a community of learners focused on reading achievement. Red courses include a balance of online and in-person work, peer discussion and individual study. The online sessions introduce key pedagogical ideas and best-practice strategies that you can immediately implement in the classroom. You set your own schedule for the online coursework. If you are taking courses with colleagues in your school or district, a Facilitator will coordinate in-person meetings. It generally takes 6 to 8 weeks to complete a Scholastic Red course. The majority of online sessions will take about 20 minutes to complete.no textbooks are required in Scholastic Red courses, but courses do include professional readings that are available online. Courses Offered Here is a list of the Red courses that are offered currently: Building Decoding Skills and Strategies, Grades 3 5 Guided Reading: Making It Work in Your Classroom, Grades K 6 High School Literacy: Comprehension Through Active, Strategic Reading Improving Decoding Skills and Strategies, Grades 6 8 Improving Fluency, Grades 3 8 Improving Reading Comprehension, Grades 3 5 Middle School Literacy: Improving Text Comprehension READ180: Best Practices for Reading Intervention Professional Development 165

166 Professional Development Scholastic Red Registration Directions To log on to the READ 180 course, follow these steps: 1. Go to and click Need a Red username and password? 2. Click Group Registration in the middle of your screen. 3. Type your District ID, Password, and Red Code in the appropriate boxes, then click Submit. You will be taken directly to the registration screen. 4. Complete the registration process by filling in all the fields. 5. Click Submit. 6. Follow the setup instructions for installing the software you need to run Red. 7. Click Ready to Go. 8. Click the course title: READ 180: Best Practices for Reading Intervention. 9. Click Go to Course. 166 Teacher Implementation Guide

167 Participating in Professional Development Online READ 180: Best Practices for Reading Intervention is an interactive, online and in-person professional development course designed for use by both new and experienced READ 180 teachers of transitional third grade through twelfth grade. Course Outline The seven sessions in this course focus on the latest research findings on helping the struggling reader, research-based teaching techniques, guidelines for effective use of the Software, and the READ 180 assessment tools to guide instruction. Course Introduction Session 1 describes what to expect in the course and how READ 180 addresses the needs of struggling readers. Getting Started with READ 180 Session 2 discusses how to motivate your students and help them avoid the cycle of failure. It also discusses how to group, teach, and assess students using the READ 180 Instructional Model. Whole- and Small-Group Instruction: The Five Elements of Reading Session 3 acquaints you with the essential elements of reading and discusses how to teach them during Whole- and Small-Group Instruction. Whole- and Small-Group Instruction: Writing and Grammar Session 4 explains how to teach and assess process-based writing. READ 180 Topic Software Session 5 shows how to maximize the benefits of the READ 180 Software to increase your students success. Modeled and Independent Reading Session 6 explains how to match students to leveled, age-appropriate books and hold them accountable for their reading. Assessing, Reporting, and Data-Driven Instruction Session 7 focuses on how to analyze READ 180 data to guide instruction, grouping, and grading in addition to informing parents and administrators of student progress. READ 180: Best Practices for Reading Intervention Professional Development 167

168 Professional Development Exploring the Red Toolkit The Red Toolkit is accessible on every page in a Red course. Once you start using these tools, you will find that they help make online learning personal, collaborative, and convenient. My Journal This is your personal online journal a private place to record notes, ideas, and reflections. Only you have access to your journal. Ask an Expert This links you to an online discussion board open to other teachers who are taking this course. You can post or read messages whenever you wish. A Red Reading Specialist leads discussions and moderates the board. Glossary Scholastic Red has a comprehensive glossary of terms. You will never be left wondering what the latest buzzword or research term means. Just click on the Glossary to find clear, cross-referenced, research-based definitions. READ 180: Best Practices for Reading Intervention also includes a Glossary of terms that are specific to READ 180 in Session 2: Your Turn. Resources Scholastic Red courses provide you with all the resources and support materials you need to successfully apply the reading strategies and approaches presented in the course. These practical resources along with Red s faculty selections of professional articles, are collected here. You can browse Resources by type or session number. Correlations (For Group Registrants Only) Scholastic Red courses are customized in many ways to meet your specific needs as well as those of your school district. After you click Correlations, choose Standards or Reading Program. If you choose Standards, you will get a complete list of correlations between the strategies covered in this course and your state standards. By clicking Reading Program, you will see the correlations between the course skills and strategies and those in your district s core reading program. District Note (For Group Registrants Only) This is where your district can deliver customized messages and information for you. Red Toolkit 168 Teacher Implementation Guide

169 Using My Journal Record notes, ideas, and reflections in your secure, personal online journal. Asking an Expert Take part in online discussions with other teachers taking this course. Directions 1. After you click My Journal on the Red Toolkit, click a session name. 2. A Guided Reflection question for that session will appear here. You can write as much or as little as you like by typing in this window. 3. Click Save to store your work. 4. If you choose, you can create your own subject by clicking Write a New Entry. Use the space provided as your electronic journal. 5. Click Save to store your work. 6. To access your personal journal entry later, click the subject title. Directions 1. Click Ask an Expert. 2. Click on a link to the right of each session name. Read the Discussion Prompt. 3. Once you are in a Discussion screen, you will be able to ask the expert a question. 4. Read and respond to your colleagues postings. Professional Development 169

170 Professional Development Accessing Additional Teacher Resources At the end of each session, Scholastic Red provides you with all the resources and support materials you will need. The Your Turn page serves as a gateway to all the resources that will bridge your online and classroom experiences. You can print resources to include in your Red Teacher Handbook. The Extend section always presents at least one professional article. Scholastic Red faculty members read all the professional journals in their field. They choose the best, most relevant articles and we provide them here, to keep you up-to-date. This section also features a direct link to a useful session-related Web site for you to explore. In the Apply section, you will find a quick session-related activity to try in your classroom. Two types of resources may be listed in this section: Student Resource or Teacher Resource this is designed to make it easy for you to apply strategies in your classroom. Your Turn is customized for each session; not every session has the same number or same type of resources. The Ideas For... section, is a very important part of Scholastic Red. It helps you to provide differentiated instruction to your students and to communicate with family members. Easy and practical classroom activities are tailored to four areas: English-Language Learners, Content Area, Technology and Family Engagement. READ 180: Best Practices for Reading for Intervention Your Turn: Session Teacher Implementation Guide

171 Implementing New Strategies The Strategy Use Chart lists the research-based strategies presented in the course and Strategy Workshop Meetings. Classroom-tested and validated, these strategies, when implemented, will directly affect student learning. Use the chart to expand your teaching repertoire and to help set goals for implementing new strategies. Strategy Use Chart available from your Facilitator Professional Development 171

172 Professional Development Earning Course Credit and Red Points Scholastic offers a number of ways that you can receive college course credit at several accredited universities and receive Red points towards professional book purchases. Course Credit Collaboration between Scholastic Red and the University of San Diego, Nova Southeastern University, Wright State University, and Ashland University allows you to register to receive three graduate credits per course or four continuing education credits from a sponsoring university. Credits may be transferred to a degree program but you should first consult with the degree-granting organization for this permission. Credits are generally used for teacher certification and/or salary enhancement purposes. Go to for more information on grading procedures and obtaining course credits. Red Points Red Points recognize and reward you for your professional development experience. Redeem your Red Points for one Scholastic professional book of your choice. How It Works You earn 75 Red Points at the completion of each course session. Completing the Course Review adds another 25 points to your total. Upon completing a course, you can redeem your points. The Start Survey Now link on the Course Review results page will take you to the survey where you can choose to skip the survey and select your professional book. You will be given a selection of ten Scholastic professional books. No matter what grade you teach, you will find a professional or class resource book that fits your needs. Things to Remember Red Points are only redeemable through the Scholastic Red program. Red Points are not exchangeable with Scholastic Book Club Points. Red Points are only redeemable after a course is completed. 172 Teacher Implementation Guide

173 Red Routine 1: Teaching Vocabulary How to Use the Teaching Vocabulary Routine 1. Pronounce the word and ask students to repeat it. Then give the part of speech. For example: The word is fierce. Repeat after me: fierce. Fierce is an adjective, or a describing word. 2. Explain the meaning of the word using the brief explanation provided in the Teacher s Edition. Record it on Transparency 1 and have students complete it in their rbooks. Then, rephrase the definition, asking students to complete it by substituting the Target Word chorally. Something that is fierce is angry and violent. Write this meaning for fierce in your rbook. Something that is angry and violent is (fierce). 3. Discuss at least two meaningful examples, record them on Transparency 1, and have students complete them in their rbooks. Then have students generate their own examples. Examples and additional ideas are provided in the Teacher s Edition. 4. Ask the question provided in the Teacher s Edition to deepen understanding. Coach to use the Target Word and respond in complete sentences to explain their views. How can you tell if an animal is fierce? 5. Review all of the Target Words by having students work together to complete the sentence starters provided in the Teacher s Edition. You should be cautious of growling dogs off a leash because they may be very! (fierce) To observe a master teacher using the Teaching Vocabulary routine, visit Session 3.3 of READ 180: Best Practices for Reading Intervention at Professional Development 173

174 Professional Development Red Routine 2: Oral Cloze How to Use an Oral Cloze Routine 1. Preview the reading to familiarize yourself with the phrasing of the passage and the words suggested for omission. 2. Explain to students the purpose of doing an Oral Cloze shared reading. You may wish to call it something other than Oral Cloze (e.g., Fill-In Reading) so students will recognize the routine. Model with the first few sentences from the text to help students know exactly how the process works. I am going to read aloud from the rbook. Your job is to read along silently with me while I read aloud. Try to keep pace with me; don t read ahead or slow down. Occasionally, I will leave out a word. Your job is to chime in and read the word aloud. For example, let s practice with the first sentence. I will read the entire sentence except the last word. When I stop reading, you fill in the word that I didn t read. 3. Maintain appropriate phrasing and inflection while reading the passage aloud, leaving out the boxed words, and pausing briefly for students to respond chorally. 4. Monitor students responses. If they don t respond, or if they say another word, clearly say the omitted word. Then, continue reading, making sure to keep the pace engaging. To view an online video of the Oral Cloze routine, visit Session 3.4 of READ 180: Best Practices for Reading Intervention at Teacher Implementation Guide

175 Red Routine 3: Think (Write)-Pair-Share How to Use a Think (Write)-Pair-Share Routine 1. Provide an overview of the activity and ask students to number off to form groups of two. We are going to do a Think (Write)-Pair-Share. Take a minute to think about the question I ask and jot down your answer. Please number off as 1 s and 2 s. 2. Ask an open-ended question or present a task and allow students time to think (and write) briefly. Write a sentence starter on the board and model how to use it. When I signal, number 1 s share and number 2 s listen. When I signal again, switch roles. After each partner shares, I ll call on individuals to share with the class. 3. Monitor students as they discuss ideas with their partners. You may need to help students who seem to be having trouble, redirect off-task behavior, and guide students to use sentence starters. After thinking time, give students the signal to share. Number 1 s share your ideas with your partner. Number 2 s, your job is to listen. After one minute, signal, and say: Number 2 s share your ideas now. 4. Facilitate as pairs share what was discussed with the whole class. To view an online video of Think (Write)-Pair-Share in action, visit Session 2.6 of READ 180: Best Practices for Reading Intervention at Professional Development 175

176 Professional Development Red Routine 4: Idea Wave How to Use the Idea Wave Routine 1. Explain the procedure. Take a few minutes to write down notes in response to the question. I ll start the wave by choosing a student to share. Then another student will share. 2. Ask an open-ended question or task (e.g., Identify ways in which immigration has positively or negatively affected America). 3. Provide a few examples and record them on the board. Ask students for additional examples. Then, have students write ideas on their own. 4. Direct the Idea Wave. Prompt students to listen for new ideas to add to their notes. Choose student to share, then continue around the class in a wave-like fashion with each student in turn providing a quick oral response. Stop the wave after ideas have been shared (e.g., 6 8). Allow for a few comments from students who were not part of the wave. Finish the discussion with a summary of ideas shared. Let s begin the Idea Wave with Matt. Remember to add new ideas to your notes. Use one of the sentence starters, that I ll provide, when you share an idea. Be sure to say if your idea builds upon or is different from your classmates. To watch a master teacher use the Idea Wave routine, visit Session 2.6 of READ 180: Best Practices for Reading Intervention at Teacher Implementation Guide

177 Red Routine 5: Numbered Heads How to Use a Numbered Heads Routine 1. Explain the procedure for the activity. Count off from 1 to 4 so I can put you in groups. First, I ll ask a question and your group will discuss it, taking turns in the group. Then, I will randomly call on people to share their responses. So, everyone should be prepared to join the discussion. 2. Group students by having them count off. Groups work best with three or four students. 3. Ask a question. Open-ended questions work well because they provoke many opinions. 4. Monitor the groups as students work together, redirecting students when necessary. 5. Facilitate the class discussion by choosing the number of the group members to share. Call on students to respond and require subsequent students to build upon and contrast their ideas with those of their classmates. All number 2 s will be reporting out today. Let s start with Number 2 in this group. How about this next group? Could you add to their response? To watch an online video of the Numbered Heads routine, visit Session 2.6 of READ 180: Best Practices for Reading Intervention at Professional Development 177

178 Professional Development Red Routine 6: Writing Process How to Use a Writing Process Routine 1. Generate Ideas Ask students to consider their audience and purpose for writing as they use a web to brainstorm ideas alone or with a partner. Explain that brainstorming means gathering many ideas, but not having to use every one. 2. Plan Direct students to choose ideas from their webs and to list word choices, including recently learned vocabulary, to use in their paragraphs. Guide students as they fill in the prewriting organizer. 3. Write Monitor students as they use a writing frame to write their first draft. Give them the option to use the sentence starters provided or to cross them out and begin their own sentences. 4. Revise Use the revision transparency to demonstrate how to use a scoring guide to make revisions on a draft. Notice the sample scores given on the transparency. Work with students to revise elements with weak scores to show how to use rubric scores to guide revision. Then have students self- and peer-assess using the Peer Feedback routine. Guide students as they revise their writing based on the assessments. 5. Edit Teach grammar, usage, and mechanics lessons focused on common errors. Provide guidance while students complete exercises. Show how these lessons can be used to improve students own work by having them check and correct their drafts for the same errors. 6. Final Draft/Present Assist students as they write their final drafts on a separate piece of paper. Give them a few options for presenting their writing in authentic ways. For more information about the Writing Process routine, visit Session 4.3 of READ 180: Best Practices for Reading Intervention at Teacher Implementation Guide

179 Red Routine 7: Peer Feedback How to Use a Peer Feedback Routine 1. Assign partners to work together to provide feedback on the content and organization of their first drafts. Prior to pairing students, go over the Peer Feedback routine using Transparency 23. Also, model the process of providing written and spoken feedback using a sample paper. We are going to pair up to respond to each others paragraphs. First, each pair will exchange rbooks. Next, you will read your partner s draft and fill out the scoring guide. Then, reread the draft to confirm your responses and think of two suggestions for revision. 2. Monitor partners as they evaluate their partner s paper, and complete the scoring guide to provide written and spoken feedback. Be available for questions or to offer opinions. 3. Direct students to exchange drafts and silently review the feedback. Return each other s rbooks and review the scores your partner gave you without discussion. 4. Facilitate as peers share their feedback orally. Now, take turns sharing your feedback. Partner 1 goes first. Remember to start by sharing something positive about the draft. Then, give your two suggestions for revision. Lastly, ask if your partner has any questions about your feedback. For example, you might say, I really like how your last sentence sums up the topic. One suggestion I have to improve your draft is to put the important details first. Also, I think you could make this part better by adding linking words. Do you have any questions? To view an online video of the Peer Feedback routine, visit Session 4.5 of READ 180: Best Practices for Reading Intervention at Professional Development 179

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