© 2010 success for all foundation1 reading roots 4th edition 3500/3550 zz

© 2010 Success for All Foundation 1

Reading Roots 4th Edition 3500/3550

Reading Roots 4th Edition 3500/3550

ZZ

Weighing In On Reading Instruction

• Put clip of student in each circle above

Divide the circles: P= Phonological Awareness & PhonicsL=Oral Language & Vocabulary DevelopmentOR=Oral Reading & ComprehensionW=Writing

2© 2010 Success for All Foundation


The Areas of Reading Instruction and the

Desired Student Outcomes

• Oral Language and Vocabulary

• Phonemic Awareness

• Word Skills

• Fluency and Tracking

• Comprehension

• Writing

What does it look like?Highlights of the four Reading Roots

components

Video Highlights:(insert 15 min highlights here)

1.Fast Track Phonics (P)

2.Shared Story (OR)

3.Story Telling and Retelling (L)

4.Adventures in Writing (W)



Part I: Introduction to Reading Roots

Summing it Up

1.Listen to the

statement

2.Heads Together

3.Respond


Part I: Reflection

Think-Write-Pair-Share

• What did you learn?

• What do you want to know more about?

• Record 2 team questions


Earning Team Celebration Points

1.Cooperation

2.Attentiveness to Learning

3.Assessment

Cooperative Learning Standards

Complete Tasks

Help and Encourage Others

Everyone Participates

Explain Your Ideas and Tell Why

Practice Active Listening



The Cycle of Effective Instruction

ASSESSMENT• Monitor• Assess

PARTNER/TEAMPRACTICE• Prompt• Reinforce

ACTIVE INSTRUCTION• Teach• Model• Guide Practice

CELEBRATION• Recognize• Celebrate


Part II: Exploring the Reading Roots Lesson

Model & Guide Practice:

Fang Lesson 18

Team & Partner Practice:

• The Painters Lesson 10 (ALL)

• Ride A Bike Lesson 31 (Partnership

A)

• A Farm In China Lesson 42

(Partnership B)


Summary: The General Characteristics of Reading

Roots 4th Edition

• Reading Roots is a comprehensive reading program for beginning readers.

• Students are grouped according to their reading level.

• There are four levels in Reading Roots that scaffold the development of reading skills.

• Reading skills are taught, practiced, assessed and celebrated each day.


Part II: Assessment

Match the activity with the description

Earn Team Celebration Points!


Part II: Reflection


II. Exploring the Reading Roots Lesson:

Celebration



Reading Roots Components

Fix the chart lines so STaR has space equal to A in

Writing Day 1 Day 2 Day 3

Fast Track Phonics

Fast Track Phonics

Fast Track Phonics

Shared Story Shared Story Shared Story

STaR STaR Adventures in Writing

Homework Homework Homework


Developing the Desired Student Outcomes

Fast Track Phonics

• Reading Comprehension

• Fluency



• Word Skills

• Writing

III.Teaching the Reading Roots

Lesson: Fast Track Phonics

• Day One Lesson 10: • You will experience the FTP lesson

• Day Two Lesson 10:• You will teach • You will use the organizer in your

PB to record notes for discussion & debriefing



Pure Sounds

• Slightly sustain sounds that can be naturally extended.

• f l m n r s v• z a e i o u• Other sounds should be produced with a short,

quiet bounce. Slow, multiple bounces can be used when producing the sound in isolation or to emphasize the sound at the beginning of a word.

• b c d g h j k• p t qu w x y


Lesson 10Fast Track Phonics Component:

12 Activities

The Alphabet ChantHear SoundsSay It Fast

Break It DownRead Letter SoundsStretch and Read

Quick Erase



12 Activities

DEBRIEF



12 Activities

Hear the New SoundIntroduce the New Shape

Stretch and Read with the New Letter

Write LettersStretch & Count/Stretch &

Spell



12 Activities

DEBRIEF



Partner/Team PracticeLesson 10, Fast Track Phonics Component:

Day 2 /j/• Take turns teaching the FTP lesson

activities as directed• Use the guide questions to discuss your

experience with your team after teaching• We will debrief after each teaching part

with the whole group




12 Activities

DEBRIEF


Assessing FTP in the Classroom

• The FTP Assessment measures skills needed to read and write words

• The FTP Assessment is administered during reading class after every ten days of instruction

• The FTP Assessment data is recorded on the FastTrack Phonics Class Assessment Form

Part III: AssessmentFast Track Phonics

• Work in partnerships to assess the Fast Track Phonics skills you have practiced and taught

• We will check answers together• Earn Team Celebration Points!



Part III: Reflection




Celebration




Fix the chart lines so STaR has space equal to A in Writing

Day 1 Day 2 Day 3FastTrack Phonics

FastTrack Phonics

FastTrack Phonics

Shared Story

Shared Story

Shared Story





Shared Story


• Fluency



• Word Skills

• Writing

IV. Teaching the Reading Roots

Lesson: Shared Story

• Day One Lesson 10: • You will experience the Shared Story

lesson

• Day Two & Three Lesson 10:• You will teach • You will use the organizer in your PB to

record notes for discussion & debriefing



Lesson 10, Day 1Shared Story Component:

PreviewingWord Presentation

• Animated Alphabet• Sound It Out• Green Words

• Red Words• Readles

Partner Word & Sentence ReadingGuided Group/Guided Partner

ReadingDiscussion Questions



DEBRIEF


Comparing Partner Reading

Guided Group Reading

The teacher manages the reading activity.

Partner Reading

The students manage the reading activity.

Guided Partne

r Readin

g


Developing Fluency in Reading RootsAccuracy Smoothness Expression

Rate

Level 1 Level 2 Level 3

Level 4

Focus AccuracySmoothnessExpression

AccuracySmoothnessExpression


Accuracy SmoothnessExpressionRate

Fluency Flyer

Accuracy AccuracySmoothnessExpression



Developing Fluency in a Lesson

Day 1 Day 2 Day 3

Partner Word and Sentence

Reading


Reading


Reading

Guided Group/Guided

Partner Reading

Partner Reading Partner Reading

Reading Celebration

All Together Now



Comparing Partner Reading

Guided Group Reading

The teacher manages the reading activity.

Partner Reading

The students manage the reading activity.

Guided Partne

r Readin

g


Monitoring Partner WorkMake sure that students are taking turns, retelling, and reading with expression. Model specific reading strategies and reading with expression as necessary.

As you monitor the students, record rubric scores for several students on the teacher cycle record form for:

•accuracy•reading smoothly and with expression•the use of word strategies introduced so far•appropriate partner helping •accurate retelling•appropriate turn-taking

Allow students to read previous Shared Stories.


Using the Teacher Cycle Record Form for

Shared Story Observations• Oral Reading Rubric

• Accuracy• Smoothness & Expression• Word Strategies Used

• Partner Reading Rubric• Helps Partner Appropriately• Retells with Accuracy• Appropriately Takes Turns

IV.Teaching the Reading Roots


Partner/Team PracticeLesson 10, Shared Story Component:

Day 2 The Painters• Take turns teaching the Shared Story

lesson activities as directed• Use the guide questions to discuss with

your team after teaching• We will debrief after each teaching part

with the whole group




DEBRIEF


Summarizing the Shared Story put 4 lessons used in part two :10, 18 ok, 31,

42)

• Four Levels Four Themes

• A decodable storybook that consists of both teacher text and student text

• Teacher text adds meaning to the story.

• Student text increases as skill development improves.

• Partner Practice is key to success.


• Use the oral reading and partner reading rubrics to rate the following students and tell why.

(insert the two clips of students reading)

Part IV: AssessmentShared Story


Part IV: Reflection




Celebration





Day 1 Day 2 Day 3

FastTrack Phonics

FastTrack Phonics

FastTrack Phonics






Story Telling and Retelling• Reading Comprehension

• Fluency



• Word Skills

• Writing

V. Teaching the Reading Roots

Lesson: Story Telling and Retelling

• Day One Lesson 10: • You will experience the STaR

lesson

• Day Two Lesson 10:• You will teach • You will use the organizer in your

PB to record notes for discussion & debriefing



Lesson 10, Day 1STaR

Jamaica Louise James by Amy Hest & Sheila White

Samton

• Preview• Interactive Reading• STaR Celebration• STaR Writing• Alphie’s Question Quiz• Homework


STaRDay 1

•DEBRIEF


Lesson: Story Telling and RetellingPartner/Team Practice

Lesson 10, STaR Component:

Day 2• Take turns teaching the STaR

lesson activities as directed• Use the guide questions to discuss

with your team after teaching• We will debrief with the whole

group



Lesson 10, Day 2STaR

Jamaica Louise James by Amy Hest & Sheila White

Samton• STaR Review• Structure Review• Retell • STaR Celebration• STaR Writing• Alphie’s Question Quiz • Team Celebration• Homework


STaRDay 2

•DEBRIEF


Assessing Oral Language Development

• Alphie’s Question Quiz

• SOLO

Teacher Cycle Record Form


Developing Oral Language

Summarizing STaR

Throughout the lessons, students are:

• Developing receptive and expressive vocabulary

• Verbalizing what they are learning

• Sharing ideas/predictions

• Making connections with personal experiences

• Talking and interacting with other students

• Posing and answering questions


• Use the ORAL LANGUAGE RUBRIC to score student responses to Alphie’s Question Quiz

• Provide a “next step” prompt to the student responses

Part V: AssessmentStory Telling and Retelling


Part V: Reflection


V.Teaching the Reading Roots

Lesson: STaR

Celebration





Day 1 Day 2 Day 3

FastTrack Phonics

FastTrack Phonics

FastTrack Phonics






Adventures In Writing


• Fluency



• Word Skills

• Writing


The Writing Process

Prewriting

Planning Drafting Checking

Celebrating Writing

Team…… Partner…… Independent PRACTICE

Polishing


Reading Roots

Developing Writing

1–2 Sentences

2–3 Sentences

3–6 Sentences

6 or more Sentences


Adventures In WritingLesson 10

Day 3

• Vocabulary Review• Prewriting• Partner Planning• Writing• Writing Celebration• Team Celebration • Homework


Lesson 10, Day 3Adventures In Writing Component:

DEBRIEF

VI.Teaching the Reading Roots

Lesson: Adventures In WritingPartner/Team Practice

Lesson 10 Adventures In Writing:

• Take turns modeling using the writing strategies chart

• Provide positive written feedback• Use the guide questions to discuss

with your team• We will debrief with the whole group

• Note the bonus question!



Lesson 10, Day 3Adventures In Writing Component:

DEBRIEF


Using the Teacher Cycle Record Form for

Teacher Observation of Strategy Use

Writing Rubric• Uses Sound Spelling• Uses a Variety of Strategies• Expresses Ideas• Identifies & Corrects Errors• Quality & Quantity


SummarizingAdventures in Writing

• Thematically linked to Shared Story and Star story

• Follows the writing process • Partner feedback is key to

success!


• Use word writing strategies• Identify word writing strategies

used by students• Tell how information from the

writing rubric informs instruction

Part VI: AssessmentAdventures in Writing


Part VI: Reflection


VI.Teaching the Reading Roots

Lesson: Adventures in Writing

Celebration



VII. Managing Assessment Data in Reading Roots

Reading Roots Data

T-P-S

What do we know so far?

Multiple Measures in Reading Roots Observation of Process

Informally observe the use of a skill or strategy within an authentic situation. •Partner word and sentence reading•Guided group/guided partner reading •Partner Reading•Fluency /Reading Olympics•STaR Vocabulary Review

Observation of ProductEvaluate the product that results from the use of a skill or strategy. •Write Sounds•Stretch and Spell•Partner Story Questions (written responses)•Adventures in Writing (rubric)

Classroom MeasuresAssess the use of a skill or strategy through formal classroom-assessment pieces and through a curriculum-based test. •Formal Reading Roots Assessment (oral reading, word pronunciation, comprehension, fluency)•Fluency WCPM•Fast Track Phonics Assessment•STaR Vocabulary/ SOLO•Alphie’s Question Quiz•Story Test•Teacher Cycle Record Form (rubrics)

Decontextualized MeasuresAssess the use of a skill or strategy through testing outside of instruction.

•Standardized tests

•Norm-referenced tests

•Formal fluency assessment with unfamiliar text


Team Celebration Points Date started __________

Cooperative Learning at Work:Team Celebration Points Poster


Reading Roots Team Celebration Points

Total Points Possible

Team Cooperation Goals and related behaviors

Practice active listening

1-2 each occurrence

Everyone participates

Explain your ideas and tell why

Complete tasks

Help and encourage others

Team Random Reporters

FastTrack PhonicsShared Story DiscussionsSTaR vocabulary review: Silly or Sensible

1-2 each occurrence

Oral Reading

Accuracy 3

Smoothness and Expression 3

Word Strategies Used Appropriately

3

Partner Reading

Helps Partner Appropriately 3

Retells with accuracy 3

Appropriately Takes Turns 3

Oral LanguageAlphie's Question Quiz - Oral Expression

3

Written Responses

Uses Sound Spelling in Writing

3

Uses A Variety of Writing Strategies

3

Expresses Ideas 3

Identifies and Corrects Written Errors

3

Writes with Quality and Quantity

Homework Read and Respond 1 per day1 extra when all teammates complete it

the same day


A B C D E F G H I J K L M N O P Q R S T U V W X Y Z AA AB AC AD AE AF AG AH

HW Team

Gra

de L

evel

Name sh z w ch j v y th q x

R d ck ng 1 1 1 1 1 1 1 1 1W d p g 1 1 1 1 1 1 1 1

R b 1 1 1 1 1 1 1W p b g 1 1 1 1 1 1

R aio u 1 1 1 1 1 1 1W iu e 1 1 1 1 1 1 1

R e 1 1 1 1 1 1 1 1 1 1W e 1 1 1 1 1 1 1 1 1 1

R ng c 1 1 1 1 1 1 1W c ck ng 1 1 1 1 1 1 1

FTP: /x/ Shared Story Review Sound: /k/

Writing Rubric: 1=occasionally, 2= regularly, 3= consistently and effectivelyOral Reading and Partner Reading Rubric: 1= little evidence, 2= some attempt, 3= consistent and effective

LESSON 12: Kim's Visit

Writing

Oral Language

& VocabularPartner Reading

Students Letter-Sound Correspondence/Writing SoundsFastTrack Phonics Assessment #3

Total Scores

Oral Reading

29 28

26 25

Date ___________________ Teacher _______________________ Stage ___

Felicity Johnson1

Maizie Blake2

1 Sarah Crane 26 26

2 Johnny Taylor 28 26

1 Edward Drake 31 31

Team Name:

Team Name:

Team Name:

Graphemes Not Mastered (FTP Assessments 1 and 2) P oints

indicate mastery with 3rd

assessment

Team Name:

Managing Classroom Data:Teacher Cycle Record Form


Team Celebration Points Date started __________

The Go Getters Happy Readers Book Lovers Word Whales Roaring Readers Reading Avatars Buffalo Wings Sports Fans

Convert points in top Convert points in top band to a score of band to a score of

100100Convert points in Convert points in

this band to a this band to a

score of score of 9090Convert points in Convert points in

bottom band to a score bottom band to a score

of of 8080


Classroom Data and Summary Reports

• Teacher Cycle Record Form• Team Score Sheets

(Level 4, Lessons 38-46 only)

• Celebration Certificates• End-of-Grading-Period• Beginning-of-Grading Period

Reports• Individual Student Progress Notes


Individual Celebration Certificate

• Put sample here


End-of-Grading-Period Report

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z AA AB AC AD AE AF AG AH AI AJ AK AL AM ANG

rade

Lev

el

Name Met

Gro

wth

Tar

get

(yes

/no)

Comments

DEVELOPMENT NOTES:

Date _______ Teacher _____________ Stage ___ Last Lesson Completed ___ Students at Grade level # ___ % ___ Students making expected growth #___ $ ___

Students Classroom Measures Mastery & Placement ReferralsFormal Assessment

certificates - print fluency flyers from member center?


Homeroom Teacher Report

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z AA AB AC AD AE AF AG AH AI AJ AK AL AM AN AO AP AQ AR AS

Student Progress Over the School YearG

rade

Lev

el

Name

Students

Date ___________ Teacher __________________ Grade Level ______ Students at Grade level # _____ % _____ Students making expected growth #_____ %_____

Classroom Measures


Team Discussion:

What are some possible next steps at your school for meaningful and collaborative use of the online data tools?



• Connect the Desired Student Outcomes

with the data tool

Part VII Assessment


Celebration



VIII. Getting Started in Reading Roots


Day 1 Day 2 Day 3

FastTrack Phonics

FastTrack Phonics

FastTrack Phonics




Getting Started Checklist

Prepare and instruct Getting Along Together

Set up the classroomBecome familiar with lesson materialsOrganize partners & teamsPrepare the Start Up LessonPrepare to use Classroom Data Center

on the Member Center


START UP LESSON PLANNING

Work with a partnerUse the Start-Up Lesson and the

Questions in your PBShare what you found with your teamWe will debrief as a whole group

Random Reporter will be used

Earn team celebration points!


Preparing for Teamwork

• Practice Active Listening

• Help and Encourage Others

• Everyone Participates

• Explain Your Ideas/Tell Why

• Complete Tasks

Model

Award team cooperation points

Use t-charts for looks like/sounds like

Display photos of student examples

90 © 2010 Success for All Foundation

VIII: Getting Started in Reading Roots: Professional Learning Communities in SFA Schools


VIII. Getting Started in Reading Roots: First Grading Period

Preparation

Create your pacing & planning calendar

Getting Along Together lessonsInitial assessment and regrouping

datesLessons through the first quarterFast Track Phonics assessment datesPLC dates


93

© 2010 Success for All Foundation

VIII. Getting Started in Reading Roots:

Professional Learning Communities

Sample Topics

1.Team Celebration & Cooperation

2.Pacing instruction and lesson

activities

3.Understanding Assessment:

Student Scores, Placement, and

Instructional Levels

Reading Roots PLCSample Agenda

I. Bring It Back:

II. Bring It On:

III. Work It Out:

IV. Get It Done:

V. Bring It Up Next:

© 2010 Success for All Foundation

94

PLC Support from SFAF

• Conference calls

• On-site visits• Sample

agendas for PLC topics

• Professional Development

• Reading Roots Resource Center

File resource libraries

Moderated forums

Success storiesFAQsAnnouncements



Celebration


© 2010 success for all foundation1 reading roots 4th edition 3500/3550 zz

Documents

reading roots componentsfix

reading level

oral reading comprehensionw

areas of reading instruction

development of reading

comprehensive reading

editionreading roots

fang lesson